[
Ainscow, M. (2000). The next step for special education: Supporting the development of inclusive practices. British Journal of Special Education, 27(2), 76–80.
]Search in Google Scholar
[
Akalin, S., Demir, S., Sucuoğlu, B., Bakkaloğlu, H., & İşcen, F. (2014). The Needs of Inclusive Preschool Teachers about Inclusive Practices. Eurasian Journal of Educational Research, (54), 39–60.
]Search in Google Scholar
[
Andresen, R. (2013). Visions of what inclusive education can be – With emphasis on kindergartens. European Early Childhood Education Research Journal, 21(3), 392–406. DOI: 10.1080/1350293X.2013.814359.
]Search in Google Scholar
[
Ang, L., Lipponen, L., & Lim, S. (2021). Critical reflections of early childhood care and education in Singapore to build an inclusive society. Policy Futures in Education, 19(2), 139–154. DOI: 10.1177/1478210320971103.
]Search in Google Scholar
[
Bautista, A., Ng, S., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(8), 1-18. DOI: 10.1186/s40723-016-0024-4.
]Search in Google Scholar
[
Brodzella, K., Ottley, J., Jung, J., & Coogle, C. (2018). Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings. Early Childhood Education Journal, 46, 277–286. DOI: 10.1007/s10643-017-0859-5.
]Search in Google Scholar
[
Co, C. (2021, March 5). All pre-schools to have inclusion coordinator to identify and support children with developmental needs. Retrieved from Channel News Asia: https://www.channelnewsasia.com/singapore/pre-schools-inclusion-coordinator-children-developmental-needs-307921.
]Search in Google Scholar
[
Garfinkle, A, & Schwartz, I. (2002). Peer Imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26–38.
]Search in Google Scholar
[
Justice, L., Logan, J., Lin, T., & Kaderavek, J. (2014). Peer Effects in Early Childhood Education: Testing the Assumptions of Special-Education Inclusion. Psychological Science, 25(9), 722–1729. DOI: 10.1177/0956797614538978.
]Search in Google Scholar
[
Karlsudd, P. (2021). Promoting Diversity and Belonging: Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool. Education Sciences, 11(104), 1–19. DOI: 10.3390/educsci11030104.
]Search in Google Scholar
[
Li, J., & Chong, J. (2011). Social Skills of Mainstream Kindergarten Children with Special Needs in Singapore. Journal of Reading and Literacy, 3,24-38.
]Search in Google Scholar
[
Lipponen, L., & Ang, L. (2019). Vital Voices for Vital Years 2: Perspectives on Early Childhood Development in Singapore. Lien Foundation.
]Search in Google Scholar
[
Mitchiner, J, Batamula, C., & Kite, B. (2018). Hundred Languages of Deaf Children: Exploring the Reggio Exploring the Reggio Emilia Approach in Deaf Education. American Annals of the Deaf, 163(3), 294–327. DOI: 10.1353/aad.2018.0021.
]Search in Google Scholar
[
Nah, Y., Chen, M., & Poon, K. (2021). Supporting Individuals With Autism Spectrum Disorder in Singapore. Intervention in School and Clinic, 0(0), 1–7. DOI: 10.1177/10534512211032 911.
]Search in Google Scholar
[
Nonis, K. (2006). Integrating Children with Special Needs: Singapore Preschool Teachers Share Their Feelings: A Preliminary Investigation. The Journal of the International Association of Special Education, 7(1), 4–10.
]Search in Google Scholar
[
Nonis, K., Chong, W., Moore, D., Tang, H., & Koh, P. (2016). Pre-school teacher’s attitudes towards inclusion of children with developmental needs in Kindergartens in Singapore. International Journal of Special Education, 31(3), 1–30.
]Search in Google Scholar
[
Opertti, R., Walker, Z., & Zhang, Y. (2013). Inclusive Education Education: From Targeting Groups and Schools to Achieving Quality Education as the Core of EFA. In L. Florian, (Ed.), The sage handbook of special education: Volume Two (pp. 149–170). SAGE Publications.
]Search in Google Scholar
[
Poon, K., Ng, Z., Wong, M., & Kaur, S. (2016). Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal of Education, 36(1), 84–97. DOI: 10.1080/02188791.2014.922047.
]Search in Google Scholar
[
Smidt, S. (2012). Introducing Malaguzzi: Exploring the life and work of Reggio Emilia’s founding father. London: Routledge.
]Search in Google Scholar
[
Tan, J. (2017). Ministry looking at inclusive preschool model for special needs children. https://search.proquest.com/docview/1999157816?accountid=12834.
]Search in Google Scholar
[
Tan, R., & Perren, S. (2021). Promoting peer interactions in an inclusive preschool in China: what are teachers’ strategies? International Journal of Inclusive Education, 1–17. DOI: 10.1080/13603116.2021.1879955.
]Search in Google Scholar
[
Third Enabling Masterplan Steering Committee. (2016). Third Enabling Masterplan 2017–2021: Caring Nation, Inclusive Society. Third Enabling Masterplan Steering Committee.
]Search in Google Scholar
[
Walker, Z., & Musti-Rao, S. (2016). Inclusion in High-Achieving Singapore: Challenges of Building an Inclusive Society in Policy and Practice. Global Education Review, 3(3), 28–42.
]Search in Google Scholar
[
Weng, C., Walker, Z., & Rosenblatt, K. (2015). Special education teachers’ attitudes toward including students with SEN in mainstream primary schools in Singapore. Asia Pacific Journal of Developmental Differences, 2(1), 63–78. DOI: 10.3850/S2345734115000216.
]Search in Google Scholar
[
Wong, M, Poon, K., Kaur, S., & Ng, S. (2015). Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal of Education, 35(1), 85–97. DOI: 10.108 0/02188791.2013.878309.
]Search in Google Scholar
[
Xie, H., Nah, Y., Yang, X., Wilhelmina, S., & Poon, K. (2021). Early Childhood Intervention: What We Know and Where We Are Headed. National Institute of Education.
]Search in Google Scholar
[
Yang, C., & Rusli, E. (2012). Teacher Training In Using Effective Strategies For Preschool Children With Disabilities In Inclusive Classrooms. Journal of College Teaching & Learning, 9(1), 53–64.
]Search in Google Scholar
[
Yeo, L., Chong, W., Neihart, M., & Huan, V. (2016). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 36(1), 69–83. DOI: 10.1080/02188791.2014.934781.
]Search in Google Scholar
[
Yeo, L., Neihart, M., Tang, H., Chong, W., & Huan, V. (2011). An inclusion initiative in Singapore for preschool children with special needs. Asia Pacific Journal of Education, 31(2), 143–158. DOI: 10.1080/02188791.2011.566990.
]Search in Google Scholar
| Dec 30, 2021