[Ainscow, M. (2005). Developing inclusive education systems: What are the levels for change. Journal of Educational Change, 6(2), 109-124.]Search in Google Scholar
[Ainscow, M., Booth, T., & Dyson, A. (2006a). Improving schools - Developing inclusion, Routledge.]Search in Google Scholar
[Ainscow, M., Booth T., & Dyson, A. (2006b). Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education, 10(4-5), 295-308.]Search in Google Scholar
[Ainscow, M., Dyson, A., Goldrick, S., & West, M. (2016). Using collaborative inquiry to foster equity within school systems: opportunities and barriers. School Effectiveness & School Improvement, 27(1), 7-23.]Search in Google Scholar
[Anastasiou, D., Kauffman, J., & Di Nuovo, S. (2015). Inclusive education in Italy: Description and reflections on full inclusion. European Journal of Special Needs, 30(4),1-15.]Search in Google Scholar
[Angelides, P., & Avraamidou, L. (2010). Teaching in informal learning environments as a means for promoting inclusive education. Education, Knowledge & Economy, 4(1), 1-14.]Search in Google Scholar
[Beyer, L. (2001). The value of critical perspectives in teacher education. Journal of Teacher Education, 52(2), 151-163.]Search in Google Scholar
[Blackburn, C. (2016). Early Childhood Inclusion in the United Kingdom. Infants & Young Children 29(3), 239-246.]Search in Google Scholar
[Brydges, C., & Mkandawire, P. (2018). Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria. International Journal of Inclusive Education, 24(6), 645-659.]Search in Google Scholar
[Byrne, B. (2013). Hidden contradictions and conditionality: Conceptualisations of inclusive education in international human rights law. Disability & Society, 28(2), 232-244.]Search in Google Scholar
[Charalambous, C., & Papademetriou, C. (2018). Inclusion or Exclusion? the role of special tutoring and education district committees in special secondary education units in Cyprus. International Journal of Education and Applied Research, 8(1), 30-36.]Search in Google Scholar
[Charalampous, C., & Papademetriou, C. (2019a). Intermediate inverted Lleadership: The inclusive leader’s model. International Journal of Leadership in Education, 24(3), 349-370.]Search in Google Scholar
[Charalampous, C., & Papademetriou, C. (2019b). Action research: The key to inclusive education in Cyprus. Journal of Pedagogy, 10(2), 3–6.]Search in Google Scholar
[Charalampous, C., & Papademetriou, C. (2020). Intermediate inclusive leader. Creating cooperation networks. 16th European Conference on Management Leadership and Governance, 26-27 October, Oxford UK]Search in Google Scholar
[Commissioner for the Protection of the Rights of the Child. (2011). Commissioner for the protection of children’s rights to education and training of children with disabilitiesresults of the public consultation. Nicosia.]Search in Google Scholar
[Greenstein, A. (2014). Is this inclusion? Lessons from a very “special” unit. International Journal of Inclusive Education, 18(4), 379-391.]Search in Google Scholar
[Haug, P. (2017). Understanding inclusive education: Ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217.]Search in Google Scholar
[Damianidou, E., & Phtiaka, H. (2018). Implementing inclusion in disabling settings: The role of teachers’ attitudes and practices. International Journal of Inclusive Education, 22(10), 1078-1092.]Search in Google Scholar
[EADSNE. (ed.) (2007) Lisbon Declaration. Available online: https://www.european-agency.org/country-information/cyprus/national-overview/special-needs-education-within-the-education-system. Last accessed: 13/07/2016.]Search in Google Scholar
[European Commission. (2018). Education and training monitor 2018 Greece. European Union Luxemburg]Search in Google Scholar
[Greenberg J., & Greenberg, C. (2016). It takes two to tango: Inclusive schooling in Hong Kong. Global Education Review, 1(1), 44-55.]Search in Google Scholar
[Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International Journal of Special Education, 31(1), 119-134.]Search in Google Scholar
[Hornby, G. (2017). Inclusive special education: Development of a new theory for the education of children with special education needs and disabilities. British Journal of Special Education, 42(3), 235-255.]Search in Google Scholar
[Kasides, D., Apostolidou E., & Doufexi, A. (2015). The special and intercultural education in the spectrum of the inclusive philosophy, 5th Pan-hellenic Conference of Education.]Search in Google Scholar
[Kugelmass, J.W. (2006). Sustaining cultures of inclusion: The value and limitation of cultural analysis. European Journal of Psychology of Education, 5(1), 47-65.]Search in Google Scholar
[Mamas, Ch. (2013). Understanding inclusion in Cyprus, European Journal of Special Needs Education, 28(4), 480-493.]Search in Google Scholar
[McCarty, Κ. (2006). Full Inclusion: The Benefits and Disadvantages of Inclusive Schooling: An Overview, Azusa Pacific University.]Search in Google Scholar
[McMaster, Ch. (2014). Elements of inclusion: Findings from the Field. KAIRARANGA. 15(1), 42-49.]Search in Google Scholar
[Manzano-García, B., & Fernández, M. T. (2016). The inclusive education in Europe. Universal Journal of Educational Research 4(2), 383-391.]Search in Google Scholar
[Messiou, K. (2016). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 20(12), 1-14.]Search in Google Scholar
[Linde, R., Lemonik, A., & Mikaila, M. (2015). Teaching progress: A critique of the grand narrative of human rights as pedagogy for marginalized students, Radical Teacher, 103, 26-36.]Search in Google Scholar
[O’Connor, E., Yasik, A., & Horner, S. (2016). Teachers’ knowledge of special education laws: What do they know? Insights into Learning Disabilities, 13(1), 7-18.]Search in Google Scholar
[Paliokosta, P.,, & Blandford, S. (2010). Inclusion in school: A policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), 179-186.]Search in Google Scholar
[Papademetriou, D., & Charalampous, C. (2020). The Role of special education paraprofessionals in the inclusion of special secondary education units students. Educational Circle, 8(1), 230-252]Search in Google Scholar
[Phtiaka, E. (2000). From which we come and go? Cypriot state and special training. In A. Kipriotakis, (Ed), Practically auditor’s special treatment. Rethymnon Crete.]Search in Google Scholar
[Pieridou, M., & Ptiaka H. (2013). Children with disabilities in mainstream schools: Inclusion or exclusion? Paper presented in ECER 2013: Creativity and Innovation in Educational Research.]Search in Google Scholar
[Priyanka, S., & Samia, K. (2018). Barriers to inclusive education for children with special needs in schools of Jammu. The International Journal of Indian Psychology, 6(1), 93-105]Search in Google Scholar
[Soulis, S., Georgiou, A., Dimoula, K., & Rapti, D. (2016) Surveying inclusion in Greece: Empirical research in 2683 primary school students. International Journal of Inclusive Education, 20(7), 770-783.]Search in Google Scholar
[Statistical Services. (2018) Education Statistics, Republic of Cyprus.]Search in Google Scholar
[Strogilos, V. (2018) The value of differentiated instruction in the inclusion of students with special needs/disabilities in mainstream schools. SHS Web of Conferences 43,0003.]Search in Google Scholar
[Strogilos V., & King-Sears, M. (2018). Co-teaching is extra help and fun: Perspectives on co-teaching from middle school students and co-teachers. Journal of Research in Special Educational Needs, 18(3), 148-158.]Search in Google Scholar
[Suleymanov, F. (2015). Issues of inclusive: Some aspects to be considered. Electronic Journal of Inclusive Education, 3(4), 2-23.]Search in Google Scholar
[Symeonidou, S., & Mavrou, K. (2013). Deconstructing the Greek-Cypriot new national Curriculum: To what extent are disabled children considered in the “humane and democratic school” of Cyprus? Disability & Society, 29(2), 303-316.]Search in Google Scholar
[Symeonidou, S. (2015). Rights of people with intellectual disability in Cyprus: Policies and practices related to greater social and educational inclusion. Journal of Policy and Practice in Intellectual Disabilities, 12(2), 120-131.]Search in Google Scholar
[Symeonidou S. (2017a). Initial teacher education for inclusion: A review of the literature. Disability & Society, 32 (3), 401-422.]Search in Google Scholar
[Symeonidou, S. (2018). Disability, the arts and the curriculum: Is there common ground? European Journal of Special Needs Education. 34 (1), 50-65.]Search in Google Scholar
[Symeonidou, S., & Phtiaka, H. (2009) Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25, 543–550.]Search in Google Scholar
[Szeto, E., Cheng, A. &, Sin, K. (2018). Still not inclusive? A critical analysis of changing the SENCO policy in a Chinese school community. International Journal of Inclusive Education, 24(8), 828-848.]Search in Google Scholar
[Tilley S. (2019). The role of critical qualitative research in educational contexts: A Canadian perspective. Educar em Revista, Curitiba, Brasil, 35 (75),155-180.]Search in Google Scholar
[Timothy, S., & Agbenyega, J. (2018). Inclusive school leaders’ perceptions on the implementation of individual Education Plans. International Journal of whole schooling, 14(1), 1-30.]Search in Google Scholar
[Thomazet, S. (2009). From integration to inclusive education: does changing the terms improve practice? International Journal of Inclusive Education,13(6), 553-563.]Search in Google Scholar
[United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report 2005: The quality imperative, Paris: UNESCO Publishing.]Search in Google Scholar
[Vasiliadou, M., & Symeonidou, S. (2017). inclusive education to research, paper presented at the European Educational Research Association.]Search in Google Scholar
