Page 171 - Petelin, Ana, et al. 2019. Eds. Zdravje otrok in mladostnikov / Health of Children and Adolescents. Proceedings. Koper: University of Primorska Press
P. 171
t could improve the collaboration between parents of children with special inclusion of children with special needs: collaboration with parents 169
needs, the school, and other professionals.
References
Bela knjiga o vzgoji in izobraževanju v Sloveniji. 1995. In: KREK J., ed. Ljublja-
na: Ministrstvo za šolstvo in šport RS.
HONKASILTA, J., VEHKAKOSKI, T and VEHMAS S. 2015. Power struggle,
submission and partnership: Agency constructions of mothers of chil-
dren with ADHD diagnosis in their narrated school involvement. Scandi-
navian Journal of Educational Research, vol. 59, no.6, pp. 674–690. http://
dx.doi.org/10.1080/00313831.2014.965794
HOOVER-DEMPSEY, K.V., WALKER, J.M.T., SANDLER, H.M., WHET-
SEL, D., GREEN, C.L., WILKINS, A.S. and CLOSSON. K. 2005. Why
do parents become involved? Research findings and implications. The
Elementary School Journal, vol.106, no.2, pp. 105–130. https://dx.doi.
org/10.1086/499194
KALYANPUR, K., HARRY, B. and SKRTIC C. 2000. Equity and advocacy ex-
pectations of culturally diverse families’ participation in special educa-
tion. International Journal of Disability, Development and Education, vol.
47, no.2, pp. 119–136. https://dx.doi.org/10.1080/713671106
KAVKLER, M. 2008. Posebne vzgojno-izobraževalne potrebe. In: KAVKLER,
M., MORRISON CLEMENT, A., KOŠAK BABUDER, M., PULEC LAH
S., VIOLA S.G., eds. Razvoj inkluzivne vzgoje in izobraževanja – izbrana
poglavja v pomoč šolskim timom. Ljubljana: Zavod SR za šolstvo, pp.41–
47.
MITCHELL, D. 2005. Contentextualizing inclusive education: evaluating old
and new international perspectives. London: Routledge.
RODRIGUES, F.B., CAMPOS, S., CHAVES, C. and MARTINS, C. 2015. Fami-
ly-school cooperation in the context of inclusion of children with special
educational needs. Procedia - Social and Behavioral Sciences, vol. 171, pp.
309–316. https://dx.doi.org/10.1016/j.sbspro.2015.01.127
STRAUSS, A. and CORBIN J. 1998. Basics of qualitative research: Techniques
and procedures for developing grounded theory. 2nd ed. Thousand Oaks, A,
US: Sage Publication, Inc.
SYRIOPOULOU-DELLI, C.K., CASSIMOS, D.C. and POLYCHRONOPOU-
LOU, S.A. 2016. Collaboration between teachers and parents of children
with ASD on issues of education. Research in Developmental Disabilities,
vol.55, pp. 330–345. https://dx.doi.org/10.1016/j.ridd.2016.04.011
ULE, M. 2013. Governance of educational trajectories in Slovenia: Dilemmas
and contradictions. Annales: Series Historia Et Sociologia, vol.23, no.2, pp.
290–302.
needs, the school, and other professionals.
References
Bela knjiga o vzgoji in izobraževanju v Sloveniji. 1995. In: KREK J., ed. Ljublja-
na: Ministrstvo za šolstvo in šport RS.
HONKASILTA, J., VEHKAKOSKI, T and VEHMAS S. 2015. Power struggle,
submission and partnership: Agency constructions of mothers of chil-
dren with ADHD diagnosis in their narrated school involvement. Scandi-
navian Journal of Educational Research, vol. 59, no.6, pp. 674–690. http://
dx.doi.org/10.1080/00313831.2014.965794
HOOVER-DEMPSEY, K.V., WALKER, J.M.T., SANDLER, H.M., WHET-
SEL, D., GREEN, C.L., WILKINS, A.S. and CLOSSON. K. 2005. Why
do parents become involved? Research findings and implications. The
Elementary School Journal, vol.106, no.2, pp. 105–130. https://dx.doi.
org/10.1086/499194
KALYANPUR, K., HARRY, B. and SKRTIC C. 2000. Equity and advocacy ex-
pectations of culturally diverse families’ participation in special educa-
tion. International Journal of Disability, Development and Education, vol.
47, no.2, pp. 119–136. https://dx.doi.org/10.1080/713671106
KAVKLER, M. 2008. Posebne vzgojno-izobraževalne potrebe. In: KAVKLER,
M., MORRISON CLEMENT, A., KOŠAK BABUDER, M., PULEC LAH
S., VIOLA S.G., eds. Razvoj inkluzivne vzgoje in izobraževanja – izbrana
poglavja v pomoč šolskim timom. Ljubljana: Zavod SR za šolstvo, pp.41–
47.
MITCHELL, D. 2005. Contentextualizing inclusive education: evaluating old
and new international perspectives. London: Routledge.
RODRIGUES, F.B., CAMPOS, S., CHAVES, C. and MARTINS, C. 2015. Fami-
ly-school cooperation in the context of inclusion of children with special
educational needs. Procedia - Social and Behavioral Sciences, vol. 171, pp.
309–316. https://dx.doi.org/10.1016/j.sbspro.2015.01.127
STRAUSS, A. and CORBIN J. 1998. Basics of qualitative research: Techniques
and procedures for developing grounded theory. 2nd ed. Thousand Oaks, A,
US: Sage Publication, Inc.
SYRIOPOULOU-DELLI, C.K., CASSIMOS, D.C. and POLYCHRONOPOU-
LOU, S.A. 2016. Collaboration between teachers and parents of children
with ASD on issues of education. Research in Developmental Disabilities,
vol.55, pp. 330–345. https://dx.doi.org/10.1016/j.ridd.2016.04.011
ULE, M. 2013. Governance of educational trajectories in Slovenia: Dilemmas
and contradictions. Annales: Series Historia Et Sociologia, vol.23, no.2, pp.
290–302.
