Allan, J. (2008). Rethinking inclusive education: The philosophers of difference in practice. Dordrecht, the Netherlands: Springer.
Boyles, D., Carusi, T., & Attick, D. (2009). Historical and critical interpretations of social justice. In Ayers, W., Quinn, T., & Stovall, D. (Eds.), Handbook of social justice in education (pp. 30–42). New York, NY: Routledge.
Broer, S.M., Doyle, M.B., & Giangreco, M.F. (2005). Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71, 415–430.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, UK: Sage.
Cook-Sather, A. (2006). Sound, presence, and power: “Student voice” in educational research and reform. Curriculum Inquiry, 36, 359–390. doi:10.1111/j.1467-873X.2006.00363.x
Creswell, J.W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Curtin, M., & Clarke, G. (2005). Listening to young people with physical disabilities’ experiences of education. International Journal of Disability, Development and Education, 52, 195–214. doi:10.1080/10349120500252817
De Schauwer, E., Van Hove, G., Mortier, K., & Loots, G. (2009). ‘I need help on Mondays, it's not my day. The other days, I'm OK’.—Perspectives of disabled children on inclusive education. Children & Society, 23, 99–111. doi:10.1111/j.1099-0860.2008.00159.x
Dewey, J. (1944). Democracy and education. New York, NY: Simon & Schuster.
Florian, L. (2010). Special education in an era of inclusion: The end of special education or a new beginning? Psychology of Education Review, 34 (2), 22–29.
Foreman, P. (2011). Introducing inclusion in education. In Foreman, P. (Ed.), Inclusion in action (3rd ed., pp. 2–34). South Melbourne, Australia: Cengage.
Foreman, P., & Arthur-Kelly, M. (2008). Social justice principles, the law and research, as bases for inclusion. Australasian Journal of Special Education, 32, 109–124. doi:10.1080/10300110701839964
Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45–63.
Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, IL: Aldine.
Hatlen, P. (1996). The core curriculum for blind and visually impaired students, including those with additional disabilities. RE:view, 28, 25–32.
Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: A content analysis. Australasian Journal of Special Education, 35, 103–116. doi:10.1375/ajse.35.2.103
Kugelmass, J.W. (2001). Collaboration and compromise in creating and sustaining an inclusive school. International Journal of Inclusive Education, 5, 47–65. doi:10.1080/13603110121498
Lewis, S., & McKenzie, A.R. (2010). The competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. Journal of Visual Impairment & Blindness, 104, 464–477.
Low, J. (1996). Negotiating identities, negotiating environments: An interpretation of the experiences of students with disabilities. Disability & Society, 11, 235–248. doi:10.1080/09687599650023254
MacLure, M. (2003). Discourse in educational and social research. Buckingham, UK: Open University Press.
Mertens, D.M., Sullivan, M., & Stace, H. (2011). Disability communities: Transformative research for social justice. In Denzin, N.K., & Lincoln, Y.S. (Eds.), The Sage handbook of qualitative research (4th ed., pp. 227–242). Thousand Oaks, CA: Sage.
Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). ‘I want support, not comments’: Children's perspectives on supports in their life. Disability & Society, 26, 207–221. doi:10.1080/09687599.2011.544060
Rice, N. (2006). Promoting ‘epistemic fissures’: Disability studies in teacher education. Teaching Education, 17, 251–264. doi:10.1080/10476210600849722
Ryan, M., Carrington, S., Selva, G., & Healy, A. (2009). Taking a ‘reality’ check: Expanding pre-service teachers’ views on pedagogy and diversity. Asia-Pacific Journal of Teacher Education, 37, 155–173. doi:10.1080/13598660902804303
Slee, R. (1996). Inclusive schooling in Australia? Not yet! Cambridge Journal of Education, 26, 19–32. doi:10.1080/0305764960260102
Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London, UK: Routledge.
Strauss, A.L., & Corbin, J.M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
Tews, L., & Lupart, J. (2008). Students with disabilities’ perspectives of the role and impact of paraprofessionals in inclusive education settings. Journal of Policy and Practice in Intellectual Disabilities, 5, 39–46. doi:10.1111/j.1741-1130.2007.00138.x
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special educational needs. European Journal of Special Needs Education, 25, 319–336. doi:10.1080/08856257.2010.513533
Whitburn, B. (2013a). Accessibility and autonomy preconditions to “our” inclusion: A grounded theory study of the experiences of secondary students with vision impairment. Journal of Research in Special Educational Needs. Advance online publication. doi:10.1111/1471-3802.12014
Whitburn, B. (2013b). “A really good teaching strategy”: Secondary students with vision impairment voice their experiences of inclusive teacher pedagogy. Manuscript submitted for publication.