The DOI matches its Crossref record.
Towards Inclusive Schools?
Abstract
Notions of inclusive and schooling for diversity are gaining currency in the developed world as alternatives to traditional approaches to special needs education. This is an exploration of advances in our understanding of how schools change and develop to include a wider range of students. The material in the book is drawn from a wide range of contributors, and covers the situation in New Zealand, Australia, Norway, Netherlands, Britain and the United States.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cited by
Developing inclusive education systems: what are the levers for change?
Ainscow, M. (2005) · Journal of Educational Change · doi:10.1007/s10833-005-1298-4 · Cited by 831
What counts as evidence of inclusive education?
Florian, L. (2014) · European Journal of Special Needs Education · doi:10.1080/08856257.2014.933551 · Cited by 484
International trends in inclusive education: the continuing challenge to teach each one and everyone
Ferguson, D. L. (2008) · European Journal of Special Needs Education · doi:10.1080/08856250801946236 · Cited by 406
Excluding the included: A reconsideration of inclusive education
Slee, R., & Allan, J. (2001) · International Studies in Sociology of Education · doi:10.1080/09620210100200073 · Cited by 332
Dyslexia and inclusion: Time for a social model of disability perspective?
Riddick, B. (2001) · International Studies in Sociology of Education · doi:10.1080/09620210100200078 · Cited by 110
Metadata
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2018-09-03
- OpenAlex
- W612337400
- Cited by
- 251
- References
- 0
- FWCI
- 14.66
- Type
- book
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Towards Inclusive Schools? https://app.cochat.ai/papers/10.4324/9780429469084
- The paper
- Towards Inclusive Schools? (2018). Routledge eBooks. https://doi.org/10.4324/9780429469084
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
