Inclusive Learning and Educational Equity 5

References
Aas, H. K. (2019). Teachers talk on student needs: Exploring how teacher beliefs challenge inclu-
sive education in a Norwegian context. International Journal of Inclusive Education, 1(15). 
https://doi.org/10.1080/13603116.2019.1698065
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international 
experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. 
https://doi.org/10.108
0/20020317.2020.1729587
1 Preconditions of Transforming the Educational Process by Applying Inclusive…

---

18
Ainscow, M., & Hargreaves, A. (2016). Collaboration as a strategy for promoting equity in educa-
tion: Possibilities and barriers. Journal of Professional Capital and Community, 1(2). 
https://
doi.org/10.1108/JPCC- 12- 2015- 0013
Al-Azawei, A., Serenelli, F., & Lundqvist, K. (2016). Universal design for learning (UDL): A 
content analysis of peer reviewed journals from 2012 to 2015. Journal of the Scholarship of 
Teaching and Learning, 16
(3), 39–56. 
https://doi.org/10.14434/josotl.v16i3.19295
Arce-Trigatti, A., & Anderson, A. (2018). Defining diversity: A critical discourse analysis of public 
educational texts. Discourse: Studies in the Cultural Politics of Education, 41(1). 
https://doi.
org/10.1080/01596306.2018.1462575
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in 
schools
. Centre for Studies on Inclusive Education (CSIE).
Boothe, K. A., Lohmann, M. J., Donnell, K. A., & Hall, D. D. (2018). Applying the principles of 
universal design for learning (UDL) in the college classroom. Journal of Special Education 
Apprenticeship, 7
(3), 1–13.
Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture re-conceptualized in developmental 
perspective. A bio-ecological model. Psychological Review, 101(4), 568–586. 
https://doi.org/ 
10.1037/0033- 295X.101.4.568
Buchner, T., Shevlin, M., Donovan, M. A., Gercke, M., Goll, H., 
Šiška, J., Janyšková, K., 
Smogorzewska, J., Szumski, G., Vlachou, A., Demo, H., Feyerer, E., & Corby, D. (2021). 
Same progress for all? Inclusive education, the United Nations Convention on the rights of per-
sons with disabilities and students with intellectual disability in European countries. Journal of 
Policy and Practice in Intellectual Disabilities, 18
(1), 7–22. 
https://doi.org/10.1111/jppi.12368
Capp, M. J. (2017). The effectiveness of universal design for learning: A meta-analysis of literature 
between 2013 and 2016. International Journal of Inclusive Education, 21(8), 791–807. 
https://
doi.org/10.1080/13603116.2017.1325074
CAST. (2018). Universal design for learning guidelines version 2.2. 
http://udlguidelines.cast.org
Clarkson, P. J., & Coleman, R. (2015). History of inclusive design in the UK. Applied Ergonomics, 
46
, 235–247. 
https://doi.org/10.1016/j.apergo.2013.03.002
Connell, B. R., Jones, M., Mace, R., Mueller, J., Mullick, A., Ostroff, E., Sanford J, Steinfeld, E., 
Story, M., & Vanderheiden, G. (1997). The principles of universal design. Version 2.0-4/1/97. 
NC State University: The Center for Universal Design.
Curcic, S., Miskovic, M., Plaut, S., & Ceobanu, C. (2014). Inclusion, integration or perpetual 
exclusion? A critical examination of the decade of Roma inclusion, 2005–2015. European 
Educational Research Journal, 13
(3), 257–267. 
https://doi.org/10.2304/eerj.2014.13.3.257
Dalton, E. M. (2017). Beyond universal design for learning: Guiding principles to reduce barriers 
to digital & media literacy competence. Journal of Media Literacy Education, 9(2), 17–29.
European Agency for Special Needs and Inclusive Education. (2019). Inclusive school leadership: