Kaasav haridus ja õpetajakoolitus sotsiaal-kultuurilisest käsitlusest lähtudes

Ainscow, M., Booth, T., Dyson, A., Farrell, P., Frankham, J., Gallannaugh, F., Howes, A., & Smith, R. (2006). Improving Schools: Developing Inclusion. London: Routledge.

Arcidiacono, F., & Baucal, A. (2019). Le interazioni sociali nell’apprendimento [Social interaction in learning]. Rome: Carocci.

Arcidiacono, F., & Pontecorvo, C. (2019). On materiality: Home spaces and objects as expanding elements of everyday experiences. Forum: Qualitative Social Research, 20(3), art. 5. http://dx.doi.org/10.17169/fqs-20.3.3165

Arnesen, A., Allen, J., & Simonsen, E. (Eds.) (2009). Policies and practices for teaching socio-cultural diversity. Concepts, principles and challenges in teacher education. Strasbourg: Council of Europe.

Barton, L. (1997). Inclusive education: Romantic, subversive or realistic. Inclusive Education, 3(1), 231–242. https://doi.org/10.1080/1360311970010301

Baucal, A. (2012). Scaffolding by design: Co-construction through interaction with cultu rally structured environment. In A. Baucal & J. Radišić (Eds.), Patchwork. Learning Diversities – conference proceedings (pp. 71–79). Belgrade: Institute of Psychology.

Baucal, A. (2013). Two instead of one ZPD: Individual and joint construction in the ZPD. In S. Phillipson, K. Ku & S. Phillipson (Eds.), Constructing educational achievement: A sociocultural perspective (pp. 161–173). London: Routledge.

Baucal, A., Arcidiacono, F., & Buđevac, N. (2011). Reflecting on different views of social interaction: Ex-planatory and analytic perspectives. In A. Baucal, F. Arcidiacono & N. Buđevac (Eds.), Studying interaction in different contexts: A qualitative view (pp. 233–251). Belgrade: Institute of Psychology.

Baucal, A., & Pavlović Babić, D. (Eds.) (2016). Prepoznaj, promovši i proširi – priče o uspešnim školama [Identify, Promote, and Scale up – Stories on Successful Schools]. Belgrade: Institute of Psychology.

Baucal A., & Zittoun T. (2013). Religion as dialogical resource: A socio-cultural approach. Integrative Psychological & Behavioral Science, 47(2), 207–219. https://doi.org/10.1007/s12124-013-9229-z

Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. https://doi.org/10.1007/s11092-008-9064-9

COHEP. (2008). Analyse und Empfehlungen: Heilpädagogik in der allgemeinen Lehrerinnen- und Lehrerbildung [Analysis and recommendations: Special education in general and teacher education]. Arbeitsgruppe Heilpädagogik der COHEP, December 2008.

Cole, M. (1996). Cultural Psychology. Cambridge: Harvard University Press.

Connor, D. J., Gabel, S. L., Gallagher, D. J., & Morton, M. (2008). Disability studies and inclusive education. Implications for theory, research, and practice. International Journal of Inclusive Education, 12(5–6), 441–457. https://doi.org/10.1080/13603110802377482

Daiute, C., & Kovac Cerovic, T. (2017). Minority Teachers Roma in Serbia: Narrate Education Reform. Belgrade: Institute of Psychology.

Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Cambridge: Cambridge University Press.

Engeström, Y. (2016). Studies in expansive learning: Learning what is not yet there. Cambridge: Cambridge University Press.

Fleer, M. (2016). The Vygotsky project in education – The theoretical foundations for analysing the relations between the personal, institutional and societal conditions for studying development. In D. S. P. Gedera & P. J. Williams (Eds.), Activity Theory in Education Research and Practice (pp. 1–18). Rotterdam: Sense. https://doi.org/10.1007/978-94-6300-387-2_1

Gindis, B. (1995). The social/cultural implication of disability: Vygotsky’s paradigm for special education. Educational Psychologist, 30(2), 77–81. https://doi.org/10.1207/s15326985ep3002_4

Hedegaard, M. (2004). A cultural-historical approach to learning in classrooms. Outlines, 6(1), 21–34.

Hjorne, E., & Säljö, R. (2004). "There is something about Julia." Symptoms, categories, and the process of invoking attention deficit hyperactivity disorder in the Swedish school: A case study. Journal of Language, Identity & Education, 3(1), 1–24. https://doi.org/10.1207/s15327701jlie0301_1

Leijen, Ä., Pedaste, M., & Lepp, L. (2019). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies. https://doi.org/10.1080/00071005.2019.1672855

Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. https://doi.org/10.1080/1323238X.2009.11910861

Moran, A. (2009). C an a competence or standards model facilitate an inclusive approach to teacher education? International Journal of Inclusive Education, 13(1), 45–61. https://doi.org/10.1080/13603110701273675

Naukkarinen, A. (2010). From discrete to transformed? Developing inclusive primary school teacher education in a Finnish teacher education department. Journal of Research in Special Educational Needs, 10(1), 185–196. https://doi.org/10.1111/j.1471-3802.2010.01168.x

Nedić, J., Jošić, S., & Baucal, A. (2015). The role of asymmetrical interaction in the assessment of nonverbal abilities of children from the Drop-in center. Inovacije u nastavi – časopis za savremenu nastavu, 28(3), 189–206. https://doi.org/10.5937/inovacije1503189N

Norwich, B. (2010). A response to ‘Special Educational Needs: A New Look.’ In L. Terzi (Ed.), Special Educational Needs: A New Look. London: Continuum.

Organization for Economic Co-operation and Development. (2000). Special Needs Education Statistics and Indicators. Paris: OECD.

Organization for Economic Co-operation and Development. (2007). No more failures: Ten steps to equity in education. Paris: OECD.

Passiatore, Y., Pirchio, S., Carrus, G., Maricchiolo, F., Fiorilli, C., & Arcidiacono, F. (2019). Intercultural practices and inclusive education in Europe: Can migration be a resource for individual and societal development? European Journal of Psychology of Education, 34(1), 209–224. https://doi.org/10.1007/s10212-017-0360-y

Pijl, S. J. (2010). Preparing teachers for inclusive education: Some reflections from the Netherlands. Journal of Research in Special Educational Needs, 10(1), 197–201. https://doi.org/10.1111/j.1471-3802.2010.01165.x

Pontecorvo, C., & Arcidiacono, F. (2014). Social interactions in families and schools as contexts for the development of spaces of thinking. In T. Zittoun & A. Iannaccone (Eds.), Activity of thinking in social spaces (pp. 83–97). New York: Nova Science Publishers.

Radišić, J., & Baucal, A. (2016). "What about when the majority is excluded?" A critical eye on language and math classrooms in Serbia. In A. Surian (Ed.), Open Spaces for Interactions and Learning Diversities (pp. 167–178). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6300-340-7_12

Radišić, J., & Baucal, A. (2018). Teachers’ reflection on PISA items and why they are so hard for students in Serbia. European Journal of Psychology of Education, 33(3), 445–466. https://doi.org/10.1007/s10212-018-0366-0

Radišić, J., Baucal, A., & Videnović, M. (2014). Unfolding the assessment process in a whole class mathematics setting. Psihološka istraživanja, 17(2), 137–158. https://doi.org/10.5937/PsIstra1402137R

Ryan, R. M., & Deci, E. L. (2000) . Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Sliwka, A. (2010). From homogeneity to diversity in German education. In Educating Teachers for Diversity – meeting the Challenge. Paris: OECD.

Smagorinsky, P., Cole, M., & Braga, L. W. (2017). On the complementarity of cultural historical psychology and contemporary disability studies. In I. Esmonde & A. N. Booker (Eds.), Power and privilege in the learning sciences (pp. 70–92). New York: Routledge.

Stojanović, J., & Baucal, A . (2007). Equal Access to Quality Education for Roma: Serbia. In Equal Access to Quality Education for Roma. Budapest: Open Society Institute – EU Monitoring and Advocacy Program.

Tartas, V., Perret-Clermont, A.-N., & Baucal, A. (2016). Experimental micro-histories, private speech and a study of children’s learning and cognitive development. Infancia y Aprendizaje, 39(4), 772–811. https://doi.org/10.1080/02103702.2016.1221055

Taylor, S. J. (2006). Before it had a name: Exploring the historical roots of disability studies in education. In S. Danforth & S. L. Gabel (Eds.), Vital questions facing disability studies in education (pp. xiii–xxiii). New York: Lang.

UNESCO-IBE. (2008). Conclusions and recommendations of the 48th session of the International Conference on Education (ED/BIE/CONFINTED 48/5) Geneva: UNESCO IBE. Retrieved at: http://www.ibe.unesco.org/en/ice/48th-ice-2008/conclusions-and-recommendations.html.

United Nations. (1989). Convention on the Rights of the Child. New York: United Nations.

Võgotski, L. S. (1934/1986). Thought and Language (transl. edited by A. Kozulin). Cambridge: The MIT Press.

Võgotski, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Võgotski, L. S. (1993). The fundamentals of defectology (abnormal psychology and learning disabilities). In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky – Volume 2: The fundamentals of defectology (pp. 29–51). New York: Plenum.

Wertsch, J. V. (1991). Voices of the Mind. Cambridge: Harvard University Press.

Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole & J. V. Wertsch (Eds.), The Cambridge Companion to Vygotsky (pp. 178–192). Cambridge: Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.008