REFERENCES

The following books and journal articles have informed the development of the Tessie Framework.

  • AINSCOW, M, DYSON, A, GOLDRICK, S, WEST, M. (2012) Making schools effective for all: rethinking the task. Leadership & Management, Manchester: University of Manchester, 1-17.
  • AUSTRALIAN GOVERNMENT. (2009) Belonging, Being & Becoming. The Early Years Learning Framework for Australia, Commonwealth of Australia, Canberra: Department of Education and Training
  • BELLENS, K, & DE FRAINE, B. (2012) Wat werkt? Kenmerken van effectief basisonderwijs. Leuven: Acco.
  • BENBENISHTY, R, ASTOR, R.A., ROZINER, I, & WRABEL, S.L. (2016) Testing the Causal Links Between School Climate, School Violence, and School Academic Performance: A Cross-Lagged Panel Autoregressive Model. Educational Researcher, Vol. 45, No. 3, pp. 197-206.
  • BLACK, P, & WILIAM, D. (2009) Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. DOI: 10.1007/s11092-008-9068-5
  • BOOTH, T, & AINSCOW, M. (2000, revised 2002) Index for inclusion: developing learning and participation in schools. UK, Bristol: Centre for Studies in Inclusive Education.
  • BOOTH, T, & AINSCOW, M. (2009) Index voor inclusie. Werken aan leren en participeren op school. Antwerpen: Garant.
  • BROCATUS, N. (2012) Het biopsychosociale model: implementatie in de klinische praktijk van een CAR d.m.v. ICF. Een verfrissende manier van denken over mensen met functieproblemen? Signaal,78, 6-15.
  • BROECKAERT, E, VAN HOVE, G, VAN DE VELDE, S, SOYEZ, V, & VANDERPLASSCHEN, W. (red.) (2010). Handboek bijzondere orthopedagogiek,.Antwerpen: Garant.
  • BROOKS, C, CARROLL, A, GILLIES, R. M, & HATTIE, J. (2019) A Matrix of Feedback for Learning. Australian Journal of Teacher Education, Vol. 44 (4).
  • CLAASEN W, DE BRUINE E, SCHUMAN, H, SIEMONS, H, & VAN VELTHOOVEN B. (2012) Inclusief bekwaam. Generiek competentieprofiel inclusief onderwijs. Antwerpen-Apeldoorn: Garant.
  • COUBERGS, C, STRUYVEN, K, ENGELS, N, COOLS, W & DE MARTELAER, K. (2013) Binnenklasdifferentiatie. Leerkansen voor alle leerlingen. Leuven/Den Haag: Acco
  • COLLIE, R.J, SHAPKA, J.D, & PERRY, N.E. (2012) School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. Journal of Educational Psychology, 2012, Vol. 104, No. 4, 1189-1204.
  • COPPIETERS, J. (2019). Effectieve feedback in het onderwijs. Leuven: Acco.
  • DE SCHAUWER, E, VANDEKINDEREN, C. & VAN DE PUTTE, I. (2011) Voorbij de vraagtekens?! Perspectief van leraren op inclusief onderwijs. Antwerpen-Apeldoorn: Garant.
  • DEVRIES, P, & DE VRIES, P. (2016) Instrumenten voor begeleiden in passend onderwijs. Utrecht: Perspectief Uitgevers.
  • DE VROEY, A., STRUYF, E, & PETRY, K. (2016) Secondary schools included: a literature review. International Journal of Inclusive Education, 20:2, 109-135, DOI: 10.1080/13603116.2015.1075609
  • DOCHY, F. & GIJBELS, D. (2009) Evaluatie. In Janssens, S. et al. (red.), Leren en onderwijzen (pp. 121-175). Leuven: Acco
  • DONOHUE, D, & BORNMAN, J. (2015) South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms. International Journal of Disability, Development and Education, 62 (1), 42-59. http://dx.doi.org/10.1080/1034912X.2014.985638
  • DUTCH INSPECTORATE OF EDUCATION & STANDING INTERNATIONAL CONFERENCE OF INSPECTORATES (SICI) (2016) Inclusive education into practice. An international and national comparative analysis on inclusive education. Utrecht/Brussel: Inspectie van het Onderwijs/SICI.
  • Education Endowment Foundation (2020)  Impact of school closures on the attainment gap: Rapid Evidence Assessment. https://educationendowmentfoundation.org.uk/public/files/EEF_(2020)_-_Impact_of_School_Closures_on_the_Attainment_Gap.pdf
  • EUROPEAN AGENCY FOR DEVELOPMENT IN SPECIAL NEEDS EDUCATION (2009) Kernthema’s voor de bevordering van kwaliteit in inclusief onderwijs – Aanbevelingen voor beleidsmakers. Odense, Denemarken: Europees Agentschap voor de ontwikkeling van het onderwijs voor leerlingen met specifieke behoeften.
  • EUROPEAN AGENCY FOR DEVELOPMENT IN SPECIAL NEEDS EDUCATION (2013) Organisation of provision to support inclusive education. Literature review. Odense, Denmark: European Agency for Development in Special Needs Education
  • EUROPEAN AGENCY FOR SPECIAL NEEDS AND INCLUSIVE EDUCATION (2014a). Vijf kernboodschappen voor inclusief onderwijs. Van theorie naar praktijk. Odense, Denemarken: European Agency for Special Needs and Inclusive Education.
  • EUROPEAN AGENCY FOR SPECIAL NEEDS AND INCLUSIVE EDUCATION (2014b). Education for all. Special needs and inclusive education in Malta. External Audit Report. Denmark, Odense.
  • FORLIN, C, KAWAI, N. & HIGUCHI, S. (2015) Educational reform in Japan towards inclusion: are we training teachers for success? International Journal of Inclusive Education, 19 (3), 314-331. http://dx.doi.org/10.1080/13603116.2014.930519
  • HATTIE, J. (2009) Visible learning. A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
  • HATTIE, J. (2011) Visible learning for teachers, maximizing impact on learning. New York: Routledge.
  • HATTIE, J. (2013) Leren zichtbaar maken. Sint-Niklaas: Abimo Uitgeverij.
  • HATTIE, J. (2014) De impact van leren zichtbaar maken. Sint-Niklaas: Abimo Uitgeverij.
  • HATTIE, J, & CLARKE, S. (2018) Visible learning. Feedback. Taylor & Francis Ltd.
  • HATTIE, J. & TIMPERLEY, H. (2007) The Power of Feedback. Review of Educational Research, 77 (1), 81-122.
  • HEHIR, T, GRINDAL, T, FREEMAN, B, LAMOREAU, R, BORQUAYE, Y, BURKE, S. (2016) A summary of the evidence on inclusive education. Harvard: Graduate School of Education.
  • HORNBY, G. (2014) Inclusive special education. Evidence-Based practices for Children with Special Needs and Disabilities. London: Springer.
  • HYMEL, S, & KATZ, J. (2019) Designing classrooms for diversity: fostering social inclusion. Educational Psychologist, 54:4, 331-339.
  • JUVONEN, J, LESSARD, L.M, RASTOGI, R, SCHACTER, H.L., & SMITH D.S. (2019) Promoting social inclusion in educational settings: challenges and opportunities. Educational Psychologist, 54:4, 250-270.
  • KAMPHUIS, E. & VERNOOY, K. (2001) Feedback geven. Een sterke leerkrachtvaardigheid. Basisschool management 07/2011.
  • KURNIAWATI, F, DE BOER, A, MINNAERT, A.E.M.G. & MANGUNSONG, F. (2014) Characteristics of primary teacher training programmes on inclusion: a literature focus. Educational Research, 56 (3), 310-326. http://dx.doi.org/10.1080/00131881.2014.934555
  • LÅFTMAN, S.B., ÖSTBERG, V., & MODIN, B. (2017). School climate and exposure to bullying: a multilevel study, School Effectiveness and School Improvement, 28:1, 153-164, DOI: 10.1080/09243453.2016.1253591
  • LEO, E., & BARTON, L. (2006). Inclusion, Diversity and Leadership. Perspectives, Possibilities and Contradictions. Educational Management Administration & Leadership. BELMAS Vol 34(2) 167–180.
  • MEIRSSCHAUT, M, MONSECOUR, F. & WILSSENS, M. (2015) Universeel ontwerp in de klas en op school. Op-stap naar redelijke aanpassingen. Gent: Arteveldehogeschool, 1-35.
  • MINISTRY OF EDUCATION AND RESEARCH. REPUBLIC OF ESTONIA (2019). Inclusive education in Estonia: System and inspection. Presentation of BIBESOIN Transnational project meeting Erasmus+project, Tallinn.
  • MITCHELL, D. (2015) Wat écht werkt. 27 evidence based strategieën voor het onderwijs. Huizen: Pica.
  • MUIJS, D, & REYNOLDS, D. (2011) Effective teaching. Evidence and Practice. 3rd Edition. London: Sage Publication.
  • NATIONAL COLLEGE FOR SCHOOL LEADERSHIP (2007) Children’s voice, children’s rights. What children with special needs have to say about their variously inclusive schools.
  • OECD (2012) Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing. [Online]. Available from: https://www.oecd.org/education/school/50293148.pdf [Accessed 12 November 2021].
  • OECD (2018) Equity in Education: Breaking Down Barriers to Social Mobility. Paris: OECD Publishing, PISA. [Online]. Available from: https://www.oecd-ilibrary.org/docserver/9789264073234-en.pdf?expires=1636710230&id=id&accname=guest&checksum=1DD1299B1ECAA1F981839D65B6E73F34 [Accessed 12 November 2021].
  • OECD (2020) Combating COVID-19’s Effect on Children. OECD Publishing. [Online]. Available from: https://www.oecd.org/coronavirus/policy-responses/combatting-covid-19-s-effect-on-children-2e1f3b2f/ [Accessed 12 November 2021].
  • NELSON, L.L. (2016) Universal design for learning in de praktijk. Kalmthout: Pelckmans Pro.
  • PAMEIJER, N, VAN BEUKERING, T, DE LANGE, S, SCHULPEN, Y. EN VAN DE VEIRE, H. (2010) Handelingsgericht werken in de klas. De leerkracht doet ertoe! Leuven: Acco.
  • RAYNER, S. (2009) Educational diversity and learning leadership: a proposition, some principles and a model of inclusive leadership? Educational Review, 61:4, 433-447, DOI: 10.1080/00131910903404004
  • ROOSE, I, VERSTRAETE, E. & VAN AVERMAET, P. (2013) Een reflectie over omgaan met diversiteit vanuit DIVA. Welwijs, jaargang 24, nr. 4, 18-22.
  • SHANI, M. & KOSS, C. (2015) Role perceptions of School Administration Team Members concerning inclusion of children with disabilities in elementary general schools in Israel. International Journal of Inclusive Education, 19 (1), 71-85. http://dx.doi.org/10.1080/13603116.2014.906666
  • STRUYF, E, ADRIAENSENS, S, VERSCHUEREN, K. (2013) Geïntegreerde zorg op school. Een inspiratieboek voor de praktijk. Leuven:  Acco.
  • STRUYF, E, VERSCHUEREN, K, VERVOORT, E, & NIJS, S. (2015) Leerlingenbegeleiding in een internationaal perspectief - een reviewstudie. Eindrapport (september 2015). Antwerpen/Leuven: UA & KU Leuven
  • TOMLINSON, C.A. (2014) The differentiated classroom. 2nd Edition. Responding to the needs of all learners. Alexandria, VA, USA: ASCD.
  • UNICEF UK (1989). The United Nations Convention on the Rights of the Child. London: UNICEF UK. [Online]. Available from: https://downloads.unicef.org.uk/wp-content/uploads/2010/05/UNCRC_PRESS200910web.pdf?_ga=2.78590034.795419542.1582474737-1972578648.1582474737 [Accessed 12 November 2021]
  • VALCKE, M. (2010) Onderwijskunde als ontwerpwetenschap. Een inleiding voor ontwikkelaars van instructie en voor toekomstige leerkrachten. Gent: Academia Press.
  • VAN AVERMAET, P. & SIERENS, S. (2010) Diversiteit is de norm. Er mee leren omgaan de uitdaging. Een referentiekader voor omgaan met diversiteit in onderwijs. In D. De Coen e.a. (Red.), Handboek beleidsvoerend vermogen (Doelgerichte visie, Aflevering 4),  Brussel: Politeia, 1-48
  • VAN DE PUTTE, I, DAVID, R, VANDEVELDE, S, DE WILDE, J. & VAN DEN ABBEELE, G. (2009) Zoektocht naar een begeleidingsmanier ter ondersteuning van leraren in klassen met leerlingen met specifieke onderwijsbehoeften. Impuls, 40 (1), 27-37.
  • VAN HOVE, G, DE SCHAUWER, E. (2017) Chapter II: Socio-ecological approach, Universal Design and Evidence based Practices. Gent: Universiteit Gent.
  • VANTIEGHEM, W, & VAN DE PUTTE I. (red.) (2019) Vol potentieel. Krachtig lesgeven in diversiteit. Leuven/Den Haag: Acco.
  • VERSCHUREN, M. (2013) De kracht van goede feedback. Reflecteren in de rekenles. Volgens Bartjens, 33 (2).
  • VLAAMS MINISTERIE VOOR ONDERWIJS EN VORMING, ONDERWIJSINSPECTIE (2017) Bronnendocument. Referentiekader voor onderwijskwaliteit. Brussel: Vlaamse Overheid.
  • WANG, M, & DISHION, T.J. (2012) The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years, Journal of Research on Adolescence, 22(1), 40-53.
  • WAY, N, REDDY, R, & RHODES, J. (2007) Students’ Perceptions of School Climate During the Middle School Years: Associations with Trajectories of Psychological and Behavioral Adjustment, Am J Community Psychol (2007) 40:194–213 DOI 10.1007/s10464-007-9143-y
  • WHO (2008) International Classification of Functioning, Disability and Health. Children & Youth Version. (ICF-CY). Nederlandse vertaling. Houten: Bohn Stafleu van Loghum.
  • YEUNG, A. (2012) Exploring organisational perspectives on implementing educational inclusion in mainstream schools. International Journal of Inclusive Education, 16 (7), 675-690. http://dx.doi.org/10.1080/13603116.2010.495792

WEBSITES

https://pjp-eu.coe.int/en/web/youth-partnership/social-inclusion  
www.meertaligheid.be 
http://www.metrotaal.be
www.steunpuntdiversiteitenleren.be
https://stad.gent/nl/onderwijscentrum-gent/diversiteit/meertaligheid-en-talensensibilisering/functioneel-meertalig-leren-het-secundair-onderwijs
www.potentialtoteach.be
http://www.inshea.fr/
https://ecole-inclusive.org/
http://pedagogie.ddec29.org/education-inclusive/
https://sites.google.com/view/outils-numeriques-et-handicap/accueil
https://aides-techniques.handicap.fr/c-aides-a-la-communication-informatique-253
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http://www.enfant-different.org/scolarite/linclusion-scolaire-les-ressources-incontournables
http://www.enfant-different.org/echanger-avec-dautres-parents/les-cafes-des-parents-en-France
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