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Lynch, J. 1994. Provision for children with special educational needs in the asia region. Washington: The World Bank.

Wan Abdullah, W. 2013. Supported employment : persons with learning difficulties in Malaysia. Retrieved from: http://webcat.warwick.ac.uk/record=b2686763~S1 [Accessed November 24, 2014].

United Nations Children's Fund (UNICEF). 2013. The state of the world's children: Children with disabilities. Retrieved from: http://www.unicef.org/ sowc2013

MALAYSIA   National Report on the provision of inclusive quality primary and secondary education Sub‐regional Workshop on "Building inclusive education system to respond to the diverse needs of disabled children" Jakarta, Indonesia, 3 - 5 November 2009 

Meeting Basic Learning Needs: A Vision for the 1990s Background Document World Conference on Education for All: Meeting Basic Learning Needs Jomtien, Thailand 5-9 March 1990

The well-researched and accessible pedagogy, Seven Principles for Inclusive Education, is the underpinning for all of Tanenbaum's curricula and teacher training programs (training in the Seven Principles is a core piece of all our teacher training programs). The Seven Principles can be applied to any classroom or lesson plan to increase equity and decrease exclusion. 1. Teaching All Students Educators should take several different approaches to teaching the same material so that information becomes more interesting and tangible to a greater number of students. 2. Exploring Multiple Identities Students who are proud of themselves and excited by the world around them will be more compassionate and understanding people; the same is true for educators. 3. Preventing Prejudice Educators should take a proactive approach to debunking preconceived stereotypes and preventing them from escalating into prejudices and negative biases. 4. Promoting Social Justice Students are good judges of what is fair, especially when they are affirmatively challenged to consider issues of social justice. Educators should talk to them about issues of social justice and injustice in terms of fair versus unfair, respectful versus disrespectful. 5. Choosing Appropriate Materials Inclusive classrooms use books and materials that reflect accurate images of diverse peoples and challenge stereotypes. 6. Teaching and Learning About Cultures and Religions Educators should create curiosity and expand students' horizons by teaching about others in a positive manner. Students should have the opportunity to learn from their peers as well as other cultures. 7. Adapting and Integrating Lessons Appropriately Educators should be flexible when using and adapting lessons in our curricula, as well as in prescribed curricula in general. Many of the most teachable moments are unplanned and unscripted.

European Agency for Development in Special Needs Education

FINLAND Regional Preparatory Workshop on Inclusive Education Eastern and South Eastern Europe Sinaia, Romania, 14 - 16 June 2007  

Forlin, C., Chambers, D., Loreman, T., Deppler, J., & Sharma, U. 2013. Inclusive education for students with disability: A review of the best evidence in relation to theory and practice. Report by Australian Research Alliance for Children and Youth (ARACY) for the Department of Education, Employment and Workplace Relations, pp. 1-67.

"Official Statistics of Finland (OSF): Special education [e-publication]. ISSN=1799-1617. 2013. Helsinki: Statistics Finland [referred: 20.11.2014]. Access method: http://www.stat.fi/til/erop/2013/erop_2013_2014-06-12_tie_001_en.html" http://www.stat.fi/til/erop/2013/erop_2013_2014-06-12_en.pdf

Derrick Armstrong, Ann Cheryl Armstrong, & Ilektra Spandagou

AUTISM IN THE US: SOCIAL MOVEMENT AND LEGAL CHANGE Boston University School of Law Working Paper No. 10-07 (March 23, 2010) Daniela Caruso