References
- Bakker, H. (2012). Developmental education schools as learning organisations. In van Oers, B. (Ed.). Developmental Education for Young Children. International perspectives on early childhood education and development, Springer, Dordrecht, 7, 271-287.
- Barton, L. (2003). Inclusive education and teacher education: A basis of hope or a discourse of delusion. Inaugural Professional Lecture. London: Institute of Education, University of London.
- Bezzina, C. (2006) Views from the trenches: Beginning teachers’ perceptions about their professional development. Journal of In-service Education, 32 (4), 411-430.
- Bugaj, Τ., Blohm, Μ., Schmid, C., Koehl, N., Huhn, J., Herzog, D., Krautter, M., & Nikendei, C. (2019). Peer-assisted learning (PAL): Skills lab tutors’ experiences and motivation. BMC Med Educ 19, 353.
- Burgstahler, S., & Crawford, L. (2007). Managing an e-mentoring community to support students with disabilities: A case study. Association for the Advancement of Computing in Education Journal, 15(2), 97-114.
- Charalampous, C., & Papademetriou, C. (2018). Inclusion or exclusion? The role of special tutoring and education district committees in special secondary education units in Cyprus. International Journal of Education and Applied Research, 8(1), 30-36.
- Charalampous, C., & Papademetriou, C. (2019). Intermediate inverted leadership: The inclusive leader’s model. International Journal of Leadership in Education, 24(3), 349-370.
- Charalampous, C., & Papademetriou, C. (2021). Examining the institutional framework for special units in Cyprus, Journal of Pedagogy, 12(2), 5-29.
- Cook, J. (2011). Examining the mentoring experience of teachers. International Journal of Educational Leadership Preparation. 7(1), 1-10.
- Creswell, J. W. (2014). Research sesign: Qualitative, quantitative and mixed methods approaches (4th ed.), London: Sage Publications Ltd.
- Curtin, N., Malley J., & Stewart, A. J. (2016). Mentoring the next generation of faculty: Supporting academic career aspirations among doctoral students. Research in Higher Education, 57(6), 714–38.
- Day, C. (2019). An empirical case study of young adult carers’ engagement and success in higher education. International Journal of Inclusive Education, 25 (14), 1597-1615.
- Dixon, N. (1994). The organisational learning cycle. How we can learn collectively. McGraw-Hill, Maidenhead.
- Felekidou, K., & Lenakakis, A. (2018). Play and inclusive education: Greek teacher’s attitudes. European Journal of Special Education Research, 3(3), 149-159.
- Garringer, M., & MacRae, P. (2008). Foundations of successful. A guidebook for program development. Hamilton Fish Institute on School and Community Violence.
- Geleta, A., & Tafesse, M. (2017). Schools as learning organisations: Assessing the organisational learning practices in West Oromia Secondary Schools of Ethiopia. Ethiopian Journal of Education and Sciences, 12(2), 15-38.
- Giangreco M.F., & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids, Exceptional Children, 34 (7), 1-12.
- Giangreco, M. F., Halvorsen, A., Doyle, M. B., & Broer, S. M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17, 82-90.
- Hajisoteriou, C., & Angelides, P. (2016). The globalisation of intercultural education: The politics of macro-micro integration. Palgrave-Macmillan.
- Haug, P. (2014). The practices of dealing with children with special needs in school: A norwegian perspective, Emotional & Behavioral Difficulties, 19(3), 296-310.
- Hochstatter, R. W. (2012). Peer Mentoring And Empathy. Theses and Dissertations. 1292. https://commons.und.edu/theses/1292
- Hogan R. (1969). Development of an empathy scale. Journal of Consulting and Clinical Psychology, 33(3), 307-316.
- Hutchinson, S. A. (1998). Grounded theory. In: R. R. Sherman, & R. B. Webb (Eds.), Qualitative research in education: Focus and methods, (p.123–140). London, UK: Falmer.
- Johnson, T. (2008). Doing quantitative grounded theory: A review. Grounded Theory Review: An International Journal, 3(7), 1-13.
- Klette, K. (2012). Mixed method research in education: Some challenges and possibilities. Norwegian Educational Research towards 2020-UTDANNING 2020 (Eds). Mixed Methods in Educational Research Report from the March Seminar 2012. The research Council of Norway.
- Kools, M., & L. Stoll. (2016). What Makes a School a Learning Organisation?, OECD Education Working Papers, No. 137, OECD Publishing, Paris.
- Kyriazopoulou, M., & Weber, H. (2009). Developing a set of indicators for inclusive education in Europe. Odense, Denmark: European Agency for Development in Special Needs Education.
- Lauchlan F., & Greig, S. (2015). Educational inclusion in England: Origins, perspectives and current directions, Support for Learning, 30(1), 69-82.
- Linde, R., Lemonik, A. & Mikaila, M. (2015). Teaching progress: A critique of the grand narrative of human rights as pedagogy for marginalized students, Radical Teacher, 103, 26-36.
- Lindsay, S. (2018). Mentoring for youth with disabilities. National Mentoring Resource Center.
- Lichte, A., & Scheef, A. (2022). Exploration of training needs of paraprofessionals to support students with disabilities, The Journal of Special Education Apprenticeship, 11(1), 1-17.
- Makovec, D. (2018). The teacher’s role and professional development. International Journal of Cognitive Research in Science Engineering and Education, 6(2), 33-45.
- Mason, M. (2008). Complexity theory and the philosophy of education. Educational philosophy and theory, 40(1), 4-18.
- McCarty, Κ. (2006). Full inclusion: The benefits and disadvantages of inclusive schooling: An Overview Azusa Pacific University.
- Messiou, K. (2017). Understanding marginalisation through dialogue: A strategy for promoting the inclusion of all students in schools. Educational Review, 71(3), 306-317.
- Messiou, K. (2019). The missing voices: Students as a catalyst for promoting inclusive education. International Journal of Inclusive Education, 23(7-8), 1311-1322.
- Ministry of Education and Culture (2009). Guidelines for special education programs circular 7.1.10.2/3. 28.08.09, Nicosia.
- Mukhopadhyay, S. Mangope B., & Moorad F. (2019). Voices of the voiceless: Inclusion of learners with special education needs in Botswana primary schools. Exceptionality, 27(3), 232-246.
- O’Hara, D. (2011). The impact of peer mentoring on pupils’ emotional literacy competencies. Educational psychology in practice: Theory, research and practice in educational psychology, 27 (3), 271-291.
- Papademetriou, C., & Charalampous, C. (2019). Differentiated teaching: A possible answer to the unsolved puzzle of inclusive education provision, 3rd International Conference on Quantitative, Social, Economic and Biomedical Issues (ICQSEBI 2019), 24-26 May 2019, Athens: Crystal City Hotel.
- Paris, L., Nonis, K., & Bailey, J. (2018). Pre-service arts teachers’ perceptions of inclusive education practice in Western Australia, International Journal of Special Education, 33(1), 3-20.
- Ponce, Ο., & Pagán-Maldonado, Ν. (2014). Mixed methods research in education: Capturing the complexity of the profession. International Journal of Educational Excellence 1(1), 111-135.
- Rendani Sipho, Ν. (2012). Mixed methods-triangulation war: Hodden challenges to their conceptual survival. Journal of Applied Global Research, 5(14), 45-55.
- Rodriguez, C., & Garro-Gil, N. (2015). Inclusion and integration on Special Education. Science Direct Procedia-Social and Behavioral Sciences, (p.1323-1327).
- Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded Theory-Procedures and techniques. London, UK: Sage.
- Symeonidou S. (2017). Initial teacher education for inclusion: A review of the literature. Disability & Society, 32(3), 401-422.
- Symeonidou, S., & Phtiaka, H. (2009). Using teachers’ prior knowledge, attitudes and beliefs to develop in-service teacher education courses for inclusion. Teaching and Teacher Education, 25(4), 543–550.
- Vanhoof, J., & Petegem, P. (2009). Designing and evaluating the process of school. Improving Schools, 14(2), 200-212.
- Whelley, T., Radtke, R., Burgstahler, S., & Christ, T. (2003). Mentors, advisers, role models, peer supporters: Career development relationships and individuals with disabilities. American Rehabilitation, 27(1), 42-49.
- Williams, A. (2016). Becoming a positive and effective special educator. Journal of Thought. Spring-Summer 2016, 49-62.
- Wise, L., & Glass, C. (2000). Working with Hannan, a special girl in a mainstream school. London: Routledge/Falmer.