References
- Roman, D. J., Osinski, M. & Erdmann, R. H. (2017). The construction process of grounded theory in administration. Contaduría y Administración, 62(3), 985–1000.
- Education Act No. 561/2004 Coll., on preschool, basic, secondary, tertiary professional and other education as amended.
- Bočková, B., & Vítková, M. (2016). Podpora žáků se speciálními vzdělávacími potřebami v kontextu inkluzivního vzdělávání. (Support for students with special educational needs in the context of inclusive education) Brno : Masarykova univerzita.
- Chandler, T. L. (2015). School principal attitudes toward the inclusion of students with disabilities. Walden Dissertations and Doctoral Studies. 177. https://scholarworks.waldenu.edu/dissertations/177.
- Comenius. (1991). Didaktika velká. (Magna Didactica). SPN.
- Conaway, J. B. (2018). Secondary school principals’ perception of inclusion for students with autism : A causal-comparative study. https://core.ac.uk/download/pdf/213462681.pdf.
- Decree No. 27/2016 Coll., on the education of pupils with special educational needs (SEN) and talented pupil as amended.
- Denzin, N. K., & Lincoln, Y. S. (2017). The SAGE Handbook of Qualitative Research. SAGE.
- Dewey, J. (2016). Democracy and Education. Macmillan.
- Dyal, A. B., Flynt, S. W., & Bennett-Walker, D. (1996). Schools and inclusion : principals’ perceptions. The clearing house : A Journal of Educational Strategies, Issues and Ideas, 70(1), 32–35.
- Gersten, R., Keating, T., Yovanoff, P., & Hamiss, M. K. (2001). Working in special education : Factors that enhance special educators’ intent to stay. Exceptional Students, 67, 549–453.
- Gous, J., Eloff, I. & Moen, M. (2014). How inclusive education is understood by principals of independent schools. International Journal of Inclusive Education, 18(5), 535–552.
- Kohout-Diaz, M. (2018). L’éducation inclusive. Un processus en cours. Érès.
- Kohout-Diaz, M., & Strouhal, M. (Eds.). (2022). Cultures of inclusive education and democratic citizenship : Comparative perspectives. Karolinum.
- Lakkala S., & Óskarsdóttir, E. (2021). Enhancing sustainable inclusive education. Sustainability, 13(14), 7798.
- Michalík, J., Baslerová, P., Felcmanová, L. et al. (2015). Katalog podpůrných opatření. (A catalogue of supportive measures) Univerzita Palackého.
- Mitchell, D. (2015). Inclusive education is a multi-faceted concept. Center for Educational Policy Studies Journal, 5, 9–28.
- Murrel, P. C. Jr. (2006). Toward social justice in urban education : A model of collaborative cultural inquiry in urban schools. Equity & Excellence in Education, 39(1), 81–90.
- National Staff Development Council (NSDC). (2001). Learning to lead, leading to learn : Improving school quality through principal professional development. Oxford : NSDC.
- Praisner, C. (2003). Attitudes of elementary principals toward the inclusion of students with disabilities. Exceptional Children, 69(2), 135–146.
- Strauss, A. L. & Corbin, J. M. (1990). The basics of qualitative research : grounded theory procedures and techniques. SAGE.
- Systems of support and specialist provision. (2020). European Agency for Special Needs and Inclusive Education. https://www.european-agency.org/country-information/czech-republic/systems-of-support-and-specialist-provision.
- Szumski, G., Smogorzewska, J. & Karwowski, M. (2017). Academic achievement of students without special educational needs in inclusive classrooms : A meta-analysis. Educational Research Review, 21, 33–54.
- The definition of inclusive education. (2021). Inclusive education planning. https://inclusiveeducationplanning.com.au/uncategorized/the-definition-of-inclusive-education/.
- UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. UN.
- Workman, A. M. (2016). The Attitudes of School Principals toward the Inclusion of Students with Autism Spectrum Disorder in the General Education Setting : Virginia Superintendent’s Region 7. https://vtechworks.lib.vt.edu/bitstream/handle/10919/71821/Workman_AM_D_2016.pdf.