___

• Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33(3), 107-122.
• Agrawal, S. (2004). Teaching mathematics to blind students through programmed learning strategies. Delhi: Abhijeet.
• Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. London: Routledge.
• Bartolo, P. A. (2001). Recent developments in inclusive education in Malta. Mediterranean Journal of Educational Studies, 6(2), 65-91.
• Bartolo, P. A. (2003). Inclusive schools: a challenge for developing an inclusive European society. Journal of Maltese Education Research, 1(1), 167-173.
• Bishop, A. J. (1991). Mathematical enculturation: A cultural perspective on mathematics education. Dordrecht: Kluwer Academic Publishers.
• Bowe, F. (2005). Making inclusion work. Upper Saddle River, NJ: Pearson Education.
• Brookhart, S. M. (1999). The art and science of classroom assessment: The missing part of the pedagogy. Washington, DC: George Washington University.
• Buhagiar, M. A. (1993). Attitude and achievement in mathematics: A Maltese study on first year secondary students. Education (Malta), 5(1), 10-16.
• Buhagiar, M. A. (2004). ‘How appropriate is this task for my class?’ Exploring
• teachers’ classroom decision-making processes as they waver between
• ‘practical’ and ‘ideal’ positions. Mediterranean Journal of Educational
• Studies, 9(2), 83-108.
• Buhagiar, M. A., & Murphy, R. (2008). Teachers’ assessments of students’
• learning of mathematics. Assessment in Education: Principles, Policy &
• Practice, 15(2), 169-182.
• Chorniak, E. J. (1977). Education of visually impaired children – objectives in the education of visually impaired children. In J. E. Jan, R. D. Freeman & E. P. Scott (Eds.), Visual impairment in children and adolescents (pp. 291-295). New York: Grune & Stratton.
• Cotton, T. (2004). Learning and teaching mathematics: Not a matter of life or death … Paper presented at the 10th International Congress on Mathematics Education (ICME-10), Technical University of Denmark, Copenhagen, Denmark.
• Croll, P., & Moses, D. (1998). Ideologies and utopias: Special education professionals’ views on inclusion. Paper presented at the British Educational Research Association Annual Conference, Belfast, North Ireland.
• Croll, P., & Moses, D. (2000). Continuity and change in special school provision: Some perspectives on local education authority policy-making. British Educational Research Journal, 26(2), 177-190.
• Darmanin, M. (1992). The labour market of schooling: Maltese girls in education and economic planning. Gender and Education, 4(1-2), 105-126.
• Dick, T., & Kubiak, E. (1997). Issues and aids for teaching mathematics to the blind. Mathematics Teacher, 90, 344-349.
• Dowling, P. (1998). The sociology of mathematics education: Mathematical myths/pedagogical texts. London: The Falmer Press.
• Fisher, S. P., & Hartmann, C. (2005). Math through the mind’s eye. Mathematics Teacher, 99, 245-250.
• Gage, N. L., & Berliner, D. C. (1992). Educational psychology (5th ed.). Boston Houghton Mifflin.
• Gates, P. (2002). Issues of equity in mathematics education: Defining the problem, seeking solutions. In L. Haggarty (Ed.), Teaching mathematics in secondary schools: A reader (pp. 211-228). London: RoutledgeFalmer.
• Grace, G. (1994). Urban education and the culture of contentment: The politics, culture and economics of inner-city schooling. In N. Stromquist (Ed.), Education in urban areas: Cross-national dimensions (pp. 45-59). Westport, CT: Praeger.
• Griffin, S. (2008). Inclusion, equality & diversity in working with children. Essex: Heinemann.
• Harris, A., & Ranson, S. (2005). The contradictions of education policy: Disadvantage and achievement. British Educational Research Journal, 31(5), 571-587.
• Khaw, P. T., & Elkington, A. R. (1994). ABC of eyes (2nd ed.) London: BMJ Publishing.
• Klingenberg, O. G. (2007). Geometry: Educational implications for children with visual impairment. Philosophy of Mathematics Education Journal [On-line], 20, 1-15. Available: http://people.exeter.ac.uk/PErnest/
• Lowenfeld, B. (1973). History of the education of visually handicapped children. In B. Lowenfeld (Ed.), The visually handicapped child in school (pp. 27-66). New York: John Day.
• Lupton, J., & Jones, G. (2002). Practicing inclusion: A self-review framework for inclusion and special education needs: A practical guide for schools. London: East Reading of Yorkshire Council Publications.
• Maras, P., & Brown, R. (2000). Effects of different forms of school contact on children’s attitudes toward disabled and nondisabled peers. British Journal of Educational Psychology, 70, 337-351.
• Ministry of Education. (1999). Creating the future together: National minimum curriculum [On-line]. Available: http://education.gov.mt/
• Ministry of Education. (2000). Inclusive education: Policy regarding students with a disability [On-line]. Available: http://education.gov.mt/
• Ministry of Education, Youth and Employment. (2005). For all children to succeed: A new network organisation for quality education in Malta [On- line]. Available: http://education.gov.mt/
• Ministry of Education, Youth and Employment. (2007). Agreement between government and the Malta Union of Teachers regarding reform: A new chapter in education [in Maltese]. Press Release dated 17 July 2007 [On- line]. Available: http://education.gov.mt/
• Mittler, P. (2000). Working towards inclusive education: Social contexts. London: David Fulton.
• National Commission for Persons with Disability (NCPD). (1993). Special education in Malta: A national policy. Malta: NCPD.
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
• Nind, M. (2005). Inclusive education: Discourse and action (thematic review). British Educational Research Journal, 31(2), 269-275.
• Schleppenbach, D. (1997, January). Teaching science to the visually impaired: The VISIONS lab. The Braille Monitor [On-line], 40(1). Available: http://www.nfb.org/nfb/Braille_Monitor.asp
• Spiteri, L., Borg, G., Callus, M. A., Cauchi, J., & Sciberras, M. (2005). Inclusive and special education: Review report [On-line]. Available: http://www.education.gov.mt/
• Stivala, V. (2008, May 18). Some more equal than others. The Sunday Times (Malta), p. 65.
• Sultana, R. (1998). Malta. In M. Bray & L. Steward (Eds.), Examination systems in small states: Comparative perspectives on policies, models and operations (pp. 120-144). London: Commonwealth Secretariat.
• Tanti, M. (2006). Teaching mathematics to a blind student: A case study. Unpublished Master in Education dissertation, University of Exeter, UK.
• Thrupp, M., & Tomlinson, S. (2005). Introduction: Education policy, social justice and ‘complex hope’. British Educational Research Journal, 31(5), 549-556.
• Ventura, F., & Murphy, R. (1998). The impact of measures to promote equity in the Secondary Education Certificate in Malta: An evaluation. Mediterranean Journal of Educational Studies, 3(1), 47-73.
• Valero, P. (2004). Socio-political perspectives on mathematics education. In P. Valero & R. Zevenbergen (Eds.), Researching the socio-political dimensions of mathematics education: Issues of power in theory and methodology (pp. 5-23). Boston: Kluwer Academic Publishers.