The Inclusive Potential of Music Therapy in Lower Secondary School

Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. BERA. (2018). Ethical guidelines for educational research (4th ed.). British Educational Research Association. Booth, T., & Ainscow, M. (2014). Index for inclusion: Developing learning and participation in schools (4th ed.). Centre for Studies on Inclusive Education . Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. Bruscia, K. E. (2014). Defining music therapy (3rd ed.). Barcelona Publishers. Buckley, S., & Bird, G. (2001). Speech and language development for individuals with Down syndrome (0–18 years). Down Syndrome Educational Trust. Calvani, A. (2011). Principi dell’istruzione e strategie per insegnare: Criteri per una didattica efficace. Carocci. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. Cornoldi, C., & Vianello, R. (2012). Disabilità intellettiva e apprendimento. Il Mulino. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE. D’Alessio, S. (2011). Inclusive education in Italy: A critical analysis of the policy of integrazione scolastica. Sense Publishers. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225–241. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30(1), 79– 90. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. Hargreaves, D. J., Miell, D., & MacDonald, R. A. R. (Eds.). (2012). Musical imaginations: Multidisciplinary perspectives on creativity, performance and perception. Oxford University Press. Ianes, D., & Cramerotti, S. (2015). Alunni con BES: Bisogni Educativi Speciali e inclusione. Erickson. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365– 379. Kvale, S., & Brinkmann, S. (2009). InterViews: Learning the craft of qualitative research interviewing (2nd ed.). SAGE. Lanfranchi, S., & Vianello, R. (2012). Disabilità intellettiva: profili cognitivi e interventi. Erickson. Nordoff, P., & Robbins, C. (2007). Creative music therapy: A guide to fostering clinical musicianship (2nd ed.). Barcelona Publishers. Ockelford, A. (2008). Music for children and young people with complex needs. Oxford University Press. www.ijee.io Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367 Ruud, E. (2010). Music therapy: A perspective from the humanities. Barcelona Publishers. Selwyn, N. (2016). Education and technology: Key issues and debates (2nd ed.). Bloomsbury. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin. Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt. Tashakkori, A., & Teddlie, C. (2010). SAGE handbook of mixed methods in social & behavioral research (2nd ed.). SAGE. World Health Organization. (2001). International classification of functioning, disability and health . World Health Organization.