1. American Psychological Association. (2010). American Psychological Association ethical principles of psychologists and code of conduct. Retrieved March 6, 2013 from http://www.apa.org/ethics/code/index.aspx
2. Anderson, C., Klassen, R., & Georgiou, G. (2007). Inclusion in Australia: What teachers say they need and what school psychologists can offer. School Psychology International, 28, 131–147. https://doi.org/10.1177/0143034307078086
3. Bell, L. A. (2018). Theoretical foundations for social justice in education. In M. Adams, W. J. Blumenfeld, D. C. J. Catalona, K. S. DeJong, H. W. Hackman, L. E. Hopkins, B. L. Love, M. L. Peters, D. Shlasko, & X. Zúñiga (Eds.), Readings for diversity and social justice (4th Ed.), pp. 34–41. New York: Routledge.
4. Booth, T., & Ainscow, M. (1998). From them to us: An international study of inclusion in education. London, UK: Routledge.
5. Briggs, A. (2013). The school psychologist as social justice advocate. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice (pp. 294–310). New York, NY: Routledge.