Acoustical Barriers To Learning: Children at Risk in Every Classroom. (n.d.). Language, Speech, and Hearing Services in Schools, V31 N4 P356-61 Oct 2000. http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ624809&site=ehost-live
Allan, J. (2004). Productive pedagogies and the challenge of inclusion. British Journal of Special Education, 30(4), 175–179. https://doi.org/10.1111/j.0952-3383.2003.00307.x
Anastasiou, D., & Kauffman, J. M. (2012). Disability as Cultural Difference: Implications for Special Education. Remedial and Special Education, 33(3), 139–149. https://doi.org/10.1177/0741932510383163
Avramidis, E., Bayliss, P., & Burden, R. (2000a). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293. https://doi.org/10.1016/S0742-051X(99)00062-1
Avramidis, E., Bayliss, P., & Burden, R. (2000b). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293. https://doi.org/10.1016/S0742-051X(99)00062-1
Baglieri, S., & Shapiro, A. H. (2012a). Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. Routledge. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037240100002418&institutionId=2418&customerId=2415
Baglieri, S., & Shapiro, A. H. (2012b). Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. Routledge. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037304680002418&institutionId=2418&customerId=2415
Bailey, G. (2012). Emotional well-being for children with special educational needs and disabilities: a guide for practitioners. SAGE.
BAKER, J. (2007). The British Government’s strategy for SEN: implications for the role and future development of special schools. Support for Learning, 22(2), 72–77. https://doi.org/10.1111/j.1467-9604.2007.00450.x
Barnes, P. (2008). RESEARCH SECTION: Multi-agency working: what are the perspectives of SENCos and parents regarding its development and implementation? British Journal of Special Education, 35(4), 230–240. https://doi.org/10.1111/j.1467-8578.2008.00394.x
Barriers and Facilitators to Inclusive Education. (2002). Exceptional Children, 69(1), 97–107. https://doi.org/10.1177/001440290206900107
BBC News - Deaf pupils face learning barriers in Wales, says NDCS. (n.d.). http://www.bbc.co.uk/news/uk-wales-22427203
BBC News - Poor reading ‘points to UK schools’ neglect of deaf’. (n.d.). http://www.bbc.co.uk/news/education-26240043
BBC News - Special needs budgets to be controlled by parents. (n.d.). http://www.bbc.co.uk/news/education-18061348
Bennett, P. L. (2006). Helpful and unhelpful practices in meeting the needs of pupils with emotional and behavioural difficulties: a pilot survey of staff views in one local authority. British Journal of Special Education, 33(4), 188–195. https://doi.org/10.1111/j.1467-8578.2006.00438.x
Birkett, V. (2004). How to support and teach children with special educational needs. LDA.
Bishop, R. (2001). Designing for special educational needs in mainstream schools. Support for Learning, 16(2), 56–63. https://doi.org/10.1111/1467-9604.00189
Boon, M., & Boon, M. (2010). Understanding dyspraxia: a guide for parents and teachers: Vol. JKP essentials series (2nd ed). Jessica Kingsley. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037250410002418&institutionId=2418&customerId=2415
Breaking the Mould? An introduction to doing disability research. (n.d.). http://disability-studies.leeds.ac.uk/files/library/Barnes-Chapter-1.pdf
Brett, J. (2002). The Experience of Disability from the Perspective of Parents of Children with Profound Impairment: Is it time for an alternative model of disability? Disability & Society, 17(7), 825–843. https://doi.org/10.1080/0968759022000039109
Briefing Note: The social model of disability, human rights and development. (n.d.). http://www.disability.co.uk/sites/default/files/resources/social_model_briefing.pdf
BURCHARDT, T. (2004a). Aiming high: the educational and occupational aspirations and of young disabled people. Support for Learning, 19(4), 181–186. https://doi.org/10.1111/j.0268-2141.2004.00345.x
BURCHARDT, T. (2004b). Aiming high: the educational and occupational aspirations and of young disabled people. Support for Learning, 19(4), 181–186. https://doi.org/10.1111/j.0268-2141.2004.00345.x
Burden, R., & Burdett, J. (2007). What’s in a name? Students with dyslexia: their use of metaphor in making sense of their disability. British Journal of Special Education, 34(2), 77–82. https://doi.org/10.1111/j.1467-8578.2007.00459.x
Burnett, N. (2005). Leadership and SEN: meeting the challenge in special and mainstream settings. David Fulton.
Byers, R., & Rose, R. (2004). Planning the curriculum for pupils with special educational needs: a practical guide (2nd ed). David Fulton. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037251260002418&institutionId=2418&customerId=2415
Callias, Maria. (2001). Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review, 6(01), 24–30. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=67873
Cameron, C. (2014). Disability studies: a student’s guide. SAGE Publications Inc.
Casey, T. (2010). Inclusive play: practical strategies for children from birth to eight (2nd ed). SAGE.
Cheminais, R. (2015). Special educational needs for qualified and trainee teachers: a practical guide to the new changes (Third edition). Routledge.
Children with ADHD Transferring to Secondary Schools: Potential Difficulties and Solutions. (n.d.). http://ccp.sagepub.com/content/8/1/91.full.pdf
Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment. (n.d.). http://www.califone.com/pdf/Background_Research.pdf
Daniel, L. S., & Billingsley, B. S. (2010). What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships. Focus on Autism and Other Developmental Disabilities, 25(4), 220–229. https://doi.org/10.1177/1088357610378290
Dewsbury ∗, G., Clarke, K., Randall, D., Rouncefield, M., & Sommerville, I. (2004). The anti‐social model of disability. Disability & Society, 19(2), 145–158. https://doi.org/10.1080/0968759042000181776
Diamond, K. E., & Hong, S.-Y. (2010). Young Children’s Decisions to Include Peers With Physical Disabilities in Play. Journal of Early Intervention, 32(3), 163–177. https://doi.org/10.1177/1053815110371332
Diamond, K., & Tu, H. (2009). Relations between classroom context, physical disability and preschool children’s inclusion decisions. Journal of Applied Developmental Psychology, 30(2), 75–81. https://doi.org/10.1016/j.appdev.2008.10.008
Dillon, G. V., & Underwood, J. D. M. (2012). Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom. Focus on Autism and Other Developmental Disabilities, 27(2), 111–121. https://doi.org/10.1177/1088357612441827
du Feu, M., & Fergusson, K. (2003). Sensory impairment and mental health. Advances in Psychiatric Treatment, 9(2), 95–103. https://doi.org/10.1192/apt.9.2.95
Dyslexia is a ‘meaningless label used by middle-class parents’ claims Professor Julian Elliot | Daily Mail Online. (n.d.). http://www.dailymail.co.uk/health/article-2567690/Dyslexia-meaningless-label-used-middle-class-parents-claims-Professor-Julian-Elliot.html
Dyslexia may not exist, warn academics. (n.d.). http://www.telegraph.co.uk/education/educationnews/10661412/Dyslexia-may-not-exist-warn-academics.html
Dyslexia still matters. (n.d.). http://www.dyslexiaaction.org.uk/files/dyslexiaaction/dyslexia_still_matters.pdf
Ekins, A. (2012). The changing face of special educational needs: impact and implication for SENCOs and their schools [Electronic resource]. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203698129
Ekins, A., Grimes, P., & ebrary, Inc. (2009). Inclusion: developing an effective whole school approach [Electronic resource]. McGraw Hill Open University Press. http://site.ebrary.com/lib/aber/Doc?id=10350212
Elliott, J., & Grigorenko, E. L. (2014). The dyslexia debate (Vol. 14) [Electronic resource]. Cambridge University Press. https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5164646320002418&institutionId=2418&customerId=2415
Evans, L. & NetLibrary, Inc. (2007). Inclusion: Vol. No-nonsense series [Electronic resource]. Routledge. http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=186756
Farrell, M. (2001). Standards and special educational needs: the importance of standards of pupil achievement. Continuum. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037261100002418&institutionId=2418&customerId=2415
Farrell, M. (2003). Educational Inclusion and Raising Standards. British Journal of Special Education, 27(1), 35–38. https://doi.org/10.1111/1467-8527.t01-1-00154
Farrell, M. (2004). Special educational needs: a resource for practitioners. Paul Chapman Pub.
Farrell, M. (2006a). The effective teacher’s guide to autism and communication difficulties: Vol. New directions in special educational needs. Routledge. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037231730002418&institutionId=2418&customerId=2415
Farrell, M. (2006b). The Effective teachers’ guide to behavioural, emotional and social difficulties: practical strategies: Vol. New directions in special educational needs. Routledge.
Farrell, M. (2006c). The effective teacher’s guide to sensory impairment and physical disability: practical strategies: Vol. New directions in special educational needs. Routledge.
Farrell, M. (2007). The special school’s handbook: key issues for all. Routledge.
Farrell, M. (2009a). Foundations of special education: an introduction. Wiley-Blackwell. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037239890002418&institutionId=2418&customerId=2415
Farrell, M. (2009b). The special education handbook: an A to Z guide (4th ed). Routledge.
Farrell, M. & NetLibrary, Inc. (2006). The effective teacher’s guide to moderate, severe and profound learning difficulties: practical strategies: Vol. New directions in special educational needs [Electronic resource]. Routledge. http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=161087
Farrell, P. (2003). Current issues in special needs: Special education in the last twenty years: have things really got better? British Journal of Special Education, 28(1), 3–9. https://doi.org/10.1111/1467-8527.t01-1-00197
Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007). SEN inclusion and pupil achievement in English schools. Journal of Research in Special Educational Needs, 7(3), 172–178. https://doi.org/10.1111/j.1471-3802.2007.00094.x
Florian, L. (2008). INCLUSION: Special or inclusive education: future trends. British Journal of Special Education, 35(4), 202–208. https://doi.org/10.1111/j.1467-8578.2008.00402.x
Florian, L., & Hegarty, J. (2004). ICT and special educational needs: a tool for inclusion. Open University Press.
Forlin, Chris; (n.d.). Special issue: Transitions for students with special educational needs. Australasian Journal of Special Education, Vol. 37(The). http://search.informit.com.au/documentSummary;dn=389170793713641;res=IELHSS
Frederickson, N. (2009). Special Educational Needs, Inclusion and Diversity. Open University. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037303920002418&institutionId=2418&customerId=2415
Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education, 34(2), 105–115. https://doi.org/10.1111/j.1467-8578.2007.00463.x
Garner, P. (2009). Special educational needs: the key concepts: Vol. Routledge key guides [Electronic resource]. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203088494
Gibson, S., Haynes, J., & ebrary, Inc. (2009). Perspectives on participation and inclusion: engaging education [Electronic resource]. Continuum. http://site.ebrary.com/lib/aber/Doc?id=10427357
GIBSON, S., & KENDALL, L. (2010). Stories from school: dyslexia and learners’ voices on factors impacting on achievement. Support for Learning, 25(4), 187–193. https://doi.org/10.1111/j.1467-9604.2010.01465.x
Glazzard, J. (2010). Teaching primary special educational needs: Vol. Achieving QTS [Electronic resource]. Learning Matters. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780857255907
GLAZZARD, J. (2010). The impact of dyslexia on pupils’ self-esteem. Support for Learning, 25(2), 63–69. https://doi.org/10.1111/j.1467-9604.2010.01442.x
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2015). Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools: Vol. Achieving QTS Series (2 ed). SAGE Publications Ltd.
Goodman, R. L., & Burton, D. M. (2010). The inclusion of students with BESD in mainstream schools: teachers’ experiences of and recommendations for creating a successful inclusive environment. Emotional and Behavioural Difficulties, 15(3), 223–237. https://doi.org/10.1080/13632752.2010.497662
Grieve, A. M. (2009). Teachers’ beliefs about inappropriate behaviour: challenging attitudes? Journal of Research in Special Educational Needs, 9(3), 173–179. https://doi.org/10.1111/j.1471-3802.2009.01130.x
Griffiths, E. (2009). Asking instead of exploring inclusive approaches to teaching and learning through pupil and teacher responses to a school link project. British Journal of Special Education, 36(4), 213–221. https://doi.org/10.1111/j.1467-8578.2009.00440.x
Groom, B., & Rose, R. (2005a). Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs, 5(1), 20–30. https://doi.org/10.1111/j.1471-3802.2005.00035.x
Groom, B., & Rose, R. (2005b). Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs, 5(1), 20–30. https://doi.org/10.1111/j.1471-3802.2005.00035.x
Groom, B., & Rose, R. (2005c). Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs, 5(1), 20–30. https://doi.org/10.1111/j.1471-3802.2005.00035.x
Gross, J. (2002). Special educational needs in the primary school: a practical guide (3rd ed). Open University Press.
Gross, J. & National Association for Special Educational Needs (Great Britain). (2008). Beating bureaucracy in special educational needs. Routledge.
Guldberg, K. (2010). Educating children on the autism spectrum: preconditions for inclusion and notions of ‘best autism practice’ in the early years. British Journal of Special Education, 37(4), 168–174. https://doi.org/10.1111/j.1467-8578.2010.00482.x
Hackett, L., Theodosiou, L., Bond, C., Blackburn, C., Spicer, F., & Lever, R. (2010). Mental health needs in schools for emotional, behavioural and social difficulties. British Journal of Special Education, 37(3), 148–155. https://doi.org/10.1111/j.1467-8578.2010.00451.x
Hanks, R. & ebrary, Inc. (2011). Common SENse for the inclusive classroom: how teachers can maximise existing skills to support special educational needs [Electronic resource]. Jessica Kingsley Publishers. http://site.ebrary.com/lib/aber/Doc?id=10477023
Hartas, D. (2005). Language and communication difficulties: Vol. SEN series. Continuum.
Hodkinson, A., & Vickerman, P. (2009). Key issues in special educational needs and inclusion. SAGE.
Holt, L., Lea, J., & Bowlby, S. (2012). Special units for young people on the autistic spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion, and exclusion. Environment and Planning A, 44(9), 2191–2206. https://doi.org/10.1068/a44456
Hughes, L., & Cooper, P. (2006a). Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals [Lesley hughes and paul cooper]. Sage.
Hughes, L., & Cooper, P. (2006b). Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals [Lesley hughes and paul cooper]. Sage.
Hultquist, A. M. (2006). An introduction to dyslexia for parents and professionals. Jessica Kingsley. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037250060002418&institutionId=2418&customerId=2415
Humphrey, N. (2009). Including students with attention-deficit/hyperactivity disorder in mainstream schools. British Journal of Special Education, 36(1), 19–25. https://doi.org/10.1111/j.1467-8578.2008.00415.x
Humphrey, N., & Lewis, S. (2008). What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools? Journal of Research in Special Educational Needs, 8(3), 132–140. https://doi.org/10.1111/j.1471-3802.2008.00115.x
Humphrey, N., & Symes, W. (2010). Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study. Journal of Research in Special Educational Needs, 10(2), 82–90. https://doi.org/10.1111/j.1471-3802.2010.01146.x
Identification of children at risk of Attention Deficit/Hyperactivity Disorder. (n.d.). http://www.pubfacts.com/fulltext_frame.php?PMID=16841146&title=Identification%20of%20children%20at%20risk%20of%20Attention%20Deficit/Hyperactivity%20Disorder:%20a%20school-based%20intervention.
Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges b. (n.d.). http://www.nottingham.ac.uk/~ttzelrn/mtl/ca3/documents/Hodkinson2010.pdf
Inclusive Schooling Children with Special Educational Needs. (n.d.). http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DfES-0774-2001.pdf
Increase in Teachers’ Knowledge About ADHD After a Week-Long Training Program: A Pilot Study. (2010). Journal of Attention Disorders, 13(4), 420–423. https://doi.org/10.1177/1087054708329972
IPSEA - Threat to SEN law? IPSEA responds May 2012. (n.d.). http://ipseaacc.north-51.com/Apps/Content/News/?id=450
Jones, K., & Howley, M. (2010). An investigation into an interaction programme for children on the autism spectrum: outcomes for children, perceptions of schools and a model for training. Journal of Research in Special Educational Needs, 10(2), 115–123. https://doi.org/10.1111/j.1471-3802.2010.01153.x
Julian, G., & Ware, J. (2003). Specialist Teachers for Pupils with Learning Difficulties? A Survey of Headteachers in Schools and Units. British Journal of Special Education, 25(1), 28–32. https://doi.org/10.1111/1467-8527.t01-1-00050
Jull, S. K. (2008a). Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion. Journal of Research in Special Educational Needs, 8(1), 13–18. https://doi.org/10.1111/j.1471-3802.2008.00097.x
Jull, S. K. (2008b). Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion. Journal of Research in Special Educational Needs, 8(1), 13–18. https://doi.org/10.1111/j.1471-3802.2008.00097.x
Keil, S., Miller, O., & Cobb, R. (2006). Special educational needs and disability. British Journal of Special Education, 33(4), 168–172. https://doi.org/10.1111/j.1467-8578.2006.00435.x
Kelly, N., & Norwich, B. (2004). Pupils’ perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools. British Journal of Educational Psychology, 74(3), 411–435. https://doi.org/10.1348/0007099041552297
Kirby, A., & Peters, L. (2007). 100 ideas for supporting pupils with dyspraxia and DCD: Vol. Continuum one hundreds series. Continuum International.
Knowles, G. (2006). Supporting inclusive practice. David Fulton.
Knowles, G., & Lander, V. (2011). Diversity, equality and achievement in education [Electronic resource]. SAGE. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9781446210277
LAYTON, L. (2005). Special educational needs coordinators and leadership: a role too far? Support for Learning, 20(2), 53–60. https://doi.org/10.1111/j.0268-2141.2005.00362.x
Lewis, A., & Norwich, B. (2005). Special teaching for special children: pedagogies for inclusion: Vol. Inclusive education. Open University Press.
Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1), 1–24. https://doi.org/10.1348/000709906X156881
Llewellyn, A., & Hogan, K. (2000). The Use and Abuse of Models of Disability. Disability & Society, 15(1), 157–165. https://doi.org/10.1080/09687590025829
Locke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10(2), 74–81. https://doi.org/10.1111/j.1471-3802.2010.01148.x
Low, C. (2006). Some ideologies of disability. Journal of Research in Special Educational Needs, 6(2), 108–111. https://doi.org/10.1111/j.1471-3802.2006.00066.x
Loxley, A. (2007). Deconstructing special education and constructing inclusion: Vol. Inclusive education (2nd ed). Open University Press.
May, H. (2004). Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001). Journal of Research in Special Educational Needs, 4(2), 67–73. https://doi.org/10.1111/j.1471-3802.2004.00020.x
McAllister, K., & Maguire, B. (2012). A design model: the Autism Spectrum Disorder Classroom Design Kit. British Journal of Special Education, 39(4), 201–208. https://doi.org/10.1111/1467-8578.12006
McKay, J., & Neal, J. (2009a). Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice. Journal of Research in Special Educational Needs, 9(3), 164–172. https://doi.org/10.1111/j.1471-3802.2009.01129.x
McKay, J., & Neal, J. (2009b). Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice. Journal of Research in Special Educational Needs, 9(3), 164–172. https://doi.org/10.1111/j.1471-3802.2009.01129.x
MEDCALF, R., MARSHALL, J., & RHODEN, C. (2006). Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties. Support for Learning, 21(4), 169–174. https://doi.org/10.1111/j.1467-9604.2006.00427.x
Meeting the Needs of Students with Physical Disabilities. (n.d.). http://www.nsnet.org/start/physical.pdf
Morley, D. (2005). Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education. European Physical Education Review, 11(1), 84–107. https://doi.org/10.1177/1356336X05049826
Mortimore, T., & Dupree, J. (2008). Dyslexia-friendly practice in the secondary classroom: Vol. Achieving QTS. Learning Matters.
MOWAT, J. (2009). The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning. Support for Learning, 24(4), 159–169. https://doi.org/10.1111/j.1467-9604.2009.01419.x
National Award for SENCOs: Transforming SENCOs. (n.d.). http://www.nasen.org.uk/uploads/publications/200.pdf
Nigg, J. T. & NetLibrary, Inc. (2006). What causes ADHD?: understanding what goes wrong and why [Electronic resource]. Guilford Press. http://www.netLibrary.com/urlapi.asp?action=summary&v=1&bookid=180441
Norwich, B. (2008). SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, 35(3), 136–143. https://doi.org/10.1111/j.1467-8578.2008.00387.x
Norwich, B., & Nash, T. (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2–11. https://doi.org/10.1111/j.1471-3802.2010.01175.x
Nutbrown, C., Clough, P., & Atherton, F. (2013). Inclusion in the early years (Second edition). SAGE.
O’Gorman, E., & Drudy, S. (2010). Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland. Journal of Research in Special Educational Needs, 10, 157–167. https://doi.org/10.1111/j.1471-3802.2010.01161.x
O’Regan, F. J. (2005). ADHD: Vol. SEN series. Continuum.
Park, M., & Chitiyo, M. (2011). An examination of teacher attitudes towards children with autism. Journal of Research in Special Educational Needs, 11(1), 70–78. https://doi.org/10.1111/j.1471-3802.2010.01181.x
Parkes, J., McCullough, N., & Madden, A. (2010). To what extent do children with cerebral palsy participate in everyday life situations? Health & Social Care in the Community. https://doi.org/10.1111/j.1365-2524.2009.00908.x
Pavey, B. (2007). The dyslexia-friendly primary school: a practical guide for teachers [Electronic resource]. Paul Chapman. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9781848607446
Peer, L., Reid, G., & British Dyslexia Association. (2001). Dyslexia: successful inclusion in the secondary school. David Fulton published in association with the British Dyslexia Association.
Poulou, M., & Norwich, B. (2000). Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology, 70(4), 559–581. https://doi.org/10.1348/000709900158308
PRUNTY, A., DUPONT, M., & MCDAID, R. (2012). Voices of students with special educational needs (SEN): views on schooling. Support for Learning, 27(1), 29–36. https://doi.org/10.1111/j.1467-9604.2011.01507.x
Reasons against segregated schooling. (n.d.). http://www.csie.org.uk/resources/reasons-against-seg-04.pdf
Reference List for Reasons Against Segregated Schooling. (n.d.). http://www.csie.org.uk/resources/reasons-against-ref-05.pdf
Reid, G. (2005). Dyslexia and inclusion: classroom approaches for assessment, teaching and learning. David Fulton.
Reid, G. (2007). Dyslexia (2nd ed). Continuum. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037304840002418&institutionId=2418&customerId=2415
Richards, G. (2010a). Managing current developments in SEN and inclusion: developing confidence in new teachers. Management in Education, 24(3), 107–110. https://doi.org/10.1177/0892020608090408
Richards, G. (2010b). Managing current developments in SEN and inclusion: developing confidence in new teachers. Management in Education, 24(3), 107–110. https://doi.org/10.1177/0892020608090408
RICHARDS, G. (2010). ‘I was confident about teaching but SEN scared me’: preparing new teachers for including pupils with special educational needs. Support for Learning, 25(3), 108–115. https://doi.org/10.1111/j.1467-9604.2010.01448.x
Riddell, S., Wilson, A., Adler, M., & Mordaunt, E. (2002). Parents, professionals and special educational needs policy frameworks in England and Scotland. Policy & Politics, 30(3), 411–425. https://doi.org/10.1332/030557302760094766
Riddick, B. (2001). Dyslexia and inclusion: Time for a social model of disability perspective? International Studies in Sociology of Education, 11(3), 223–236. https://doi.org/10.1080/09620210100200078
RIX, J., HALL, K., NIND, M., SHEEHY, K., & WEARMOUTH, J. (2009). What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning, 24(2), 86–94. https://doi.org/10.1111/j.1467-9604.2009.01404.x
Robertson, J. W. (2009). Informing the public? UK newspaper reporting of autism and Asperger’s syndrome. Journal of Research in Special Educational Needs, 9(1), 12–26. https://doi.org/10.1111/j.1471-3802.2009.01112.x
Rose, R., & Howley, M. (2006). The practical guide to special educational needs in inclusive primary classrooms: Vol. Primary guides. SAGE Publications Ltd. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037304790002418&institutionId=2418&customerId=2415
Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198. https://doi.org/10.1111/j.1471-3802.2009.01135.x
Ruijs, N. M., Van der Veen, I., & Peetsma, T. T. D. (2010a). Inclusive education and students without special educational needs. Educational Research, 52(4), 351–390. https://doi.org/10.1080/00131881.2010.524749
Ruijs, N. M., Van der Veen, I., & Peetsma, T. T. D. (2010b). Inclusive education and students without special educational needs. Educational Research, 52(4), 351–390. https://doi.org/10.1080/00131881.2010.524749
Runswick-Cole, K. (2008). RESEARCH SECTION: Between a rock and a hard place: parents’ attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education, 35(3), 173–180. https://doi.org/10.1111/j.1467-8578.2008.00390.x
Runswick-Cole, K. (2011). Time to end the bias towards inclusive education? British Journal of Special Education, 38(3), 112–119. https://doi.org/10.1111/j.1467-8578.2011.00514.x
Runswick-Cole, K., & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal of Special Education, 36(4), 198–203. https://doi.org/10.1111/j.1467-8578.2009.00438.x
Russell, P. (2003). ?Access and achievement or social exclusion?? are the government’s policies working for disabled children and their families? Children & Society, 17(3), 215–225. https://doi.org/10.1002/chi.779
RUSSELL, P. (2008a). ‘Building brighter futures for all our children’- a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs. Support for Learning, 23(3), 104–112. https://doi.org/10.1111/j.1467-9604.2008.00380.x
RUSSELL, P. (2008b). ‘Building brighter futures for all our children’- a new focus on families as partners and change agents in the care and development of children with disabilities or special educational needs. Support for Learning, 23(3), 104–112. https://doi.org/10.1111/j.1467-9604.2008.00380.x
Salend, S. J., & Garrick Duhaney, L. M. (1999a). The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education, 20(2), 114–126. https://doi.org/10.1177/074193259902000209
Salend, S. J., & Garrick Duhaney, L. M. (1999b). The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education, 20(2), 114–126. https://doi.org/10.1177/074193259902000209
Shah, S., Travers, C., & Arnold, J. (2004). Disabled and successful: education in the life stories of disabled high achievers. Journal of Research in Special Educational Needs, 4(3), 122–132. https://doi.org/10.1111/j.1471-3802.2004.00027.x
Singh, I. (2002). Biology in context: social and cultural perspectives on ADHD. Children & Society, 16(5), 360–367. https://doi.org/10.1002/chi.746
Skidmore, D. (2003). Inclusion: the dynamic of school development: Vol. Inclusive education. Open University Press. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037240200002418&institutionId=2418&customerId=2415
Smith, A. (2004). The inclusion of pupils with special educational needs in secondary school physical education. Physical Education & Sport Pedagogy, 9(1), 37–54. https://doi.org/10.1080/1740898042000208115
Social deprivation, schoollevel achievement and special educational needs. (n.d.). http://www.tandfonline.com/doi/pdf/10.1080/00131880110107342
Special Educational Needs: an alternative look. (n.d.). http://disability-studies.leeds.ac.uk/files/library/Barton-Warnock.pdf
Special needs education reform offers both hope and anxiety for parents | Education | The Guardian. (n.d.). http://www.theguardian.com/education/2012/may/15/speical-needs-education-reforms-analysis
Sterling-Turner, H. E., & Jordan, S. S. (2007). Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools, 44(7), 681–690. https://doi.org/10.1002/pits.20257
Swain, J., & French, S. (2000). Towards an Affirmation Model of Disability. Disability & Society, 15(4), 569–582. https://doi.org/10.1080/09687590050058189
Swain, J., & French, S. (2008). Disability on equal terms. SAGE.
Swain, J., French, S., & Cameron, C. (2003). Controversial issues in a disabling society: Vol. Disability, human rights and society. Open University Press. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037242170002418&institutionId=2418&customerId=2415
Symes, W., & Humphrey, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools. Journal of Research in Special Educational Needs, 11(3), 153–161. https://doi.org/10.1111/j.1471-3802.2011.01196.x
Taylor, M., & Houghton, S. (2008). Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD. British Journal of Special Education, 35(4), 209–219. https://doi.org/10.1111/j.1467-8578.2008.00398.x
Terzi, L. (2004). The Social Model of Disability: A Philosophical Critique. Journal of Applied Philosophy, 21(2), 141–157. https://doi.org/10.1111/j.0264-3758.2004.00269.x
Terzi, L. (2005a). A capability perspective on impairment, disability and special needs: Towards social justice in education. Theory and Research in Education, 3(2), 197–223. https://doi.org/10.1177/1477878505053301
Terzi, L. (2005b). Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs. Journal of Philosophy of Education, 39(3), 443–459. https://doi.org/10.1111/j.1467-9752.2005.00447.x
THE DEVELOPMENT AND CRITIQUE OF THE SOCIAL MODEL OF DISABILITY. (n.d.). http://www.ucl.ac.uk/lc-ccr/lccstaff/raymond-lang/DEVELOPMMENT_AND_CRITIQUE_OF_THE_SOCIAL_MODEL_OF_D.pdf
The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. (n.d.). http://www.tandfonline.com/doi/pdf/10.1080/00131880701717222
The role of teachers in the assessment of children suspected of having AD/HD. (n.d.). http://www.mscdevelopmentaldisorders.org/wp-content/uploads/adhd-and-teachers.pdf
The SENCO handbook: working within a whole-school approach (5th ed). (2008). Routledge.
THE SOCIAL MODEL OF DISABILITY REPOSSESSED. (n.d.). http://disability-studies.leeds.ac.uk/files/library/finkelstein-soc-mod-repossessed.pdf
The special educational needs and disability review. (n.d.). http://dera.ioe.ac.uk/1145/1/Special%20education%20needs%20and%20disability%20review.pdf
Theodorou, F., & Nind, M. (2010). Inclusion in play: a case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs, 10(2), 99–106. https://doi.org/10.1111/j.1471-3802.2010.01152.x
Topping, K. J., & Maloney, S. (2005). The RoutledgeFalmer reader in inclusive education: Vol. Readers in education. RoutledgeFalmer.
Tremblay, P. (2013). Comparative outcomes of two instructional models for students with learning disabilities: inclusion with co-teaching and solo-taught special education. Journal of Research in Special Educational Needs, 13(4), 251–258. https://doi.org/10.1111/j.1471-3802.2012.01270.x
Tutt, R. (2011). Partnership working to support special educational needs & disabilities. SAGE.
Vickerman, P. (2007). Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers. European Physical Education Review, 13(3), 385–402. https://doi.org/10.1177/1356336X07083706
Wall, K. (2011). Special needs and early years: a practitioner’s guide (3rd ed). SAGE.
Warnock, M., Norwich, B., & Terzi, L. (2010). Special educational needs: a new look: Vol. Key debates in educational policy (2nd ed). Continuum. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037251480002418&institutionId=2418&customerId=2415
Watson, N., & Vehmas, S. (2020). Routledge handbook of disability studies (Second edition). Routledge. https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=6214168170002418&institutionId=2418&customerId=2415
Wearmouth, J. (2000). Special educational provision: meeting the challenges in schools. Hodder & Stoughton Educational.
Wearmouth, J. (2009). A beginning teacher’s guide to special educational needs. Open University Press. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037250600002418&institutionId=2418&customerId=2415
Wearmouth, J. (2012). Special educational needs: Vol. The basics [Electronic resource]. Routledge. http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203155189
Wedell, K. (2005). Dilemmas in the quest for inclusion. British Journal of Special Education, 32(1), 3–11. https://doi.org/10.1111/j.0952-3383.2005.00363.x
Wedell, K. (2006). Points from the SENCo-Forum. British Journal of Special Education, 33(4), 220–220. https://doi.org/10.1111/j.1467-8578.2006.00442.x
Wedell, K. (2008). INCLUSION: Confusion about inclusion: patching up or system change? British Journal of Special Education, 35(3), 127–135. https://doi.org/10.1111/j.1467-8578.2008.00386.x
Westwood, P. S. (2015). Commonsense methods for children with special educational needs (Seventh edition). Routledge.
White, G. S. (2010). Balancing acts in the half-way houses: the role of resourced provisions in mainstream schools. British Journal of Special Education, 37(4), 175–179. https://doi.org/10.1111/j.1467-8578.2010.00480.x
Widerstrom, A. H. (n.d.). Achieving learning goals through play: teaching young children with special needs (2nd ed). Paul H. Brookes Publishing Company.
Wilde, A., & Avramidis, E. (2011). Mixed feelings: towards a continuum of inclusive pedagogies. Education 3-13, 39(1), 83–101. https://doi.org/10.1080/03004270903207115
Williams, T., Lamb, B., Norwich, B., & Peterson, L. (2009). Special Educational Needs has outlived its usefulness: a debate. Journal of Research in Special Educational Needs, 9(3), 199–217. https://doi.org/10.1111/j.1471-3802.2009.01136.x
Wilson, R. A. (2003). Special educational needs in the early years: Vol. Teaching and learning in the early years (2nd ed). RoutledgeFalmer. http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037304140002418&institutionId=2418&customerId=2415
WINTER, E. C. (2006). Preparing new teachers for inclusive schools and classrooms. Support for Learning, 21(2), 85–91. https://doi.org/10.1111/j.1467-9604.2006.00409.x
WOLSTENHOLME, C. (2010). Including students with personal care and physical needs: a discussion of how attitudes of school and college staff impact on effective educational inclusion. Support for Learning, 25(3), 146–150. https://doi.org/10.1111/j.1467-9604.2010.01459.x