Bibliography for ED30420 Special Educational Needs BETA

‘Acoustical Barriers To Learning: Children at Risk in Every Classroom.’ (no date) Language, Speech, and Hearing Services in Schools, v31 n4 p356-61 Oct 2000 [Preprint]. Available at: 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), pp. 175–179. Available at: https://doi.org/10.1111/j.0952-3383.2003.00307.x.

Anastasiou, D. and Kauffman, J.M. (2012) ‘Disability as Cultural Difference: Implications for Special Education’, Remedial and Special Education, 33(3), pp. 139–149. Available at: https://doi.org/10.1177/0741932510383163.

Avramidis, E., Bayliss, P. and 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), pp. 277–293. Available at: https://doi.org/10.1016/S0742-051X(99)00062-1.

Avramidis, E., Bayliss, P. and 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), pp. 277–293. Available at: https://doi.org/10.1016/S0742-051X(99)00062-1.

Baglieri, S. and Shapiro, A.H. (2012a) Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. New York: Routledge. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037240100002418&institutionId=2418&customerId=2415.

Baglieri, S. and Shapiro, A.H. (2012b) Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. New York: Routledge. Available at: 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. Los Angeles, [Calif.]: 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), pp. 72–77. Available at: 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), pp. 230–240. Available at: https://doi.org/10.1111/j.1467-8578.2008.00394.x.

‘Barriers and Facilitators to Inclusive Education’ (2002) Exceptional Children, 69(1), pp. 97–107. Available at: https://doi.org/10.1177/001440290206900107.

BBC News - Deaf pupils face learning barriers in Wales, says NDCS (no date). Available at: http://www.bbc.co.uk/news/uk-wales-22427203.

BBC News - Poor reading ‘points to UK schools’ neglect of deaf’ (no date). Available at: http://www.bbc.co.uk/news/education-26240043.

BBC News - Special needs budgets to be controlled by parents (no date). Available at: 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), pp. 188–195. Available at: https://doi.org/10.1111/j.1467-8578.2006.00438.x.

Birkett, V. (2004) How to support and teach children with special educational needs. Cambridge: LDA.

Bishop, R. (2001) ‘Designing for special educational needs in mainstream schools’, Support for Learning, 16(2), pp. 56–63. Available at: https://doi.org/10.1111/1467-9604.00189.

Boon, M. and Boon, M. (2010) Understanding dyspraxia: a guide for parents and teachers. 2nd ed. London: Jessica Kingsley. Available at: 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’ (no date) in. Available at: 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), pp. 825–843. Available at: https://doi.org/10.1080/0968759022000039109.

‘Briefing Note: The social model of disability, human rights and development’ (no date). Available at: 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), pp. 181–186. Available at: 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), pp. 181–186. Available at: https://doi.org/10.1111/j.0268-2141.2004.00345.x.

Burden, R. and 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), pp. 77–82. Available at: 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. London: David Fulton.

Byers, R. and Rose, R. (2004) Planning the curriculum for pupils with special educational needs: a practical guide. 2nd ed. London: David Fulton. Available at: 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), pp. 24–30. Available at: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=67873.

Cameron, C. (2014) Disability studies: a student’s guide. Thousand Oaks: SAGE Publications Inc.

Casey, T. (2010) Inclusive play: practical strategies for children from birth to eight. 2nd ed. Los Angeles, [California]: SAGE.

Cheminais, R. (2015) Special educational needs for qualified and trainee teachers: a practical guide to the new changes. Third edition. Abingdon, Oxon: Routledge.

‘Children with ADHD Transferring to Secondary Schools: Potential Difficulties and Solutions’ (no date). Available at: http://ccp.sagepub.com/content/8/1/91.full.pdf.

‘Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment’ (no date). Available at: http://www.califone.com/pdf/Background_Research.pdf.

Daniel, L.S. and 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), pp. 220–229. Available at: https://doi.org/10.1177/1088357610378290.

Dewsbury ∗, G. et al. (2004) ‘The anti‐social model of disability’, Disability & Society, 19(2), pp. 145–158. Available at: https://doi.org/10.1080/0968759042000181776.

Diamond, K. and Tu, H. (2009) ‘Relations between classroom context, physical disability and preschool children’s inclusion decisions’, Journal of Applied Developmental Psychology, 30(2), pp. 75–81. Available at: https://doi.org/10.1016/j.appdev.2008.10.008.

Diamond, K.E. and Hong, S.-Y. (2010) ‘Young Children’s Decisions to Include Peers With Physical Disabilities in Play’, Journal of Early Intervention, 32(3), pp. 163–177. Available at: https://doi.org/10.1177/1053815110371332.

Dillon, G.V. and 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), pp. 111–121. Available at: https://doi.org/10.1177/1088357612441827.

Dyslexia is a ‘meaningless label used by middle-class parents’ claims Professor Julian Elliot | Daily Mail Online (no date). Available at: 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 (no date). Available at: http://www.telegraph.co.uk/education/educationnews/10661412/Dyslexia-may-not-exist-warn-academics.html.

‘Dyslexia still matters’ (no date). Available at: 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]. London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203698129.

Ekins, A., Grimes, P., and ebrary, Inc (2009) Inclusion: developing an effective whole school approach [electronic resource]. Maidenhead, Berks: McGraw Hill Open University Press. Available at: http://site.ebrary.com/lib/aber/Doc?id=10350212.

Elliott, J. and Grigorenko, E.L. (2014) The dyslexia debate [electronic resource]. Cambridge: Cambridge University Press. Available at: https://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=5164646320002418&institutionId=2418&customerId=2415.

Evans, L. and NetLibrary, Inc (2007) Inclusion [electronic resource]. London: Routledge. Available at: 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. London: Continuum. Available at: 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), pp. 35–38. Available at: https://doi.org/10.1111/1467-8527.t01-1-00154.

Farrell, M. (2004) Special educational needs: a resource for practitioners. London: Paul Chapman Pub.

Farrell, M. (2006a) The effective teacher’s guide to autism and communication difficulties. London: Routledge. Available at: 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. London: Routledge.

Farrell, M. (2006c) The effective teacher’s guide to sensory impairment and physical disability: practical strategies. London: Routledge.

Farrell, M. (2007) The special school’s handbook: key issues for all. Abingdon, Oxon: Routledge.

Farrell, M. (2009a) Foundations of special education: an introduction. Oxford: Wiley-Blackwell. Available at: 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. Abingdon, Oxon: Routledge.

Farrell, M. and NetLibrary, Inc (2006) The effective teacher’s guide to moderate, severe and profound learning difficulties: practical strategies [electronic resource]. London: Routledge. Available at: 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), pp. 3–9. Available at: https://doi.org/10.1111/1467-8527.t01-1-00197.

Farrell, P. et al. (2007) ‘SEN inclusion and pupil achievement in English schools’, Journal of Research in Special Educational Needs, 7(3), pp. 172–178. Available at: https://doi.org/10.1111/j.1471-3802.2007.00094.x.

du Feu, M. and Fergusson, K. (2003) ‘Sensory impairment and mental health’, Advances in Psychiatric Treatment, 9(2), pp. 95–103. Available at: https://doi.org/10.1192/apt.9.2.95.

Florian, L. (2008) ‘INCLUSION: Special or inclusive education: future trends’, British Journal of Special Education, 35(4), pp. 202–208. Available at: https://doi.org/10.1111/j.1467-8578.2008.00402.x.

Florian, L. and Hegarty, J. (2004) ICT and special educational needs: a tool for inclusion. Buckingham: Open University Press.

Forlin, Chris; (no date) ‘Special issue: Transitions for students with special educational needs’, Australasian Journal of Special Education, Vol. 37(The). Available at: http://search.informit.com.au/documentSummary;dn=389170793713641;res=IELHSS.

Frederickson, N. et al. (2007) ‘Assessing the social and affective outcomes of inclusion’, British Journal of Special Education, 34(2), pp. 105–115. Available at: https://doi.org/10.1111/j.1467-8578.2007.00463.x.

Frederickson, N. (2009) Special Educational Needs, Inclusion and Diversity. Maidenhead: Open University. Available at: http://eu.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=3037303920002418&institutionId=2418&customerId=2415.

Garner, P. (2009) Special educational needs: the key concepts [electronic resource]. London: Routledge. Available at: http://www.vlebooks.com/vleweb/product/openreader?id=AberystUni&isbn=9780203088494.

Gibson, S., Haynes, J., and ebrary, Inc (2009) Perspectives on participation and inclusion: engaging education [electronic resource]. London: Continuum. Available at: http://site.ebrary.com/lib/aber/Doc?id=10427357.

GIBSON, S. and KENDALL, L. (2010) ‘Stories from school: dyslexia and learners’ voices on factors impacting on achievement’, Support for Learning, 25(4), pp. 187–193. Available at: https://doi.org/10.1111/j.1467-9604.2010.01465.x.

Glazzard, J. (2010) Teaching primary special educational needs [electronic resource]. Exeter: Learning Matters. Available at: 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), pp. 63–69. Available at: https://doi.org/10.1111/j.1467-9604.2010.01442.x.

Glazzard, J. et al. (2015) Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. 2 ed. London: SAGE Publications Ltd.

Goodman, R.L. and 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), pp. 223–237. Available at: 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), pp. 173–179. Available at: 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), pp. 213–221. Available at: https://doi.org/10.1111/j.1467-8578.2009.00440.x.

Groom, B. and 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), pp. 20–30. Available at: https://doi.org/10.1111/j.1471-3802.2005.00035.x.

Groom, B. and 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), pp. 20–30. Available at: https://doi.org/10.1111/j.1471-3802.2005.00035.x.

Groom, B. and 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), pp. 20–30. Available at: 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. Buckingham: Open University Press.

Gross, J. and National Association for Special Educational Needs (Great Britain) (2008) Beating bureaucracy in special educational needs. London: 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), pp. 168–174. Available at: https://doi.org/10.1111/j.1467-8578.2010.00482.x.

Hackett, L. et al. (2010) ‘Mental health needs in schools for emotional, behavioural and social difficulties’, British Journal of Special Education, 37(3), pp. 148–155. Available at: https://doi.org/10.1111/j.1467-8578.2010.00451.x.

Hanks, R. and ebrary, Inc (2011) Common SENse for the inclusive classroom: how teachers can maximise existing skills to support special educational needs [electronic resource]. London: Jessica Kingsley Publishers. Available at: http://site.ebrary.com/lib/aber/Doc?id=10477023.

Hartas, D. (2005) Language and communication difficulties. New York: Continuum.

Hodkinson, A. and Vickerman, P. (2009) Key issues in special educational needs and inclusion. Los Angeles, [Calif.]: SAGE.

Holt, L., Lea, J. and 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), pp. 2191–2206. Available at: https://doi.org/10.1068/a44456.

Hughes, L. and Cooper, P. (2006a) Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals [lesley hughes and paul cooper]. Lond0n: Sage.

Hughes, L. and Cooper, P. (2006b) Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals [lesley hughes and paul cooper]. Lond0n: Sage.

Hultquist, A.M. (2006) An introduction to dyslexia for parents and professionals. London: Jessica Kingsley. Available at: 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), pp. 19–25. Available at: https://doi.org/10.1111/j.1467-8578.2008.00415.x.

Humphrey, N. and 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), pp. 132–140. Available at: https://doi.org/10.1111/j.1471-3802.2008.00115.x.

Humphrey, N. and 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), pp. 82–90. Available at: https://doi.org/10.1111/j.1471-3802.2010.01146.x.

‘Identification of children at risk of Attention Deficit/Hyperactivity Disorder’ (no date). Available at: 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’ (no date). Available at: http://www.nottingham.ac.uk/~ttzelrn/mtl/ca3/documents/Hodkinson2010.pdf.

‘Inclusive Schooling Children with Special Educational Needs’ (no date). Available at: 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), pp. 420–423. Available at: https://doi.org/10.1177/1087054708329972.

IPSEA - Threat to SEN law? IPSEA responds May 2012 (no date). Available at: http://ipseaacc.north-51.com/Apps/Content/News/?id=450.

Jones, K. and 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), pp. 115–123. Available at: https://doi.org/10.1111/j.1471-3802.2010.01153.x.

Julian, G. and 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), pp. 28–32. Available at: 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), pp. 13–18. Available at: 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), pp. 13–18. Available at: https://doi.org/10.1111/j.1471-3802.2008.00097.x.

Keil, S., Miller, O. and Cobb, R. (2006) ‘Special educational needs and disability’, British Journal of Special Education, 33(4), pp. 168–172. Available at: https://doi.org/10.1111/j.1467-8578.2006.00435.x.

Kelly, N. and 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), pp. 411–435. Available at: https://doi.org/10.1348/0007099041552297.

Kirby, A. and Peters, L. (2007) 100 ideas for supporting pupils with dyspraxia and DCD. New York, NY: Continuum International.

Knowles, G. (2006) Supporting inclusive practice. London: David Fulton.

Knowles, G. and Lander, V. (2011) Diversity, equality and achievement in education [electronic resource]. Los Angeles, [Calif.]: SAGE. Available at: 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), pp. 53–60. Available at: https://doi.org/10.1111/j.0268-2141.2005.00362.x.

Lewis, A. and Norwich, B. (2005) Special teaching for special children: pedagogies for inclusion. Maidenhead: Open University Press.

Lindsay, G. (2007) ‘Educational psychology and the effectiveness of inclusive education/mainstreaming’, British Journal of Educational Psychology, 77(1), pp. 1–24. Available at: https://doi.org/10.1348/000709906X156881.

Llewellyn, A. and Hogan, K. (2000) ‘The Use and Abuse of Models of Disability’, Disability & Society, 15(1), pp. 157–165. Available at: https://doi.org/10.1080/09687590025829.

Locke, J. et al. (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), pp. 74–81. Available at: 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), pp. 108–111. Available at: https://doi.org/10.1111/j.1471-3802.2006.00066.x.

Loxley, A. (2007) Deconstructing special education and constructing inclusion. 2nd ed. Maidenhead: 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), pp. 67–73. Available at: https://doi.org/10.1111/j.1471-3802.2004.00020.x.

McAllister, K. and Maguire, B. (2012) ‘A design model: the Autism Spectrum Disorder Classroom Design Kit’, British Journal of Special Education, 39(4), pp. 201–208. Available at: https://doi.org/10.1111/1467-8578.12006.

McKay, J. and Neal, J. (2009a) ‘Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice’, Journal of Research in Special Educational Needs, 9(3), pp. 164–172. Available at: https://doi.org/10.1111/j.1471-3802.2009.01129.x.

McKay, J. and Neal, J. (2009b) ‘Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice’, Journal of Research in Special Educational Needs, 9(3), pp. 164–172. Available at: https://doi.org/10.1111/j.1471-3802.2009.01129.x.

MEDCALF, R., MARSHALL, J. and RHODEN, C. (2006) ‘Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties’, Support for Learning, 21(4), pp. 169–174. Available at: https://doi.org/10.1111/j.1467-9604.2006.00427.x.

‘Meeting the Needs of Students with Physical Disabilities’ (no date). Available at: 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), pp. 84–107. Available at: https://doi.org/10.1177/1356336X05049826.

Mortimore, T. and Dupree, J. (2008) Dyslexia-friendly practice in the secondary classroom. Exeter: 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), pp. 159–169. Available at: https://doi.org/10.1111/j.1467-9604.2009.01419.x.

‘National Award for SENCOs: Transforming SENCOs’ (no date). Available at: http://www.nasen.org.uk/uploads/publications/200.pdf.

Nigg, J.T. and NetLibrary, Inc (2006) What causes ADHD?: understanding what goes wrong and why [electronic resource]. New York: Guilford Press. Available at: 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), pp. 136–143. Available at: https://doi.org/10.1111/j.1467-8578.2008.00387.x.

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