1.
Ekins, A. The changing face of special educational needs: impact and implication for SENCOs and their schools. (Routledge, 2012).
2.
Cheminais, R. Special educational needs for qualified and trainee teachers: a practical guide to the new changes. (Routledge, 2015).
3.
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A. & Neve, L. Teaching and Supporting Children with Special Educational Needs and Disabilities in Primary Schools. vol. Achieving QTS Series (SAGE Publications Ltd, 2015).
4.
Farrell, M. Standards and special educational needs: the importance of standards of pupil achievement. (Continuum, 2001).
5.
Frederickson, N. Special Educational Needs, Inclusion and Diversity. (Open University, 2009).
6.
Hodkinson, A. & Vickerman, P. Key issues in special educational needs and inclusion. (SAGE, 2009).
7.
Wearmouth, J. Special educational needs. vol. The basics (Routledge, 2012).
8.
Garner, P. Special educational needs: the key concepts. vol. Routledge key guides (Routledge, 2009).
9.
Loxley, A. Deconstructing special education and constructing inclusion. vol. Inclusive education (Open University Press, 2007).
10.
Glazzard, J. Teaching primary special educational needs. vol. Achieving QTS (Learning Matters, 2010).
11.
Warnock, M., Norwich, B. & Terzi, L. Special educational needs: a new look. vol. Key debates in educational policy (Continuum, 2010).
12.
Wearmouth, J. A beginning teacher’s guide to special educational needs. (Open University Press, 2009).
13.
Westwood, P. S. Commonsense methods for children with special educational needs. (Routledge, 2015).
14.
Baglieri, S. & Shapiro, A. H. Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. (Routledge, 2012).
15.
Bailey, G. Emotional well-being for children with special educational needs and disabilities: a guide for practitioners. (SAGE, 2012).
16.
Tutt, R. Partnership working to support special educational needs & disabilities. (SAGE, 2011).
17.
Casey, T. Inclusive play: practical strategies for children from birth to eight. (SAGE, 2010).
18.
Baglieri, S. & Shapiro, A. H. Disability studies and the inclusive classroom: critical practices for creating least restrictive attitudes. (Routledge, 2012).
19.
Cameron, C. Disability studies: a student’s guide. (SAGE Publications Inc, 2014).
20.
Swain, J., French, S. & Cameron, C. Controversial issues in a disabling society. vol. Disability, human rights and society (Open University Press, 2003).
21.
Elliott, J. & Grigorenko, E. L. The dyslexia debate. vol. 14 (Cambridge University Press, 2014).
22.
Watson, N. & Vehmas, S. Routledge handbook of disability studies. (Routledge, 2020).
23.
Pavey, B. The dyslexia-friendly primary school: a practical guide for teachers. (Paul Chapman, 2007).
24.
Mortimore, T. & Dupree, J. Dyslexia-friendly practice in the secondary classroom. vol. Achieving QTS (Learning Matters, 2008).
25.
Reid, G. Dyslexia and inclusion: classroom approaches for assessment, teaching and learning. (David Fulton, 2005).
26.
Peer, L., Reid, G., & British Dyslexia Association. Dyslexia: successful inclusion in the secondary school. (David Fulton published in association with the British Dyslexia Association, 2001).
27.
Reid, G. Dyslexia. (Continuum, 2007).
28.
Gross, J. & National Association for Special Educational Needs (Great Britain). Beating bureaucracy in special educational needs. (Routledge, 2008).
29.
Hanks, R. & ebrary, Inc. Common SENse for the inclusive classroom: how teachers can maximise existing skills to support special educational needs. (Jessica Kingsley Publishers, 2011).
30.
Hultquist, A. M. An introduction to dyslexia for parents and professionals. (Jessica Kingsley, 2006).
31.
Nutbrown, C., Clough, P. & Atherton, F. Inclusion in the early years. (SAGE, 2013).
32.
Knowles, G. Supporting inclusive practice. (David Fulton, 2006).
33.
Knowles, G. & Lander, V. Diversity, equality and achievement in education. (SAGE, 2011).
34.
Lewis, A. & Norwich, B. Special teaching for special children: pedagogies for inclusion. vol. Inclusive education (Open University Press, 2005).
35.
Rose, R. & Howley, M. The practical guide to special educational needs in inclusive primary classrooms. vol. Primary guides (SAGE Publications Ltd, 2006).
36.
Skidmore, D. Inclusion: the dynamic of school development. vol. Inclusive education (Open University Press, 2003).
37.
Topping, K. J. & Maloney, S. The RoutledgeFalmer reader in inclusive education. vol. Readers in education (RoutledgeFalmer, 2005).
38.
Wall, K. Special needs and early years: a practitioner’s guide. (SAGE, 2011).
39.
Wearmouth, J. Special educational provision: meeting the challenges in schools. (Hodder & Stoughton Educational, 2000).
40.
Widerstrom, A. H. Achieving learning goals through play: teaching young children with special needs. (Paul H. Brookes Publishing Company).
41.
Wilson, R. A. Special educational needs in the early years. vol. Teaching and learning in the early years (RoutledgeFalmer, 2003).
42.
Evans, L. & NetLibrary, Inc. Inclusion. vol. No-nonsense series (Routledge, 2007).
43.
Ekins, A., Grimes, P., & ebrary, Inc. Inclusion: developing an effective whole school approach. (McGraw Hill Open University Press, 2009).
44.
Farrell, M. The special school’s handbook: key issues for all. (Routledge, 2007).
45.
Farrell, M. The special education handbook: an A to Z guide. (Routledge, 2009).
46.
Birkett, V. How to support and teach children with special educational needs. (LDA, 2004).
47.
Kirby, A. & Peters, L. 100 ideas for supporting pupils with dyspraxia and DCD. vol. Continuum one hundreds series (Continuum International, 2007).
48.
Boon, M. & Boon, M. Understanding dyspraxia: a guide for parents and teachers. vol. JKP essentials series (Jessica Kingsley, 2010).
49.
Burnett, N. Leadership and SEN: meeting the challenge in special and mainstream settings. (David Fulton, 2005).
50.
Byers, R. & Rose, R. Planning the curriculum for pupils with special educational needs: a practical guide. (David Fulton, 2004).
51.
Farrell, M. Special educational needs: a resource for practitioners. (Paul Chapman Pub, 2004).
52.
Farrell, M. & NetLibrary, Inc. The effective teacher’s guide to moderate, severe and profound learning difficulties: practical strategies. vol. New directions in special educational needs (Routledge, 2006).
53.
Farrell, M. The effective teacher’s guide to autism and communication difficulties. vol. New directions in special educational needs (Routledge, 2006).
54.
Farrell, M. The effective teacher’s guide to sensory impairment and physical disability: practical strategies. vol. New directions in special educational needs (Routledge, 2006).
55.
Farrell, M. The Effective teachers’ guide to behavioural, emotional and social difficulties: practical strategies. vol. New directions in special educational needs (Routledge, 2006).
56.
Florian, L. & Hegarty, J. ICT and special educational needs: a tool for inclusion. (Open University Press, 2004).
57.
Gibson, S., Haynes, J., & ebrary, Inc. Perspectives on participation and inclusion: engaging education. (Continuum, 2009).
58.
Farrell, M. Foundations of special education: an introduction. (Wiley-Blackwell, 2009).
59.
Gross, J. Special educational needs in the primary school: a practical guide. (Open University Press, 2002).
60.
Hartas, D. Language and communication difficulties. vol. SEN series (Continuum, 2005).
61.
Nigg, J. T. & NetLibrary, Inc. What causes ADHD?: understanding what goes wrong and why. (Guilford Press, 2006).
62.
O’Regan, F. J. ADHD. vol. SEN series (Continuum, 2005).
63.
Hughes, L. & Cooper, P. Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals. (Sage, 2006).
64.
Hughes, L. & Cooper, P. Understanding and supporting children with ADHD: strategies for teachers, parents and other professionals. (Sage, 2006).
65.
The SENCO handbook: working within a whole-school approach. (Routledge, 2008).
66.
Brett, J. 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, 825–843 (2002).
67.
Low, C. Some ideologies of disability. Journal of Research in Special Educational Needs 6, 108–111 (2006).
68.
Llewellyn, A. & Hogan, K. The Use and Abuse of Models of Disability. Disability & Society 15, 157–165 (2000).
69.
Swain, J. & French, S. Disability on equal terms. (SAGE, 2008).
70.
Farrell, P. Current issues in special needs: Special education in the last twenty years: have things really got better? British Journal of Special Education 28, 3–9 (2003).
71.
Florian, L. INCLUSION: Special or inclusive education: future trends. British Journal of Special Education 35, 202–208 (2008).
72.
Keil, S., Miller, O. & Cobb, R. Special educational needs and disability. British Journal of Special Education 33, 168–172 (2006).
73.
Kelly, N. & Norwich, B. Pupils’ perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools. British Journal of Educational Psychology 74, 411–435 (2004).
74.
Runswick-Cole, K. & Hodge, N. Needs or rights? A challenge to the discourse of special education. British Journal of Special Education 36, 198–203 (2009).
75.
Williams, T., Lamb, B., Norwich, B. & Peterson, L. Special Educational Needs has outlived its usefulness: a debate. Journal of Research in Special Educational Needs 9, 199–217 (2009).
76.
Terzi, L. Beyond the Dilemma of Difference: The Capability Approach to Disability and Special Educational Needs. Journal of Philosophy of Education 39, 443–459 (2005).
77.
Terzi, L. A capability perspective on impairment, disability and special needs: Towards social justice in education. Theory and Research in Education 3, 197–223 (2005).
78.
Anastasiou, D. & Kauffman, J. M. Disability as Cultural Difference: Implications for Special Education. Remedial and Special Education 33, 139–149 (2012).
79.
Breaking the Mould? An introduction to doing disability research. in.
80.
THE DEVELOPMENT AND CRITIQUE OF THE SOCIAL MODEL OF DISABILITY.
81.
Dewsbury ∗, G., Clarke, K., Randall, D., Rouncefield, M. & Sommerville, I. The anti‐social model of disability. Disability & Society 19, 145–158 (2004).
82.
THE SOCIAL MODEL OF DISABILITY REPOSSESSED.
83.
Riddick, B. Dyslexia and inclusion: Time for a social model of disability perspective? International Studies in Sociology of Education 11, 223–236 (2001).
84.
Briefing Note: The social model of disability, human rights and development.
85.
Terzi, L. The Social Model of Disability: A Philosophical Critique. Journal of Applied Philosophy 21, 141–157 (2004).
86.
Swain, J. & French, S. Towards an Affirmation Model of Disability. Disability & Society 15, 569–582 (2000).
87.
BAKER, J. The British Government’s strategy for SEN: implications for the role and future development of special schools. Support for Learning 22, 72–77 (2007).
88.
BURCHARDT, T. Aiming high: the educational and occupational aspirations and of young disabled people. Support for Learning 19, 181–186 (2004).
89.
Callias, Maria. Current and Proposed Special Educational Legislation. Child Psychology and Psychiatry Review 6, 24–30 (2001).
90.
Social deprivation, schoollevel achievement and special educational needs.
91.
Farrell, M. Educational Inclusion and Raising Standards. British Journal of Special Education 27, 35–38 (2003).
92.
Farrell, P., Dyson, A., Polat, F., Hutcheson, G. & Gallannaugh, F. SEN inclusion and pupil achievement in English schools. Journal of Research in Special Educational Needs 7, 172–178 (2007).
93.
Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges b.
94.
IPSEA - Threat to SEN law? IPSEA responds May 2012. http://ipseaacc.north-51.com/Apps/Content/News/?id=450.
95.
The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers.
96.
BBC News - Special needs budgets to be controlled by parents. http://www.bbc.co.uk/news/education-18061348.
97.
Special needs education reform offers both hope and anxiety for parents | Education | The Guardian. http://www.theguardian.com/education/2012/may/15/speical-needs-education-reforms-analysis.
98.
Norwich, B. & Nash, T. 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, 2–11 (2011).
99.
O’Gorman, E. & Drudy, S. 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 (2010).
100.
PRUNTY, A., DUPONT, M. & MCDAID, R. Voices of students with special educational needs (SEN): views on schooling. Support for Learning 27, 29–36 (2012).
101.
RICHARDS, G. ‘I was confident about teaching but SEN scared me’: preparing new teachers for including pupils with special educational needs. Support for Learning 25, 108–115 (2010).
102.
Richards, G. Managing current developments in SEN and inclusion: developing confidence in new teachers. Management in Education 24, 107–110 (2010).
103.
Richards, G. Managing current developments in SEN and inclusion: developing confidence in new teachers. Management in Education 24, 107–110 (2010).
104.
Riddell, S., Wilson, A., Adler, M. & Mordaunt, E. Parents, professionals and special educational needs policy frameworks in England and Scotland. Policy & Politics 30, 411–425 (2002).
105.
Runswick-Cole, K. Time to end the bias towards inclusive education? British Journal of Special Education 38, 112–119 (2011).
106.
RUSSELL, P. ‘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, 104–112 (2008).
107.
Barnes, P. RESEARCH SECTION: Multi-agency working: what are the perspectives of SENCos and parents regarding its development and implementation? British Journal of Special Education 35, 230–240 (2008).
108.
LAYTON, L. Special educational needs coordinators and leadership: a role too far? Support for Learning 20, 53–60 (2005).
109.
May, H. Interpreting pupil participation into practice: contributions of the SEN Code of Practice (2001). Journal of Research in Special Educational Needs 4, 67–73 (2004).
110.
McKay, J. & Neal, J. Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice. Journal of Research in Special Educational Needs 9, 164–172 (2009).
111.
National Award for SENCOs: Transforming SENCOs.
112.
Wedell, K. Points from the SENCo-Forum. British Journal of Special Education 33, 220–220 (2006).
113.
Runswick-Cole, K. 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, 173–180 (2008).
114.
Allan, J. Productive pedagogies and the challenge of inclusion. British Journal of Special Education 30, 175–179 (2004).
115.
Avramidis, E., Bayliss, P. & Burden, R. Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education 16, 277–293 (2000).
116.
Avramidis, E., Bayliss, P. & Burden, R. Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education 16, 277–293 (2000).
117.
Special Educational Needs: an alternative look.
118.
Bishop, R. Designing for special educational needs in mainstream schools. Support for Learning 16, 56–63 (2001).
119.
Reasons against segregated schooling.
120.
Reference List for Reasons Against Segregated Schooling.
121.
Frederickson, N., Simmonds, E., Evans, L. & Soulsby, C. Assessing the social and affective outcomes of inclusion. British Journal of Special Education 34, 105–115 (2007).
122.
Griffiths, E. 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, 213–221 (2009).
123.
Grieve, A. M. Teachers’ beliefs about inappropriate behaviour: challenging attitudes? Journal of Research in Special Educational Needs 9, 173–179 (2009).
124.
Groom, B. & Rose, R. 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, 20–30 (2005).
125.
Groom, B. & Rose, R. 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, 20–30 (2005).
126.
Holt, L., Lea, J. & Bowlby, S. Special units for young people on the autistic spectrum in mainstream schools: sites of normalisation, abnormalisation, inclusion, and exclusion. Environment and Planning A 44, 2191–2206 (2012).
127.
Humphrey, N. & Lewis, S. What does ‘inclusion’ mean for pupils on the autistic spectrum in mainstream secondary schools? Journal of Research in Special Educational Needs 8, 132–140 (2008).
128.
Julian, G. & Ware, J. Specialist Teachers for Pupils with Learning Difficulties? A Survey of Headteachers in Schools and Units. British Journal of Special Education 25, 28–32 (2003).
129.
Jull, S. K. Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion. Journal of Research in Special Educational Needs 8, 13–18 (2008).
130.
Lindsay, G. Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology 77, 1–24 (2007).
131.
Norwich, B. SPECIAL SCHOOLS: What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education 35, 136–143 (2008).
132.
Barriers and Facilitators to Inclusive Education. Exceptional Children 69, 97–107 (2002).
133.
RIX, J., HALL, K., NIND, M., SHEEHY, K. & WEARMOUTH, J. What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review. Support for Learning 24, 86–94 (2009).
134.
Ross-Hill, R. Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs 9, 188–198 (2009).
135.
Ruijs, N. M., Van der Veen, I. & Peetsma, T. T. D. Inclusive education and students without special educational needs. Educational Research 52, 351–390 (2010).
136.
Russell, P. ?Access and achievement or social exclusion?? are the government’s policies working for disabled children and their families? Children & Society 17, 215–225 (2003).
137.
Salend, S. J. & Garrick Duhaney, L. M. The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education 20, 114–126 (1999).
138.
Shah, S., Travers, C. & Arnold, J. Disabled and successful: education in the life stories of disabled high achievers. Journal of Research in Special Educational Needs 4, 122–132 (2004).
139.
Smith, A. The inclusion of pupils with special educational needs in secondary school physical education. Physical Education & Sport Pedagogy 9, 37–54 (2004).
140.
Tremblay, P. 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, 251–258 (2013).
141.
Vickerman, P. Training physical education teachers to include children with special educational needs: Perspectives from physical education initial teacher training providers. European Physical Education Review 13, 385–402 (2007).
142.
Wedell, K. Dilemmas in the quest for inclusion. British Journal of Special Education 32, 3–11 (2005).
143.
Wedell, K. INCLUSION: Confusion about inclusion: patching up or system change? British Journal of Special Education 35, 127–135 (2008).
144.
White, G. S. Balancing acts in the half-way houses: the role of resourced provisions in mainstream schools. British Journal of Special Education 37, 175–179 (2010).
145.
Wilde, A. & Avramidis, E. Mixed feelings: towards a continuum of inclusive pedagogies. Education 3-13 39, 83–101 (2011).
146.
WINTER, E. C. Preparing new teachers for inclusive schools and classrooms. Support for Learning 21, 85–91 (2006).
147.
WOLSTENHOLME, C. 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, 146–150 (2010).
148.
Burden, R. & Burdett, J. What’s in a name? Students with dyslexia: their use of metaphor in making sense of their disability. British Journal of Special Education 34, 77–82 (2007).
149.
Dyslexia is a ‘meaningless label used by middle-class parents’ claims Professor Julian Elliot | Daily Mail Online. http://www.dailymail.co.uk/health/article-2567690/Dyslexia-meaningless-label-used-middle-class-parents-claims-Professor-Julian-Elliot.html.
150.
Daniel, L. S. & Billingsley, B. S. What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships. Focus on Autism and Other Developmental Disabilities 25, 220–229 (2010).
151.
Inclusive Schooling Children with Special Educational Needs.
152.
Dillon, G. V. & Underwood, J. D. M. 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, 111–121 (2012).
153.
Dyslexia still matters.
154.
Forlin, Chris; Special issue: Transitions for students with special educational needs. Australasian Journal of Special Education Vol. 37,.
155.
GIBSON, S. & KENDALL, L. Stories from school: dyslexia and learners’ voices on factors impacting on achievement. Support for Learning 25, 187–193 (2010).
156.
GLAZZARD, J. The impact of dyslexia on pupils’ self-esteem. Support for Learning 25, 63–69 (2010).
157.
Guldberg, K. 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, 168–174 (2010).
158.
Humphrey, N. & Symes, W. 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, 82–90 (2010).
159.
Jones, K. & Howley, M. 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, 115–123 (2010).
160.
Locke, J., Ishijima, E. H., Kasari, C. & London, N. 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, 74–81 (2010).
161.
McAllister, K. & Maguire, B. A design model: the Autism Spectrum Disorder Classroom Design Kit. British Journal of Special Education 39, 201–208 (2012).
162.
Park, M. & Chitiyo, M. An examination of teacher attitudes towards children with autism. Journal of Research in Special Educational Needs 11, 70–78 (2011).
163.
Robertson, J. W. Informing the public? UK newspaper reporting of autism and Asperger’s syndrome. Journal of Research in Special Educational Needs 9, 12–26 (2009).
164.
Sterling-Turner, H. E. & Jordan, S. S. Interventions addressing transition difficulties for individuals with autism. Psychology in the Schools 44, 681–690 (2007).
165.
Symes, W. & Humphrey, N. 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, 153–161 (2011).
166.
Dyslexia may not exist, warn academics. http://www.telegraph.co.uk/education/educationnews/10661412/Dyslexia-may-not-exist-warn-academics.html.
167.
Theodorou, F. & Nind, M. Inclusion in play: a case study of a child with autism in an inclusive nursery. Journal of Research in Special Educational Needs 10, 99–106 (2010).
168.
BBC News - Deaf pupils face learning barriers in Wales, says NDCS. http://www.bbc.co.uk/news/uk-wales-22427203.
169.
BBC News - Poor reading ‘points to UK schools’ neglect of deaf’. http://www.bbc.co.uk/news/education-26240043.
170.
Classroom Acoustics for Children With Normal Hearing and With Hearing Impairment.
171.
Diamond, K. E. & Hong, S.-Y. Young Children’s Decisions to Include Peers With Physical Disabilities in Play. Journal of Early Intervention 32, 163–177 (2010).
172.
Diamond, K. & Tu, H. Relations between classroom context, physical disability and preschool children’s inclusion decisions. Journal of Applied Developmental Psychology 30, 75–81 (2009).
173.
du Feu, M. & Fergusson, K. Sensory impairment and mental health. Advances in Psychiatric Treatment 9, 95–103 (2003).
174.
Meeting the Needs of Students with Physical Disabilities.
175.
Morley, D. Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education. European Physical Education Review 11, 84–107 (2005).
176.
Acoustical Barriers To Learning: Children at Risk in Every Classroom. Language, Speech, and Hearing Services in Schools, v31 n4 p356-61 Oct 2000.
177.
Parkes, J., McCullough, N. & Madden, A. To what extent do children with cerebral palsy participate in everyday life situations? Health & Social Care in the Community (2010) doi:10.1111/j.1365-2524.2009.00908.x.
178.
Salend, S. J. & Garrick Duhaney, L. M. The Impact of Inclusion on Students With and Without Disabilities and Their Educators. Remedial and Special Education 20, 114–126 (1999).
179.
Bennett, P. L. 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, 188–195 (2006).
180.
Goodman, R. L. & Burton, D. M. 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, 223–237 (2010).
181.
Groom, B. & Rose, R. 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, 20–30 (2005).
182.
Hackett, L. et al. Mental health needs in schools for emotional, behavioural and social difficulties. British Journal of Special Education 37, 148–155 (2010).
183.
Humphrey, N. Including students with attention-deficit/hyperactivity disorder in mainstream schools. British Journal of Special Education 36, 19–25 (2009).
184.
Jull, S. K. Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion. Journal of Research in Special Educational Needs 8, 13–18 (2008).
185.
MEDCALF, R., MARSHALL, J. & RHODEN, C. Exploring the relationship between physical education and enhancing behaviour in pupils with emotional behavioural difficulties. Support for Learning 21, 169–174 (2006).
186.
MOWAT, J. The inclusion of pupils perceived as having social and emotional behavioural difficulties in mainstream schools: a focus upon learning. Support for Learning 24, 159–169 (2009).
187.
Poulou, M. & Norwich, B. Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology 70, 559–581 (2000).
188.
The role of teachers in the assessment of children suspected of having AD/HD.
189.
Identification of children at risk of Attention Deficit/Hyperactivity Disorder.
190.
Singh, I. Biology in context: social and cultural perspectives on ADHD. Children & Society 16, 360–367 (2002).
191.
Increase in Teachers’ Knowledge About ADHD After a Week-Long Training Program: A Pilot Study. Journal of Attention Disorders 13, 420–423 (2010).
192.
Taylor, M. & Houghton, S. Difficulties in initiating and sustaining peer friendships: perspectives on students diagnosed with AD/HD. British Journal of Special Education 35, 209–219 (2008).
193.
Children with ADHD Transferring to Secondary Schools: Potential Difficulties and Solutions.
194.
BURCHARDT, T. Aiming high: the educational and occupational aspirations and of young disabled people. Support for Learning 19, 181–186 (2004).
195.
McKay, J. & Neal, J. Diagnosis and disengagement: exploring the disjuncture between SEN policy and practice. Journal of Research in Special Educational Needs 9, 164–172 (2009).
196.
The special educational needs and disability review.
197.
Ruijs, N. M., Van der Veen, I. & Peetsma, T. T. D. Inclusive education and students without special educational needs. Educational Research 52, 351–390 (2010).
198.
RUSSELL, P. ‘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, 104–112 (2008).