Bibliography for Special Needs in Early Years Care and Education (ECH020N217S) BETA

Anon. 2015. Researching Translation and Interpreting. Milton Park: Routledge.

Anon. 2017. Disability and Inclusion in Early Years Education. Edited by Chris Collett. London: Routledge.

Anon. n.d.-a. ‘Children and Families Act 2014’.

Anon. n.d.-b. ‘DEC - Recommended Practices’. Retrieved (http://www.dec-sped.org/recommendedpractices).

Anon. n.d.-c. ‘Early Childhood Inclusion | Npdci.Fpg.Unc.Edu’. Retrieved (http://npdci.fpg.unc.edu/resources/articles/files/ips/EarlyChildhoodInclusion).

Anon. n.d.-d. ‘Equality Act 2010: Advice for Schools - GOV.UK’. Retrieved (https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools).

Anon. n.d.-e. ‘Evidence-Based Practices | Autism PDC’. Retrieved (http://autismpdc.fpg.unc.edu/evidence-based-practices).

Anon. n.d.-f. ‘Evidence-Based Practices | Autism PDC’. Retrieved (http://autismpdc.fpg.unc.edu/evidence-based-practices).

Anon. n.d.-g. ‘International Pre-School Inclusion: Bridging the Gap between Vision and Practices Frankel Gold - Google Scholar’. Retrieved (http://scholar.google.co.uk/scholar?q=international+pre-school+inclusion%3A+bridging+the+gap+between+vision+and+practices+frankel+gold&btnG=&hl=en&as_sdt=0%2C5).

Anon. n.d.-h. ‘Research Synthesis Points on Early Childhood Inclusion | Npdci.Fpg.Unc.Edu’. Retrieved (http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007).

Anon. n.d.-i. ‘SEND Code of Practice: 0 to 25 Years - GOV.UK’. Retrieved (https://www.gov.uk/government/publications/send-code-of-practice-0-to-25).

Anon. n.d.-j. ‘SEND: Guide for Parents and Carers - GOV.UK’. Retrieved (https://www.gov.uk/government/publications/send-guide-for-parents-and-carers).

Anon. n.d.-k. ‘SEND: Guide for Parents and Carers - GOV.UK’. Retrieved (https://www.gov.uk/government/publications/send-guide-for-parents-and-carers).

Anon. n.d.-l. ‘Young Person’s Guide to the Children and Families Act 2014 - GOV.UK’. Retrieved (https://www.gov.uk/government/publications/young-persons-guide-to-the-children-and-families-act-2014).

Blatchford, Peter, Anthony Russell, and Rob Webster. 2012. Reassessing the Impact of Teaching Assistants: How Research Challenges Practice and Policy. London: Routledge.

Booth, Tony, Ainscow, Mel, Kingston, Denise, and Centre for Studies on Inclusive Education (Bristol, England). 2006. Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare. New ed. Bristol: Centre for Studies on Inclusive Education.

Boyle, Christopher, and Keith J. Topping. 2012. What Works in Inclusion? Maidenhead: McGraw-Hill Open University Press.

By. 2012. ‘FPG Child Development Institute’. Retrieved (https://capitadiscovery.co.uk/roehampton/items?query=title%3A%28The+Inclusive+Classroom+Profile+%28ICP%29+Preliminary+Findings+of+Demonstration+Study+in+North+Carolina%29&target=eds&facet%5B0%5D=fulltext%3Ayes).

Civitillo, Sauro, Jan M. H. De Moor, and Mathijs P. J. Vervloed. 2016. ‘Pre-Service Teachers’ Beliefs about Inclusive Education in the Netherlands: An Exploratory Study’. Support for Learning 31(2):104–21. doi: 10.1111/1467-9604.12119.

Cook, Ruth E., Diane Klein, and Deborah Chen. 2016. Adapting Early Childhood Curricula for Children with Special Needs. Boston: Pearson.

Deris, Aaron R., and Cynthia F. Di Carlo. 2013. ‘Back to Basics: Working with Young Children with Autism in Inclusive Classrooms’. Support for Learning 28(2):52–56. doi: 10.1111/1467-9604.12018.

Gabel, Susan L. and Danforth, Scot. 2008. Disability & the Politics of Education: An International Reader. New York: Peter Lang.

Glazzard, Jonathan, Jane Stokoe, Alison Hughes, Annette Netherwood, and Lesley Neve. 2015. Teaching & Supporting Children with Special Educational Needs & Disabilities in Primary Schools. Vol. Achieving QTS. Second edition. London: SAGE/Learning Matters.

Hodkinson, Alan. 2016a. Key Issues in Special Educational Needs & Inclusion. 2nd edition. Los Angeles: SAGE.

Hodkinson, Alan. 2016b. ‘PRINCIPLES OF SEN: THEORETICAL PERSPECTIVES’. Pp. 17–39 in Key issues in special educational needs & inclusion. Los Angeles: SAGE.

Lauchlan, Fraser, and Susan Greig. 2015. ‘Educational Inclusion in England: Origins, Perspectives and Current Directions’. Support for Learning 30(1):69–82. doi: 10.1111/1467-9604.12075.

Lendrum, Ann, Alexandra Barlow, and Neil Humphrey. 2015. ‘Developing Positive School-Home Relationships through Structured Conversations with Parents of Learners with Special Educational Needs and Disabilities (SEND)’. Journal of Research in Special Educational Needs 15(2):87–96. doi: 10.1111/1471-3802.12023.

LEWIS, ANN, HELEN NEWTON, and SUSAN VIALS. 2008. ‘Realising Child Voice: The Development of Cue Cards’. Support for Learning 23(1):26–31. doi: 10.1111/j.1467-9604.2007.00365.x.

Macintyre, Christine. 2014. Identifying Additional Learning Needs in the Early Years. Second edition. New York: Routledge.

Mathieson, Kay. 2015a. Inclusion in the EYFS. Maidenhead: Open University Press.

Mathieson, Kay. 2015b. Inclusion in the EYFS. Milton Keynes: Open University Press.

Mengoni, Silvana E., and John Oates. 2014. ‘A Tool to Record and Support the Early Development of Children Including Those with Special Educational Needs or Disabilities’. Support for Learning 29(4):339–58. doi: 10.1111/1467-9604.12068.

Norwich, Brahm. 2008. Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions. London: Routledge.

Nutbrown, Cathy, Peter Clough, and Frances Atherton. 2013. Inclusion in the Early Years. 2nd ed. London: SAGE.

Oliver, Michael. 2009. Understanding Disability: From Theory to Practice. 2nd ed. Basingstoke: Palgrave Macmillan.

Parsons, Samantha, and Lucinda Platt. 2017. ‘The Early Academic Progress of Children with Special Educational Needs’. British Educational Research Journal 43(3):466–85. doi: 10.1002/berj.3276.

Recchia, Susan. 2013. Inclusion in the Early Childhood  Classroom : What Makes a Difference? New York: Teachers College Press.

Rix, Jonathan, Simmons, K., Nind, M., Sheehy, K., and Open University. 2005. Policy and Power in Inclusive Education: Values into Practice. London: RoutledgeFalmer.

Russell, Anthony, Rob Webster, and Peter Blatchford. 2013. Maximising the Impact of Teaching Assistants: Guidance for School Leaders and Teachers. London: Routledge.

Shonkoff, Jack P., and Samuel J. Meisels. 2000. Handbook of Early Childhood Intervention. 2nd ed. Cambridge: Cambridge University Press.

Soukakou, Elena P. 2016. Inclusive Classroom Profile (Icp(Tm)) Set, Research Edition. Baltimore: Brookes Publishing Company.

Stanton-Chapman, T. L., and T. S. Brown. 2015. ‘A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom’. Topics in Early Childhood Special Education 35(1):4–14. doi: 10.1177/0271121414554210.

Turnbull, Ann P. 2015a. Families, Professionals, and Exceptionality: Positive Outcomes through Partnerships and Trust. 7th ed. Upper Saddle River, N.J.: Pearson.

Turnbull, Ann P. 2015b. Families, Professionals, and Exceptionality: Positive Outcomes through Partnerships and Trust. 7th ed. Upper Saddle River, N.J.: Pearson.

Tutt, Rona, and Paul Williams. 2015. The SEND Code of Practice 0-25 Years: Policy, Provision & Practice. Los Angeles: SAGE.

Wall, Kate. 2011. Special Needs and Early Years: A Practitioner’s Guide. 3rd ed. Los Angeles, [Calif.]: SAGE.

Webster, Rob. 2014. ‘2014 Code of Practice: How Research Evidence on the Role and Impact of Teaching Assistants Can Inform Professional Practice’. Educational Psychology in Practice 30(3):232–37. doi: 10.1080/02667363.2014.917401.

Wolfendale, Sheila. 2000. Special Needs in the Early Years: Snapshots of Practice. London: Routledge.