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By. FPG Child Development Institute. 2012.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
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Research Synthesis Points on Early Childhood Inclusion | npdci.fpg.unc.edu. http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007
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Mathieson K. Inclusion in the EYFS. Maidenhead: : Open University Press 2015. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335262717
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Mathieson K. Inclusion in the EYFS. Milton Keynes: : Open University Press 2015. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335262717
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Early Childhood Inclusion | npdci.fpg.unc.edu. http://npdci.fpg.unc.edu/resources/articles/files/ips/EarlyChildhoodInclusion
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Boyle C, Topping KJ. What works in inclusion? Maidenhead: : McGraw-Hill Open University Press 2012. https://shibboleth2sp.gar.semcs.net/Shibboleth.sso/Login?entityID=https%3A%2F%2Fdmz-shib-dg-01.dmz.roehampton.ac.uk%2Fidp%2Fshibboleth&target=https%3A%2F%2Fshibboleth2sp.gar.semcs.net%2Fshib%3Fdest%3Dhttp%253A%252F%252Fwww.vlebooks.com%252FSHIBBOLETH%253Fdest%253Dhttp%25253A%25252F%25252Fwww.vlebooks.com%25252Fvleweb%25252Fproduct%25252Fopenreader%25253Fid%25253DRoehampton%252526isbn%25253D9780335244690
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Deris AR, Di Carlo CF. Back to basics: working with young children with autism in inclusive classrooms. Support for Learning 2013;28:52–6. doi:10.1111/1467-9604.12018
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Stanton-Chapman TL, Brown TS. A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom. Topics in Early Childhood Special Education 2015;35:4–14. doi:10.1177/0271121414554210
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Booth, Tony, Ainscow, Mel, Kingston, Denise, et al. Index for inclusion: developing play, learning and participation in early years and childcare. New ed. Bristol: : Centre for Studies on Inclusive Education 2006.
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Gabel, Susan L., Danforth, Scot. Disability & the politics of education: an international reader. New York: : Peter Lang 2008.
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Norwich B. Dilemmas of difference, inclusion and disability: international perspectives and future directions. London: : Routledge 2008. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203938867
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Oliver, Michael. Understanding disability: from theory to practice. 2nd ed. Basingstoke: : Palgrave Macmillan 2009.
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Rix, Jonathan, Simmons, K., Nind, M., et al. Policy and power in inclusive education: values into practice. London: : RoutledgeFalmer 2005.
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Wolfendale S. Special needs in the early years: snapshots of practice. London: : Routledge 2000. http://site.ebrary.com/lib/roehampton/Doc?id=10054644
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Wall K. Special needs and early years: a practitioner’s guide. 3rd ed. Los Angeles, [Calif.]: : SAGE 2011.
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Researching translation and interpreting. Milton Park: : Routledge 2015.
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Disability and inclusion in early years education. edited by Chris Collett. London: : Routledge 2017. https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=4941879
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Russell A, Webster R, Blatchford P. Maximising the impact of teaching assistants: guidance for school leaders and teachers. London: : Routledge 2013. http://site.ebrary.com/lib/roehampton/Doc?id=10640501
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Blatchford P, Russell A, Webster R. Reassessing the impact of teaching assistants: how research challenges practice and policy. London: : Routledge 2012. https://www.dawsonera.com/guard/protected/dawson.jsp?name=https://dmz-shib-dg-01.dmz.roehampton.ac.uk/idp/shibboleth&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203151969
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Nutbrown C, Clough P, Atherton F. Inclusion in the early years. 2nd ed. London: : SAGE 2013.
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Parsons S, Platt L. The early academic progress of children with special educational needs. British Educational Research Journal 2017;43:466–85. doi:10.1002/berj.3276
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Mengoni SE, Oates J. A tool to record and support the early development of children including those with special educational needs or disabilities. Support for Learning 2014;29:339–58. doi:10.1111/1467-9604.12068
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Civitillo S, De Moor JMH, Vervloed MPJ. Pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning 2016;31:104–21. doi:10.1111/1467-9604.12119
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Webster R. 2014 Code of Practice: how research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice 2014;30:232–7. doi:10.1080/02667363.2014.917401
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Lendrum A, Barlow A, Humphrey N. 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 2015;15:87–96. doi:10.1111/1471-3802.12023
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LEWIS A, NEWTON H, VIALS S. Realising child voice: the development of Cue Cards. Support for Learning 2008;23:26–31. doi:10.1111/j.1467-9604.2007.00365.x
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Young person’s guide to the Children and Families Act 2014 - GOV.UK. https://www.gov.uk/government/publications/young-persons-guide-to-the-children-and-families-act-2014
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SEND: guide for parents and carers - GOV.UK. https://www.gov.uk/government/publications/send-guide-for-parents-and-carers
