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Disability and inclusion in early years education. edited by Chris Collett (2017). London: Routledge. Available at: https://ebookcentral.proquest.com/lib/roehampton-ebooks/detail.action?docID=4941879.
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Gabel, Susan L. and Danforth, Scot (2008) Disability & the politics of education: an international reader. New York: Peter Lang.
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Hodkinson, A. (2016a) Key issues in special educational needs & inclusion. 2nd edition. Los Angeles: SAGE.
Hodkinson, A. (2016b) ‘PRINCIPLES OF SEN: THEORETICAL PERSPECTIVES’, in Key issues in special educational needs & inclusion. 2nd edition. Los Angeles: SAGE, pp. 17–39. Available at: https://contentstore.cla.co.uk/secure/link?id=6b54512d-17bb-e711-80cb-005056af4099.
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Lauchlan, F. and Greig, S. (2015) ‘Educational inclusion in England: origins, perspectives and current directions’, Support for Learning, 30(1), pp. 69–82. Available at: https://doi.org/10.1111/1467-9604.12075.
Lendrum, A., Barlow, A. and Humphrey, N. (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), pp. 87–96. Available at: https://doi.org/10.1111/1471-3802.12023.
LEWIS, A., NEWTON, H. and VIALS, S. (2008) ‘Realising child voice: the development of Cue Cards’, Support for Learning, 23(1), pp. 26–31. Available at: https://doi.org/10.1111/j.1467-9604.2007.00365.x.
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Mathieson, K. (2015b) Inclusion in the EYFS. Milton Keynes: Open University Press. Available at: 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.
Mengoni, S.E. and Oates, J. (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), pp. 339–358. Available at: https://doi.org/10.1111/1467-9604.12068.
Norwich, B. (2008) Dilemmas of difference, inclusion and disability: international perspectives and future directions. London: Routledge. Available at: 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.
Nutbrown, C., Clough, P. and Atherton, F. (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, S. and Platt, L. (2017) ‘The early academic progress of children with special educational needs’, British Educational Research Journal, 43(3), pp. 466–485. Available at: https://doi.org/10.1002/berj.3276.
Recchia, S. (2013) Inclusion in the early childhood classroom : what makes a difference? New York: Teachers College Press.
Research Synthesis Points on Early Childhood Inclusion | npdci.fpg.unc.edu (no date). Available at: http://npdci.fpg.unc.edu/resources/articles/NDPCI-ResearchSynthesis-9-2007.
Researching translation and interpreting (2015). Milton Park: Routledge.
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Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching assistants: guidance for school leaders and teachers. London: Routledge. Available at: http://site.ebrary.com/lib/roehampton/Doc?id=10640501.
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Turnbull, A.P. (2015a) Families, professionals, and exceptionality: positive outcomes through partnerships and trust. 7th ed. Upper Saddle River, N.J.: Pearson.
Turnbull, A.P. (2015b) Families, professionals, and exceptionality: positive outcomes through partnerships and trust. 7th ed. Upper Saddle River, N.J.: Pearson.
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