Bibliography for Special and Inclusive Education (EDU020X928S) BETA

Ainscow, M., Dyson, A., & Booth, T. (2006). Improving schools, developing inclusion (electronic resource): Vol. Improving learning series. Routledge. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203967157&uid=^u

Aitken, S. A. (2000). Teaching children who are deafblind: contact, communication and learning [Elektronische daten]. D. Fulton Publishers.

Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: international policy & practice. SAGE. https://roe.idm.oclc.org/login?url=http://sk.sagepub.com/books/inclusive-education

Avissar, G. (2018a). Partnerships between special and mainstream schools. Journal of Research in Special Educational Needs, 18(3), 149–156. https://doi.org/10.1111/1471-3802.12401

Avissar, G. (2018b). Partnerships between special and mainstream schools. Journal of Research in Special Educational Needs, 18(3), 149–156. https://doi.org/10.1111/1471-3802.12401

Back, L. T., Keys, C. B., McMahon, S. D., & O’Neill, K. (2016). How We Label Students with Disabilities: A Framework of Language Use in an Urban School District in the United States. Disability Studies Quarterly, 36(4). https://doi.org/10.18061/dsq.v36i4.4387

Beckett, A. E. (2005). Reconsidering Citizenship in the Light of the Concerns of the UK Disability Movement. Citizenship Studies, 9(4), 405–422.

Boesley, L., & Crane, L. (2018). ‘Forget the Health and Care and just call them Education Plans’:                              s’ perspectives on Education, Health and Care plans. Journal of Research in Special Educational Needs, 18(S1), 36–47. https://doi.org/10.1111/1471-3802.12416

Bourke, L., & Waite, C. (2013). ‘It’s not like I have a disability or anything!’ Perceptions of impairment and disability among rural, young people. Disability Studies Quarterly, 33(3). https://doi.org/10.18061/dsq.v33i3.3261

Briggs, S. (2015). Meeting special educational needs in primary classrooms: inclusion and how to do it (Second edition). David Fulton Publishers.

Brinkley, D. (2011). Supporting deaf children and young people : strategies for intervention, inclusion and improvement. Continuum.

Bunbury, S. (2018). Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2018.1503347

Bunn, H., Davis, D., & Speed, E. (2017). High school transition - an intervention that empowers children with special educational needs and improves school practice. Support for Learning, 32(3), 231–244. https://doi.org/10.1111/1467-9604.12167

Cigman, R. (2006). Included or excluded?: the challenge of the mainstream for some SEN children. Routledge.

Connors, C., & Stalker, K. (2007). Children’s experiences of disability: pointers to a social model of childhood disability. Disability & Society, 22(1), 19–33. https://doi.org/10.1080/09687590601056162

Cook, B. G., & Cook, L. (2017). Do Research Findings Apply to My Students? Examining Study Samples and Sampling. Learning Disabilities Research & Practice, 32(2), 78–84. https://doi.org/10.1111/ldrp.12132

Cook, B. G., & Cook, S. C. (2013). Unraveling Evidence-Based Practices in Special Education. The Journal of Special Education, 47(2), 71–82. https://doi.org/10.1177/0022466911420877

Cottrell, S. (2023). Critical thinking skills: effective analysis, argument and reflection (Fourth edition). Bloomsbury Academic.

Countdown to change schools timeline. (n.d.). https://moodle.roehampton.ac.uk/pluginfile.php/1340296/mod_resource/content/1/countdown-to-change-schools-timeline.pdf

Done, LizMurphy, MikeWatt, Mia. (2016). Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity. Support for Learning, 31(Issue 4), 281–295. https://doi.org/10.1111/1467-9604.12138

Dyson, A., & Gallannaugh, F. (2008). Disproportionality in Special Needs Education in England. The Journal of Special Education, 42(1), 36–46. https://doi.org/10.1177/0022466907313607

Eden, S., Romi, S., & Braun Aviyashar, E. (2017). Being a parent’s eyes and ears: emotional literacy and empathy of children whose parents have a sensory disability. Journal of Research in Special Educational Needs, 17(4), 257–264. https://doi.org/10.1111/1471-3802.12383

Ekins, A. (2015). The changing face of special educational needs: impact and implications for SENCOs, teachers and their schools (Second edition). Routledge.

Everybody included: The SEN Code of Practice explained. (n.d.). https://www.sendgateway.org.uk/resources.everybody-included-the-send-code-of-practice-explained.html

Farrell, M. (2017a). Educating special students : an introduction to provision for learners with disabilities and disorders (Third edition). Routledge.

Farrell, M. (2017b). Special education and effective provision. In Educating special students : an introduction to provision for learners with disabilities and disorders (Third edition, pp. 1–14). Routledge.

Florian, L. (2008). Special or inclusive education: future trends. British Journal of Special Education, 35(4), 202–208.

Foster-Cohen, S., & Mirfin-Veitch, B. (2017). Evidence for the effectiveness of visual supports in helping children with disabilities access the mainstream primary school curriculum. Journal of Research in Special Educational Needs, 17(2), 79–86. https://doi.org/10.1111/1471-3802.12105

Frederickson, N., & Cline, T. (2015). Special educational needs, inclusion and diversity (Third edition) [Electronic resource]. McGraw-Hill Education. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335262915&uid=^u

Frith, U. (2003). The Enchantment of Autism. In Autism: explaining the enigma (2nd ed, pp. 17–33). Blackwell. http://core.roehampton.ac.uk/repository2/search/dbm.pl?guid=A96CBFC6-6F61-1014-9289-CC7EDFC812EB

Frith, Uta. (2003). Autism: explaining the enigma (2nd ed). Blackwell.

Glazzard, Jonathan. (2011). Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants. Support for Learning, 26(2), 56–63.

Hart, R. (2010). Classroom behaviour management: educational psychologists’ views on effective practice. Emotional & Behavioural Difficulties, 15(4), 353–371.

Hart, S., Drummond, M. J., & McIntrye, D. (2006). Learning without limits. In The SAGE handbook of special education (pp. 499–514). SAGE.

Hodkinson, A. (2010). Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges. British Journal of Special Education, 37(2), 61–67.

Hodkinson, A. (2016). Introducing SEN. In Key issues in special educational needs & inclusion (2nd edition, pp. 3–16). SAGE.

Hodkinson, A. (2019). Key issues in special educational needs, disability & inclusion (3rd edition). SAGE Publications. https://app.talis.com/textbooks/9781529700596

Humphrey, N., & Lewis, S. (2008). `Make me normal’. Autism, 12(1), 23–46. https://doi.org/10.1177/1362361307085267

Humphrey, N., & Symes, W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1), 32–46. https://doi.org/10.1080/13603116.2011.580462

Hyatt, C., & Hornby, G. (2017). Will UN Article 24 lead to the demise of special education or to its re-affirmation? Support for Learning, 32(3), 288–304. https://doi.org/10.1111/1467-9604.12170

Iezzoni, L. I., & Freedman, V. A. (2008). Turning the Disability Tide. JAMA, 299(3), 332–334. http://core.roehampton.ac.uk/repository2/search/dbm.pl?guid=CE7F15D0-86DF-1014-9E1C-8C0956B1B2D3

KEMPE, A., & TISSOT, C. (2012). The use of drama to teach social skills in a special school setting for students with autism. Support for Learning, 27(3), 97–102. https://doi.org/10.1111/j.1467-9604.2012.01526.x

Key Acts in Equality prior to the Equality Act. (n.d.). https://www3.havering.gov.uk/Documents/Equality-and-Diversity/Appendix%209_Key%20Equality%20Law%20and%20Legislation%20History.pdf

Lauchlan, F., & Greig, S. (2015). Educational inclusion in England: origins, perspectives and current directions. Support for Learning, 30(1), 69–82. https://doi.org/10.1111/1467-9604.12075

Lewis, A., & Norwich, B. (2005). Special teaching for special children?: pedagogies for inclusion (electronic resource). Open University Press. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335226238&uid=^u

Liasidou, A. (2015). Inclusive education and the issue of change: theory, policy and pedagogy: Vol. Policy and practice in the classroom. Palgrave Macmillan.

Looking at ADHD in the context of the new SEN Code of Practice. (n.d.). https://www.magonlinelibrary.com/doi/full/10.12968/bjsn.2014.9.10.501

Lynch, S. L., & Irvine, A. N. (2009). Inclusive education and best practice for children with autism spectrum disorder: an integrated approach. International Journal of Inclusive Education, 13(8), 845–859. https://doi.org/10.1080/13603110802475518

Macdonald, Stephen. J. (2009). Windows of reflection: conceptualizing dyslexia using the social model of disability. Dyslexia, 15(4), 347–362. https://doi.org/10.1002/dys.391

Martin-Denham, S. (Ed.). (2015). Teaching children & young people with special educational needs & disabilities. SAGE.

Mattson, E. H., & Roll‐Pettersson, L. (2007). Segregated Groups or Inclusive Education? An Interview Study with Students Experiencing Failure in Reading and Writing. Scandinavian Journal of Educational Research, 51(3), 239–252. https://doi.org/10.1080/00313830701356109

McLeskey, James1 mcleskey@coe.ufl.eduWaldron, Nancy L.1. (2011). Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive? Learning Disabilities Research & Practice (Wiley-Blackwell), 26(Issue 1, p48-57. 10p. 1 Diagram), 48–57. https://doi.org/10.1111/j.1540-5826.2010.00324.x

Miles, S., & Singal, N. (2010). The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education, 14(1), 1–15. https://doi.org/10.1080/13603110802265125

Mitchell, D. R. (2014). What really works in special and inclusive education: using evidence-based teaching strategies (Second edition). Routledge.

Mulholland, M., & O’Connor, U. (2016). Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education, 20(10), 1070–1083. https://doi.org/10.1080/13603116.2016.1145266

Muñoz Martínez, Y., & Porter, G. L. (2018). Planning for all students: promoting inclusive instruction. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2018.1544301

Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education, 23(4), 287–304. https://doi.org/10.1080/08856250802387166

Norwich, B., Lamb, B., Williams, T., & Peterson, L. (2009). Special Educational Needs has outlived its usefulness: a debate. Journal of Research in Special Educational Needs, 9(3), 199–217.

Norwich, B., Warnock, M., & Terzi, L. (2010). Special educational needs: a new look (electronic resource). Continuum International Pub. Group. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781441160386&uid=^u

Oliver, M. (2009). Understanding disability: from theory to practice (2nd ed). Palgrave Macmillan.

Opie, J., Deppeler, J., & Southcott, J. (2017a). ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning, 32(3), 267–287. https://doi.org/10.1111/1467-9604.12169

Opie, J., Deppeler, J., & Southcott, J. (2017b). ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning, 32(3), 267–287. https://doi.org/10.1111/1467-9604.12169

Parsons, S., & Platt, L. (2017a). The early academic progress of children with special educational needs. British Educational Research Journal, 43(3), 466–485. https://doi.org/10.1002/berj.3276

Parsons, S., & Platt, L. (2017b). The early academic progress of children with special educational needs. British Educational Research Journal, 43(3), 466–485. https://doi.org/10.1002/berj.3276

Peer, L., & Reid, G. (Eds.). (2016). Special educational needs: a guide for inclusive practice (2nd edition). SAGE.

Peters, S. J. (2007). ‘Education for All?’: A Historical Analysis of International Inclusive Education Policy and Individuals With Disabilities. Journal of Disability Policy Studies, 18(2), 98–108. https://doi.org/10.1177/10442073070180020601

Rakap, S., Cig, O., & Parlak-Rakap, A. (2017). Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs, 17(2), 98–109. https://doi.org/10.1111/1471-3802.12116

Reichman, Nancy E., Corman, Hope, Noonan, Kelly, Reichman, N. E., Corman, H., & Noonan, K. (2008). Impact of Child Disability on the Family. Maternal & Child Health Journal, 12(6), 679–683.

Reid, G. (2005). Learning styles and inclusion [Electronic resource]. Paul Chapman. https://roe.idm.oclc.org/login?url=http://sk.sagepub.com/books/learning-styles-and-inclusion

Reid, G. (2012). Dyslexia and inclusion: classroom approaches for assessment, teaching and learning (2nd ed). Routledge.

Reindal, S. M. (2008). A social relational model of disability: a theoretical framework for special needs education? European Journal of Special Needs Education, 23(2), 135–146. https://doi.org/10.1080/08856250801947812

Rieser, R. (2000). Special Education Needs or Inclusive Education. In Education, equality and human rights: issues of gender, ‘race’, sexuality, special needs and social class (pp. 141–161). RoutledgeFalmer.

Rix, J. & Open University. (2011). Equality, participation and inclusion 1: diverse perspectives (2nd ed) [Electronic resource]. Routledge. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203839782&uid=^u

Rizvi, S. (2017). Exploring British Pakistani mothers’ perception of their child with disability: insights from a UK context. Journal of Research in Special Educational Needs, 17(2), 87–97. https://doi.org/10.1111/1471-3802.12111

Rogers, C. (2007). Parenting and inclusive education: discovering difference, experiencing difficulty. Palgrave Macmillan.

Shakespeare, T., & Watson, N. (2001). The social model of disability: an outdated ideology? In Exploring theories and expanding methodologies: Vol. Research in social science and disability (pp. 9–28). JAI.

Sharma, U., Loreman, T., & Simi, J. (2017). Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands. Journal of Research in Special Educational Needs, 17(2), 143–151. https://doi.org/10.1111/1471-3802.12375

Smith, E. (2012). Key issues in education and social justice. SAGE.

Smith, E. (2018). Key Issues in Education and SocialJustice. SAGE Publications, Limited.

Special educational needs and disability code of practice:0-25 years. (n.d.). https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Swain, J., French, S., & Cameron, C. (2003). Controversial issues in a disabling society: Vol. Disability, human rights and society. Open University Press.

Terzi, L. (2010). Justice and equality in education: a capability perspective on disability and special educational needs. Continuum.

The Equality Act 2010 and schools. (n.d.). https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools

Thomas, C. (2004). How is disability understood? An examination of sociological approaches. Disability & Society, 19(6), 569–583. https://doi.org/10.1080/0968759042000252506

Thomas, G. (2012a). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 1–18. https://doi.org/10.1080/01411926.2011.652070

Thomas, G. (2012b). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 1–18. https://doi.org/10.1080/01411926.2011.652070

Thomas, G. (2013). A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal, 39(3), 473–490. https://doi.org/10.1080/01411926.2011.652070

Thompson, J. (2010). The essential guide to understanding special educational needs [Electronic resource]. Longman. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781408225011&uid=^u

Trussler, S., & Robinson, D. (2015). Inclusive practice in the primary school: a guide for teachers. SAGE.

UNESCO. (2009). Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet: Teaching children with disabilities in inclusive settings. http://www.unescobkk.org/news/article/teaching-children-with-disabilities-in-inclusive-settings

Wauters, L. N., & Knoors, H. (2008). Social Integration of Deaf Children in Inclusive Settings. Journal of Deaf Studies & Deaf Education, 13(1), 21–36.

Wearmouth, J. (2016). Special educational needs and disability: the basics: Vol. The basics (Second edition) [Electronic resource]. Routledge. https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315675466&uid=^u

Wedell, K. (2008). Confusion about inclusion: patching up or system change? British Journal of Special Education, 35(3), 127–135.