Bibliography for Special and Inclusive Education (EDU020X928S) BETA

Ainscow, M., Dyson, A. and Booth, T. (2006) Improving schools, developing inclusion (electronic resource). London: Routledge. Available at: 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]. London: D. Fulton Publishers.

Armstrong, A.C., Armstrong, D. and Spandagou, I. (2010) Inclusive education: international policy & practice. Los Angeles, [Calif.]: SAGE. Available at: 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), pp. 149–156. Available at: 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), pp. 149–156. Available at: https://doi.org/10.1111/1471-3802.12401.

Back, L.T. et al. (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). Available at: 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), pp. 405–422.

Boesley, L. and 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), pp. 36–47. Available at: https://doi.org/10.1111/1471-3802.12416.

Bourke, L. and 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). Available at: 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. London: David Fulton Publishers.

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

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

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

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

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

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

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

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

‘Countdown to change schools timeline’ (no date). Available at: 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), pp. 281–295. Available at: https://doi.org/10.1111/1467-9604.12138.

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

Eden, S., Romi, S. and 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), pp. 257–264. Available at: 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. London, England: Routledge.

‘Everybody included: The SEN Code of Practice explained’ (no date). Available at: 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. London: 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. London: Routledge, pp. 1–14.

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

Foster-Cohen, S. and 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), pp. 79–86. Available at: https://doi.org/10.1111/1471-3802.12105.

Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity [electronic resource]. Third edition. Maidenhead, Berkshire, England: McGraw-Hill Education. Available at: 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. Oxford: Blackwell, pp. 17–33. Available at: http://core.roehampton.ac.uk/repository2/search/dbm.pl?guid=A96CBFC6-6F61-1014-9289-CC7EDFC812EB.

Frith, Uta (2003) Autism: explaining the enigma. 2nd ed. Oxford: 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), pp. 56–63.

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

Hart, S., Drummond, M.J. and McIntrye, D. (2006) ‘Learning without limits’, in The SAGE handbook of special education. London: SAGE, pp. 499–514.

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), pp. 61–67.

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

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

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

Humphrey, N. and 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), pp. 32–46. Available at: https://doi.org/10.1080/13603116.2011.580462.

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

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

KEMPE, A. and 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), pp. 97–102. Available at: https://doi.org/10.1111/j.1467-9604.2012.01526.x.

‘Key Acts in Equality prior to the Equality Act’ (no date). Available at: https://www3.havering.gov.uk/Documents/Equality-and-Diversity/Appendix%209_Key%20Equality%20Law%20and%20Legislation%20History.pdf.

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.

Lewis, A. and Norwich, B. (2005) Special teaching for special children?: pedagogies for inclusion (electronic resource). Maidenhead: Open University Press. Available at: 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. Basingstoke: Palgrave Macmillan.

‘Looking at ADHD in the context of the new SEN Code of Practice’ (no date). Available at: https://www.magonlinelibrary.com/doi/full/10.12968/bjsn.2014.9.10.501.

Lynch, S.L. and 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), pp. 845–859. Available at: https://doi.org/10.1080/13603110802475518.

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

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

Mattson, E.H. and 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), pp. 239–252. Available at: 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), pp. 48–57. Available at: https://doi.org/10.1111/j.1540-5826.2010.00324.x.

Miles, S. and Singal, N. (2010) ‘The Education for All and inclusive education debate: conflict, contradiction or opportunity?’, International Journal of Inclusive Education, 14(1), pp. 1–15. Available at: 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. London: Routledge.

Mulholland, M. and 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), pp. 1070–1083. Available at: https://doi.org/10.1080/13603116.2016.1145266.

Muñoz Martínez, Y. and Porter, G.L. (2018) ‘Planning for all students: promoting inclusive instruction’, International Journal of Inclusive Education, pp. 1–16. Available at: 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), pp. 287–304. Available at: https://doi.org/10.1080/08856250802387166.

Norwich, B. et al. (2009) ‘Special Educational Needs has outlived its usefulness: a debate.’, Journal of Research in Special Educational Needs, 9(3), pp. 199–217.

Norwich, B., Warnock, M. and Terzi, L. (2010) Special educational needs: a new look (electronic resource). London: Continuum International Pub. Group. Available at: 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. Basingstoke: Palgrave Macmillan.

Opie, J., Deppeler, J. and 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), pp. 267–287. Available at: https://doi.org/10.1111/1467-9604.12169.

Opie, J., Deppeler, J. and 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), pp. 267–287. Available at: https://doi.org/10.1111/1467-9604.12169.

Parsons, S. and Platt, L. (2017a) ‘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.

Parsons, S. and Platt, L. (2017b) ‘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.

Peer, L. and Reid, G. (eds) (2016) Special educational needs: a guide for inclusive practice. 2nd edition. Los Angeles: 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), pp. 98–108. Available at: https://doi.org/10.1177/10442073070180020601.

Rakap, S., Cig, O. and 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), pp. 98–109. Available at: https://doi.org/10.1111/1471-3802.12116.

Reichman, Nancy E., Corman, Hope, Noonan, Kelly et al. (2008) ‘Impact of Child Disability on the Family.’, Maternal & Child Health Journal, 12(6), pp. 679–683.

Reid, G. (2005) Learning styles and inclusion [electronic resource]. London: Paul Chapman. Available at: 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. London: 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), pp. 135–146. Available at: 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. London: RoutledgeFalmer, pp. 141–161.

Rix, J. and Open University (2011) Equality, participation and inclusion 1: diverse perspectives [electronic resource]. 2nd ed. London: Routledge. Available at: 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), pp. 87–97. Available at: https://doi.org/10.1111/1471-3802.12111.

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

Shakespeare, T. and Watson, N. (2001) ‘The social model of disability: an outdated ideology?’, in Exploring theories and expanding methodologies. Amsterdam ,London: JAI, pp. 9–28.

Sharma, U., Loreman, T. and 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), pp. 143–151. Available at: https://doi.org/10.1111/1471-3802.12375.

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

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

‘Special educational needs and disability code of practice:0-25 years’ (no date). Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.

Swain, J., French, S. and Cameron, C. (2003) Controversial issues in a disabling society. Buckingham: Open University Press.

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

‘The Equality Act 2010 and schools’ (no date). Available at: 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), pp. 569–583. Available at: 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, pp. 1–18. Available at: 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, pp. 1–18. Available at: 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), pp. 473–490. Available at: https://doi.org/10.1080/01411926.2011.652070.

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

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

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

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

Wearmouth, J. (2016) Special educational needs and disability: the basics [electronic resource]. Second edition. London: Routledge. Available at: 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), pp. 127–135.