1.
Hodkinson A. Introducing SEN. Key issues in special educational needs & inclusion. 2nd edition. Los Angeles: SAGE; 2016. p. 3–16.
2.
Key Acts in Equality prior to the Equality Act [Internet]. Available from: https://www3.havering.gov.uk/Documents/Equality-and-Diversity/Appendix%209_Key%20Equality%20Law%20and%20Legislation%20History.pdf
3.
Special educational needs and disability code of practice:0-25 years [Internet]. Available from: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
4.
The Equality Act 2010 and schools [Internet]. Available from: https://www.gov.uk/government/publications/equality-act-2010-advice-for-schools
5.
Countdown to change schools timeline [Internet]. Available from: https://moodle.roehampton.ac.uk/pluginfile.php/1340296/mod_resource/content/1/countdown-to-change-schools-timeline.pdf
6.
Everybody included: The SEN Code of Practice explained [Internet]. Available from: https://www.sendgateway.org.uk/resources.everybody-included-the-send-code-of-practice-explained.html
7.
Looking at ADHD in the context of the new SEN Code of Practice [Internet]. Available from: https://www.magonlinelibrary.com/doi/full/10.12968/bjsn.2014.9.10.501
8.
Parsons S, Platt L. The early academic progress of children with special educational needs. British Educational Research Journal. 2017 Jun;43(3):466–485.
9.
Thomas G. A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal. 2012 Jan 24;1–18.
10.
Rieser R. Special Education Needs or Inclusive Education. Education, equality and human rights: issues of gender, ‘race’, sexuality, special needs and social class. London: RoutledgeFalmer; 2000. p. 141–161.
11.
Shakespeare T, Watson N. The social model of disability: an outdated ideology? Exploring theories and expanding methodologies. Amsterdam ,London: JAI; 2001. p. 9–28.
12.
Back LT, Keys CB, McMahon SD, O’Neill K. How We Label Students with Disabilities: A Framework of Language Use in an Urban School District in the United States. Disability Studies Quarterly. 2016 Dec 2;36(4).
13.
Bourke L, Waite C. ‘It’s not like I have a disability or anything!’ Perceptions of impairment and disability among rural, young people. Disability Studies Quarterly. 2013 May 23;33(3).
14.
Humphrey N, Lewis S. `Make me normal’. Autism. 2008 Jan;12(1):23–46.
15.
Frith U. The Enchantment of Autism. Autism: explaining the enigma [Internet]. 2nd ed. Oxford: Blackwell; 2003. p. 17–33. Available from: http://core.roehampton.ac.uk/repository2/search/dbm.pl?guid=A96CBFC6-6F61-1014-9289-CC7EDFC812EB
16.
Cook BG, Cook L. Do Research Findings Apply to My Students? Examining Study Samples and Sampling. Learning Disabilities Research & Practice. 2017 May;32(2):78–84.
17.
McLeskey, James1 mcleskey@coe.ufl.eduWaldron, Nancy L.1. Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive? Learning Disabilities Research & Practice (Wiley-Blackwell). 2011;26(Issue 1, p48-57. 10p. 1 Diagram):48–57.
18.
Opie J, Deppeler J, Southcott J. ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning. 2017 Aug;32(3):267–287.
19.
Foster-Cohen S, Mirfin-Veitch B. 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. 2017 Apr;17(2):79–86.
20.
Farrell M. Special education and effective provision. Educating special students : an introduction to provision for learners with disabilities and disorders. Third edition. London: Routledge; 2017. p. 1–14.
21.
Rakap S, Cig O, Parlak-Rakap A. Preparing preschool teacher candidates for inclusion: impact of two special education courses on their perspectives. Journal of Research in Special Educational Needs. 2017 Apr;17(2):98–109.
22.
Mulholland M, O’Connor U. Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. International Journal of Inclusive Education. 2016 Oct 2;20(10):1070–1083.
23.
Parsons S, Platt L. The early academic progress of children with special educational needs. British Educational Research Journal. 2017 Jun;43(3):466–485.
24.
Thomas G. A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal. 2013 Jun;39(3):473–490.
25.
Ekins A. The changing face of special educational needs: impact and implications for SENCOs, teachers and their schools. Second edition. London, England: Routledge; 2015.
26.
Eden S, Romi S, Braun Aviyashar E. 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. 2017 Oct;17(4):257–264.
27.
Bunn H, Davis D, Speed E. High school transition - an intervention that empowers children with special educational needs and improves school practice. Support for Learning. 2017 Aug;32(3):231–244.
28.
Sharma U, Loreman T, Simi J. Stakeholder perspectives on barriers and facilitators of inclusive education in the Solomon Islands. Journal of Research in Special Educational Needs. 2017 Apr;17(2):143–151.
29.
Rizvi S. Exploring British Pakistani mothers’ perception of their child with disability: insights from a UK context. Journal of Research in Special Educational Needs. 2017 Apr;17(2):87–97.
30.
Done, LizMurphy, MikeWatt, Mia. Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity. Support for Learning. 2016;31(Issue 4):281–295.
31.
Avissar G. Partnerships between special and mainstream schools. Journal of Research in Special Educational Needs. 2018 Jul;18(3):149–156.
32.
KEMPE A, TISSOT C. The use of drama to teach social skills in a special school setting for students with autism. Support for Learning. 2012 Aug;27(3):97–102.
33.
Hyatt C, Hornby G. Will UN Article 24 lead to the demise of special education or to its re-affirmation? Support for Learning. 2017 Aug;32(3):288–304.
34.
Frederickson N, Cline T. Special educational needs, inclusion and diversity [Internet]. Third edition. Maidenhead, Berkshire, England: McGraw-Hill Education; 2015. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335262915&uid=^u
35.
Hodkinson A. Key issues in special educational needs, disability & inclusion [Internet]. 3rd edition. London: SAGE Publications; 2019. Available from: https://app.talis.com/textbooks/9781529700596
36.
Mitchell DR. What really works in special and inclusive education: using evidence-based teaching strategies. Second edition. London: Routledge; 2014.
37.
Smith E. Key Issues in Education and SocialJustice. Los Angeles: SAGE Publications, Limited; 2018.
38.
Farrell M. Educating special students : an introduction to provision for learners with disabilities and disorders. Third edition. London: Routledge; 2017.
39.
Peer L, Reid G, editors. Special educational needs: a guide for inclusive practice. 2nd edition. Los Angeles: SAGE; 2016.
40.
Wearmouth J. Special educational needs and disability: the basics [Internet]. Second edition. London: Routledge; 2016. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781315675466&uid=^u
41.
Liasidou A. Inclusive education and the issue of change: theory, policy and pedagogy. Basingstoke: Palgrave Macmillan; 2015.
42.
Trussler S, Robinson D. Inclusive practice in the primary school: a guide for teachers. Los Angeles, California: SAGE; 2015.
43.
Briggs S. Meeting special educational needs in primary classrooms: inclusion and how to do it. Second edition. London: David Fulton Publishers; 2015.
44.
Martin-Denham S, editor. Teaching children & young people with special educational needs & disabilities. Los Angeles: SAGE; 2015.
45.
Smith E. Key issues in education and social justice. London: SAGE; 2012.
46.
Reid G. Dyslexia and inclusion: classroom approaches for assessment, teaching and learning. 2nd ed. London: Routledge; 2012.
47.
Brinkley D. Supporting deaf children and young people : strategies for intervention, inclusion and improvement. London: Continuum; 2011.
48.
Rix J, Open University. Equality, participation and inclusion 1: diverse perspectives [Internet]. 2nd ed. London: Routledge; 2011. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203839782&uid=^u
49.
Cottrell S. Critical thinking skills: effective analysis, argument and reflection. Fourth edition. London: Bloomsbury Academic; 2023.
50.
Thompson J. The essential guide to understanding special educational needs [Internet]. Harlow: Longman; 2010. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781408225011&uid=^u
51.
Norwich B, Warnock M, Terzi L. Special educational needs: a new look (electronic resource) [Internet]. London: Continuum International Pub. Group; 2010. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9781441160386&uid=^u
52.
Armstrong AC, Armstrong D, Spandagou I. Inclusive education: international policy & practice [Internet]. Los Angeles, [Calif.]: SAGE; 2010. Available from: https://roe.idm.oclc.org/login?url=http://sk.sagepub.com/books/inclusive-education
53.
Terzi L. Justice and equality in education: a capability perspective on disability and special educational needs. London: Continuum; 2010.
54.
Oliver M. Understanding disability: from theory to practice. 2nd ed. Basingstoke: Palgrave Macmillan; 2009.
55.
Rogers C. Parenting and inclusive education: discovering difference, experiencing difficulty. Basingstoke: Palgrave Macmillan; 2007.
56.
Cigman R. Included or excluded?: the challenge of the mainstream for some SEN children. London: Routledge; 2006.
57.
Ainscow M, Dyson A, Booth T. Improving schools, developing inclusion (electronic resource) [Internet]. London: Routledge; 2006. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780203967157&uid=^u
58.
Reid G. Learning styles and inclusion [Internet]. London: Paul Chapman; 2005. Available from: https://roe.idm.oclc.org/login?url=http://sk.sagepub.com/books/learning-styles-and-inclusion
59.
Lewis A, Norwich B. Special teaching for special children?: pedagogies for inclusion (electronic resource) [Internet]. Maidenhead: Open University Press; 2005. Available from: https://roe.idm.oclc.org/login?url=http://www.vlebooks.com/vleweb/product/openreader?id=Roehampton&isbn=9780335226238&uid=^u
60.
Frith, Uta. Autism: explaining the enigma. 2nd ed. Oxford: Blackwell; 2003.
61.
Swain J, French S, Cameron C. Controversial issues in a disabling society. Buckingham: Open University Press; 2003.
62.
Aitken SA. Teaching children who are deafblind: contact, communication and learning. London: D. Fulton Publishers; 2000.
63.
Iezzoni LI, Freedman VA. Turning the Disability Tide. JAMA [Internet]. 2008;299(3):332–334. Available from: http://core.roehampton.ac.uk/repository2/search/dbm.pl?guid=CE7F15D0-86DF-1014-9E1C-8C0956B1B2D3
64.
Hart S, Drummond MJ, McIntrye D. Learning without limits. The SAGE handbook of special education. London: SAGE; 2006. p. 499–514.
65.
Beckett AE. Reconsidering Citizenship in the Light of the Concerns of the UK Disability Movement. Citizenship Studies. 2005;9(4):405–422.
66.
Boesley L, Crane L. ‘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. 2018 Dec;18(S1):36–47.
67.
Avissar G. Partnerships between special and mainstream schools. Journal of Research in Special Educational Needs. 2018 Jul;18(3):149–156.
68.
Muñoz Martínez Y, Porter GL. Planning for all students: promoting inclusive instruction. International Journal of Inclusive Education. 2018 Nov 15;1–16.
69.
Bunbury S. Disability in higher education – do reasonable adjustments contribute to an inclusive curriculum? International Journal of Inclusive Education. 2018 Aug;1–16.
70.
Opie J, Deppeler J, Southcott J. ‘You have to be like everyone else’: Support for students with vision impairment in mainstream secondary schools. Support for Learning. 2017 Aug;32(3):267–287.
71.
Lauchlan F, Greig S. Educational inclusion in England: origins, perspectives and current directions. Support for Learning. 2015 Feb;30(1):69–82.
72.
Humphrey N, Symes W. Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education. 2013 Jan;17(1):32–46.
73.
Cook BG, Cook SC. Unraveling Evidence-Based Practices in Special Education. The Journal of Special Education. 2013;47(2):71–82.
74.
Thomas G. A review of thinking and research about inclusive education policy, with suggestions for a new kind of inclusive thinking. British Educational Research Journal. 2012 Jan 24;1–18.
75.
Glazzard, Jonathan. Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants. Support for Learning. 2011;26(2):56–63.
76.
Hart R. Classroom behaviour management: educational psychologists’ views on effective practice. Emotional & Behavioural Difficulties. 2010;15(4):353–371.
77.
Miles S, Singal N. The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education. 2010;14(1):1–15.
78.
Hodkinson A. Inclusive and special education in the English educational system: historical perspectives, recent developments and future challenges. British Journal of Special Education. 2010;37(2):61–67.
79.
Macdonald StephenJ. Windows of reflection: conceptualizing dyslexia using the social model of disability. Dyslexia. 2009 Nov;15(4):347–362.
80.
Norwich B, Lamb B, Williams T, Peterson L. Special Educational Needs has outlived its usefulness: a debate. Journal of Research in Special Educational Needs. 2009;9(3):199–217.
81.
Lynch SL, Irvine AN. Inclusive education and best practice for children with autism spectrum disorder: an integrated approach. International Journal of Inclusive Education. 2009 Dec;13(8):845–859.
82.
Norwich B. Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education. 2008;23(4):287–304.
83.
Reindal SM. A social relational model of disability: a theoretical framework for special needs education? European Journal of Special Needs Education. 2008 May;23(2):135–146.
84.
Dyson A, Gallannaugh F. Disproportionality in Special Needs Education in England. The Journal of Special Education. 2008;42(1):36–46.
85.
Florian L. Special or inclusive education: future trends. British Journal of Special Education. 2008;35(4):202–208.
86.
Wedell K. Confusion about inclusion: patching up or system change? British Journal of Special Education. 2008;35(3):127–135.
87.
Reichman, Nancy E., Corman, Hope, Noonan, Kelly, Reichman NE, Corman H, Noonan K. Impact of Child Disability on the Family. Maternal & Child Health Journal. 2008;12(6):679–683.
88.
Wauters LN, Knoors H. Social Integration of Deaf Children in Inclusive Settings. Journal of Deaf Studies & Deaf Education. 2008;13(1):21–36.
89.
Mattson EH, Roll‐Pettersson L. Segregated Groups or Inclusive Education? An Interview Study with Students Experiencing Failure in Reading and Writing. Scandinavian Journal of Educational Research. 2007 Jul;51(3):239–252.
90.
Connors C, Stalker K. Children’s experiences of disability: pointers to a social model of childhood disability. Disability & Society. 2007 Jan;22(1):19–33.
91.
Peters SJ. ‘Education for All?’: A Historical Analysis of International Inclusive Education Policy and Individuals With Disabilities. Journal of Disability Policy Studies. 2007;18(2):98–108.
92.
Thomas C. How is disability understood? An examination of sociological approaches. Disability & Society. 2004 Oct;19(6):569–583.
93.
UNESCO. Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet: Teaching children with disabilities in inclusive settings. [Internet]. 2009. Available from: http://www.unescobkk.org/news/article/teaching-children-with-disabilities-in-inclusive-settings
