Items where Division is "University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research"

A

• Armstrong, S. C., Barker, J., Davey, R., Diosi, M., Horton, J., Kraftl, P., Lumsden, E., Marandet, E., Matthews, M. H., Murray, J., Pyer, M. and Smith, F. (2005) Evaluation of play provision and play needs in the London Borough of Redbridge. Northampton: Centre for Children and Youth.

B

• Bell, S. (2010) Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder’. Journal of Research in Special Educational Needs. 10(3), pp. 216-226. 1471-3802.
• Bell, S. (2013) Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: ‘to learn how to assess and support children with dyslexia’. Journal of Research in Special Educational Needs. 13(1), pp. 104-113. 1471-3802.
• Bell, S. and Maclean, B. (2012) Good practice in training specialist teachers and assessors for people with dyslexia. In: Peer, L. and Reid, G. (eds.) Special Educational Needs: A Guide for Inclusive Practice. London: SAGE Publications. pp. 127-140.
• Boxall, K. and Ralph, S. (2009) Research ethics and the use of visual images in research with people with intellectual disability. Journal of Intellectual & Developmental Disability. 34(1), pp. 45-54. 1366-8250.
• Boxall, K. and Ralph, S. (2011) Research ethics committees and the benefits of involving people with profound and multiple learning disabilities in research. British Journal of Learning Disabilities. 39(3), pp. 173-180. 1354-4187.
• Bramble, P. and Murray, J. (2014) Strengthening the impact of case studies through the use of a digital medium. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
• Bridges, D., Conroy, J., Davis, R., Elliott, J., Enslin, P., Griffiths, M., MacLeod, G., Foreman-Peck, L., Lukes, D., Murray, J., Oancea, A., Pring, R., Saunders, L., Smeyers, P., Smith, R. and Watts, M. (2007) Ethics and educational research: epistemological perspectives. Online: Teaching and Learning Research Programme.
• Brown, J. and Devecchi, C. (2013) The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. 39(3), pp. 369-386. 1941-5265.
• Brown, J. and Doveston, M. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development. 18(4), pp. 495-510. 1366-4530.
• Burns, E. and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teaching and Teacher Education. 27(5), pp. 952-960. 0742-051x (print), 1879-2480 (online).
• Burns, E. and Bell, S. (2010) Voices of teachers with dyslexia in Finnish and English further and higher educational settings. Teachers and Teaching: Theory and Practice. 16(5), pp. 529-543. 1354-0602.

C

• Capewell, C. (2014) Chair. Midlands Health Psychology Network (MHPN).
• Capewell, C. (2013) Book review: Advances in Health Psychology: Critical Approaches, Christine Horrocks and Sally Johnson (eds). Feminism & Psychology. 23(4), pp. 572-573. 0959-3535.
• Capewell, C. (2016) Glue ear - a common but complicated childhood condition. Journal of Research in Special Education Needs. 16(2), pp. 122-131. 1471-3802.
• Capewell, C. (2013) Listening to what the children have to say: an investigation into the effects of Glue Ear on learning and life. Invited Presentation presented to: European Conference on Educational Research (ECER) 2013: Creativity and Innovation in Educational Research, Bahçeşehir University, Istanbul, 10-13 September 2013. (Unpublished)
• Capewell, C. (2014) Never mind, I can't hear you, the stress of living with Glue Ear: a young person's perspective. Paper presented to: Child and Adolescent Mental Health (CAMHS) Conference 2014, The University of Northampton, 02-04 July 2014. (Unpublished)
• Capewell, C. (2014) Temporary but not trivial: Language and reading skills in children with ongoing glue ear. Assessment & Development Matters. 6(2), pp. 24-26. 2040-4069.
• Capewell, C. (2014) The lived experience of Glue Ear - voices of mothers and young people. Paper presented to: 12th International Congress of the European Society of Pediatric Otorhinolaryngology (ESPO 2014), Dublin Convention Centre, 31 May - 03 June 2014. (Unpublished)
• Capewell, C. and McCarthy, P. (2014) The insider perspective of the researcher. Inter University Symposium Journal. 1, pp. 75-84.
• Capewell, C. and Ralph, S. (2015) Living with glue ear: researching educational needs and listening to the voices of a mother and child. The International Journal of Diverse Identities. 15(1), pp. 11-23. 2327-7866.
• Coates, E., Faulkner, D., Aubrey, C., Bertram, T., Broadhead, P., Castle, D., Murray, J., Pascal, C. and Wild, M. (2012) The changing face of early childhood policy and practice in England over the past twenty years: an expert seminar. Invited Keynote presented to: Warwick Institute of Education (WIE) Research Seminars, University of Warwick, 23 November 2012. (Unpublished)
• Corbett, C. and Perepa, P. (2007) Missing out? Autism, education and ethnicity: the reality for families today. London: The National Autistic Society. 9781905722273.
• Cumming, S. and Visser, J. (2009) Using art with vulnerable children. Support for Learning. 24(4), pp. 151-158. 0268-2141.

D

• D'Souza, M. and Jament, J. (2015) Providing effective support to teachers in addressing social, emotional and behavioural difficulties in mainstream classrooms in a Bangalore pre-primary school. Support for Learning. 30(3), pp. 239-251. 0268-2141.
• Devecchi, C. (2008) Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration. Panel Presentation presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 06 June 2008. (Unpublished)
• Devecchi, C. (2008) Collaboration between teachers and TAs: from co-configuration to re-configuration. Paper presented to: British Educational Research Association (BERA) Annual Conference, Heriot-Watt University, Edinburgh, 03-06 September 2008. (Unpublished)
• Devecchi, C. (2008) Crossing professional borders: TAs and teachers as migrants, immigrants and trespassers. Poster presented to: Camera, Faculty of Education, University of Cambridge, 16 April 2008. (Unpublished)
• Devecchi, C. (2010) Fatal attraction: the use and misuses of psychology in the education of children with special needs and/or disabilities. Seminar Presentation presented to: Faces and Spaces of Educational Research - The Attraction of Psychology, Catholic University of Leuven, Belgium, 17-19 November 2010. (Unpublished)
• Devecchi, C. (2010) Inclusive classrooms in Italy and England: supporting children, supporting teachers. Seminar Presentation presented to: European Conference on Educational Research (ECER) 2010: Education and Cultural Change, Helsinki, Finland, 23-27 August 2010. (Unpublished)
• Devecchi, C. (2013) Still talking about inclusion? Carving new spaces between policy and practice. Lecture presented to: PGCE Masters Course - Equality, Inclusion and Citizenship, London South Bank University, 24 October 2013. (Unpublished)
• Devecchi, C. (2010) Which justice for children with Special Educational Needs and disabilities? The application of SEN’s capability approach to the analysis of UK school workforce reform policies. Seminar Presentation presented to: Human Development and Capability Association Annual Conference: Human Rights and Human Development, University of Jordan, Amman, 21-23 September 2010. (Unpublished)
• Devecchi, C., Murray, J. and Preece, D. (2014) Building research capacity: stories from a new university’s School of Education. Research Intelligence (British Educational Research Association (BERA)). 124, pp. 22-23. 0307-9023.
• Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013. (Unpublished)
• Devecchi, C. and Nevin, A. (2010) Leadership for inclusive schools and inclusive school leadership. In: Normore, A. H. (ed.) Global Perspectives on Educational Leadership Reform. Bingley: Emerald. pp. 211-241.
• Devecchi, C., Rose, R. and Shevlin, M. (2014) Education and the capabilities of children with special needs. In: Sarojini-Hart, C., Biggeri, M. and Babic, B. (eds.) Agency and Participation in Childhood and Youth: International Applications of the Capability Approach in Schools and Beyond. London: Bloomsbury. pp. 145-162.
• Devecchi, C. and Rouse, M. (2010) An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support For Learning. 25(2), pp. 91-99. 0268-2141.
• Devecchi, C., Trory, H., Murray, J. and Evans, R. (2014) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. Symposium presented to: 24th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Humboldt University, Berlin, Germany, 09-12 March 2014. (Unpublished)
• Devi, A. (2010) Dual exceptionality. Special. April 2010, pp. 25-27.
• Devi, A. (2008) Language and learning needs. Special. July 2008, pp. 21-23.
• Devi, A. and Jones, L. (2010) 99 days in a local authority. Special. , pp. 27-28.
• Doveston, M. and Keenaghan, M. (2010) Teachers and educational psychologists working together: what can we learn? Support for Learning. 25(3), pp. 131-137. 0268-2141.

E

• Ellender, P. and Bajwa-Patel, M. (2014) Working hard to include the ‘hard to include'. Other presented to: 7th Enquire Conference, University of Nottingham, 14 November 2014. (Unpublished)
• Engh, K. R. and Rose, R. (2014) Assessment for Learning in Inclusive Schools. Oslo: Norwegian Ministry of Education and Research. 9789941069543.
• Evans, R., Garner, P. and Honig, A. S. (2014) Prevention of violence, abuse and neglect in early childhood: a review of the literature on research, policy and practice. Early Child Development and Care. 184(9-10), pp. 1295-1335. 0300-4430.

F

• Farnsworth, V., Davis, P., Kalambouka, A., Ralph, S., Shi, X. and Farrell, P. (2011) Students' production of curricular knowledge: perspectives on empowerment in financial capability education. Education, Citizenship and Social Justice. 6(2), pp. 153-167. 1746-1979.
• Fergusson, A. (2012) Back to the future: moving forward with practitioner research. In: Jones, P., Whitehurst, T. and Egerton, J. (eds.) Creating Meaningful Inquiry in Inclusive Classrooms: Practitioners' Stories of Research. London: Routledge. pp. 122-138.
• Fergusson, A. (2013) Moving to a 'giant big school'. Special Children. 212, pp. 8-10. 0951-6875.
• Fergusson, A. (2010) Professional development for our teacher workforce: Are we up to it ... and are we up for it? Online: SSAT Trust.
• Foreman-Peck, L. and Murray, J. (2009) Action research and policy. In: Bridges, D., Smeyers, P. and Smith, R. (eds.) Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Oxford: Wiley-Blackwell. pp. 138-156.
• Forlin, C. and Rose, R. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs. 10(1), pp. 13-22. 1471-3802.
• Forlin, C., Slee, R., Rouse, M., Garner, P., Rose, R. and Ashman, A. (2010) Education for inclusion: changing paradigms. Workshop presented to: Inclusive and Supportive Education Congress (ISEC): Promoting Diversity and Inclusive Practice, Queen’s University, Belfast, 02 - 05 August 2010. (Unpublished)

G

• Garner, P. (2012) Member of Editorial Board. Support for Learning: British Journal of Learning Support. Oxford: Blackwell Publishing. 0268-2141.
• Garner, P. (2011) Behavioural, emotional and social difficulty (BESD). In: Schools for Special Needs, 2011-2012: the Complete Guide to Special Needs Education in the United Kingdom. 17th ed. London: Kogan Page. pp. 18-23.
• Garner, P. (2014) Dimensions of school-based violence to and by children: an overview of recent literature. International Journal of Adolescence and Youth. 19(4), pp. 484-495. 0267-3843.
• Garner, P. (2010) Editorial. Support for Learning. 25(3), p. 106. 0268-2141.
• Garner, P. (2010) Editorial. Support for Learning. 25(2), p. 54. 0268-2141.
• Garner, P. (2010) Editorial. Support for Learning. 25(1), pp. 2-3. 0268-2141.
• Garner, P. (2009) Editorial. Support for Learning. 24(1), pp. 3-4. 0268-2141.
• Garner, P. (2011) Editorial. Support For Learning. 26(2), pp. 46-47. 0268-2141.
• Garner, P. (2014) Editorial. Support For Learning. 29(1), pp. 2-6. 1467-9604.
• Garner, P. (2013) Editorial. Support for Learning. 28(3), pp. 90-91. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(2), pp. 50-51. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(1), pp. 2-3. 0268-2141.
• Garner, P. (2009) Involving special schools and their teachers in initial teacher education. Invited Keynote presented to: Western Australian Education Support Principals' and Administrators Association (WAESPAA) Annual State Conference 2009: Building Capacity Through Future Visions, Fremantle, WA, 07-08 May 2009. (Unpublished)
• Garner, P. (2010) Managing behaviour, managing the standards. In: Hallett, F. and Hallett, G. (eds.) Transforming the Role of the SENCO. Maidenhead: Open University Press. pp. 91-98.
• Garner, P. (2009) Meeting the needs of students with SEBD: some challenges about current practice in England. Lecture presented to: Erasmus Invitation Lecture, Macedonian University, Thessaloniki, 30 November 2009. (Unpublished)
• Garner, P. (2011) School leader characteristics, pupil behaviour and teacher education. Seminar Presentation presented to: Universities' Council for the Education of Teachers (UCET) Annual Conference: Shifting Sands and Stable Foundations: Insecurity and Stability in Teacher Education, Barceló Hinckley Island Hotel, Leicestershire, 03-04 November 2011. (Unpublished)
• Garner, P. (2009) Special Educational Needs: the Key Concepts. London: Routledge. 9780415207201.
• Garner, P. and Forbes, F. (2015) An ‘at-risk’ curriculum for ‘at-risk’ students? Special educational needs and disability in the new Australian Curriculum. Journal of Research in Special Educational Needs. 15(4), pp. 225-234. 1471-3802.
• Garner, P. and Forbes, F. (2013) School leadership and special education: challenges, dilemmas and opportunities from an Australian context. Support For Learning. 28(4), pp. 154-161. 1467-9604.
• Garner, P., Kauffman, J. and Elliott, J. (2014) Introduction: Themes and dimensions of EBD: a conceptual overview. In: Garner, P., Kauffman, J. and Elliott, J. (eds.) The Sage Handbook of Emotional and Behavioural Difficulties. London: Sage. pp. 1-5.
• Garner, P. and Rose, R. (2010) A national strategy for supporting teacher educators to prepare teachers for inclusion. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Griffiths, S. and Smith, A. (2011) Extended services in schools: developing resources to prepare student teachers for a rapidly changing working environment. Support for Learning. 26(1), pp. 13-16. 1467-9604.
• Griffiths, S. and Smith, A. (2009) School placement experiences of initial teacher-trainee students with dyslexia. Seminar Presentation presented to: European Conference on Educational Research (ECER): Theory and Evidence in European Educational Research, Unversity of Vienna, Austria, 28-30 September 2009. Also presented at: Irish Association of Teachers in Special Education (IATSE) 21st Annual Conference: Partnership for Learning, 11-13 June 2009 (Unpublished)

H

• Haller, B., Ralph, S. and Zaks, Z. (2010) Confronting obstacles to inclusion: how the US news media report disability. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge. pp. 9-30.
• Haridarshan, P. (2015) The impact of differing maternal expectations on the academic achievements of primary school children in Urban Bangalore, South: a comparison between boys and girls. Support for Learning. 30(3), pp. 192-204. 0268-2141.
• Hickman, C. and Jones, K. (2009) Inclusive practice for children with special educational needs (SEN). In: Waller, T. (ed.) An Introduction to Early Childhood: A Multidisciplinary Approach. 2nd ed. London: Sage. pp. 126-151.
• Howley, M. (2013) Selecting and blending strategies to meet individual needs. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 147-166.
• Howley, M. (2013) Understanding the autism spectrum. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 5-27.
• Howley, M. and Preece, D. (2013) Introduction. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 1-3.

J

• Jones, K. and Howley, M. (2010) An investigation into an interaction programme for children on the autistic spectrum: outcomes for children, perceptions of schools and a model for training. Journal of Research in Special Educational Needs. 10(2), pp. 115-123. 1471-3802.

L

• Lewis, A., Parsons, S., Robertson, C., Feiler, A., Tarleton, B., Watson, D., Byers, R., Davies, J., Fergusson, A. and Marvin, C. (2008) Reference, or advisory, groups involving disabled people: reflections from three contrasting research projects. British Journal of Special Education. 35(2), pp. 78-84. 0952-3383.

M

• Mahmood, S. and Visser, J. (2015) Adopted children: a question of identity. Support for Learning. 30(3), pp. 268-285. 0268-2141.
• McCormick, W. D. and Preece, D. (2016) The importance of pets to FE/HE students in Northamptonshire. Invited Presentation presented to: Workshop, Cambridge Veterinary School, 25 January 2016. (Unpublished)
• McPhillips, T., Bell, S. and Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. Abingdon: Routledge. pp. 213-226.
• Murray, J. (2015) Guest Editor. Early Child Development and Care: Special Issue. Taylor & Francis. 0300-4430.
• Murray, J. (2015) Member of Editorial Board. Early Child Development and Care. Abingdon: Taylor and Francis. 0300-4430.
• Murray, J. (2016) Editor of International Journal of Early Years Education. International Journal of Early Years Education. Abingdon, UK: Taylor and Francis. 0966-9760.
• Murray, J. (2004) 21st century school buildings for 21st century communities. Prospero. 10(2), pp. 11-19. 1358-6785.
• Murray, J. (2014) A UK perspective on validated prior learning: validated prior learning as an instrument for access to higher education by two marginalised groups. In: Duvekot, R., Halba, B., Aagaard, K., Gabrscek, S. and Murray, J. (eds.) The Power of VPL: Validation of Prior Learning as a Multi-Targeted Approach for Access to Learning Opportunities for All. Vught, The Netherlands: Inholland University AS and European Centre Valuation Prior Learning. pp. 129-158.
• Murray, J. (2017) Building Knowledge in Early Childhood Education: Young Children Are Researchers. Abingdon, UK: Routledge. 9781138937949.
• Murray, J. (2015) Can young children be researchers? In: McLaughlin, H. (ed.) Involving Children and Young People in Policy, Practice and Research. London, UK: National Children's Bureau. pp. 48-63.
• Murray, J. (2005) Collaborating for effective early childhood education and care: can policy translate to practice? OMEP UK Updates. Winter(118), pp. 4-8.
• Murray, J. (2012) An Exploration of young children’s engagements in research behaviour. Doctoral thesis. The University of Northampton.
• Murray, J. (2014) Good Practice in the Early Years, by Janet Kay, London, Continuum, 2012, 336 pp., £19.99 (paperback), ISBN 978-0826490049. Early Years: An International Research Journal. 34(2), pp. 199-200. 0957-5146.
• Murray, J. (2013) Problem-solving and thinking in the early years. In: Beckley, P. (ed.) The New Early Years Foundation Stage: Changes, Challenges and Reflections. Maidenhead: Open University Press / McGraw Hill Education. pp. 141-152.
• Murray, J. (2014) Researching young children’s worlds. In: Waller, T. and Davis, G. (eds.) An Introduction to Early Childhood. 3rd ed. London: Sage. pp. 325-345.
• Murray, J. (2010) Review of 'Using Talk Effectively in the Primary Classroom' by Richard Eke and John Lee. Educational Review. 62(1), pp. 115-116. 0013-1911.
• Murray, J. (2017) Small is beautiful. International Journal of Early Years Education. 25(2), pp. 95-97. 0966-9760.
• Murray, J. (2005) Studying children. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. London: Sage. pp. 106-122.
• Murray, J. (2009) Studying the worlds of young children: knowing and understanding. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. 2nd ed. London: Sage. pp. 138-151.
• Murray, J. (2014) The Young Children As Researchers (YCAR) project. Paper presented to: University of Debrecen, Hungary, 2014. (Unpublished)
• Murray, J. (2015) Troubling the ‘Dispositif’: moving beyond the macro-level to co-construct meaningful early childhood pedagogies. Paper presented to: International Conference on Diversity, Equality and Social Justice in Early Childhood (DECET) 2015: No Quality without Equality in ECEC, Newman University, Birmingham, UK, 04-05 June 2015.
• Murray, J. (2014) Understanding the HighScope Approach: Early Years Education in Practice, by Monica Wiltshire, London, Routledge, 2012, 158 pp., (paperback), ISBN 978-0-415-58358-9. Early Years: An International Research Journal. 34(1), pp. 111-112. 0957-5146.
• Murray, J. (2011) Young children aged 0-8 years can be researchers. Seminar Presentation presented to: Human Development and Capability Association (HDCA) Thematic Groups on Children and Education Conference: Children’s Capabilities and Human Development: Researching Inside and Outside of Schools, Faculty of Education, University of Cambridge, Cambridge, UK, 11-12 April 2011. (Unpublished)
• Murray, J. (2015) Young children as researchers in play. In: Moyles, J. (ed.) The Excellence of Play. 4th ed. Maidenhead, UK: McGraw Hill Education. pp. 106-124.
• Murray, J. (2014) Young children explore: critical thinking for the Early Years. Inspire. 21/03, pp. 24-27.
• Murray, J. (2013) Young children's research behaviour? Children aged four to eight years finding solutions at home and at school. Early Child Development and Care. 183(8), pp. 1147-1165. 0300-4430.
• Murray, J. (2015) Young children’s capability as researchers. Invited Presentation presented to: Young Children’s Capabilities As Researchers, Anglia Ruskin University, 06 May 2015.
• Murray, J. (2016) Young children’s research behaviours: teachers and parents as help or hindrance? Invited Presentation presented to: British Educational Research Association (BERA) Annual Conference, University of Leeds, 13-15 September 2016.
• Murray, J. and Bramble, P. (2014) Support and barriers in validated prior learning. Workshop presented to: 1st Validation of Prior Learning (VPL) Biennale, Rotterdam, 09-11 April 2014. (Unpublished)
• Murray, J. and Gray, C. (2017) Guest editor. European Early Childhood Education Research Journal. 25(2) Abingdon, UK: Taylor & Francis. 1350-293X.
• Murray, J. and Gray, C. (2017) Perspectives from young children on the margins. European Early Childhood Education Research Journal. 25(2), pp. 173-176. 1350-293X.
• Murray, J. and Preece, D. (2016) Evaluating the Changemaker Student Awards. Panel Presentation presented to: Ashoka U Exchange 2016, Tulane University, New Orleans, USA, 25-27 February 2016.
• Murray, J., Teszenyi, E., Tajiyeva, M., Iskakova, A., Vargáné Nagy, A. and Pálfi, S. (2015) Similarities and differences in discourses on practitioner-parent partnerships in early childhood provision in England, Hungary and Kazakhstan. Paper presented to: European Conference on Educational Research (ECER) Conference 2015, Budapest, Hungary, 07-11 September 2015.

P

• Perepa, P. (2007) Are ASD services for minority ethnic communities accessible? Good Autism Practice. 8(2), pp. 3-8. 1466-2973.
• Perepa, P. (2015) Autism: A Practical Guide for Teachers and Parents. 2nd ed. Hyderabad, India: Prachee Publications. 9788174430380.
• Perepa, P. (2007) Autism: a Practical Guide for Parents and Teachers. Hyderabad, India: Prachee Publications. 9788174430212.
• Perepa, P. (2013) Implications of special needs and multiculturalism on the early years curriculum. In: Ang, L. (ed.) The Early Years Curriculum: The UK Context and Beyond. Oxford: Routledge. pp. 69-83.
• Perepa, P. (2013) Understanding Autism in the Early Years. Maidenhead: Open University Press. 9780335246649.
• Philip, N. (2015) Culture and poverty: a case study of a girl with special educational needs from a poor community in South India. Support for Learning. 30(3), pp. 205-222. 0268-2141.
• Preece, D. (2014) A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs. Good Autism Practice. 15(1), pp. 81-90. 1466-2973.
• Preece, D. (2015) Developing effective partnerships with parents to improve outcomes for children with autism and their families. Invited Presentation presented to: Becoming Visible: Comparing Inclusive and Special Education Policies, Practices and Research in Brazil and the UK, Sao Carlos, Brazil, 12-14 March 2015. (Unpublished)
• Preece, D. (2017) Parent education in ASD in South East Europe: the ESIPP Project. Invited Presentation presented to: Invited Lecture, European University Cyprus, Nicosia, Cyprus, 29 November 2017.
• Preece, D. (2018) Parent education in autism in South East Europe: the ESIPP Project. Invited Keynote presented to: ReAttach Conference, Eindhoven, Netherlands, 14-15 April 2018.
• Preece, D. and Slade, M. (2014) Guest editorial. Support For Learning. 29(2), pp. 99-101. 1467-9604.
• Preece, D., Stošić, J., Frey Škrinjar, J., Troshanska, J., Trajkovski, V., Symeou, L., Mavrou, K. and Theodorou, E. (2017) Education for families of children with ASD. Paper presented to: 9th International Conference of the Faculty of Education and Rehabilitation Sciences University of Zagreb (ERFCON 2017), Zagreb, Croatia, 17-19 May 2017.
• Preece, D., Stošić, J., Symeou, L., Troshanska, J., Mavrou, K., Theodorou, E., Frey Škrinjar , J., Fortuna, R., Capper, A., Bramble, P., Charalambous Darden, N., Gerolemeou, S., Winstanley, A., Hardcastle, J., Blazevic, S., Ruzic, A., Baranger, A. and Fernandez, C. (2016) Helping parents to understand and support their children with autism through parent training in south east Europe: the ‘ESIPP’ project. In: Goncalves-Mendes, E. (ed.) Proceedings of VII Brazilian Congress on Special Education. Sao Carlos, Brazil: Federal University of Sao Carlos.
• Preece, D., Symeou, L., Stošić, J., Theodorou, E., Mavrou, K., Troshanska, J., Frey Škrinjar, J. and Trajkovski, V. (2017) Listening to (empower) parents: family education for children on the autism spectrum in south-east Europe. Paper presented to: European Research Network About Parents in Education: 11th Biennial Conference, University of Roehampton, 05-07 July 2017.
• Preece, D. and Theodorou, E. (2016) ESIPP- parent education in autism. Seminar Presentation presented to: School of Education Research Seminar, The University of Northampton, 16 March 2016. (Unpublished)
• Preece, D. and Theodorou, E. (2016) Training across cultures: learning from a project developing and delivering parent training in autism in south-east Europe. Workshop presented to: Social Care Research Group Workshop, Kings College London, 13 July 2016. (Unpublished)
• Preece, D. and Zhao, Y. (2015) Multi-sensory storytelling: a tool for teaching or an intervention technique. British Journal Of Special Education. 42(4), pp. 429-443. 1467-8578.

Q

• Qureshi, S. (2012) An investigation into the impact of Special Educational Needs Coordinators (SENCOs) on teachers’ abilities to address Special Educational Needs (SEN) in English mainstream primary schools. Paper presented to: Irish Association of Teachers in Special Education (IATSE) 24th Annual International Conference: Exploring Behaviours that Challenge, St. Patrick's College, Drumcondra, Dublin, 07-09 June 2012. (Unpublished)
• Qureshi, S. (2013) An umbrella that covers far too much! - the ground realities of being a SENCO. Workshop presented to: European Educational Research Association (EERA) Seasonal School 2013 on Advanced Methods in Educational Research: Educational Research as Craft and Representation - Challenges and Possibilities, Trondheim, Norway, 17-21 June 2013. (Unpublished)
• Qureshi, S. (2013) How do Special Educational Needs Coordinators’ (SENCOs) in England enhance teachers’ classroom practice? Invited Presentation presented to: Irish Association of Teachers in Special Education (IATSE) 25th Annual International Conference 2013: Back to Basics - Portfolio for Practice, Dublin, Ireland, 06-08 June 2013. (Unpublished)
• Qureshi, S. (2017) Special Educational Needs Coordinators in England: changemakers in mainstream school settings. Paper presented to: 19th International Conference on Education (ICE 2017), Singapore, 08-09 January 2017.
• Qureshi, S. (2014) Special Educational Needs Coordinators or teachers – who's in the driving seat for special educational needs provision in English primary schools? Paper presented to: European Conference on Educational Research (ECER) 2014: The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 01-05 September 2014. (Unpublished)
• Qureshi, S. (2012) The impact of Special Educational Needs Coordinators (SENCOs) on teachers’ abilities to address special educational needs in English primary schools. Paper presented to: European Conference on Educational Research (ECER 2012): The Need for Educational Research to Champion Freedom, Education and Development for All, University of Cadiz, Spain, 17-21 September 2012. (Unpublished)

R

• Ralph, S. and Capewell, C. (2014) A real voice in research for disabled people and their families. In: Bragiel, J. and Gornicka, B. (eds.) Rodzicielstwo w Obliczu Niepełnosprawności i Zaniedbania (Parenting in the Context of Disability and Neglect). Poland: Uniwersytet Opolski. pp. 47-62.
• Rose, R. (2008) Visiting Fellow. Hong Kong Institute of Education.
• Rose, R. (2008) Adult mentors suggested for special needs pupils. South China Morning Post.
• Rose, R. (2017) Allocating resources to support learners with special educational needs: can we ever get it right? Learning from international research. Reach: Journal of Special Needs Education in Ireland. 30(2), pp. 85-87.
• Rose, R. (2012) Beyond the school gates: promoting inclusion through community partnership. In: Boyle, C. and Topping, K. (eds.) What Works in Inclusion? Maidenhead: Open University Press. pp. 139-149.
• Rose, R. (2013) Book review: Special and Inclusive Education, a Research Perspective. European Journal of Special Needs Education. 28(2), pp. 234-237. 0885-6257.
• Rose, R. (2014) Inclusion and the standards agenda: a reflective commentary. Support for Learning. 29(1), pp. 54-56. 0268-2141.
• Rose, R. (2014) Inclusion: a concept gathering momentum internationally. Invited Keynote presented to: International Conference on Multi-Cultural Education, Xinjiang Normal University, Ürümqi, China, 20-21 June 2014. (Unpublished)
• Rose, R. (2016) Inclusion: a process of building upon existing structures rather than demolishing and starting again. Invited Keynote presented to: 2nd International Conference on Education for Sustainable Development: Empowering Individuals with Multiple Disability, Indira Gandhi National Open University, New Delhi, 27-28 February 2016. (Unpublished)
• Rose, R. (2011) Inclusive education: the transferability of a western concept to an India context. Invited Keynote presented to: Inclusive Education: Pedagogies and Issues, Bangalore, India, 22-23 Janaury 2011. (Unpublished)
• Rose, R. (2008) Promoting inclusion in the primary classroom. In: Forlin, C. and Lian, M.-G. J. (eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. Abingdon: Routledge. pp. 129-141.
• Rose, R. (2014) Richard Rose on international collaboration and inclusive education. [Podcast]. Edmonton, Alberta, Canada: Concordia University College of Alberta in Edmonton, Canada.
• Rose, R. (2017) Seeking practice informed policy for inclusive education in India. Asian Journal of Inclusive Education. 5(1), pp. 5-22. 2304-1188.
• Rose, R. (2017) Shaping sustainable inclusion policy through practice. In: Sharma, U. (ed.) Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. pp. 1-21.
• Rose, R. (2012) Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 288-295.
• Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.
• Rose, R. and Garner, P. (2010) The professional learning of teachers through experience in an international and intercultural context. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Rose, R. and O'Neill, A. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. REACH: Journal of Special Needs Education in Ireland. 22(1), pp. 48-58. 0790-8695.
• Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.
• Rose, R. and Shevlin, M. (2008) Enabling communication through increased participation: teachers as listeners in inclusive classrooms. Invited Presentation presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Dublin, 12 - 14 June 2008. (Unpublished)
• Rose, R., Shevlin, M., Winter, E., O'Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 110-116. 0952-3383.

S

• Samsel, M. and Perepa, P. (2013) The impact of media representation of disabilities on teachers' perceptions. Support for Learning. 28(4), pp. 138-145. 1467-9604.
• Sankardas, S. A. and Rajanahally, J. (2015) Skills training for young adults with special educational needs for transition into employment. Support for Learning. 30(3), pp. 252-267. 0268-2141.
• Shevlin, M. and Rose, R. (2017) Leadership approaches to inclusive education: learning from an Irish longitudinal study. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley: Emerald Publishing. pp. 53-67.
• Shevlin, M., Winter, E., Rose, R. and O'Raw, P. (2013) Investigating perceptions of the assessment process for pupils with special educational needs within an Irish context. Irish Educational Studies. 32(2), pp. 121-137. 0332-3315.
• Slade, M. (2008) A study of the interrelationship between the behaviour and social status of a class of Year 2 pupils. Support for Learning. 23(2), pp. 63-70. 0268-2141.
• Slade, M., Lowery, C. and Bland, K. (2013) Evaluating the impact of Forest Schools: a collaboration between a university and a primary school. Support for Learning. 28(2), pp. 66-72. 0268-2141.
• Smith, A. (2008) Why SEN role isn't new. Education Guardian.

T

• Theodorou, E., Symeou, L., Preece, D., Stošić, J., Troshanska, J. and Mavrou, K. (2017) Parents reflecting on training of families with children on the autism spectrum: lessons from ESIPP. Paper presented to: European Conference on Educational Research (ECER 2017): Reforming Education and the Imperative of Constant Change: Ambivalent Roles of Policy and Educational Research, Copenhagen, Denmark, 22-25 August 2017.
• Trajkovski, V., Preece, D., Troshanska, J., Mavrou, K., Theodorou, E., Stošić, J., Frey Škrinjar, J. and Bramble, P. (2017) Pomoć roditeljima u razumevanju i podršci njihovoj deci sa autizmom u jugoistočnoj Evropi. Invited Presentation presented to: Zbornik rezimea "Dani defektologa Srbije” , Novi Sad, Serbia, 09-12 February 2017.

V

• Velu, R. (2015) Designing a qualitative and flexible case study to investigate the opportunities and challenges for primary education offered to first-generation learners in a rural community in the state of Maharashtra, India. Support for Learning. 30(3), pp. 223-238. 0268-2141.
• Visser, J. and Dubsky, R. (2009) Peer attitudes to SEBD in a secondary mainstream school. Emotional and Behavioural Difficulties. 14(4), pp. 315-324. 1363-2752.
• Visser, J. and Jehan, Z. (2009) ADHD: a scientific fact or a factual opinion? A critique of the veracity of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties. 14(2), pp. 127-140. 1363-2752.

W

• Whitaker, P. and Preece, D. (2013) Understanding the perspectives of children and parents: a foundation for developing partnerships. In: Howley, M. and Preece, D. (eds.) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. pp. 29-42.