Items where Division is "University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion"

B

• Bell, S. (2007) Factors affecting the integration of adult dyslexics in workplace environments in England. Paper presented to: Integration and Education International Conference, Riga, Latvia,, 22– 23 February 2007. (Unpublished)
• Bell, S. (2011) Supporting adults with dyslexia by creating community groups: an examination of three models of provision in the voluntary sector. Occasional Papers in Education and Lifelong Learning (OPELL): An International Journal. 5(1 - 2), pp. 5-28. 9781859242612.
• Bell, S. (2012) Training teachers of children with dyslexia or literacy difficulties for 21st century schools in England. In: Pancocha, K. and Prochazkova, L. (eds.) Education and Support for People with Special Needs. Brno, Czech Republic: Muni Press. pp. 15-24.
• 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.
• Bell, S., McPhillips, T. and Doveston, M. (2011) How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading. 34(2), pp. 171-192. 0141-0423.
• 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.
• 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).

C

• Caldwell, H. and Cullingford-Agnew, S. (2017) Technology for SEND in Primary Schools: a Guide for Best Practice. London: SAGE. 9781526402363.
• Capewell, C. and McCarthy, P. (2014) The insider perspective of the researcher. Inter University Symposium Journal. 1, pp. 75-84.
• Corbett, C. and Perepa, P. (2007) Missing out? Autism, education and ethnicity: the reality for families today. London: The National Autistic Society. 9781905722273.
• Cullingford-Agnew, S. (2008) Preparing physical education student teachers to work with SEN children. Education Today. 58(2), pp. 20-24.
• Cullingford-Agnew, S. and Fergusson, A. (2007) Emerging findings: A comparative study into the efficacy of an early intervention programme for pre-school aged pupils with motor disorders and their parents. Paper presented to: Second Conference of the International Society on Early Intervention (ISEI ), Zagreb, Croatia, 14-16 June 2007. (Unpublished)
• Cumming, S. and Visser, J. (2009) Using art with vulnerable children. Support for Learning. 24(4), pp. 151-158. 0268-2141.

D

• Derrington, C. (2008) Evaluation of integrated children’s services. Not applicable. (Unpublished)
• Derrington, C. (2007) Fight, flight and playing white. Paper presented to: Regional Conference of Teachers of Travellers, Cambridge, 16 November 2007. (Unpublished)
• Derrington, C. (2007) Issues around the secondary transfer of gypsy traveller students. Paper presented to: Headteacher Conference, Doncaster, 5 July 2007. (Unpublished)
• Derrington, C. (2008) Survey of primary school teacher perceptions of pupil behaviour. Not applicable. (Unpublished)
• Derrington, C. and Goddard, H. (2007) Whole-Brain Behaviour Management in the Classroom: Every Piece of the Puzzle. London and New York, USA: Routledge Falmer. 0415411815.
• Derrington, C. and Goddard, H. (2008) Whole-Brain Behaviour Management in the Classroom: Every Piece of the Puzzle. London: Routledge. 9780415411806.
• Derrington, C. and Kendall, S. (2008) Challenges and barriers to secondary education: the experiences of young gypsy traveller students in English secondary schools. Social Policy and Society. 7(1), pp. 1-10. 1474-7464.
• Derrington, C. and Kendall, S. (2007) Still in school at 16? Conclusions from a longitudinal study of gypsy traveller students in English secondary schools. In: Bhatti, G., Gaine, C., Gobbo, F. and Leeman, Y. (eds.) Social Justice and Intercultural Education: An Open Ended Dialogue. Stoke-on-Trent: Trentham Books. pp. 17-31.
• 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. (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., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
• 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)
• Doveston, M. (2007) Developing capacity for social and emotional growth: an action research project. Pastoral Care in Education. 25(2), pp. 46-54. 0264-3944.
• Doveston, M. and Keenaghan, M. (2010) Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI). (Unpublished)
• 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.
• Doveston, M. and Kenaghan, M. (2006) Growing talent for inclusion: using an appreciative inquiry approach to investigating classroom dynamics. Journal of Research in Special Educational Needs. 6(3), pp. 153-165. 1471-3802.
• Doveston, M. and Lodge, U. (2017) Reflections of staff and students on the introduction of Reciprocal Teaching as an inclusive literacy initiative in an English secondary school. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley, West Yorkshire: Emerald Publishing Limited. pp. 231-247.

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.
• Feng, Y. (2008) 'Making special education inclusive': Chinese mainstream teachers’ perspective. Paper presented to: European Educational Research Association (EEER) New Researchers/Student Conference, Gothenburg, Sweden, 8 - 12 September 2008. (Unpublished)
• Feng, Y. (2008) Teacher motivation in special education in China. Paper presented to: British Educational Research Association (BERA) Annual Conference 2008, Edinburgh, 3 - 6 September 2008. (Unpublished)
• Feng, Y. (2008) Teacher voices from China: the impact of cross-cultural experiences on EFL teachers’ motivation for professional development. Paper presented to: Asia Pacific Educational Research Association (APERA) Conference 2008, Singapore, 26 - 28 November 2008. (Unpublished)
• Feng, Y. and Jament, J. (2008) Can ethical guidelines be international?: Students’ dilemmas researching education in China and India. Research Intelligence (British Educational Research Association (BERA)). (104), pp. 24-25. 0307-9023.
• Feng, Y. and Jament, J. (2008) Enhancing communication in classrooms in developing countries: improving teachers’ knowledge and changing attitudes towards special educational needs and inclusion. Paper presented to: Irish Association of Teachers in Special Education (IATSE), Dublin, 12 - 14 June 2008. (Unpublished)
• Feng, Y. and Jament, J. (2008) Ethical issues: international research students’ dilemmas in doing qualitative research in education in China and India. Paper presented to: Research Student Conference, Birmingham, 7 July 2008. (Unpublished)
• Fergusson, A. (2007) Guest editor. PMLD-Link. 19(3, Iss) Northampton: University of Northampton.
• 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.
• Fergusson, A. (2008) Promoting communication in learners with PMLD. Paper presented to: Enabling Communication: Irish Association of Teachers in Special Education (IATSE) 2008 Conference, Dublin, 12 - 14 June 2008. (Unpublished)
• Fergusson, A. (2008) Supporting schools to assess the progress of pupils with special educational needs, using the P scales. Invited Keynote presented to: Connection - Linking Teaching, Language and Learning, Perth, Australia, 17 - 18 March 2008. (Unpublished)
• Fergusson, A. (2008) Teacher assessment and moderation, using the P scales. Invited Presentation presented to: Connection - Linking Teaching, Language and Learning, Perth, Australia, 17 - 18 March 2008. (Unpublished)
• Fergusson, A. (2008) What about us? Working with young people to make the best of school and college. Paper presented to: Enabling Communication: Irish Association of Teachers in Special Education (IATSE) Conference 2008, Dublin, 12 - 14 June 2008. (Unpublished)
• Fergusson, A. and Lacey, P. (2007) Guest editor. Support for Learning. 22(3) Oxford: Blackwell. 0268-2141. Special issue: PMLD: policy, provision and practice
• Fergusson, A., Rose, R. and Howley, M. (2007) Making sense of mental health – the emotional wellbeing of children and young people with complex needs in schools. Submitted to the National Association of Independent Schools and Non-Maintained Special Schools (NASS) October 2007. (Unpublished)
• 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.

G

• Garner, P. (2007) Member of Editorial Board. International Journal on School Disaffection. Stoke-on-Trent: Trentham Books. 1478-8497.
• Garner, P. (2007) Editor. International Journal of Special Education. 0827-3383. [Consulting editor]
• Garner, P. (2007) Member of Editorial Board.
• Garner, P. (2007) Member of Editorial Board. Bulgarian Journal of Special Education. Sofia: University of Sofia.
• Garner, P. (2007) Member of Editorial Board. International Journal of Adolescence and Youth. Bicester, Oxfordshire: AB Academic Publishers. 0267-3843.
• Garner, P. (2012) Editor. Support for Learning: British Journal of Learning Support. Oxford: Blackwell Publishing. 0268-2141.
• Garner, P. (2009) Boy friendly teaching.
• 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. (2011) Editorial. Support For Learning. 26(4), p. 143. 0268-2141.
• Garner, P. (2012) Editorial. Support for Learning. 27(1), pp. 2-3. 0268-2141.
• Garner, P. (2012) Editorial. Support for Learning. 27(3), p. 96. 0268-2141.
• Garner, P. (2012) Editorial. Support for Learning. 27(4), pp. 138-139. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(1), pp. 2-3. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(2), pp. 50-51. 0268-2141.
• Garner, P. (2013) Editorial. Support for Learning. 28(3), pp. 90-91. 0268-2141.
• Garner, P. (2013) Editorial. Support For Learning. 28(4), pp. 136-137. 1467-9604.
• Garner, P. (2014) Editorial. Support For Learning. 29(1), pp. 2-6. 1467-9604.
• Garner, P. (2011) Promoting the conditions for positive behaviour, to help every child succeed. Nottingham: National College for School Leadership.
• Garner, P. (2012) Teacher education: dilemmas and tensions for school staff working with pupils with EBD. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 330-339.
• 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. (2012) Disposable assets. Are special education teachers still needed in 21st century Australian schools. NISE Bulletin. 11, pp. 62-66. 0389-9012.
• 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. and Gittins, C. (2012) Reducing violence against children in schools: dimensions and trends in school-based violence. New York: UNICEF.
• Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: Technical Note for UNICEF Country Offices. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: report and commentary on the analysis of a sample of UNICEF Country Programmes. New York: UNICEF.
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: Technical Note of advice. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a literature review. New York: UNICEF. (Unpublished)
• Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a review of UNICEF Country Programmes. New York: UNICEF. (Unpublished)
• 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.
• Goodgame, J. (2008) Learning and assessment - a creative approach. Workshop presented to: Irish Learning Support Association (ILSA) (Cumann Tacaíochta Foghlama na hÉireann) Spring Seminar: Learning and Assessment, Ireland, 27 March 2008. (Unpublished)
• Goodgame, J. and Groom, B. (2007) Beyond words: exploring communication and expression through therapeutic dance with children with special educational needs. Workshop presented to: Learning Conference 2007: 14th International Conference on Learning, University of Witwatersrand, Johannesburg, South Africa, 26-29 June 2007. (Unpublished)
• Groom, B. (2008) Creative therapeutic approaches with young people with social, emotional and behavioural difficulties. Paper presented to: Special Schools Conference, Tartu, Estonia, 5 - 6 May 2008. (Unpublished)
• Groom, B. (2008) Involving students in their own learning. Paper presented to: Irish Learning Support Association (ILSA) Conference, Carrick-on-Shannon, Ireland, 27 March 2008. (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.
• Hilse, C., Griffiths, S. and Corr, S. (2007) The impact of participating in a poetry workshop. British Journal of Occupational Therapy. 70(10), pp. 431-438. 1477-6006.
• Howley, M. (2008) Complementary approaches to developing social interaction and understanding. Invited Presentation presented to: International Conference on Autism 2008, Skive, Denmark, 7 - 8 November 2008. (Unpublished)
• 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. (2008) Structured teaching: an essential ingredient in the autism friendly classroom. Paper presented to: Centre for Autism 2008 Conference, LLubjiana, Slovenia, 12-16 April 2008. (Unpublished)
• 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 Crawley, S. (2008) Behaviours that challenge. Paper presented to: Training & Education in Autistic Spectrum Disorders Strategy Group Conference, Sligo, Ireland, 23 May 2008. (Unpublished)
• Howley, M. and Fergusson, A. (2008) Developing autism friendly schools and classrooms. Paper presented to: Centre for Autism 2008 Conference, Llubjiana, Slovenia, 12 - 16 April 2008. (Unpublished)
• Howley, M. and Jones, K. (2007) Review of outcomes for pupils with social and communication difficulties on the interaction programme. Interim report submitted to Leicester City Special Needs Teaching Service, September 2007 (Unpublished)
• Howley, M., Perepa, P., Preece, D., Garner, P. and Rose, R. (2015) Situation Analysis on Inclusive Education and Action Plan for Children with Autism in Oman: Comprehensive Literature review. (Submitted)
• 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., Doveston, M. and Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education. 27(1), pp. 41-51. 0264-3944.
• 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

• Macnab, N., Visser, J. and Daniels, H. (2008) Provision in further education colleges for 14- to 16-year-olds with social, emotional and behavioural difficulties. British Journal of Special Education. 35(4), pp. 241-246. 0952-3383.
• McPhillips, T., Bell, S. and Doveston, M. (2008) Enabling communication through increased participation: an evaluation of the teaching methods and approaches used in Ireland and England: a comparative study. Paper presented to: 20th Annual Conference of the Irish Association of Teachers in Special Education (IATSE): Enabling Communication, Dublin, 12 - 14 June 2008. (Unpublished)
• McPhillips, T., Bell, S. and Doveston, M. (2008) How do teachers in England and Ireland conceptualise dyslexia? Paper presented to: European Educational Research Association (ECER) New Researchers/Student Conference, Gothenburg, Sweden, 10 - 12 September 2008. (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. (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. and Murray, J. (2016) Life, the Universe and 15 hours of free education and care for two-year-olds: what do parents think? Paper presented to: World Organization for Early Childhood Education (OMEP) European Conference 2016: The Place of the Child in the 21st Century, Canterbury Christ Church University, Canterbury, UK, 05-07 May 2016.
• Murray, J. and Underwood, M. J. (2016) Ethics for teacher research: same as research ethics or different? Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Leeds, 13-15 September 2016.

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. (2016) Autismus im Kleinkindalter. Paderborn: Junfermann Verlag. 9783955715021.
• Perepa, P. (2016) Creative movement approaches and autism. Invited Keynote presented to: Healing Autism: the Spiritual Dimension, Chennai, India, 04-06 January 2016.
• Perepa, P. (2013) Cultural diversity and autism spectrum. Invited Keynote presented to: Inservice in Autisme, Malle, Belguim, 12-13 November 2013.
• Perepa, P. (2013) Diversity and autism spectrum conditions. In: Chaplin, E., Hardy, S. and Underwood, L. (eds.) Autism Spectrum Conditions: a Guide. Brighton: Pavilion. pp. 97-104.
• Perepa, P. (2016) Implications of cultural diversity on developing social-communication skills. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 16-18 September 2016.
• Perepa, P. (2016) Sensory perceptions and impact on behaviour. Invited Keynote presented to: Let’s Talk About Autism Conference, London, UK, 15 November 2016.
• Perepa, P. (2014) Transitions - coping with big and small changes. Invited Keynote presented to: Let’s Talk About Autism Conference, London, UK, 26 November 2014.
• Perepa, P. (2013) Understanding Autism in the Early Years. Maidenhead: Open University Press. 9780335246649.
• Perepa, P. and Howley, M. (2016) Inclusion in Sultanate of Oman. Poster presented to: XI Autism-Europe International Congress, Edinburgh, 16-18 September 2016.
• Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. and Farrow, B. (2016) Situation Analysis on Inclusive Education and Children with Autism in the Sultanate of Oman: Ten-Year Autism Strategy and Five-Year Autism Action Plan for children with ASD. (Unpublished)
• Perepa, P. and Preece, D. (2018) A feasibility study for the application of the AET professional development model for the children’s social work community. London: Autism Education Trust.
• 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. (2009) Effective short breaks services for families with children with autism spectrum disorders: how one local authority in the United Kingdom is working to meet the challenge. Practice. 21(3), pp. 159-174. 0950-3153.
• Preece, D. (2011) Respite care for families with children with autism spectrum disorders. Annales Universitatis Paedagogicae Cracoviensis: Studia Psychologica. 4, pp. 174-188. 1689-9903.
• Preece, D. (2008) Social care support services in England for children and adults with autism spectrum disorders and their families. Journal of Special Education and Rehabilitation. 9(3-4), pp. 63-73. 1409-6099.
• Preece, D. and Almond, J. (2008) Supporting families with children on the autism spectrum: using structured teaching approaches in the home and community. Good Autism Practice. 9(2), pp. 44-53. 1466-2973.
• Preece, D. and Jordan, R. (2010) Obtaining the views of children and young people with autism spectrum disorders about their experience of daily life and social care support. British Journal of Learning Disabilities. 38(1), pp. 10-20. 1354-4187.
• Preece, D. and Jordan, R. (2007) Short breaks services for children with autistic spectrum disorders: factors associated with service use and non-use. Journal of Autism and Developmental Disorders. 37(2), pp. 374-385. 0162-3257.
• Preece, D. and Jordan, R. (2007) Social workers' understanding of autistic spectrum disorders: an exploratory investigation. The British Journal of Social Work. 37(5), pp. 925-936. 0045-3102.
• Preece, D. and Slade, M. (2014) Guest editorial. Support For Learning. 29(2), pp. 99-101. 1467-9604.

R

• Ralph, S. (2007) Editor. Journal of Research in Special Educational Needs. Oxford: Blackwell Publishing. 1471-3802.
• Ralph, S. (2008) "Can we use your photo?" Ethics and visual images of people with intellectual disabilities. Invited Keynote presented to: Research Institute for Health and Social Change (RIHSC) Annual Conference 2008, Manchester, 1 - 2 July 2008. (Unpublished)
• Ralph, S. (2008) "Can we use your photo?" Ethics and visual images of people with intellectural disabilities. Paper presented to: Asia-Pacific Educational Research Association (APERA) 2008, Hong Kong, 26 - 28 November 2008. (Unpublished)
• Ralph, S. (2007) Valuating difference in order to include disabled people in society. Invited Keynote presented to: 2nd Abu Dhabi Access Conference: Promoting full and rich lives for those with special needs and their families, Abu Dhabi, United Arab Emirates, 5-6 March 2007. (Unpublished)
• Ralph, S., Farnsworth, V., Black, L., Davis, P., Farrell, P., Kalambouka, A. and Shi, X. (2008) Are financial discourses gendered? Explorations of men and women's sense making of personal finance. Paper presented to: American Educational Research Association (AERA) Annual Meeting 2008, New York, USA, 24 - 28 March 2008. (Unpublished)
• Rose, R. (2007) "Drive" contribution to news item on Minister opting to educate son with special education needs in non-maintained special school. London: BBC Radio 4 "The World at One". Northampton, 8 January 2007
• Rose, R. (2007) "Drive" contribution to news item on Minister opting to educate son with special educational needs in non-maintained special school. BBC Radio 4 "The PM Programme". Northampton, 8 January 2007
• Rose, R. (2007) "Drive" contribution to news item on Minister opting to educate son with special educational needs in non-maintained special school. BBC Radio 5 Live. Northampton, 8 January 2007
• Rose, R. (2009) Addressing the education of school pupils with special educational needs: international trends and responsibilities. In: Life, S. (ed.) Challenges and Moves in Education. Hefei: Anhui University Press.
• Rose, R. (2009) Book review : Disability Classification in Education: Issues and Perspetives, edited by Florian, L. & McLaughlin, M. Journal of Research in Special Educational Needs. 9(1), pp. 62-63. 1471-3802.
• 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. (2007) Curriculum considerations in meeting special educational needs. In: Florian, L. (ed.) Sage International Handbook of Special Education. London: Sage.
• Rose, R. (2008) ESF feels the need. South China Morning Post.
• Rose, R. (2008) Encouraging engagement: an emerging role for school based family workers in English secondary schools. International Journal of School Disaffection. 6(1), pp. 5-11. 1478-8497.
• 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. (2007) One hour phone-in responding to calls about the assessment and provision made for pupils with special education needs. London: BBC Radio 5 Live. 27 February 2007
• Rose, R. (2007) Reinterpreting inclusion: putting participation at the heart of the agenda. LEARN: Journal of the Irish Learning Support Association. 29, pp. 6-32.
• Rose, R. (2007) Schools for communities: working together to promote social and educational cohesion. Paper presented to: Marden Research Series, Hong Kong, 19 May 2007. (Unpublished)
• Rose, R. (2008) Understanding the development of high achieving inclusive schools. Invited Keynote presented to: Conference of the English Schools Foundation (ESF), Hong Kong, 23 May 2008. (Unpublished)
• 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 Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies. 34(2), pp. 145-155. 0305-5698.
• Rose, R., Doveston, M., Rajanahally, J. and Jament, J. (2014) What is effective inclusion? Interpreting and evaluating a western concept in an Indian context. In: Forlin, C. and Loreman, T. (eds.) Measuring Inclusive Education. London: Emerald. pp. 37-51.
• Rose, R. and Forlin, C. (2010) Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education. 14(3), pp. 309-323. 1360-3116.
• Rose, R. and Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. London: Paul Chapman. 1412923263.
• Rose, R., Howley, M., Fergusson, A. and Jament, J. (2009) Mental health and special educational needs: exploring a complex relationship. British Journal Of Special Education. 36(1), pp. 3-8. 1467-8578.
• Rose, R. and Jones, K. (2007) The efficacy of a volunteer mentoring scheme in supporting young people at risk. Emotional and Behavioural Difficulties. 12(1), pp. 3-14. 1363-2752.
• Rose, R. and O'Neill, A. (2009) A value for money and policy review initiative, Special Needs Assistant (SNA) Scheme.
• Rose, R. and O'Neill, A. (2007) Changing roles and identities: the professionalisation of support in Irish and English classrooms. Paper presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Drumcondra, Ireland, 7-9 June 2007. (Unpublished)
• Rose, R. and Shevlin, M. (2007) Capable or not? Who decides? Exploring the implications for children and young people with special educational needs. Paper presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Drumcondra, Ireland, 7-9 June 2007. (Unpublished)
• Rose, R., Shevlin, M., Winter, E. and O'Raw, P. (2011) Investigating special educational provision in Irish mainstream schools: the perspectives of key stage holders. Paper presented to: Irish Association of Teachers in Special Education (IATSE) 23rd Annual International Conference: Teaching & Learning - Forging Ahead, Drumcondra, Dublin, 09-11 June 2011. (Unpublished)
• Rose, R., Smith, A. and Feng, Y. (2006) An investigation into the efficacy of two English extended secondary schools. Paper presented to: British Educational Research Association (BERA) National Conference, University of Warwick, Warwick, UK, 6-9 September 2006. (Unpublished)
• Rose, R., Smith, A. and Feng, Y. (2009) Supporting pupils and families: A case study of two English extended secondary schools. Management in Education. 23(2), pp. 57-62. 0892-0206.

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.
• Shevlin, M. and Rose, R. (2008) Pupils as partners in education decision making: responding to the legislation in England and Ireland. European Journal of Special Needs Education. 23(4), pp. 423-430. 0885-6257.
• Shevlin, M. and Rose, R. (2015) Understanding special educational provision in the Republic of Ireland: implications for support and teaching strategies. In: Broinowski, I. (ed.) Conference Proceedings: The Future of Education. 5th. Florence, Italy: Libreria Universitaria. pp. 189-193.
• 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. (2009) Darren: a case study in school-college liaison. Support for Learning. 24(4), pp. 185-190. 0268-2141.
• Smith, A. (2007) Developing teachers as researchers – working in partnership with teachers developing research projects. Paper presented to: Challenges and Opportunities within Practitioner Research, Sligo, Ireland, 11-12 May 2007. (Unpublished)
• Smith, A. (2007) The role & responsibilities of a Special Educational Needs Coordinator in an English school. Paper presented to: Finnish National SENCo Conference, Jyvaskyla, Finland, 19-21 March 2007. (Unpublished)
• Smith, A., Griffiths, S. and Rose, R. (2009) Extended Schools: an investigation into the development and enhancement of initial teacher education capacity.
• Smith, A., Groom, B. and Griffiths, S. (2012) Supporting Pupils with Dyslexia: Whole-School Training Materials and Resources for SENCOs. London: Optimus Education. 9781905538980.

T

• Taylor, K. and Preece, D. (2010) Using aspects of the TEACCH structured teaching approach with students with multiple disabilities and visual impairment: reflections on practice. British Journal of Visual Impairment. 28(3), pp. 244-259. 0264-6196.
• Trory, H., Devecchi, C. and Murray, J. (2013) Inclusive daily childcare for children with disabilities (0-5) in England: a policy and practice overview from 1997 to present day. Symposium presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 28-31 August 2013. (Unpublished)

V

• 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

• Wells, P. (2009) Great expectations: trainee teachers' professional qualities - selection and development. In: Life, S. (ed.) Challenges and Moves in Education. Hefei: Anhui University Press.
• 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.