Article

1. 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.
2. Cullingford-Agnew, S. (2008) Preparing physical education student teachers to work with SEN children. Education Today. 58(2), pp. 20-24.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. Garner, P. (2011) Editorial. Support For Learning. 26(4), p. 143. 0268-2141.
9. Garner, P. (2012) Editorial. Support for Learning. 27(1), pp. 2-3. 0268-2141.
10. Garner, P. (2012) Editorial. Support for Learning. 27(4), pp. 138-139. 0268-2141.
11. Garner, P. (2012) Editorial. Support for Learning. 27(3), p. 96. 0268-2141.
12. 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.
13. 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.
14. 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.
15. 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.
16. 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.
17. 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.
18. 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.
19. 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.
20. 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.
21. 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.
22. 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.
23. Rose, R. (2010) Addressing the challenges of school exclusion for pupils labeled as having ADHD: a response to Fintan O’Regan’s Exclusion from school and attention deficit hyperactivity disorder. International Journal of Emotional Education. 2(2), pp. 19-22. 2073-7629.
24. 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.
25. Rose, R. (2008) ESF feels the need. South China Morning Post.
26. 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.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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.
32. Rose, R. and O'Neill, A. (2009) Classroom support for inclusion in England and Ireland: an evaluation of contrasting models. Research in Comparative and International Education. 4(3), pp. 250-261. 1745-4999.
33. Rose, R., Shevlin, M., Winter, E. and O'Raw, P. (2010) Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education. 25(4), pp. 359-373. 0885-6257.
34. 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.
35. 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.
36. Smith, A. (2009) Darren: a case study in school-college liaison. Support for Learning. 24(4), pp. 185-190. 0268-2141.
37. 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.

Book Section

1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. 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.
8. Murray, J. (2009) Studying the worlds of young children. In: Waller, T. (ed.) An Introduction to Early Childhood: a Multidisciplinary Approach. 2nd ed. London: Sage. pp. 138-151.
9. 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.
10. Rose, R. (2007) Curriculum considerations in meeting special educational needs. In: Florian, L. (ed.) Sage International Handbook of Special Education. London: Sage.
11. Rose, R. (2008) Promoting inclusion by addressing the needs of local communities: working together to promote social and educational cohesion. In: Forlin, C. (ed.) Catering for Learners with Diverse Needs: An Asia Pacific Focus. pp. 30-53.
12. Rose, R. (2008) The inclusive primary school teacher. In: Forlin, C. and Lian, M.-G. J. (eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special and Inclusive Education in Asia-Pacific Regions. London: Routledge. pp. 129-141.
13. 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.
14. 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.

Book

1. Howley, M. and Preece, D., (eds.) (2013) Supporting Pupils on the Autism Spectrum: Whole-School Training Materials and Resources for Sencos. London: Optimus Education. 9781907927164.
2. 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.
3. Derrington, C. and Goddard, H. (2008) Whole-Brain Behaviour Management in the Classroom: Every Piece of the Puzzle. London: Routledge. 9780415411806.
4. Rose, R. and Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. London: Paul Chapman. 1412923263.
5. Smith, A., Groom, B. and Griffiths, S. (2012) Supporting Pupils with Dyslexia: Whole-School Training Materials and Resources for SENCOs. London: Optimus Education. 9781905538980.

Monograph

1. 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)
2. 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)
3. Garner, P. (2009) Boy friendly teaching.
4. Garner, P. (2011) Promoting the conditions for positive behaviour, to help every child succeed. Nottingham: National College for School Leadership.
5. Garner, P., Forbes, F., Fergusson, A., Aspland, T. and Datta, P. (2012) Curriculum, assessment and reporting in special educational needs and disability: A thematic overview of recent literature. Sydney, NSW: Australian Curriculum, Assessment and Reporting Authority.
6. Garner, P. and Gittins, C. (2012) Reducing violence against children in schools: dimensions and trends in school-based violence. New York: UNICEF.
7. Garner, P., Gittins, C. and Burnett, N. (2012) Reducing violence against children in schools: Technical Note for UNICEF Country Offices. New York: UNICEF. (Unpublished)
8. 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.
9. 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)
10. Garner, P., Gittins, C. and Evans, R. (2012) Protection against violence, abuse and neglect in early childhood: a literature review. New York: UNICEF. (Unpublished)
11. 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)
12. 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)
13. Rose, R. and O'Neill, A. (2009) A value for money and policy review initiative, Special Needs Assistant (SNA) Scheme.
14. Smith, A., Griffiths, S. and Rose, R. (2009) Extended Schools: an investigation into the development and enhancement of initial teacher education capacity.

Conference or Workshop Item

1. Rose, R. (2012) Ownership of the inclusion agenda: supporting communities towards a more equitable education system. Invited Keynote presented to: North South Dialogue IV: Implementing Tools of Change for Inclusion, Goa, India, 19-23 February 2012.
2. 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..
3. 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.
4. Derrington, C. (2007) Fight, flight and playing white. Paper presented to: Regional Conference of Teachers of Travellers, Cambridge, 16 November 2007.
5. Derrington, C. (2007) Issues around the secondary transfer of gypsy traveller students. Paper presented to: Headteacher Conference, Doncaster, 5 July 2007.
6. 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.
7. 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.
8. 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.
9. 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.
10. 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.
11. 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.
12. 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.
13. 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.
14. 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.
15. Garner, P. (2010) SEBD; BESD; or even DEBS - descriptive or prescriptive? Labels and their contribution to good practice. Invited Keynote presented to: 57th Annual National Social Emotional and Behavioural Difficulties Association (SEBDA) Conference, Britannia Hotel, Manchester, April 2010.
16. Garner, P. and Forbes, F. (2011) An 'at-risk' curriculum for 'at-risk' students? Invited Presentation presented to: Australian Curriculum Studies Association (ACSA) Biennial Curriculum Conference, Sydney, NSW, 07-09 October 2011.
17. 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.
18. 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.
19. 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.
20. Howley, M. (2008) Structured teaching: an essential ingredient in the autism friendly classoom. Paper presented to: Centre for Autism 2008 Conference, LLubjiana, Slovenia, 12-16 April 2008.
21. 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.
22. 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.
23. 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.
24. 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.
25. 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.
26. 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.
27. 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.
28. 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.
29. Rose, R. (2011) Developing inclusive schools: the transferability of a western concept to an Indian education context. Invited Keynote presented to: Inclusive Education: Pedagogies and Issues Conference, Bangalore, India, 22-23 January 2011.
30. 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.
31. 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.
32. 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.
33. 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.
34. Rose, R., Shevlin, M., Winter, E. and O'Raw, P. (2011) Investigating inclusive education in Ireland: constructing case studies for the identification of commonalities and exceptionalities. Paper presented to: European Educational Research Conference 2011 (ECER 2011): Urban Education, Freie Universitat Berlin, Germany, 12-16 September 2011.
35. 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.
36. 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.
37. 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.
38. 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.

Honorary role

1. Fergusson, A. (2007) Guest editor. PMLD-Link. 19(3, Issue 58) Northampton: University of Northampton.
2. Fergusson, A. and Lacey, P. (2007) Guest editor. Support for Learning. 22(3) Oxford: Blackwell. 0268-2141. Special issue: PMLD: policy, provision and practice
3. Garner, P. (2007) Member of Editorial Board. International Journal on School Disaffection. Stoke-on-Trent: Trentham Books. 1478-8497.
4. Garner, P. (2007) Editor. International Journal of Special Education. 0827-3383. [Consulting editor]
5. Garner, P. (2007) Member of Editorial Board.
6. Garner, P. (2007) Member of Editorial Board. Bulgarian Journal of Special Education. Sofia: University of Sofia.
7. Garner, P. (2007) Member of Editorial Board. International Journal of Adolescence and Youth. Bicester, Oxfordshire: AB Academic Publishers. 0267-3843.
8. Garner, P. (2012) Editor. Support for Learning: British Journal of Learning Support. Oxford: Blackwell Publishing. 0268-2141.
9. Ralph, S. (2007) Editor. Journal of Research in Special Educational Needs. Oxford: Blackwell Publishing. 1471-3802.

Other

1. Derrington, C. (2008) Evaluation of integrated children’s services. Not applicable. (Unpublished)
2. Derrington, C. (2008) Survey of primary school teacher perceptions of pupil behaviour. Not applicable. (Unpublished)
3. 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
4. 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
5. 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
6. 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