Abbott, David, and John Carpenter. 2014. ‘“Wasting Precious Time”: Young Men with Duchenne Muscular Dystrophy Negotiate the Transition to Adulthood’. Disability & Society 29(8):1192–1205. doi: 10.1080/09687599.2014.916607.
Anon. n.d. ‘Open Up Music’. Retrieved (http://openupmusic.org/).
Baker, C. 2006. ‘Disabled Children’s Experience of Permanency in the Looked After System’. British Journal of Social Work 37(7):1173–88. doi: 10.1093/bjsw/bcl082.
Connors, Clare, and Kirsten Stalker. 2003. The Views and Experiences of Disabled Children and Their Siblings: A Positive Outlook. London: Jessica Kingsley Publishers.
Connors, Clare, and Kirsten Stalker. 2007. ‘Children’s Experiences of Disability: Pointers to a Social Model of Childhood Disability’. Disability & Society 22(1):19–33. doi: 10.1080/09687590601056162.
Curran, Tillie, and Katherine Runswick-Cole. 2014. ‘Disabled Children’s Childhood Studies: A Distinct Approach?’ Disability & Society 29(10):1617–30. doi: 10.1080/09687599.2014.966187.
David Marsh. 2015. ‘Welcome to the Election. But Only If You’re a Hardworking Family’. Guardian.
Davis, J. M., and N. Watson. 2001. ‘Where Are the Children’s Experiences? Analysing Social and Cultural Exclusion in “Special” and “Mainstream” Schools’. Disability & Society 16(5):671–87. doi: 10.1080/09687590120070060.
Dowling, S., R. McConkey, and M. Sinclair. 2018. ‘My Friends and Me: Friendship and Identity Following Acquired Brain Injury in Young People’. Pp. 191–211 in The Palgrave handbook of disabled children’s childhood studies. London: Palgrave.
Fitzgerald, Hayley, Anne Jobling, and David Kirk. 2003. ‘Listening to the “Voices” of Students with Severe Learning Difficulties through a Task‐based Approach to Research and Learning in Physical Education’. Support for Learning 18(3):123–29. doi: 10.1111/1467-9604.00294.
Gable, Alison S. 2014. ‘Disability Theorising and Real-World Educational Practice: A Framework for Understanding’. Disability & Society 29(1):86–100. doi: 10.1080/09687599.2013.776485.
Gall, M. 2017a. ‘Special Educational Needs / Disability: Innovations and Innovative Practices in Music Education and Music Teacher Education’. Pp. 165–81 in European Perspective on Music Education: Creativity and Innovation, edited by R. Girdzijauskiene and M. Stakelum. Innsbruck: Helbling Verlagsgesellschaft.
Gall, M. 2017b. ‘Special Educational Needs / Disability: Innovations and Innovative Practices in Music Education and Music Teacher Education’. Pp. 165–81 in European Perspective on Music Education: Creativity and Innovation, edited by R. Girdzijauskiene and M. Stakelum. Innsbruck: Helbling Verlagsgesellschaft.
GARTH, BELINDA, and ROSALIE ARONI. 2003. ‘“I Value What You Have to Say”. Seeking the Perspective of Children with a Disability, Not Just Their Parents’. Disability & Society 18(5):561–76. doi: 10.1080/0968759032000097825.
Gibson, Barbara E., Nancy L. Young, Ross E. G. Upshur, and Patricia McKeever. 2007. ‘Men on the Margin: A Bourdieusian Examination of Living into Adulthood with Muscular Dystrophy’. Social Science & Medicine 65(3):505–17. doi: 10.1016/j.socscimed.2007.03.043.
Glass, Pat, and Robert Buckland. 2014. ‘Parliamentary Inquiry into Childcare for Disabled Children. Levelling the Playing Field for Families with Disabled Children and Young People’.
Goodley, Dan, and Claire Tregaskis. 2006. ‘Storying Disability and Impairment: Retrospective Accounts of Disabled Family Life’. Qualitative Health Research 16(5):630–46. doi: 10.1177/1049732305285840.
Grech, S. 2013. ‘Disability, Childhood and Poverty: Critical Perspectives on Guatamala’. Pp. 89–104 in Disabled children’s childhood studies: critical approaches in a global context, edited by T. Curran and K. Runswick-Cole. [Basingstoke]: Palgrave Macmillan.
Hill, Louise, Claire Baker, Bernadette Kelly, and Sandra Dowling. 2017. ‘Being Counted? Examining the Prevalence of Looked-after Disabled Children and Young People across the UK’. Child & Family Social Work 22(1):287–95. doi: 10.1111/cfs.12239.
Hodge, Nick, and Katherine Runswick‐Cole. 2008. ‘Problematising Parent–Professional Partnerships in Education’. Disability & Society 23(6):637–47. doi: 10.1080/09687590802328543.
Hodkinson, Alan. 2007. ‘Inclusive Education and the Cultural Representation of Disability and Disabled People: Recipe for Disaster or Catalyst of Change?’ Research in Education 77(1):56–76. doi: 10.7227/RIE.77.5.
Hudson, Bob. 2006. ‘Making and Missing Connections: Learning Disability Services and the Transition from Adolescence to Adulthood’. Disability & Society 21(1):47–60. doi: 10.1080/09687590500375366.
Kelly, Berni. 2005. ‘“Chocolate … Makes You Autism”: Impairment, Disability and Childhood Identities’. Disability & Society 20(3):261–75. doi: 10.1080/09687590500060687.
Kelly, Berni, Sandra Dowling, and Karen Winter. 2016a. ‘Disabled Children and Young People in Out-of-Home Care: A Summary Report’.
Kelly, Berni, Sandra Dowling, and Karen Winter. 2016b. ‘Disabled Children and Young People in Out-of-Home Care: A Summary Report’.
Liddiard, Kirsty, and Jenny Slater. 2018. ‘“Like, Pissing Yourself Is Not a Particularly Attractive Quality, Let’s Be Honest”: Learning to Contain through Youth, Adulthood, Disability and Sexuality’. Sexualities 21(3):319–33. doi: 10.1177/1363460716688674.
Lubet, Alex. 2011. ‘Disability Rights, Music and the Case for Inclusive Education’. International Journal of Inclusive Education 15(1):57–70. doi: 10.1080/13603110903125178.
Matthew, Nicole, and Susan Clow. 2007. ‘Putting Disabled Children in the Picture: Promoting Inclusive Children’s Books and Media’. International Journal of Early Childhood 39(2):65–78. doi: 10.1007/BF03178225.
McKenzie, J., and T. Chataika. 2018. ‘Supporting Families in Raising Disabled Children to Enhance African Childhood Development’. Pp. 315–32 in The Palgrave handbook of disabled children’s childhood studies, edited by K. Runswick-Cole, T. Curran, and K. Liddiard. London: Palgrave.
Moola, F. J., and M. E. Norman. 2011. ‘“Down the Rabbit Hole”: Enhancing the Transition Process for Youth with Cystic Fibrosis and Congenital Heart Disease by Re-Imagining the Future and Time’. Child: Care, Health and Development 37(6):841–51. doi: 10.1111/j.1365-2214.2011.01317.x.
Nind, Melanie, Rosie Flewitt, and Jane Payler. 2010. ‘The Social Experience of Early Childhood for Children with Learning Disabilities: Inclusion, Competence and Agency’. British Journal of Sociology of Education 31(6):653–70. doi: 10.1080/01425692.2010.515113.
O’Neil, Sara. 2008. ‘The Meaning of Autism: Beyond Disorder’. Disability & Society 23(7):787–99. doi: 10.1080/09687590802469289.
Ryan, Sara, and Katherine Runswick Cole. 2009. ‘From Advocate to Activist? Mapping the Experiences of Mothers of Children on the Autism Spectrum’. Journal of Applied Research in Intellectual Disabilities 22(1):43–53. doi: 10.1111/j.1468-3148.2008.00438.x.
Shah, S. 2013. ‘Remembering School in Different Historical Contexts: Changing Patterns of Education in the Lives of Disabled Children and Young People’. Pp. 57–88 in Disabled children’s childhood studies: critical approaches in a global context, edited by T. Curran and K. Runswick-Cole. [Basingstoke]: Palgrave Macmillan.
Shakespeare, Tom. 1994. ‘Cultural Representation of Disabled People: Dustbins for Disavowal?’ Disability & Society 9(3):283–99. doi: 10.1080/09687599466780341.
Simmons, Ben. 2019. ‘From Living to Lived and Being-with: Exploring the Interaction Styles of Children and Staff towards a Child with Profound and Multiple Learning Disabilities’. International Journal of Inclusive Education 1–14. doi: 10.1080/13603116.2019.1569732.
STALKER, KIRSTEN. 1998. ‘Some Ethical and Methodological Issues in Research with People with Learning Difficulties’. Disability & Society 13(1):5–19. doi: 10.1080/09687599826885.
Stevie and Cath, Colin, and Billie Tyrie with scribing. 2013. ‘My Story’. Pp. 3–9 in Disabled children’s childhood studies: critical approaches in a global context, edited by T. Curran and K. Runswick-Cole. [Basingstoke]: Palgrave Macmillan.
Tarleton, Beth. 2004. ‘The Road Ahead? What Does the Literature Tell Us about the Information Needs of Young People with Learning Difficulties & Their Families at Transition?’ Retrieved (https://www.scie.org.uk/publications/tra/files/report.pdf?res=true).
Tisdall, E. Kay M. 1994. ‘Why Not Consider Citizenship?: A Critique of Post-School Transitional Models for Young Disabled People’. Disability & Society 9(1):3–17. doi: 10.1080/09687599466780011.
Tyrie, Billie. 2013. ‘My Sister Stevie’. Pp. 10–12 in Disabled children’s childhood studies: critical approaches in a global context, edited by T. Curran and K. Runswick-Cole. [Basingstoke]: Palgrave Macmillan.
Watson, D, H. Potter, and A. Jones. 2018. ‘Expressive Eyebrows and Beautiful Bubbles: Playfulness and Children with Profound Impairments’. Pp. 177–90 in The Palgrave handbook of disabled children’s childhood studies. London: Palgrave.
Watson, Debbie L., Sandra Latter, and Rebecca Bellew. 2015. ‘Adopted Children and Young People’s Views on Their Life Storybooks: The Role of Narrative in the Formation of Identities’. Children and Youth Services Review 58:90–98. doi: 10.1016/j.childyouth.2015.09.010.
Watson, Debbie, Chloe Meineck, and Beth Lancaster. 2018. ‘Adopted Children’s Co-Production and Use of “Trove” (a Digitally Enhanced Memory Box) to Better Understand Their Care Histories through Precious Objects’. Clinical Child Psychology and Psychiatry 23(4):614–28. doi: 10.1177/1359104518776359.
Watson, Debby. 2015. ‘Turning to Playfulness: Findings from a Study on Playfulness and Children with Profound Impairments’. The SLD Experience 73(1):18–23.
Watson, Debby, and Margaret Corke. 2015. ‘Supporting Playfulness in Learners with SLD/PMLD: Going beyond the Ordinary’. Pp. 365–74 in The Routledge companion to severe, profound and multiple learning difficulties, edited by P. Lacey, R. Ashdown, P. Jones, and H. Lawson. London: Routledge, Taylor & Francis Group.