‘Aiming high: guidance on supporting the education of asylum seeking and refugee children’ (2004). Available at: http://webarchive.nationalarchives.gov.uk/20120106191112/https://www.education.gov.uk/publications/eOrderingDownload/DfES-0287-2004.pdf.
Ainscow, M. (1999) Understanding the development of inclusive schools. London: Falmer. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=165306.
Ainscow, M. (2012) Developing equitable education systems. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=957173.
Ainscow, M., Booth, T. and Dyson, A. (2006) ‘Inclusion and the standards agenda: negotiating policy pressures in England’, International Journal of Inclusive Education, 10(4–5), pp. 295–308. Available at: https://doi.org/10.1080/13603110500430633.
Ainscow, M., Dyson, A. and Booth, T. (2006) Improving schools, developing inclusion. London: Routledge. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203967157.
Ainscow, M. and Sandill, A. (2010) ‘Developing inclusive education systems: the role of organisational cultures and leadership’, International Journal of Inclusive Education, 14(4), pp. 401–416. Available at: https://doi.org/10.1080/13603110802504903.
Ainscrow, M. (1999) ‘Effective Practice in Inclusion and in Special and Mainstream Schools Working Together’. DFEE. Available at: http://webarchive.nationalarchives.gov.uk/20130402121518/https://www.education.gov.uk/publications/eOrderingDownload/RB91.pdf.
Albes, Z.M. (1981) The child under stress - dyslexia? Budleigh Salterton: Granary Press.
Allan, J. (2010) ‘Questions of inclusion in Scotland and Europe’, European Journal of Special Needs Education, 25(2), pp. 199–208. Available at: https://doi.org/10.1080/08856251003658710.
‘An Evaluation of Classes for Pupils with Specific Speech and Language Disorder’ (2005). Available at: https://www.sess.ie/sites/default/files/SSLD_Report_2005.pdf.
Arkell, H. and Helen Arkell Dyslexia Centre (1997) An introduction to dyslexia: a dyslexic’s eye view. Revised ed. London: Helen Arkell Dyslexia Centre.
Armstrong, D. and Squires, G. (2012) Contemporary issues in special educational needs: considering the whole child. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=915553.
Armstrong, F., Armstrong, D. and Barton, L. (2000) Inclusive education: policy, contexts and comparative perspectives. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203065075.
Asbjørnslett, M., Engelsrud, G.H. and Helseth, S. (2015) ‘Inclusion and participation in everyday school life: experiences of children with physical (dis)abilities’, International Journal of Inclusive Education, 19(2), pp. 199–212. Available at: https://doi.org/10.1080/13603116.2014.916353.
ASHTON, R. (2008) ‘Improving the transfer to secondary school: how every child’s voice can matter’, Support for Learning, 23(4), pp. 176–182. Available at: https://doi.org/10.1111/j.1467-9604.2008.00391.x.
Avramidis, E., Bayliss, P. and Burden, R. (2000) ‘A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority’, Educational Psychology, 20(2), pp. 191–211. Available at: https://doi.org/10.1080/713663717.
Avramidis, E. and Norwich, B. (2004) ‘Chapter 9: Promoting inclusive education: a review of literature on teachers’ attitudes towards integration and inclusion’, in L. Poulson and M. Wallace (eds) Learning to read critically in teaching and learning. London: Sage Publications Ltd. Available at: https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=254628&ppg=200.
Balshaw, M. and Farrell, P. (2002) Teaching assistants: practical strategies for effective classroom support. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=672504.
Barnes, P. (2008) ‘Multi-agency working: what are the perspectives of SENCos and parents regarding its development and implementation?’, British Journal of Special Education, 35(4), pp. 230–240. Available at: https://doi.org/10.1111/j.1467-8578.2008.00394.x.
Bauminger-Zviely, N. (2013) Social and academic abilities in children with high-functioning autism spectrum disorders. New York: Guilford Press. Available at: https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=544775&site=ehost-live.
Ben Simmons (no date) ‘Challenging the developmental reductionism of “profound and multiple learning disabilities” through academic innovation’, PMLD Link, 26(3), pp. 25–27. Available at: https://research-information.bristol.ac.uk/en/publications/challenging-the-developmental-reductionism-of-profound-and-multiple-learning-disabilities-through-academic-innovation(550355f0-241c-4a6e-99f3-6e68f1748531).html.
Bennett, P.L. (2006) ‘Helpful and unhelpful practices in meeting the needs of pupils with emotional and behavioural difficulties: a pilot survey of staff views in one local authority’, British Journal of Special Education, 33(4), pp. 188–195. Available at: https://doi.org/10.1111/j.1467-8578.2006.00438.x.
Black-Hawkins, K., Florian, L. and Rouse, M. (2007) Achievement and inclusion in schools. London: Routledge. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9781315750279.
Block, M.E., Klavina, A. and Flint, W. (2007) ‘Including Students with Severe, Multiple Disabilities in General Physical Education’, Journal of Physical Education, Recreation & Dance, 78(3), pp. 29–32. Available at: https://www.tandfonline.com/doi/pdf/10.1080/07303084.2007.10597986.
Bond, G.L., Tinker, M.A. and Wasson, B.B. (1979) Reading difficulties: their diagnosis and correction. 4th ed. Englewood Cliffs: Prentice-Hall.
Boon, M. and Boon, M. (2010) Understanding dyspraxia: a guide for parents and teachers. 2nd ed. London: Jessica Kingsley. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=677668.
Booth, T., Ainscow, M., and Centre for Studies on Inclusive Education (Bristol, England) (2011) Index for inclusion: developing learning and participation in schools. 3rd ed. Bristol: Centre for Studies on Inclusive Education.
Boyle, C. and Topping, K.J. (2012) What works in inclusion? Maidenhead: Open University Press. Available at: https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=481784&site=ehost-live.
Boyle, J.R. and Scanlon, D. (2010) Methods and strategies for teaching students with mild disabilities: a case-based approach. Belmont, Calif: Wadsworth.
Brunsdon, V.E. and Happé, F. (2014) ‘Exploring the “fractionation” of autism at the cognitive level’, Autism, 18(1), pp. 17–30. Available at: https://doi.org/10.1177/1362361313499456.
Burton, D.M., Bartlett, S.J. and Anderson de Cuevas, R. (2009) ‘Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?’, Emotional and Behavioural Difficulties, 14(2), pp. 141–155. Available at: https://doi.org/10.1080/13632750902921963.
Buttriss, J. and Callander, A. (2008) A-Z of special needs for every teacher. 2nd ed. London: Optimus Education.
Cameron, L. (2003) ‘Writing in English as an additional language at Key Stage 4 and post-16’. Available at: https://www.naldic.org.uk/Resources/NALDIC/Research%20and%20Information/Documents/RR586.pdf.
Carlile, A. (2011) ‘Docile bodies or contested space? Working under the shadow of permanent exclusion’, International Journal of Inclusive Education, 15(3), pp. 303–316. Available at: https://doi.org/10.1080/13603110902829663.
Cheminais, R. (2010) Rita Cheminais’ handbook for new SENCOs: leading and coordinating SEN provision. Los Angeles, Calif: Sage.
Chrissie Rogers (2007) ‘Experiencing an “Inclusive” Education: Parents and Their Children with “Special Educational Needs”’, British Journal of Sociology of Education, 28(1), pp. 55–68. Available at: http://www.jstor.org/stable/30036184.
Clough, P. and Barton, L. (1995) Making difficulties: research and the construction of special educational needs. London: Paul Chapman.
‘CM019 Tom Shakespeare - re-imagining disability’ (no date). Available at: https://vimeo.com/5161684.
Collier, V.P. and Thomas, W.P. (1989) ‘How quickly can immigrants become proficient in school English?’, Journal of Educational Issues of Language Minority Students, 5, pp. 26–38. Available at: https://static1.squarespace.com/static/5d854ac170e64a71d1de71d3/t/5d9de668268cee06bbd95fb9/1570629236269/how-quickly-can-immigrants-.pdf.
Conn, C. (2014) Autism and the social world of childhood: a sociocultural perspective on theory and practice. London: Routledge. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9781315795454.
Connors, C. and Stalker, K. (2007) ‘Children’s experiences of disability: pointers to a social model of childhood disability’, Disability & Society, 22(1), pp. 19–33. Available at: https://doi.org/10.1080/09687590601056162.
Costley, T. (2014) ‘English as an additional language, policy and the teaching and learning of English in England’, Language and Education, 28(3), pp. 276–292. Available at: https://doi.org/10.1080/09500782.2013.836215.
Coulling, N. (2000) ‘Definitions of Successful Education for the “Looked After” Child: a Multi-agency Perspective’, Support for Learning, 15(1), pp. 30–35. Available at: https://doi.org/10.1111/1467-9604.00139.
Cremin, H., Thomas, G. and Vincett, K. (2003) ‘Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork’, Support for Learning, 18(4), pp. 154–161. Available at: https://doi.org/10.1046/j.0268-2141.2003.00301.x.
Cummins, J. (1992) ‘Bilingualism and Second Language Learning’, Annual Review of Applied Linguistics, 13. Available at: https://doi.org/10.1017/S0267190500002397.
Cummins, J. (2000) Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=977766.
Dalzell, J. et al. (2007) ‘Involving families who have deaf children using a Family Needs Survey: a multi-agency perspective’, Child: Care, Health and Development, 33(5), pp. 576–585. Available at: https://doi.org/10.1111/j.1365-2214.2007.00761.x.
Daniels, H. (2006) ‘Rethinking intervention: changing the cultures of schooling’, Emotional and Behavioural Difficulties, 11(2), pp. 105–120. Available at: https://doi.org/10.1080/13632750600619273.
Davis, P. (2013) Including Children with Visual Impairment in Mainstream Schools: a Practical Guide. Hoboken: Taylor and Francis. Available at: https://linker2.worldcat.org/?jHome=http%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DBristol%26isbn%3D9781135373122&linktype=best.
Demie, F. and Strand, S. (2006) ‘English language acquisition and educational attainment at the end of secondary school’, Educational Studies, 32(2), pp. 215–231. Available at: https://doi.org/10.1080/03055690600631119.
Derrick Armstrong (no date) ‘Inclusion: by choice or by chance?’, International Journal of Inclusive Education, 15(1). Available at: https://www.tandfonline.com/doi/abs/10.1080/13603116.2010.496192?journalCode=tied20.
Dillon, G.V., Underwood, J.D.M. and Freemantle, L.J. (2016) ‘Autism and the U.K. Secondary School Experience’, Focus on Autism and Other Developmental Disabilities, 31(3), pp. 221–230. Available at: https://doi.org/10.1177/1088357614539833.
‘Disability Discrimination Act 1995’ (1995). Available at: http://www.legislation.gov.uk/ukpga/1995/50/pdfs/ukpga_19950050_en.pdf.
Donnellan, A.M., Hill, D.A. and Leary, M.R. (2013) ‘Rethinking autism: implications of sensory and movement differences for understanding and support’, Frontiers in Integrative Neuroscience, 6. Available at: https://doi.org/10.3389/fnint.2012.00124.
DSM-5 Diagnostic Criteria (2016). Available at: https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria.
Dutta, R. (no date) Supporting the visually impaired learner - SEN Magazine. Available at: https://senmagazine.co.uk/articles/articles/senarticles/supporting-the-visually-impaired-learner#comment-233.
Dyspraxia Foundation (no date). Available at: https://dyspraxiauk.com/dyspraxia-foundation.
Ehrmann, L.C., Aeschleman, S.R. and Svanum, S. (1995) ‘Parental reports of community activity patterns: A comparison between young children with disabilities and their nondisabled peers’, Research in Developmental Disabilities, 16(4), pp. 331–343. Available at: https://doi.org/10.1016/0891-4222(95)00017-H.
Ekins, A. (2012) The changing face of special educational needs: impact and implication for SENCOs and their schools. London: Routledge.
Ekins, A. and Grimes, P. (2009) Inclusion: developing an effective whole school approach. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=480606.
Estes, A. et al. (2011) ‘Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder’, Journal of Autism and Developmental Disorders, 41(8), pp. 1044–1052. Available at: https://doi.org/10.1007/s10803-010-1127-3.
Evans, C. and Waring, M. (2008) ‘Trainee teachers’ cognitive styles and notions of differentiation’, Education + Training, 50(2), pp. 140–154. Available at: https://doi.org/10.1108/00400910810862128.
Eyre, D., Lowe, H., and National Association for Able Children in Education (2002) Curriculum provision for the gifted and talented in the secondary school. Abingdon: David Fulton.
Farrell, M. (2008) Educating special children: an introduction to provision for pupils with disabilities and disorders. London: Routledge.
Farrell, M. (2010) Debating special education. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=515373.
Farrell, P. and Ainscow, M. (2002a) Making special education inclusive: from research to practice. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1020278.
Farrell, P. and Ainscow, M. (2002b) Making special education inclusive: from research to practice. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1020278.
Farrell, P. and Harris, K. (2003) ‘Access to Education for Children with Medical Needs: a Map of Best Practice’. Available at: http://webarchive.nationalarchives.gov.uk/20130402104851/https://www.education.gov.uk/publications/eOrderingDownload/RR393.pdf.
Fawcett, A. and British Dyslexia Association. International Conference (2001) Dyslexia: theory and good practice. London: Whurr.
Ferguson, D.L. (2008) ‘International trends in inclusive education: the continuing challenge to teach each one and everyone’, European Journal of Special Needs Education, 23(2), pp. 109–120. Available at: https://doi.org/10.1080/08856250801946236.
Fitzgerald, H. (2012) ‘“Drawing” on disabled students’ experiences of physical education and stakeholder responses’, Sport, Education and Society, 17(4), pp. 443–462. Available at: https://doi.org/10.1080/13573322.2011.609290.
Fleury, V.P. et al. (2014) ‘Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education’, Remedial and Special Education, 35(2), pp. 68–79. Available at: https://doi.org/10.1177/0741932513518823.
Florian, L. (ed.) (2014) The SAGE handbook of special education. Second edition. Los Angeles: SAGE. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1631712.
Florian, L. and Linklater, H. (2010) ‘Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all’, Cambridge Journal of Education, 40(4), pp. 369–386. Available at: https://doi.org/10.1080/0305764X.2010.526588.
Florian, L. and Spratt, J. (2013) ‘Enacting inclusion: a framework for interrogating inclusive practice’, European Journal of Special Needs Education, 28(2), pp. 119–135. Available at: https://doi.org/10.1080/08856257.2013.778111.
Foley, Y., Sangster, P. and Anderson, C. (2013) ‘Examining EAL policy and practice in mainstream schools’, Language and Education, 27(3), pp. 191–206. Available at: https://doi.org/10.1080/09500782.2012.687747.
Forsyth, R. et al. (2007) ‘Participation of young severely disabled children is influenced by their intrinsic impairments and environment’, Developmental Medicine & Child Neurology, 49(5), pp. 345–349. Available at: https://doi.org/10.1111/j.1469-8749.2007.00345.x.
Frederickson, N. and Cline, T. (2015) Special educational needs, inclusion and diversity. Third edition. Maidenhead, Berkshire, England: McGraw-Hill Education. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=6212170.
Frith, U. and Happé, F. (1994) ‘Autism: beyond "theory of mind”’, Cognition, 50(1–3), pp. 115–132. Available at: https://doi.org/10.1016/0010-0277(94)90024-8.
Garner, P. (2009) Special educational needs: the key concepts [electronic resource]. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=432794.
Gibbons, P. (2003) ‘Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom’, TESOL Quarterly, 37(2). Available at: https://doi.org/10.2307/3588504.
Gibbons, P. and Cummins, J. (2002) Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom. Portsmouth [New Hampshire]: Heinemann.
Gibbs, J., Appleton, J. and Appleton, R. (2007) ‘Dyspraxia or developmental coordination disorder? Unravelling the enigma’, Archives of Disease in Childhood, 92(6), pp. 534–539. Available at: https://doi.org/10.1136/adc.2005.088054.
Girls and Autism: Flying Under the Radar (no date). Available at: https://nasen.org.uk/resources/girls-and-autism-flying-under-radar.
Glynn, T., Wearmouth, J. and Berryman, M. (2006) Supporting students with literacy difficulties: a responsive approach. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=287877.
Greaves, I. (no date) ‘Disability rights handbook’.
Griffiths, M. (2002) Study skills and dyslexia in the secondary school: a practical approach. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203065495.
Gross, J. and White, A. (2003) Special educational needs and school improvement: practical strategies for raising standards. London: David Fulton. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=981824.
Hallam, S. (2007) ‘Evaluation of Behavioural Management in Schools: A Review of the Behaviour Improvement Programme and the Role of Behaviour and Education Support Teams’, Child and Adolescent Mental Health, 12(3), pp. 106–112. Available at: https://doi.org/10.1111/j.1475-3588.2007.00442.x.
Hallett, F. and Hallett, G. (2010) Transforming the role of the SENCO: achieving the national award for SEN coordination. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=650300.
Hammal, D., Jarvis, S.N. and Colver, A.F. (2007) ‘Participation of children with cerebral palsy is influenced by where they live’, Developmental Medicine & Child Neurology, 46(5), pp. 292–298. Available at: https://doi.org/10.1111/j.1469-8749.2004.tb00488.x.
Hansen, J.H. (2012) ‘Limits to inclusion’, International Journal of Inclusive Education, 16(1), pp. 89–98. Available at: https://doi.org/10.1080/13603111003671632.
Haycock, D. and Smith, A. (2010) ‘Inadequate and inappropriate?: The assessment of young disabled people and pupils with special educational needs in National Curriculum Physical Education’, European Physical Education Review, 16(3), pp. 283–300. Available at: https://doi.org/10.1177/1356336X10382975.
Haycock, D. and Smith, A. (2011) ‘Still “more of the same for the more able?” Including young disabled people and pupils with special educational needs in extra-curricular physical education’, Sport, Education and Society, 16(4), pp. 507–526. Available at: https://doi.org/10.1080/13573322.2011.589647.
Hemmingsson, H., Borell, L. and Gustavsson, A. (2003) ‘Participation in School: School Assistants Creating Opportunities and Obstacles for Pupils with Disabilities’, OTJR: Occupation, Participation and Health, 23(3), pp. 88–98. Available at: https://doi.org/10.1177/153944920302300302.
Hornby, G. (2011) ‘Inclusive Education for Children with Special Educational Needs: A critique’, International Journal of Disability, Development and Education, 58(3), pp. 321–329. Available at: https://doi.org/10.1080/1034912X.2011.598678.
Howard, S. (2007) ‘Schooling, ethnicity and English as an additional language’, in Preparing to teach in secondary schools: a student teacher’s guide to professional issues in secondary education. 2nd ed. Maidenhead: Open University Press, pp. 288–301. Available at: https://ebookcentral-proquest-com.bris.idm.oclc.org/lib/bristol/reader.action?docID=332712&ppg=293.
HUMPHREY, N. (2008) ‘Including pupils with autistic spectrum disorders in mainstream schools’, Support for Learning, 23(1), pp. 41–47. Available at: https://doi.org/10.1111/j.1467-9604.2007.00367.x.
Humphrey, N. and Lewis, S. (2008a) ‘`Make me normal’’, Autism, 12(1), pp. 23–46. Available at: https://doi.org/10.1177/1362361307085267.
Humphrey, N. and Lewis, S. (2008b) ‘What does “inclusion” mean for pupils on the autistic spectrum in mainstream secondary schools?’, Journal of Research in Special Educational Needs, 8(3), pp. 132–140. Available at: https://doi.org/10.1111/j.1471-3802.2008.00115.x.
Hutzler, Y., Fliess, O. and Chacham, A. (no date) ‘Perspectives of Children With Physical Disabilities on Inclusion and Empowerment: Supporting and Limiting Factors’, Adapated Physical Activity Quarterly, 19, pp. 300–317. Available at: https://pdfs.semanticscholar.org/c33e/cc616829b5203e158bd99df36ff93e62b679.pdf.
Iadarola, S. et al. (2015) ‘Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators’, Autism, 19(6), pp. 694–703. Available at: https://doi.org/10.1177/1362361314548078.
Imms, C. (2008) ‘Children with cerebral palsy participate: A review of the literature’, Disability and Rehabilitation, 30(24), pp. 1867–1884. Available at: https://doi.org/10.1080/09638280701673542.
‘Inclusion Development Programme. Supporting children with speech, language and communication Guidance for practitioners’ (2008). Available at: https://foundationyears.org.uk/wp-content/uploads/2011/10/Inclusion_Development_Programme_Speech_Language+Communication.pdf.
Ishmael, D. (2015) ‘Measures for inclusion: Coping with challenges/ barriers faced by learners with physical impairment (PI) in regular schools’, IOSR Journal Of Humanities And Social Science, 20(9, ver. IV), pp. 62–67. Available at: http://www.iosrjournals.org/iosr-jhss/papers/Vol20-issue9/Version-4/H020946267.pdf.
‘Issues and Interventions for Autism Spectrum Disorders during Adolescence and Beyond’ (2014) in Handbook of Autism and Pervasive Developmental Disorders: Diagnosis, Development, and Brain Mechanisms. 4th Revised edition. John Wiley & Sons. Available at: https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=947552&ppg=198.
JOHNSON, D. (2006) ‘Listening to the views of those involved in the inclusion of pupils with Down’s syndrome into mainstream schools’, Support for Learning, 21(1), pp. 24–29. Available at: https://doi.org/10.1111/j.1467-9604.2006.00396.x.
Jordan, R. and Powell, S. (1995) Understanding and teaching children with autism. Chichester: Wiley. Available at: https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=25963&site=ehost-live.
Kane, J. (2011) Social class, gender and exclusion from school. London: Routledge. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203845011.
Kauffman, J.M. and Hallahan, D.P. (2011) Handbook of special education. New York: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=683961.
Keil, S., Miller, O. and Cobb, R. (2006) ‘Special educational needs and disability’, British Journal of Special Education, 33(4), pp. 168–172. Available at: https://doi.org/10.1111/j.1467-8578.2006.00435.x.
KING-SEARS, M.E. (2008) ‘Facts and fallacies: differentiation and the general education curriculum for students with special educational needs’, Support for Learning, 23(2), pp. 55–62. Available at: https://doi.org/10.1111/j.1467-9604.2008.00371.x.
Kirby, A. (1999) Dyspraxia: the hidden handicap. London: Souvenir Press.
Kirby, A. and Drew, S. (2003) Guide to dyspraxia and developmental coordination disorders. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203449097.
Koegel, L. et al. (2012) ‘Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings’, Cognitive and Behavioral Practice, 19(3), pp. 401–412. Available at: https://doi.org/10.1016/j.cbpra.2010.11.003.
Koegel, L.K. et al. (2003) ‘Priming as a Method of Coordinating Educational Services for Students With Autism’, Language Speech and Hearing Services in Schools, 34(3). Available at: https://hstrial-rfredeen.homestead.com/Article_2003_KoegelKoegelFreaGreenHopkinsPrimingArticle.pdf.
Law, M. et al. (2004) ‘Participation of children with physical disabilities: Relationships with diagnosis, physical function and demographic variables’, Scandinavian Journal of Occupational Therapy, 11, pp. 156–162. Available at: https://www.tandfonline.com/doi/pdf/10.1080/11038120410020755.
Lee, B. (2002) ‘Teaching Assistants in Schools: the Current State of Play’. National Foundation for Educational Research. Available at: https://www.nfer.ac.uk/publications/91172/91172.pdf.
Leung, C. (2001) ‘English as an Additional Language: Distinct Language Focus or Diffused Curriculum Concerns?’, Language and Education, 15(1), pp. 33–55. Available at: https://doi.org/10.1080/09500780108666798.
Lewis, A. and Norwich, B. (2005) Special teaching for special children?: pedagogies for inclusion. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=290411.
Liasidou, A. (2012) Inclusive education, politics and policymaking: contemporary issues in education studies. London: Continuum.
Lubetsky, M.J., Handen, B.L. and McGonigle, J.J. (2011) Autism spectrum disorder. Oxford: Oxford University Press. Available at: https://doi.org/10.1093/med/9780199753857.001.0001.
Lumsdaine, S. and Thurston, M. (2017) ‘Growing up in a Mainstream World: A Retrospective Enquiry into the Childhood Experiences of Young Adults with a Physical Disability’, International Journal of Disability, Development and Education, 64(2), pp. 182–197. Available at: https://doi.org/10.1080/1034912X.2016.1194380.
Lupton, R. and London School of Economics and Political Science. Centre for Analysis of Social Exclusion (2004) Schools in disadvantaged areas: recognising context and raising quality. London: Centre for Analysis of Social Exclusion, London School of Economics. Available at: https://core.ac.uk/download/pdf/7119297.pdf.
Maras, P. and Aveling, E.-L. (2006) ‘Students with special educational needs: transitions from primary to secondary school’, British Journal of Special Education, 33(4), pp. 196–203. Available at: https://doi.org/10.1111/j.1467-8578.2006.00439.x.
McConachie, H. and Robinson, G. (2006) ‘What services do young children with autism spectrum disorder receive?’, Child: Care, Health and Development, 32(5), pp. 553–557. Available at: https://doi.org/10.1111/j.1365-2214.2006.00672.x.
McMurray, S. and Thompson, R. (2016) ‘INCLUSION, CURRICULUM AND THE RIGHTS OF THE CHILD’, Journal of Research in Special Educational Needs, 16, pp. 634–638. Available at: https://doi.org/10.1111/1471-3802.12195.
McNamara, S. and Moreton, G. (2001) Changing behaviour: teaching children with emotional and behavioural difficulties in primary and secondary classrooms. 2nd ed. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203065297.
Mennuti, R.B., Freeman, A. and Christner, R.W. (2006) Cognitive-behavioral interventions in educational settings: a handbook for practice. New York: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=956901.
Miles, S. and Singal, N. (2010) ‘The Education for All and inclusive education debate: conflict, contradiction or opportunity?’, International Journal of Inclusive Education, 14(1), pp. 1–15. Available at: https://doi.org/10.1080/13603110802265125.
Mitchell, D.R. (2008) What really works in special and inclusive education: using evidence-based teaching strategies. London: Routledge.
Mittler, P.J. (2000) Working towards inclusive education: social contexts. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203386149.
Mittler, P.J. (2013) Overcoming exclusion: social justice through education. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1016062.
Morrow, L.M. and Carnahan, C. (2010) ‘Exemplary and balanced literacy instruction’, in Quality Literacy Instruction For Students With Autism Spectrum Disorders. Autism Asperger Publishing Company, pp. 189–216.
Mowat, J.G. (2010) ‘Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints’, International Journal of Inclusive Education, 14(6), pp. 631–648. Available at: https://doi.org/10.1080/13603110802626599.
Murphy, E., Grey, I.M. and Honan, R. (2005) ‘Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation’, British Journal of Special Education, 32(3), pp. 157–164. Available at: https://doi.org/10.1111/j.0952-3383.2005.00389.x.
National Assosication for Language Development in the Curriculum (no date). Available at: https://naldic.org.uk/.
Norwich, B. and Eaton, A. (2015) ‘The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties’, Emotional and Behavioural Difficulties, 20(2), pp. 117–132. Available at: https://doi.org/10.1080/13632752.2014.989056.
Owen-DeSchryver, J.S. et al. (2008a) ‘Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings’, Focus on Autism and Other Developmental Disabilities, 23(1), pp. 15–28. Available at: https://doi.org/10.1177/1088357608314370.
Owen-DeSchryver, J.S. et al. (2008b) ‘Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings’, Focus on Autism and Other Developmental Disabilities, 23(1), pp. 15–28. Available at: https://doi.org/10.1177/1088357608314370.
PEARSON, S. (2005) ‘“SEN - a politically correct phrase to replace terms such as disabled?” A study of the views of students entering a secondary PGCE course’, Support for Learning, 20(1), pp. 17–21. Available at: https://doi.org/10.1111/j.0268-2141.2005.00355.x.
Pearson, S., Mitchell, R. and Rapti, M. (2015) ‘‘I will be "fighting” even more for pupils with SEN’: SENCOs’ role predictions in the changing English policy context’, Journal of Research in Special Educational Needs, 15(1), pp. 48–56. Available at: https://doi.org/10.1111/1471-3802.12062.
Pellicano, E. (2012) ‘The Development of Executive Function in Autism’, Autism Research and Treatment, 2012, pp. 1–8. Available at: https://doi.org/10.1155/2012/146132.
Pence, L.E., Workman, H.J. and Riecke, P. (2003) ‘Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant’, Journal of Chemical Education, 80(3). Available at: https://doi.org/10.1021/ed080p295.
‘Perspectives on Low Vision’ (no date) in Foundations of Low Vision. AFB Press. Available at: https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=5481637&ppg=18.
Pinkus, S. (2005) ‘Bridging the gap between policy and practice: adopting a strategic vision for partnership working in special education’, British Journal of Special Education, 32(4), pp. 184–187. Available at: https://doi.org/10.1111/j.1467-8578.2005.00395.x.
Portwood, M.M. (2000) Understanding developmental dyspraxia: a textbook for students and professionals. London: David Fulton. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9780203390269.
Radford, J. et al. (2015) ‘Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs’, Learning and Instruction, 36, pp. 1–10. Available at: https://doi.org/10.1016/j.learninstruc.2014.10.005.
‘Removing Barriers to Achievement: the Government’s Strategy for SEN’ (2004). Available at: http://www.advanced-training.org.uk/resources/Universal/removing_barriers.pdf.
‘Removing Barriers To Achievement: The Government’s Strategy for SEN : The Department for Education’ (2004). Available at: http://webarchive.nationalarchives.gov.uk/20130404091106/https://www.education.gov.uk/publications/RSG/publicationDetail/Page1/DfES%200117%202004.
Rice, M.L. and Warren, S.F. (2004) Developmental language disorders: from phenotypes to etiologies. Mahwah, N.J.: Lawrence Erlbaum Associates. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=234205.
Richards, G. and Armstrong, F. (2011) Teaching and learning in diverse and inclusive classrooms: key issues for new teachers. London: Routledge. Available at: https://doi-org.bris.idm.oclc.org/10.4324/9781315687780.
Riddell, S. (2009) ‘Social justice, equality and inclusion in Scottish education’, Discourse: Studies in the Cultural Politics of Education, 30(3), pp. 283–296. Available at: https://doi.org/10.1080/01596300903036889.
Rief, S.F. (2005) How to reach and teach children with ADD/ADHD: practical techniques, strategies, and interventions. 2nd ed. San Francisco: Jossey-Bass. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=4614603.
Ring, S. (2008) Out of Sight: Technology Helps Visually Impaired Students Thrive | Edutopia. Available at: https://www.edutopia.org/edward-r-murrow-technology-visually-impaired.
Rob Webster (no date) ‘Double standards and first principles: framing teaching assistant support for pupils with special educational needs’, European Journal of Special Needs Education, 25(4). Available at: https://www.tandfonline.com/doi/full/10.1080/08856257.2010.513533.
Rock, M.L. et al. (2008) ‘REACH: A Framework for Differentiating Classroom Instruction’, Preventing School Failure: Alternative Education for Children and Youth, 52(2), pp. 31–47. Available at: https://doi.org/10.3200/PSFL.52.2.31-47.
Roger W. Gee (2011) ‘Encouraging ESL Students To Read’, TESOL Journal, 8(1), pp. 3–7. Available at: https://doi.org/10.1002/j.1949-3533.1999.tb00149.x.
Russell, A., Webster, R. and Blatchford, P. (2013) Maximising the impact of teaching assistants: guidance for school leaders and teachers. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1101454.
Ryndak, D.L., Jackson, L. and Billingsley, F. (2000) ‘Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?’, Exceptionality, 8(2), pp. 101–116. Available at: https://doi.org/10.1207/S15327035EX0802_2.
Sage, R. (2010) Meeting the needs of students with diverse backgrounds. London: Continuum. Available at: https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=341721&site=ehost-live.
Salmon, G. and Kirby, A. (2009) ‘The role of teachers in the assessment of children suspected of having AD/HD’, British Journal of Special Education, 36(3), pp. 147–154. Available at: https://doi.org/10.1111/j.1467-8578.2009.00439.x.
Scehenker, R., Coster, W.J. and Parush, S. (2007) ‘Neuroimpairments, activity performance, and participation in children with cerebral palsy mainstreamed in elementary schools’, Developmental Medicine & Child Neurology, 47(12), pp. 808–814. Available at: https://doi.org/10.1111/j.1469-8749.2005.tb01085.x.
Sellman, E. (2012) Creative learning for inclusion: creative approaches to meet special needs in the classroom. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=958608.
Slee, R. (2011) Irregular schooling: special education, regular education and inclusive education. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=684108.
‘Special educational needs and disability code of practice: 0 to 25 years’ (2015). Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.
Spohrer, K.E. (2006) Supporting children with attention deficit hyperactivity disorder. 2nd ed. London: Continuum.
Squires, G. and McKeown, S. (2006) Supporting children with dyslexia: practical approaches for teachers and parents. 2nd ed. London: Continuum International.
Stobbs, P. and Council for Disabled Children (2008) Extending inclusion: access for disabled children and young people to extended schools and children’s centres : a development manual. Nottingham: DCSF Publications.
Sue Roulstone (2012) ‘The perspectives of children and young people who have speech, language and communication needs, and their parents Bristol Speech & Language Therapy’. Available at: https://doi.org/10.13140/2.1.2016.3843.
Supporting pupils with Specific Learning Difficulties (SpLD). NASEN miniguide- Dyslexia (no date). Available at: https://nasen.org.uk/resources/supporting-pupils-specific-learning-difficulties-spld.
Symes, W. and Humphrey, N. (2011) ‘School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools’, Journal of Research in Special Educational Needs, 11(3), pp. 153–161. Available at: https://doi.org/10.1111/j.1471-3802.2011.01196.x.
‘Teaching strategies and approaches for pupils with special educational needs: a scoping study’ (2004). DfES Publications. Available at: http://dera.ioe.ac.uk/6059/1/RR516.pdf.
Teare, B. (1997) Effective provision for able & talented children. Stafford: Network Educational Press.
Teare, B. and Walker, G. (2001) More effective resources for able & talented children. Stafford: Network Educational Press.
The pupil premium (no date). Available at: https://nasen.org.uk/resources/pupil-premium.
The SEND Code of Practice: 0 to 25 years (no date). Available at: https://nasen.org.uk/resources/send-code-practice-0-25-years.
Thomas, W. and Collier, V. (1997) ‘School effectiveness for language minority students’. Washington, DC: National Clearinghouse for Bilingual Education. Available at: https://static1.squarespace.com/static/5d854ac170e64a71d1de71d3/t/5d9de96a091ee97fc216b378/1570630038328/2002_thomas-and-collier_2002-final-report.pdf.
Thomson, M. (2006) Supporting gifted and talented pupils in the secondary school. London: Paul Chapman. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=370529.
Tilstone, C. and Rose, R. (2003) Strategies to promote inclusive practice. London: RoutledgeFalmer. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=170959.
Topping, K.J. and Maloney, S. (2004) The RoutledgeFalmer reader in inclusive education. London: Routledge.
Townsend, H.E.R. and National Foundation for Educational Research in England and Wales (1971) Immigrant pupils in England: the L.E.A. response. Slough: National Foundation for Educational Research in England and Wales.
TOWNSEND, M.A.R., WILTON, K.M. and VAKILIRAD, T. (2008) ‘Children’s attitudes toward peers with intellectual disability’, Journal of Intellectual Disability Research, 37(4), pp. 405–411. Available at: https://doi.org/10.1111/j.1365-2788.1993.tb00883.x.
Travers, P. and Klein, G. (2004) Equal measures: ethnic minority and bilingual pupils in secondary schools. Stoke on Trent: Trentham Books.
Tunnicliffe, C. (2010) Teaching able, gifted and talented children: strategies, activities and resources. London: Sage. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=743728.
Valle, J.W. and Connor, D.J. (2011) Rethinking disability: a disability studies approach to inclusive practices. New York, N.Y.: McGraw-Hill. Available at: https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1913603&site=ehost-live.
Van Schalkwyk, G.I. et al. (2015) ‘Varieties of Misdiagnosis in ASD: An Illustrative Case Series’, Journal of Autism and Developmental Disorders, 45(4), pp. 911–918. Available at: https://doi.org/10.1007/s10803-014-2239-y.
Vincett, K., Cremin, H. and Thomas, G. (2005) Teachers and assistants working together. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=295508.
Wallace, C. (2014) EAL pupils in London schools: a success story against the odds. London: Institute of Education Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=3563916.
Warner, J. (2012) ‘Special Educational Needs and inclusive schooling’, in Preparing to teach in secondary schools: a student teacher’s guide to professional issues in secondary education. 3rd ed. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=990488&ppg=308.
Warnock, M. and Cigman, R. (2005) Special educational needs: a new look. [S.l.]: Philosophy of Education Society of Great Britain. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=601498.
Watermeyer, B. (2013) Towards a contextual psychology of disablism. London: Routledge. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=988000.
Watson, D., Emery, C. and Bayliss, P. (2012) Children’s social and emotional wellbeing in schools: a critical perspective. Bristol: Policy Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=846045.
Wearmouth, J. (2009) A beginning teacher’s guide to special educational needs. Maidenhead: Open University Press. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=420782.
Wearmouth, J. and Open University (2001a) ‘Pygmalion lives on’, in Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton in association with Open University. Available at: https://ebookcentral-proquest-com.bris.idm.oclc.org/lib/bristol/reader.action?docID=672497&ppg=298.
Wearmouth, J. and Open University (2001b) Special educational provision in the context of inclusion: policy and practice in schools. London: David Fulton in association with Open University. Available at: https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=672497.
Wilson, V., Schlapp, U. and Davidson, J. (2002) ‘Classroom Assistants: Key Issues from the National Evaluation’. Edinburgh: Scottish Executive, Education Department. Available at: https://www.webarchive.org.uk/wayback/archive/20150220095958/http://www.gov.scot/Publications/2002/12/15772/13418.
WINTER, E.C. (2006) ‘Preparing new teachers for inclusive schools and classrooms’, Support for Learning, 21(2), pp. 85–91. Available at: https://doi.org/10.1111/j.1467-9604.2006.00409.x.
Woodman, A.C. et al. (2016) ‘Contextual Factors Predict Patterns of Change in Functioning over 10 Years Among Adolescents and Adults with Autism Spectrum Disorders’, Journal of Autism and Developmental Disorders, 46(1), pp. 176–189. Available at: https://doi.org/10.1007/s10803-015-2561-z.
World Health Organization and World Bank (2011) World report on disability. Geneva: World Health Organization. Available at: http://www.who.int/disabilities/world_report/2011/report.pdf.
Yalo, J.A. (2012) ‘Challenges and strategies of working with learners with low vision: Implications for teacher training’, Educational Research and Reviews, 7(10). Available at: https://doi.org/10.5897/ERR10.100.
