‘Aiming High: Guidance on Supporting the Education of Asylum Seeking and Refugee Children’, 2004 <http://webarchive.nationalarchives.gov.uk/20120106191112/https://www.education.gov.uk/publications/eOrderingDownload/DfES-0287-2004.pdf>
Ainscow, Mel, Developing Equitable Education Systems (London: Routledge, 2012) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=957173>
———, Understanding the Development of Inclusive Schools (London: Falmer, 1999) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=165306>
Ainscow, Mel, Tony Booth, and Alan Dyson, ‘Inclusion and the Standards Agenda: Negotiating Policy Pressures in England’, International Journal of Inclusive Education, 10.4–5 (2006), 295–308 <https://doi.org/10.1080/13603110500430633>
Ainscow, Mel, Alan Dyson, and Tony Booth, Improving Schools, Developing Inclusion (London: Routledge, 2006) <https://doi-org.bris.idm.oclc.org/10.4324/9780203967157>
Ainscow, Mel, and Abha Sandill, ‘Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership’, International Journal of Inclusive Education, 14.4 (2010), 401–16 <https://doi.org/10.1080/13603110802504903>
Ainscrow, M., ‘Effective Practice in Inclusion and in Special and Mainstream Schools Working Together’ (DFEE, 1999) <http://webarchive.nationalarchives.gov.uk/20130402121518/https://www.education.gov.uk/publications/eOrderingDownload/RB91.pdf>
Albes, Zita M., The Child under Stress - Dyslexia? (Budleigh Salterton: Granary Press, 1981)
Allan, Julie, ‘Questions of Inclusion in Scotland and Europe’, European Journal of Special Needs Education, 25.2 (2010), 199–208 <https://doi.org/10.1080/08856251003658710>
‘An Evaluation of Classes for Pupils with Specific Speech and Language Disorder’, 2005 <https://www.sess.ie/sites/default/files/SSLD_Report_2005.pdf>
Arkell, Helen and Helen Arkell Dyslexia Centre, An Introduction to Dyslexia: A Dyslexic’s Eye View, Revised ed (London: Helen Arkell Dyslexia Centre, 1997)
Armstrong, David, and Garry Squires, Contemporary Issues in Special Educational Needs: Considering the Whole Child (Maidenhead: Open University Press, 2012) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=915553>
Armstrong, Felicity, Derrick Armstrong, and Len Barton, Inclusive Education: Policy, Contexts and Comparative Perspectives (London: David Fulton, 2000) <https://doi-org.bris.idm.oclc.org/10.4324/9780203065075>
Asbjørnslett, Mona, Gunn Helene Engelsrud, and Sølvi Helseth, ‘Inclusion and Participation in Everyday School Life: Experiences of Children with Physical (Dis)Abilities’, International Journal of Inclusive Education, 19.2 (2015), 199–212 <https://doi.org/10.1080/13603116.2014.916353>
ASHTON, REBECCA, ‘Improving the Transfer to Secondary School: How Every Child’s Voice Can Matter’, Support for Learning, 23.4 (2008), 176–82 <https://doi.org/10.1111/j.1467-9604.2008.00391.x>
Avramidis, E., and B. Norwich, ‘Chapter 9: Promoting Inclusive Education: A Review of Literature on Teachers’ Attitudes towards Integration and Inclusion’, in Learning to Read Critically in Teaching and Learning, ed. by Louise Poulson and Mike Wallace (London: Sage Publications Ltd, 2004) <https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=254628&ppg=200>
Avramidis, Elias, Phil Bayliss, and Robert Burden, ‘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 (2000), 191–211 <https://doi.org/10.1080/713663717>
Balshaw, Maggie, and Peter Farrell, Teaching Assistants: Practical Strategies for Effective Classroom Support (London: David Fulton, 2002) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=672504>
Barnes, Pearl, ‘Multi-Agency Working: What Are the Perspectives of SENCos and Parents Regarding Its Development and Implementation?’, British Journal of Special Education, 35.4 (2008), 230–40 <https://doi.org/10.1111/j.1467-8578.2008.00394.x>
Bauminger-Zviely, Nirit, Social and Academic Abilities in Children with High-Functioning Autism Spectrum Disorders (New York: Guilford Press, 2013) <https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=544775&site=ehost-live>
Ben Simmons, ‘Challenging the Developmental Reductionism of “Profound and Multiple Learning Disabilities” through Academic Innovation’, PMLD Link, 26.3, 25–27 <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, Peter Lloyd, ‘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 (2006), 188–95 <https://doi.org/10.1111/j.1467-8578.2006.00438.x>
Black-Hawkins, Kristine, Lani Florian, and Martyn Rouse, Achievement and Inclusion in Schools (London: Routledge, 2007) <https://doi-org.bris.idm.oclc.org/10.4324/9781315750279>
Block, M.E., A. Klavina, and W. Flint, ‘Including Students with Severe, Multiple Disabilities in General Physical Education’, Journal of Physical Education, Recreation & Dance, 78.3 (2007), 29–32 <https://www.tandfonline.com/doi/pdf/10.1080/07303084.2007.10597986>
Bond, Guy L., Miles A. Tinker, and Barbara B. Wasson, Reading Difficulties: Their Diagnosis and Correction, 4th ed (Englewood Cliffs: Prentice-Hall, 1979)
Boon, Maureen, and Maureen Boon, Understanding Dyspraxia: A Guide for Parents and Teachers, 2nd ed (London: Jessica Kingsley, 2010) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=677668>
Booth, Tony, Mel Ainscow, and Centre for Studies on Inclusive Education (Bristol, England), Index for Inclusion: Developing Learning and Participation in Schools, 3rd ed (Bristol: Centre for Studies on Inclusive Education, 2011)
Boyle, Christopher, and Keith J. Topping, What Works in Inclusion? (Maidenhead: Open University Press, 2012) <https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=481784&site=ehost-live>
Boyle, Joseph R., and David Scanlon, Methods and Strategies for Teaching Students with Mild Disabilities: A Case-Based Approach (Belmont, Calif: Wadsworth, 2010)
Brunsdon, Victoria EA, and Francesca Happé, ‘Exploring the “Fractionation” of Autism at the Cognitive Level’, Autism, 18.1 (2014), 17–30 <https://doi.org/10.1177/1362361313499456>
Burton, D. M., S. J. Bartlett, and R. Anderson de Cuevas, ‘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 (2009), 141–55 <https://doi.org/10.1080/13632750902921963>
Buttriss, Jacquie, and Ann Callander, A-Z of Special Needs for Every Teacher, 2nd ed (London: Optimus Education, 2008)
Cameron, Lynne, ‘Writing in English as an Additional Language at Key Stage 4 and Post-16’, 2003, pp. 24–46 <https://www.naldic.org.uk/Resources/NALDIC/Research%20and%20Information/Documents/RR586.pdf>
Carlile, Anna, ‘Docile Bodies or Contested Space? Working under the Shadow of Permanent Exclusion’, International Journal of Inclusive Education, 15.3 (2011), 303–16 <https://doi.org/10.1080/13603110902829663>
Cheminais, Rita, Rita Cheminais’ Handbook for New SENCOs: Leading and Coordinating SEN Provision (Los Angeles, Calif: Sage, 2010)
Chrissie Rogers, ‘Experiencing an “Inclusive” Education: Parents and Their Children with “Special Educational Needs”’, British Journal of Sociology of Education, 28.1 (2007), 55–68 <http://www.jstor.org/stable/30036184>
Clough, Peter, and Len Barton, Making Difficulties: Research and the Construction of Special Educational Needs (London: Paul Chapman, 1995)
‘CM019 Tom Shakespeare - Re-Imagining Disability’ <https://vimeo.com/5161684>
Collier, V.P., and W.P. Thomas, ‘How Quickly Can Immigrants Become Proficient in School English?’, Journal of Educational Issues of Language Minority Students, 5 (1989), 26–38 <https://static1.squarespace.com/static/5d854ac170e64a71d1de71d3/t/5d9de668268cee06bbd95fb9/1570629236269/how-quickly-can-immigrants-.pdf>
Conn, Carmel, Autism and the Social World of Childhood: A Sociocultural Perspective on Theory and Practice (London: Routledge, 2014) <https://doi-org.bris.idm.oclc.org/10.4324/9781315795454>
Connors, Clare, and Kirsten Stalker, ‘Children’s Experiences of Disability: Pointers to a Social Model of Childhood Disability’, Disability & Society, 22.1 (2007), 19–33 <https://doi.org/10.1080/09687590601056162>
Costley, Tracey, ‘English as an Additional Language, Policy and the Teaching and Learning of English in England’, Language and Education, 28.3 (2014), 276–92 <https://doi.org/10.1080/09500782.2013.836215>
Coulling, Nicola, ‘Definitions of Successful Education for the “Looked After” Child: A Multi-Agency Perspective’, Support for Learning, 15.1 (2000), 30–35 <https://doi.org/10.1111/1467-9604.00139>
Cremin, Hilary, Gary Thomas, and Karen Vincett, ‘Learning Zones: An Evaluation of Three Models for Improving Learning through Teacher/Teaching Assistant Teamwork’, Support for Learning, 18.4 (2003), 154–61 <https://doi.org/10.1046/j.0268-2141.2003.00301.x>
Cummins, Jim, ‘Bilingualism and Second Language Learning’, Annual Review of Applied Linguistics, 13 (1992) <https://doi.org/10.1017/S0267190500002397>
———, Language, Power and Pedagogy: Bilingual Children in the Crossfire (Clevedon: Multilingual Matters, 2000), xxiii <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=977766>
Dalzell, J., H. Nelson, C. Haigh, A. Williams, and P. Monti, ‘Involving Families Who Have Deaf Children Using a Family Needs Survey: A Multi-Agency Perspective’, Child: Care, Health and Development, 33.5 (2007), 576–85 <https://doi.org/10.1111/j.1365-2214.2007.00761.x>
Daniels, Harry, ‘Rethinking Intervention: Changing the Cultures of Schooling’, Emotional and Behavioural Difficulties, 11.2 (2006), 105–20 <https://doi.org/10.1080/13632750600619273>
Davis, Pauline, Including Children with Visual Impairment in Mainstream Schools: A Practical Guide (Hoboken: Taylor and Francis, 2013) <https://linker2.worldcat.org/?jHome=http%3A%2F%2Fwww.vlebooks.com%2Fvleweb%2Fproduct%2Fopenreader%3Fid%3DBristol%26isbn%3D9781135373122&linktype=best>
Demie, Feysa, and Steve Strand, ‘English Language Acquisition and Educational Attainment at the End of Secondary School’, Educational Studies, 32.2 (2006), 215–31 <https://doi.org/10.1080/03055690600631119>
Derrick Armstrong, ‘Inclusion: By Choice or by Chance?’, International Journal of Inclusive Education, 15.1 <https://www.tandfonline.com/doi/abs/10.1080/13603116.2010.496192?journalCode=tied20>
Dillon, Gayle V., Jean D. M. Underwood, and Lauren J. Freemantle, ‘Autism and the U.K. Secondary School Experience’, Focus on Autism and Other Developmental Disabilities, 31.3 (2016), 221–30 <https://doi.org/10.1177/1088357614539833>
‘Disability Discrimination Act 1995’, 1995 <http://www.legislation.gov.uk/ukpga/1995/50/pdfs/ukpga_19950050_en.pdf>
Donnellan, Anne M., David A. Hill, and Martha R. Leary, ‘Rethinking Autism: Implications of Sensory and Movement Differences for Understanding and Support’, Frontiers in Integrative Neuroscience, 6 (2013) <https://doi.org/10.3389/fnint.2012.00124>
‘DSM-5 Diagnostic Criteria’, 2016 <https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria>
Dutta, Robene, ‘Supporting the Visually Impaired Learner - SEN Magazine’ <https://senmagazine.co.uk/articles/articles/senarticles/supporting-the-visually-impaired-learner#comment-233>
‘Dyspraxia Foundation’ <https://dyspraxiafoundation.org.uk/>
Ehrmann, Lisa C., Stanley R. Aeschleman, and Soren Svanum, ‘Parental Reports of Community Activity Patterns: A Comparison between Young Children with Disabilities and Their Nondisabled Peers’, Research in Developmental Disabilities, 16.4 (1995), 331–43 <https://doi.org/10.1016/0891-4222(95)00017-H>
Ekins, Alison, The Changing Face of Special Educational Needs: Impact and Implication for SENCOs and Their Schools (London: Routledge, 2012)
Ekins, Alison, and Peter Grimes, Inclusion: Developing an Effective Whole School Approach (Maidenhead: Open University Press, 2009) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=480606>
Estes, Annette, Vanessa Rivera, Matthew Bryan, Philip Cali, and Geraldine Dawson, ‘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 (2011), 1044–52 <https://doi.org/10.1007/s10803-010-1127-3>
Evans, Carol, and Michael Waring, ‘Trainee Teachers’ Cognitive Styles and Notions of Differentiation’, Education + Training, 50.2 (2008), 140–54 <https://doi.org/10.1108/00400910810862128>
Eyre, Deborah, Hilary Lowe, and National Association for Able Children in Education, Curriculum Provision for the Gifted and Talented in the Secondary School (Abingdon: David Fulton, 2002)
Farrell, Michael, Debating Special Education (London: Routledge, 2010) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=515373>
———, Educating Special Children: An Introduction to Provision for Pupils with Disabilities and Disorders (London: Routledge, 2008)
Farrell, P., and K. Harris, ‘Access to Education for Children with Medical Needs: A Map of Best Practice’, 2003 <http://webarchive.nationalarchives.gov.uk/20130402104851/https://www.education.gov.uk/publications/eOrderingDownload/RR393.pdf>
Farrell, Peter, and Mel Ainscow, Making Special Education Inclusive: From Research to Practice (London: David Fulton, 2002) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1020278>
———, Making Special Education Inclusive: From Research to Practice (London: David Fulton, 2002) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1020278>
Fawcett, Angela and British Dyslexia Association. International Conference, Dyslexia: Theory and Good Practice (London: Whurr, 2001)
Ferguson, Dianne L., ‘International Trends in Inclusive Education: The Continuing Challenge to Teach Each One and Everyone’, European Journal of Special Needs Education, 23.2 (2008), 109–20 <https://doi.org/10.1080/08856250801946236>
Fitzgerald, Hayley, ‘“Drawing” on Disabled Students’ Experiences of Physical Education and Stakeholder Responses’, Sport, Education and Society, 17.4 (2012), 443–62 <https://doi.org/10.1080/13573322.2011.609290>
Fleury, Veronica P., Susan Hedges, Kara Hume, Diane M. Browder, Julie L. Thompson, Kathy Fallin, and others, ‘Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education’, Remedial and Special Education, 35.2 (2014), 68–79 <https://doi.org/10.1177/0741932513518823>
Florian, Lani, ed., The SAGE Handbook of Special Education, Second edition (Los Angeles: SAGE, 2014) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1631712>
Florian, Lani, and Holly Linklater, ‘Preparing Teachers for Inclusive Education: Using Inclusive Pedagogy to Enhance Teaching and Learning for All’, Cambridge Journal of Education, 40.4 (2010), 369–86 <https://doi.org/10.1080/0305764X.2010.526588>
Florian, Lani, and Jennifer Spratt, ‘Enacting Inclusion: A Framework for Interrogating Inclusive Practice’, European Journal of Special Needs Education, 28.2 (2013), 119–35 <https://doi.org/10.1080/08856257.2013.778111>
Foley, Yvonne, Pauline Sangster, and Charles Anderson, ‘Examining EAL Policy and Practice in Mainstream Schools’, Language and Education, 27.3 (2013), 191–206 <https://doi.org/10.1080/09500782.2012.687747>
Forsyth, Rob, Allan Colver, Seraphim Alvanides, Mark Woolley, and Marion Lowe, ‘Participation of Young Severely Disabled Children Is Influenced by Their Intrinsic Impairments and Environment’, Developmental Medicine & Child Neurology, 49.5 (2007), 345–49 <https://doi.org/10.1111/j.1469-8749.2007.00345.x>
Frederickson, Norah, and Tony Cline, Special Educational Needs, Inclusion and Diversity, Third edition (Maidenhead, Berkshire, England: McGraw-Hill Education, 2015) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=6212170>
Frith, Uta, and Francesca Happé, ‘Autism: Beyond "theory of Mind”’, Cognition, 50.1–3 (1994), 115–32 <https://doi.org/10.1016/0010-0277(94)90024-8>
Garner, Philip, Special Educational Needs: The Key Concepts (London: Routledge, 2009) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=432794>
Gibbons, Pauline, ‘Mediating Language Learning: Teacher Interactions with ESL Students in a Content-Based Classroom’, TESOL Quarterly, 37.2 (2003) <https://doi.org/10.2307/3588504>
Gibbons, Pauline, and Jim Cummins, Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom (Portsmouth [New Hampshire]: Heinemann, 2002)
Gibbs, J., J. Appleton, and R. Appleton, ‘Dyspraxia or Developmental Coordination Disorder? Unravelling the Enigma’, Archives of Disease in Childhood, 92.6 (2007), 534–39 <https://doi.org/10.1136/adc.2005.088054>
‘Girls and Autism: Flying Under the Radar’ <https://nasen.org.uk/resources/girls-and-autism-flying-under-radar>
Glynn, Ted, Janice Wearmouth, and Mere Berryman, Supporting Students with Literacy Difficulties: A Responsive Approach (Maidenhead: Open University Press, 2006) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=287877>
Greaves, Ian, ‘Disability Rights Handbook’
Griffiths, Marion, Study Skills and Dyslexia in the Secondary School: A Practical Approach (London: David Fulton, 2002) <https://doi-org.bris.idm.oclc.org/10.4324/9780203065495>
Gross, Jean, and Angela White, Special Educational Needs and School Improvement: Practical Strategies for Raising Standards (London: David Fulton, 2003) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=981824>
Hallam, Susan, ‘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 (2007), 106–12 <https://doi.org/10.1111/j.1475-3588.2007.00442.x>
Hallett, Fiona, and Graham Hallett, Transforming the Role of the SENCO: Achieving the National Award for SEN Coordination (Maidenhead: Open University Press, 2010) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=650300>
Hammal, Donna, Stephen N Jarvis, and Allan F Colver, ‘Participation of Children with Cerebral Palsy Is Influenced by Where They Live’, Developmental Medicine & Child Neurology, 46.5 (2007), 292–98 <https://doi.org/10.1111/j.1469-8749.2004.tb00488.x>
Hansen, Janne Hedegaard, ‘Limits to Inclusion’, International Journal of Inclusive Education, 16.1 (2012), 89–98 <https://doi.org/10.1080/13603111003671632>
Haycock, David, and Andy Smith, ‘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 (2010), 283–300 <https://doi.org/10.1177/1356336X10382975>
———, ‘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 (2011), 507–26 <https://doi.org/10.1080/13573322.2011.589647>
Hemmingsson, Helena, Lena Borell, and Anders Gustavsson, ‘Participation in School: School Assistants Creating Opportunities and Obstacles for Pupils with Disabilities’, OTJR: Occupation, Participation and Health, 23.3 (2003), 88–98 <https://doi.org/10.1177/153944920302300302>
Hornby, Garry, ‘Inclusive Education for Children with Special Educational Needs: A Critique’, International Journal of Disability, Development and Education, 58.3 (2011), 321–29 <https://doi.org/10.1080/1034912X.2011.598678>
Howard, S., ‘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, 2007), pp. 288–301 <https://ebookcentral-proquest-com.bris.idm.oclc.org/lib/bristol/reader.action?docID=332712&ppg=293>
HUMPHREY, NEIL, ‘Including Pupils with Autistic Spectrum Disorders in Mainstream Schools’, Support for Learning, 23.1 (2008), 41–47 <https://doi.org/10.1111/j.1467-9604.2007.00367.x>
Humphrey, Neil, and Sarah Lewis, ‘`Make Me Normal’’, Autism, 12.1 (2008), 23–46 <https://doi.org/10.1177/1362361307085267>
———, ‘What Does “Inclusion” Mean for Pupils on the Autistic Spectrum in Mainstream Secondary Schools?’, Journal of Research in Special Educational Needs, 8.3 (2008), 132–40 <https://doi.org/10.1111/j.1471-3802.2008.00115.x>
Hutzler, Y., O. Fliess, and A. Chacham, ‘Perspectives of Children With Physical Disabilities on Inclusion and Empowerment: Supporting and Limiting Factors’, Adapated Physical Activity Quarterly, 19, 300–317 <https://pdfs.semanticscholar.org/c33e/cc616829b5203e158bd99df36ff93e62b679.pdf>
Iadarola, Suzannah, Susan Hetherington, Christopher Clinton, Michelle Dean, Erica Reisinger, Linh Huynh, and others, ‘Services for Children with Autism Spectrum Disorder in Three, Large Urban School Districts: Perspectives of Parents and Educators’, Autism, 19.6 (2015), 694–703 <https://doi.org/10.1177/1362361314548078>
Imms, Christine, ‘Children with Cerebral Palsy Participate: A Review of the Literature’, Disability and Rehabilitation, 30.24 (2008), 1867–84 <https://doi.org/10.1080/09638280701673542>
‘Inclusion Development Programme. Supporting Children with Speech, Language and Communication Guidance for Practitioners’, 2008 <https://foundationyears.org.uk/wp-content/uploads/2011/10/Inclusion_Development_Programme_Speech_Language+Communication.pdf>
Ishmael, D., ‘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 (2015), 62–67 <http://www.iosrjournals.org/iosr-jhss/papers/Vol20-issue9/Version-4/H020946267.pdf>
‘Issues and Interventions for Autism Spectrum Disorders during Adolescence and Beyond’, in Handbook of Autism and Pervasive Developmental Disorders: Diagnosis, Development, and Brain Mechanisms, 4th Revised edition (John Wiley & Sons, 2014), i <https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=947552&ppg=198>
JOHNSON, DEBBIE, ‘Listening to the Views of Those Involved in the Inclusion of Pupils with Down’s Syndrome into Mainstream Schools’, Support for Learning, 21.1 (2006), 24–29 <https://doi.org/10.1111/j.1467-9604.2006.00396.x>
Jordan, Rita, and Stuart Powell, Understanding and Teaching Children with Autism (Chichester: Wiley, 1995) <https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=25963&site=ehost-live>
Kane, Jean, Social Class, Gender and Exclusion from School (London: Routledge, 2011) <https://doi-org.bris.idm.oclc.org/10.4324/9780203845011>
Kauffman, James M., and Daniel P. Hallahan, Handbook of Special Education (New York: Routledge, 2011) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=683961>
Keil, Sue, Olga Miller, and Rory Cobb, ‘Special Educational Needs and Disability’, British Journal of Special Education, 33.4 (2006), 168–72 <https://doi.org/10.1111/j.1467-8578.2006.00435.x>
KING-SEARS, MARGARET E., ‘Facts and Fallacies: Differentiation and the General Education Curriculum for Students with Special Educational Needs’, Support for Learning, 23.2 (2008), 55–62 <https://doi.org/10.1111/j.1467-9604.2008.00371.x>
Kirby, Amanda, Dyspraxia: The Hidden Handicap (London: Souvenir Press, 1999)
Kirby, Andrew, and Sharon Drew, Guide to Dyspraxia and Developmental Coordination Disorders (London: David Fulton, 2003) <https://doi-org.bris.idm.oclc.org/10.4324/9780203449097>
Koegel, Lynn Kern, Robert L. Koegel, William Frea, and Israel Green-Hopkins, ‘Priming as a Method of Coordinating Educational Services for Students With Autism’, Language Speech and Hearing Services in Schools, 34.3 (2003) <https://hstrial-rfredeen.homestead.com/Article_2003_KoegelKoegelFreaGreenHopkinsPrimingArticle.pdf>
Koegel, Lynn, Rosy Matos-Freden, Russell Lang, and Robert Koegel, ‘Interventions for Children With Autism Spectrum Disorders in Inclusive School Settings’, Cognitive and Behavioral Practice, 19.3 (2012), 401–12 <https://doi.org/10.1016/j.cbpra.2010.11.003>
Law, M., S. Finkelman, P. Hurley, P. Rosenbaum, S. King, G. King, and others, ‘Participation of Children with Physical Disabilities: Relationships with Diagnosis, Physical Function and Demographic Variables’, Scandinavian Journal of Occupational Therapy, 11 (2004), 156–62 <https://www.tandfonline.com/doi/pdf/10.1080/11038120410020755>
Lee, B., ‘Teaching Assistants in Schools: The Current State of Play’ (National Foundation for Educational Research, 2002) <https://www.nfer.ac.uk/publications/91172/91172.pdf>
Leung, Constant, ‘English as an Additional Language: Distinct Language Focus or Diffused Curriculum Concerns?’, Language and Education, 15.1 (2001), 33–55 <https://doi.org/10.1080/09500780108666798>
Lewis, Ann, and Brahm Norwich, Special Teaching for Special Children?: Pedagogies for Inclusion (Maidenhead: Open University Press, 2005) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=290411>
Liasidou, Anastasia, Inclusive Education, Politics and Policymaking: Contemporary Issues in Education Studies (London: Continuum, 2012)
Lubetsky, Martin J., Benjamin L. Handen, and John J. McGonigle, Autism Spectrum Disorder (Oxford: Oxford University Press, 2011) <https://doi.org/10.1093/med/9780199753857.001.0001>
Lumsdaine, Sally, and Mhairi Thurston, ‘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 (2017), 182–97 <https://doi.org/10.1080/1034912X.2016.1194380>
Lupton, Ruth and London School of Economics and Political Science. Centre for Analysis of Social Exclusion, Schools in Disadvantaged Areas: Recognising Context and Raising Quality (London: Centre for Analysis of Social Exclusion, London School of Economics, 2004), lxxvi <https://core.ac.uk/download/pdf/7119297.pdf>
Maras, Pam, and Emma-Louise Aveling, ‘Students with Special Educational Needs: Transitions from Primary to Secondary School’, British Journal of Special Education, 33.4 (2006), 196–203 <https://doi.org/10.1111/j.1467-8578.2006.00439.x>
McConachie, H., and G. Robinson, ‘What Services Do Young Children with Autism Spectrum Disorder Receive?’, Child: Care, Health and Development, 32.5 (2006), 553–57 <https://doi.org/10.1111/j.1365-2214.2006.00672.x>
McMurray, Sharon, and Ross Thompson, ‘INCLUSION, CURRICULUM AND THE RIGHTS OF THE CHILD’, Journal of Research in Special Educational Needs, 16 (2016), 634–38 <https://doi.org/10.1111/1471-3802.12195>
McNamara, Sylvia, and Gill Moreton, Changing Behaviour: Teaching Children with Emotional and Behavioural Difficulties in Primary and Secondary Classrooms, 2nd ed (London: David Fulton, 2001) <https://doi-org.bris.idm.oclc.org/10.4324/9780203065297>
Mennuti, Rosemary B., Arthur Freeman, and Ray W. Christner, Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice (New York: Routledge, 2006) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=956901>
Miles, Susie, and Nidhi Singal, ‘The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?’, International Journal of Inclusive Education, 14.1 (2010), 1–15 <https://doi.org/10.1080/13603110802265125>
Mitchell, David R., What Really Works in Special and Inclusive Education: Using Evidence-Based Teaching Strategies (London: Routledge, 2008)
Mittler, Peter J., Overcoming Exclusion: Social Justice through Education (London: Routledge, 2013) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1016062>
———, Working towards Inclusive Education: Social Contexts (London: David Fulton, 2000) <https://doi-org.bris.idm.oclc.org/10.4324/9780203386149>
Morrow, L.M., and C. Carnahan, ‘Exemplary and Balanced Literacy Instruction’, in Quality Literacy Instruction For Students With Autism Spectrum Disorders (Autism Asperger Publishing Company, 2010), pp. 189–216
Mowat, Joan Gaynor, ‘Inclusion of Pupils Perceived as Experiencing Social and Emotional Behavioural Difficulties (SEBD): Affordances and Constraints’, International Journal of Inclusive Education, 14.6 (2010), 631–48 <https://doi.org/10.1080/13603110802626599>
Murphy, Ellen, Ian M. Grey, and Rita Honan, ‘Co-Operative Learning for Students with Difficulties in Learning: A Description of Models and Guidelines for Implementation’, British Journal of Special Education, 32.3 (2005), 157–64 <https://doi.org/10.1111/j.0952-3383.2005.00389.x>
‘National Assosication for Language Development in the Curriculum’ <https://naldic.org.uk/>
Norwich, Brahm, and Andrew Eaton, ‘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 (2015), 117–32 <https://doi.org/10.1080/13632752.2014.989056>
Owen-DeSchryver, Jamie S., Edward G. Carr, Sanja I. Cale, and Audrey Blakeley-Smith, ‘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 (2008), 15–28 <https://doi.org/10.1177/1088357608314370>
———, ‘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 (2008), 15–28 <https://doi.org/10.1177/1088357608314370>
PEARSON, SUE, ‘“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 (2005), 17–21 <https://doi.org/10.1111/j.0268-2141.2005.00355.x>
Pearson, Sue, Rafael Mitchell, and Maria Rapti, ‘‘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 (2015), 48–56 <https://doi.org/10.1111/1471-3802.12062>
Pellicano, Elizabeth, ‘The Development of Executive Function in Autism’, Autism Research and Treatment, 2012 (2012), 1–8 <https://doi.org/10.1155/2012/146132>
Pence, Laura E., Harry J. Workman, and Pauline Riecke, ‘Effective Laboratory Experiences for Students with Disabilities: The Role of a Student Laboratory Assistant’, Journal of Chemical Education, 80.3 (2003) <https://doi.org/10.1021/ed080p295>
‘Perspectives on Low Vision’, in Foundations of Low Vision (AFB Press) <https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=5481637&ppg=18>
Pinkus, Susanna, ‘Bridging the Gap between Policy and Practice: Adopting a Strategic Vision for Partnership Working in Special Education’, British Journal of Special Education, 32.4 (2005), 184–87 <https://doi.org/10.1111/j.1467-8578.2005.00395.x>
Portwood, Madeleine M., Understanding Developmental Dyspraxia: A Textbook for Students and Professionals (London: David Fulton, 2000) <https://doi-org.bris.idm.oclc.org/10.4324/9780203390269>
Radford, Julie, Paula Bosanquet, Rob Webster, and Peter Blatchford, ‘Scaffolding Learning for Independence: Clarifying Teacher and Teaching Assistant Roles for Children with Special Educational Needs’, Learning and Instruction, 36 (2015), 1–10 <https://doi.org/10.1016/j.learninstruc.2014.10.005>
‘Removing Barriers to Achievement: The Government’s Strategy for SEN’, 2004 <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 <http://webarchive.nationalarchives.gov.uk/20130404091106/https://www.education.gov.uk/publications/RSG/publicationDetail/Page1/DfES%200117%202004>
Rice, Mabel L., and Steven F. Warren, Developmental Language Disorders: From Phenotypes to Etiologies (Mahwah, N.J.: Lawrence Erlbaum Associates, 2004) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=234205>
Richards, Gill, and Felicity Armstrong, Teaching and Learning in Diverse and Inclusive Classrooms: Key Issues for New Teachers (London: Routledge, 2011) <https://doi-org.bris.idm.oclc.org/10.4324/9781315687780>
Riddell, Sheila, ‘Social Justice, Equality and Inclusion in Scottish Education’, Discourse: Studies in the Cultural Politics of Education, 30.3 (2009), 283–96 <https://doi.org/10.1080/01596300903036889>
Rief, Sandra F., How to Reach and Teach Children with ADD/ADHD: Practical Techniques, Strategies, and Interventions, 2nd ed (San Francisco: Jossey-Bass, 2005) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=4614603>
Ring, S., ‘Out of Sight: Technology Helps Visually Impaired Students Thrive | Edutopia’, 2008 <https://www.edutopia.org/edward-r-murrow-technology-visually-impaired>
Rob Webster, ‘Double Standards and First Principles: Framing Teaching Assistant Support for Pupils with Special Educational Needs’, European Journal of Special Needs Education, 25.4 <https://www.tandfonline.com/doi/full/10.1080/08856257.2010.513533>
Rock, Marcia L., Madeleine Gregg, Edwin Ellis, and Robert A. Gable, ‘REACH: A Framework for Differentiating Classroom Instruction’, Preventing School Failure: Alternative Education for Children and Youth, 52.2 (2008), 31–47 <https://doi.org/10.3200/PSFL.52.2.31-47>
Roger W. Gee, ‘Encouraging ESL Students To Read’, TESOL Journal, 8.1 (2011), 3–7 <https://doi.org/10.1002/j.1949-3533.1999.tb00149.x>
Russell, Anthony, Rob Webster, and Peter Blatchford, Maximising the Impact of Teaching Assistants: Guidance for School Leaders and Teachers (London: Routledge, 2013) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=1101454>
Ryndak, Diane Lea, Lewis Jackson, and Felix Billingsley, ‘Defining School Inclusion for Students With Moderate to Severe Disabilities: What Do Experts Say?’, Exceptionality, 8.2 (2000), 101–16 <https://doi.org/10.1207/S15327035EX0802_2>
Sage, Rosemary, Meeting the Needs of Students with Diverse Backgrounds (London: Continuum, 2010) <https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=341721&site=ehost-live>
Salmon, Gill, and Amanda Kirby, ‘The Role of Teachers in the Assessment of Children Suspected of Having AD/HD’, British Journal of Special Education, 36.3 (2009), 147–54 <https://doi.org/10.1111/j.1467-8578.2009.00439.x>
Scehenker, Rony, Wendy J Coster, and Shula Parush, ‘Neuroimpairments, Activity Performance, and Participation in Children with Cerebral Palsy Mainstreamed in Elementary Schools’, Developmental Medicine & Child Neurology, 47.12 (2007), 808–14 <https://doi.org/10.1111/j.1469-8749.2005.tb01085.x>
Sellman, Edward, Creative Learning for Inclusion: Creative Approaches to Meet Special Needs in the Classroom (London: Routledge, 2012) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=958608>
Slee, Roger, Irregular Schooling: Special Education, Regular Education and Inclusive Education (London: Routledge, 2011) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=684108>
‘Special Educational Needs and Disability Code of Practice: 0 to 25 Years’, 2015 <https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf>
Spohrer, Kate E., Supporting Children with Attention Deficit Hyperactivity Disorder, 2nd ed (London: Continuum, 2006)
Squires, Garry, and Sally McKeown, Supporting Children with Dyslexia: Practical Approaches for Teachers and Parents, 2nd ed (London: Continuum International, 2006)
Stobbs, Philippa and Council for Disabled Children, Extending Inclusion: Access for Disabled Children and Young People to Extended Schools and Children’s Centres : A Development Manual (Nottingham: DCSF Publications, 2008)
Sue Roulstone, ‘The Perspectives of Children and Young People Who Have Speech, Language and Communication Needs, and Their Parents Bristol Speech & Language Therapy’, 2012 <https://doi.org/10.13140/2.1.2016.3843>
‘Supporting Pupils with Specific Learning Difficulties (SpLD). NASEN Miniguide- Dyslexia’ <https://nasen.org.uk/resources/supporting-pupils-specific-learning-difficulties-spld>
Symes, Wendy, and Neil Humphrey, ‘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 (2011), 153–61 <https://doi.org/10.1111/j.1471-3802.2011.01196.x>
‘Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study’ (DfES Publications, 2004) <http://dera.ioe.ac.uk/6059/1/RR516.pdf>
Teare, Barry, Effective Provision for Able & Talented Children (Stafford: Network Educational Press, 1997)
Teare, Barry, and Gina Walker, More Effective Resources for Able & Talented Children (Stafford: Network Educational Press, 2001)
‘The Pupil Premium’ <https://nasen.org.uk/resources/pupil-premium>
‘The SEND Code of Practice: 0 to 25 Years’ <https://nasen.org.uk/resources/send-code-practice-0-25-years>
Thomas, W., and V. Collier, ‘School Effectiveness for Language Minority Students’ (Washington, DC: National Clearinghouse for Bilingual Education, 1997) <https://static1.squarespace.com/static/5d854ac170e64a71d1de71d3/t/5d9de96a091ee97fc216b378/1570630038328/2002_thomas-and-collier_2002-final-report.pdf>
Thomson, Moira, Supporting Gifted and Talented Pupils in the Secondary School (London: Paul Chapman, 2006) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=370529>
Tilstone, Christina, and Richard Rose, Strategies to Promote Inclusive Practice (London: RoutledgeFalmer, 2003) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=170959>
Topping, Keith J., and Sheelagh Maloney, The RoutledgeFalmer Reader in Inclusive Education (London: Routledge, 2004)
Townsend, H. E. R. and National Foundation for Educational Research in England and Wales, Immigrant Pupils in England: The L.E.A. Response (Slough: National Foundation for Educational Research in England and Wales, 1971)
TOWNSEND, M. A. R., K. M. WILTON, and T. VAKILIRAD, ‘Children’s Attitudes toward Peers with Intellectual Disability’, Journal of Intellectual Disability Research, 37.4 (2008), 405–11 <https://doi.org/10.1111/j.1365-2788.1993.tb00883.x>
Travers, Penny, and Gillian Klein, Equal Measures: Ethnic Minority and Bilingual Pupils in Secondary Schools (Stoke on Trent: Trentham Books, 2004)
Tunnicliffe, Clive, Teaching Able, Gifted and Talented Children: Strategies, Activities and Resources (London: Sage, 2010) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=743728>
Valle, Jan W., and David J. Connor, Rethinking Disability: A Disability Studies Approach to Inclusive Practices (New York, N.Y.: McGraw-Hill, 2011) <https://search-ebscohost-com.bris.idm.oclc.org/login.aspx?direct=true&db=nlebk&AN=1913603&site=ehost-live>
Van Schalkwyk, Gerrit I., Francesco Peluso, Zheala Qayyum, James C. McPartland, and Fred R. Volkmar, ‘Varieties of Misdiagnosis in ASD: An Illustrative Case Series’, Journal of Autism and Developmental Disorders, 45.4 (2015), 911–18 <https://doi.org/10.1007/s10803-014-2239-y>
Vincett, Karen, Hilary Cremin, and Gary Thomas, Teachers and Assistants Working Together (Maidenhead: Open University Press, 2005) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=295508>
Wallace, Catherine, EAL Pupils in London Schools: A Success Story against the Odds (London: Institute of Education Press, 2014) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=3563916>
Warner, J., ‘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, 2012) <https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=990488&ppg=308>
Warnock, Mary, and Ruth Cigman, Special Educational Needs: A New Look ([S.l.]: Philosophy of Education Society of Great Britain, 2005), no.11 <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=601498>
Watermeyer, Brian, Towards a Contextual Psychology of Disablism (London: Routledge, 2013) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=988000>
Watson, Debbie, Carl Emery, and Phillip Bayliss, Children’s Social and Emotional Wellbeing in Schools: A Critical Perspective (Bristol: Policy Press, 2012) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=846045>
Wearmouth, Janice, A Beginning Teacher’s Guide to Special Educational Needs (Maidenhead: Open University Press, 2009) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=420782>
Wearmouth, Janice and Open University, ‘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, 2001) <https://ebookcentral-proquest-com.bris.idm.oclc.org/lib/bristol/reader.action?docID=672497&ppg=298>
———, Special Educational Provision in the Context of Inclusion: Policy and Practice in Schools (London: David Fulton in association with Open University, 2001) <https://ebookcentral.proquest.com/lib/bristol/detail.action?docID=672497>
Wilson, V., U. Schlapp, and J. Davidson, ‘Classroom Assistants: Key Issues from the National Evaluation’ (Edinburgh: Scottish Executive, Education Department, 2002) <https://www.webarchive.org.uk/wayback/archive/20150220095958/http://www.gov.scot/Publications/2002/12/15772/13418>
WINTER, EILEEN C., ‘Preparing New Teachers for Inclusive Schools and Classrooms’, Support for Learning, 21.2 (2006), 85–91 <https://doi.org/10.1111/j.1467-9604.2006.00409.x>
Woodman, Ashley C., Leann E. Smith, Jan S. Greenberg, and Marsha R. Mailick, ‘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 (2016), 176–89 <https://doi.org/10.1007/s10803-015-2561-z>
World Health Organization and World Bank, World Report on Disability (Geneva: World Health Organization, 2011) <http://www.who.int/disabilities/world_report/2011/report.pdf>
Yalo, J. A., ‘Challenges and Strategies of Working with Learners with Low Vision: Implications for Teacher Training’, Educational Research and Reviews, 7.10 (2012) <https://doi.org/10.5897/ERR10.100>
