Found: 114
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The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties.
- Published in:
- 2015
- By:
- Publication type:
- Journal Article
Fair funding for pupils with special educational needs and disability in England?
- Published in:
- British Educational Research Journal, 2024, v. 50, n. 3, p. 1064, doi. 10.1002/berj.3954
- By:
- Publication type:
- Article
A critical exploration of inclusion policies of elite UK universities.
- Published in:
- British Educational Research Journal, 2022, v. 48, n. 5, p. 878, doi. 10.1002/berj.3799
- By:
- Publication type:
- Article
A critical consideration of 'mental health and wellbeing' in education: Thinking about school aims in terms of wellbeing.
- Published in:
- British Educational Research Journal, 2022, v. 48, n. 4, p. 803, doi. 10.1002/berj.3795
- By:
- Publication type:
- Article
School autonomy and educational inclusion of children with special needs: Evidence from England.
- Published in:
- British Educational Research Journal, 2020, v. 46, n. 3, p. 532, doi. 10.1002/berj.3593
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- Publication type:
- Article
What exactly do RCT findings tell us in education research?
- Published in:
- British Educational Research Journal, 2018, v. 44, n. 6, p. 939, doi. 10.1002/berj.3464
- By:
- Publication type:
- Article
Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes.
- Published in:
- British Educational Research Journal, 2015, v. 41, n. 4, p. 629, doi. 10.1002/berj.3167
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- Publication type:
- Article
Dilemmas of difference and the identification of special educational needs/disability: international perspectives.
- Published in:
- British Educational Research Journal, 2009, v. 35, n. 3, p. 447, doi. 10.1080/01411920802044446
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- Publication type:
- Article
Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools.
- Published in:
- British Educational Research Journal, 2004, v. 30, n. 1, p. 43, doi. 10.1080/01411920310001629965
- By:
- Publication type:
- Article
Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: a model of decision-making.
- Published in:
- British Educational Research Journal, 2002, v. 28, n. 1, p. 111, doi. 10.1080/01411920120109784
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- Publication type:
- Article
Mapping a Pedagogy for Special Educational Needs.
- Published in:
- British Educational Research Journal, 2001, v. 27, n. 3, p. 313, doi. 10.1080/01411920120048322
- By:
- Publication type:
- Article
Special needs and client rights: The changing social and political context of special...
- Published in:
- British Educational Research Journal, 1997, v. 23, n. 3, p. 379, doi. 10.1080/0141192970230309
- By:
- Publication type:
- Article
Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study.
- Published in:
- Journal of Child Psychology, 2012, v. 53, n. 7, p. 735, doi. 10.1111/j.1469-7610.2011.02490.x
- By:
- Publication type:
- Article
International perspectives on inclusive education: In the light of educational justice.
- Published in:
- 2024
- By:
- Publication type:
- Book Review
The Inclusion Illusion. How children with special educational needs experience mainstream schools: The Inclusion Illusion. How children with special educational needs experience mainstream schools, Rob Webster, (2022) London: UCL Press. It is available as an open access (free) download at: https://www.uclpress.co.uk/theinclusionillusion. Edited by Professor Brahm Norwich
- Published in:
- 2023
- By:
- Publication type:
- Book Review
Dyslexia: theories, assessment and support.
- Published in:
- 2023
- By:
- Publication type:
- Obituary
Parents' experiences of choosing a special school for their children.
- Published in:
- European Journal of Special Needs Education, 2022, v. 37, n. 6, p. 950, doi. 10.1080/08856257.2021.1967298
- By:
- Publication type:
- Article
Transitions for students with special educational needs: implications for inclusion policy and practice: by Geraldine Scanlon, Yvonne Barnes-Holmes, Michael Shevlin and Conor McGuckin, Oxford, Peter Lang Ltd, International Academic Publishers, 2019, 214 pp., £40 (paperback), ISBN 978-1-78707-972-4
- Published in:
- 2021
- By:
- Publication type:
- Book Review
Review of research literature about the use of lesson study and lesson study-related practices relevant to the field of special needs and inclusive education.
- Published in:
- European Journal of Special Needs Education, 2021, v. 36, n. 3, p. 309, doi. 10.1080/08856257.2020.1755929
- By:
- Publication type:
- Article
Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo.
- Published in:
- 2015
- By:
- Publication type:
- Letter to the Editor
A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach.
- Published in:
- European Journal of Special Needs Education, 2015, v. 30, n. 2, p. 253, doi. 10.1080/08856257.2015.1009702
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- Publication type:
- Article
Improving learning through dynamic assessment: a practical classroom resource.
- Published in:
- 2014
- By:
- Publication type:
- Book Review
What trainees in England learn about teaching pupils with special educational needs/disabilities in their school-based work: the contribution of planned activities in one-year initial training courses☆.
- Published in:
- European Journal of Special Needs Education, 2013, v. 28, n. 2, p. 136, doi. 10.1080/08856257.2013.778115
- By:
- Publication type:
- Article
Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: teachers’ concepts, attitudes and pedagogic strategies.
- Published in:
- European Journal of Special Needs Education, 2012, v. 27, n. 3, p. 301, doi. 10.1080/08856257.2012.678664
- By:
- Publication type:
- Article
Dilemmas of difference, inclusion and disability: international perspectives on placement.
- Published in:
- European Journal of Special Needs Education, 2008, v. 23, n. 4, p. 287, doi. 10.1080/08856250802387166
- By:
- Publication type:
- Article
Dyslexia‐friendly schools and parent partnership: inclusion and home–school relationships.
- Published in:
- European Journal of Special Needs Education, 2005, v. 20, n. 2, p. 147, doi. 10.1080/08856250500055628
- By:
- Publication type:
- Article
BOOK REVIEWS.
- Published in:
- 2007
- By:
- Publication type:
- Book Review
Teachers' attitudes towards integration / inclusion: a review of the literature.
- Published in:
- European Journal of Special Needs Education, 2002, v. 17, n. 2, p. 129, doi. 10.1080/08856250210129056
- By:
- Publication type:
- Article
Book Reviews.
- Published in:
- 2002
- By:
- Publication type:
- Book Review
Teachers’ perceptions of students with emotional and behavioural difficulties: severity and prevalence.
- Published in:
- European Journal of Special Needs Education, 2000, v. 15, n. 2, p. 171, doi. 10.1080/088562500361600
- By:
- Publication type:
- Article
Special or inclusive education?
- Published in:
- 1999
- By:
- Publication type:
- Book Review
Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: stigma and self‐perceptions.
- Published in:
- European Journal of Special Needs Education, 1997, v. 12, n. 1, p. 38, doi. 10.1080/0885625970120105
- By:
- Publication type:
- Article
The relationship between attitudes to the integration of children with special educational needs and wider socio‐political views; a US‐English comparison.
- Published in:
- European Journal of Special Needs Education, 1994, v. 9, n. 1, p. 91, doi. 10.1080/0885625940090108
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- Publication type:
- Article
Editorial: The role of evidence in developing effective educational inclusion.
- Published in:
- Frontiers in Education, 2023, p. 1, doi. 10.3389/feduc.2023.1335386
- By:
- Publication type:
- Article
The importance of peer-support for teaching staff when including children with special educational needs.
- Published in:
- School Psychology International, 2012, v. 33, n. 2, p. 167, doi. 10.1177/0143034311415783
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- Publication type:
- Article
Giving Psychology Away: Helping Pupils at Risk of Reading Failure By Means of a Self-Voice Feedback Programme.
- Published in:
- School Psychology International, 2007, v. 28, n. 5, p. 555, doi. 10.1177/0143034307085658
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- Publication type:
- Article
Future Directions for Professional Educational Psychology.
- Published in:
- School Psychology International, 2005, v. 26, n. 4, p. 387, doi. 10.1177/0143034305059014
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- Publication type:
- Article
Included and special.
- Published in:
- Pedagogy, Culture & Society, 2002, v. 10, n. 3, p. 493, doi. 10.1080/14681360200200156
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- Publication type:
- Article
Interpreting RCT, process evaluation and case study evidence in evaluating the Integrated Group Reading (IGR) programme: a teacher-led, classroom-based intervention for Year 2 and 3 pupils struggling to read.
- Published in:
- Educational Review, 2021, v. 73, n. 3, p. 346, doi. 10.1080/00131911.2018.1557597
- By:
- Publication type:
- Article
A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers.
- Published in:
- Journal of Research in Reading, 2018, v. 41, p. S197, doi. 10.1111/1467-9817.12264
- By:
- Publication type:
- Article
Predictors of word‐reading ability in 7‐year‐olds: analysis of data from a U.K. cohort study.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 58, doi. 10.1111/1467-9817.12087
- By:
- Publication type:
- Article
Lesson study: an inter-professional collaboration approach for Educational Psychologists to improve teaching and learning.
- Published in:
- Educational Psychology in Practice, 2018, v. 34, n. 4, p. 370, doi. 10.1080/02667363.2018.1468733
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- Publication type:
- Article
Educational psychologists and children in care: practices and issues.
- Published in:
- Educational Psychology in Practice, 2010, v. 26, n. 4, p. 375, doi. 10.1080/02667363.2010.521310
- By:
- Publication type:
- Article
Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists.
- Published in:
- Educational Psychology in Practice, 2010, v. 26, n. 3, p. 279, doi. 10.1080/02667363.2010.495215
- By:
- Publication type:
- Article
Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists.
- Published in:
- Educational Psychology in Practice, 2006, v. 22, n. 3, p. 255, doi. 10.1080/02667360600845836
- By:
- Publication type:
- Article
Developing a Self‐assessment of Learning Inventory for Use in Action Planning.
- Published in:
- Educational Psychology in Practice, 1998, v. 14, n. 3, p. 147, doi. 10.1080/0266736980140301
- By:
- Publication type:
- Article
Pedagogy for ethnic minority pupils with special educational needs in England: common yet different?
- Published in:
- Oxford Review of Education, 2017, v. 43, n. 4, p. 447, doi. 10.1080/03054985.2017.1331845
- By:
- Publication type:
- Article
Parental agency, identity and knowledge: mothers of children with dyslexia.
- Published in:
- Oxford Review of Education, 2004, v. 30, n. 3, p. 417, doi. 10.1080/0305498042000260511
- By:
- Publication type:
- Article
Ideological dilemmas in special needs education: Practitioners' views.
- Published in:
- Oxford Review of Education, 1993, v. 19, n. 4, p. 527, doi. 10.1080/0305498930190408
- By:
- Publication type:
- Article
'Listening to myself': improving oracy and literacy among children who fall behind.
- Published in:
- Early Child Development & Care, 2007, v. 177, n. 6/7, p. 633, doi. 10.1080/03004430701379009
- By:
- Publication type:
- Article