Citations (27)
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Zoe Capper & Colette Soan. (2022) A cultural historical activity theory analysis of educational psychologists’ statutory assessment process post- 2014 children and families act. Educational Psychology in Practice 38:4, pages 428-447.
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Alan Hodkinson & Leah Burch. (2019) The 2014 special educational needs and disability code of practice: old ideology into new policy contexts?. Journal of Education Policy 34:2, pages 155-173.
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Sarah Arduin. (2015) A review of the values that underpin the structure of an education system and its approach to disability and inclusion. Oxford Review of Education 41:1, pages 105-121.
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Philip Vickerman. (2012) Including children with special educational needs in physical education: has entitlement and accessibility been realised?. Disability & Society 27:2, pages 249-262.
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Godfred Bonnah Nkansah & Tim Unwin. (2010) The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potential. Information Technology for Development 16:3, pages 191-211.
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Alan Dyson & Frances Gallannaugh. (2007) National policy and the development of inclusive school practices: a case study. Cambridge Journal of Education 37:4, pages 473-488.
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Mel Ainscow, Tony Booth & Alan Dyson. (2006) Inclusion and the standards agenda: negotiating policy pressures in England. International Journal of Inclusive Education 10:4-5, pages 295-308.
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Barbara A. Cole
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VALMAE YPINAZAR
& PAUL PAGLIANO. (2004) Seeking inclusive education: disrupting boundaries of ‘special’ and ‘regular’ education. International Journal of Inclusive Education 8:4, pages 423-442.
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SUZANNE CARRINGTON
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SHEREEN BENJAMIN. (2003) What Counts as 'Success'? Hierarchical discourses in a girls' comprehensive school. Discourse: Studies in the Cultural Politics of Education 24:1, pages 105-118.
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Peter Westwood & Lorraine Graham. (2003) Inclusion of students with special needs: Benefits and obstacles perceived by teachers in new South Wales and South Australia
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Shereen Benjamin. (2002) Reproducing Traditional Femininities? The Social Relations of 'Special Educational Needs' in a Girls' Comprehensive School. Gender and Education 14:3, pages 281-294.
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Articles from other publishers (14)
Eleanor Warnes, Elizabeth J. Done & Helen Knowler. (2021) Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions. Journal of Research in Special Educational Needs 22:1, pages 31-43.
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Tariq Ahsan & Umesh Sharma. (2018) Pre‐service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh. British Journal of Special Education 45:1, pages 81-97.
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Ben Firth, Victoria Melia, Dave Bergan & Lisa Whitby. (2014) “No Ceiling on Achievement”: Breaking the Glass Ceiling or Hitting a Steel Plate in Urban Schools?. The Urban Review 46:5, pages 877-890.
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Simon Ellis & Janet Tod. (2014) Chapter 5. Special educational needs and inclusion: reflection, renewal and reality. Journal of Research in Special Educational Needs 14:3, pages 205-210.
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Trish McMenamin. (2014)
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Theophilus Moma Tambi. 2012. Policy, Discourse and Rhetoric. Policy, Discourse and Rhetoric
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JANINE COATES & PHILIP VICKERMAN. (2008) Let the children have their say: children with special educational needs and their experiences of Physical Education – a review. Support for Learning 23:4, pages 168-175.
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Ozcan Konur. (2006) Participation of children with dyslexia in compulsory education: current public policy issues. Dyslexia 12:1, pages 51-67.
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Angela Morgan. (2016) Governmentality versus choice in contemporary special education. Critical Social Policy 25:3, pages 325-348.
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John Swain & Tina Cook. (2016) In the name of inclusion: ‘We all, at the end of the day, have the needs of the children at heart’. Critical Social Policy 21:2, pages 185-207.
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