Citations (26)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (15)
Craig Skerritt, Martin Brown & Joe O’Hara. (2023) Student voice and classroom practice: how students are consulted in contexts without traditions of student voice. Pedagogy, Culture & Society 31:5, pages 955-974.
Read now
Read now
Craig Skerritt. (2021) PRESSURE, BUREAUCRACY, ACCOUNTABILITY, AND ALL FOR SHOW: IRISH PERSPECTIVES ON LIFE INSIDE ENGLAND’S SCHOOLS. British Journal of Educational Studies 69:6, pages 693-713.
Read now
Read now
A. L. Gallagher, C. A. Murphy, P. F. Conway & A. Perry. (2021) Establishing premises for inter-professional collaborative practice in school: inclusion, difference and influence. Disability and Rehabilitation 43:20, pages 2909-2918.
Read now
Read now
Hayley Pinkard. (2021) The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Needs Education 36:2, pages 248-264.
Read now
Read now
Claire Griffin & Peter Blatchford. (2021) Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence. European Journal of Special Needs Education 36:2, pages 198-214.
Read now
Read now
Donal Howley & Mary O’Sullivan. (2021) ‘Getting better bit by bit’: Exploring learners’ enactments of student voice in physical education. Curriculum Studies in Health and Physical Education 12:1, pages 3-19.
Read now
Read now
M. Akshir Ab Kadir. (2019) Singapore’s educational policy through the prism of student voice: recasting students as co-agents of educational change and ‘disrupting’ the status quo?. Journal of Education Policy 34:4, pages 547-576.
Read now
Read now
Henry Wood, Karen O’Farrell, Caroline Bjerk-Andersen, Cate Mullen & Hanna Kovshoff. (2019) The impact of Planning Alternative Tomorrows with Hope (PATH) for children and young people. Educational Psychology in Practice 35:3, pages 326-338.
Read now
Read now
David Mc Keon. (2017) Emotional and behavioural difficulties: the effects of structures, ethos and understandings on provision in Irish post-primary schools. European Journal of Special Needs Education 32:2, pages 221-237.
Read now
Read now
Jane Murray. (2016) Young children are researchers: Children aged four to eight years engage in important research behaviour when they base decisions on evidence. European Early Childhood Education Research Journal 24:5, pages 705-720.
Read now
Read now
Sheila Perry & Marie Clarke. (2015) The law and special educational needs in Ireland: perspectives from the legal profession. European Journal of Special Needs Education 30:4, pages 490-504.
Read now
Read now
John M. Davis, John Ravenscroft & Nik Bizas. (2015) Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project. Child Care in Practice 21:1, pages 33-49.
Read now
Read now
Fiona Smyth, Michael Shevlin, Tobias Buchner, Gottfried Biewer, Paula Flynn, Camille Latimier, Jan Šiška, Mario Toboso-Martín, Susana Rodríguez Díaz & Miguel A.V. Ferreira. (2014) Inclusive education in progress: policy evolution in four European countries. European Journal of Special Needs Education 29:4, pages 433-445.
Read now
Read now
Tim Loreman. (2014) Measuring inclusive education outcomes in Alberta, Canada. International Journal of Inclusive Education 18:5, pages 459-483.
Read now
Read now
Gill Clarke, Georgie Boorman & Melanie Nind. (2011) ‘If they don’t listen I shout, and when I shout they listen’: hearing the voices of girls with behavioural, emotional and social difficulties. British Educational Research Journal 37:5, pages 765-780.
Read now
Read now
Articles from other publishers (11)
Muiread Murphy, Stephanie Thompson, David M. Doyle & Delia Ferri. (2022) Inclusive education and the law in Ireland. International Journal of Law in Context, pages 1-21.
Crossref
Crossref
David Mc Keon. (2020) ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving Schools 23:2, pages 159-174.
Crossref
Crossref
A. L. Gallagher, CA. Murphy, P. F. Conway & A. Perry. (2019) Engaging multiple stakeholders to improve speech and language therapy services in schools: an appreciative inquiry-based study. BMC Health Services Research 19:1.
Crossref
Crossref
Dana Mitra. (2018) Student voice in secondary schools: the possibility for deeper change. Journal of Educational Administration 56:5, pages 473-487.
Crossref
Crossref
John Kubiak. (2017) Using ‘voice’ to understand what college students with intellectual disabilities say about the teaching and learning process. Journal of Research in Special Educational Needs 17:1, pages 41-48.
Crossref
Crossref
Dana Mitra, Stephanie Serriere & Ben Kirshner. (2013) Youth Participation in U.S. Contexts: Student Voice Without a National Mandate. Children & Society, pages n/a-n/a.
Crossref
Crossref
Francesco Sofo, Cinzia Colapinto, Michelle Sofo & Salvatore AmmiratoFrancesco Sofo, Cinzia Colapinto, Michelle Sofo & Salvatore Ammirato. 2013. Adaptive Decision Making and Intellectual Styles. Adaptive Decision Making and Intellectual Styles
1
34
.
Thérèse McPhillips, Michael Shevlin & Louise Long. (2012) A right to be heard: learning from learners with additional needs in literacy. Literacy 46:2, pages 59-66.
Crossref
Crossref
Theophilus Moma Tambi. 2012. Policy, Discourse and Rhetoric. Policy, Discourse and Rhetoric
59
78
.
Sarah Parsons, Laura Millen, Sara Garib‐Penna & Sue Cobb. (2011) Participatory design in the development of innovative technologies for children and young people on the autism spectrum: the COSPATIAL project. Journal of Assistive Technologies 5:1, pages 29-34.
Crossref
Crossref
Rosalind Latiner Raby. (2009) Comparative and International Education: A Bibliography (2008). Comparative Education Review 53:S1, pages S1-S125.
Crossref
Crossref