Citations (18)
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Sean J. O’Neill & Sinéad Smyth. (2023) Using off-the-shelf solutions as assistive technology to support the self-management of academic tasks for autistic university students. Assistive Technology 0:0, pages 1-15.
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Laura Gormley, Abbie Feeney & Sinéad McNally. (2023) A scoping review of research trends and future directions for research on the experiences of autistic students and staff in post-secondary education. European Journal of Higher Education 0:0, pages 1-20.
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Anabel Moriña & Gilda Biagiotti. (2022) Academic success factors in university students with disabilities: a systematic review. European Journal of Special Needs Education 37:5, pages 729-746.
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Henri V. Pesonen, Mitzi Waltz, Marc Fabri, Minja Lahdelma & Elena V. Syurina. (2021) Students and graduates with autism: perceptions of support when preparing for transition from university to work. European Journal of Special Needs Education 36:4, pages 531-546.
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Anabel Moriña, Víctor M. Molina & M Dolores Cortés-Vega. (2018) Voices from Spanish students with disabilities: willpower and effort to survive university. European Journal of Special Needs Education 33:4, pages 481-494.
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Articles from other publishers (13)
Paul A. Bartolo, Michelle Borg, Anne-Marie Callus, Alistair De Gaetano, Marchita Mangiafico, Edward Mazzacano D’Amato, Carmen Sammut, Ramona Vella Vidal & Jonathan Vincent. (2023) Aspirations and accommodations for students with disability to equitably access higher education: a systematic scoping review. Frontiers in Education 8.
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Richard Rose & Michael Shevlin. 2023. Progress Toward Agenda 2030. Progress Toward Agenda 2030
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Richard Rose & Michael Shevlin. 2023. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World. Interdisciplinary Perspectives on Special and Inclusive Education in a Volatile, Uncertain, Complex & Ambiguous (Vuca) World
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Joanne Banks, Des Aston & Michael Shevlin. 2022. Transition Programs for Children and Youth with Diverse Needs. Transition Programs for Children and Youth with Diverse Needs
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Mariya T. Davis, Gavin W. Watts & Eric J. López. (2021) A systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education. Research in Autism Spectrum Disorders 84, pages 101769.
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Mary‐Ann O'Donovan. (2021) The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 68-74.
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Sinéad Smyth, Nadine Mc Laughlin, Cillian Egan, Cathal Gurrin, Katie Quinn, Maria McGarrell & Sarah Devlin. (2021) Study protocol for autism specific transition resources (T-Res Study): developing a flexible resource package for dealing with the loosening and/or lifting of COVID-19 related restrictions. HRB Open Research 4, pages 12.
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Ludmila V. Tokarskaia, Tatiana Y. Bystrova & Elmira R. Valieva. (2021) The project of professional career orientation complex for ASD pupils based on virtual reality technologies. SHS Web of Conferences 97, pages 01017.
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Chantelle Zilli, Sarah Parsons & Hanna Kovshoff. (2019) Keys to engagement: A case study exploring the participation of autistic pupils in educational decision‐making at school. British Journal of Educational Psychology 90:3, pages 770-789.
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Anabel Moriña, Víctor H. Perera & Noelia Melero. (2019) Difficulties and reasonable adjustments carried out by Spanish faculty members to include students with disabilities. British Journal of Special Education 47:1, pages 6-23.
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Marta Sandoval Mena, Cecilia Simón Rueda & Carmen Márquez Vázquez. (2018) ¿Aulas inclusivas o excluyentes?: barreras para el aprendizaje y la participación en contextos universitarios. Revista Complutense de Educación 30:1, pages 261-276.
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Anabel Moriña & Rafael Carballo. (2018) Profesorado universitario y educación inclusiva: respondiendo a sus necesidades de formación. Psicologia Escolar e Educacional 22:spe, pages 87-95.
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Anabel Moriña & Rafael Carballo. (2017) The impact of a faculty training program on inclusive education and disability. Evaluation and Program Planning 65, pages 77-83.
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