Citations (101)
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Georgette Bajada, Anne-Marie Callus & Kurt Borg. (2022) Unpretentious education: a Foucaultian study of inclusive education in Malta. Disability & Society 37:8, pages 1247-1271.
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Yeshayahu Hutzler, Riki Tesler, Kwok Ng, Sharon Barak, Hadas Kazula & Yossi Harel-Fisch. (2021) Physical activity, sedentary screen time and bullying behaviors: exploring differences between adolescents with and without disabilities. International Journal of Adolescence and Youth 26:1, pages 110-126.
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Julia J. Sterman, Geraldine A. Naughton, Anita C. Bundy, Elspeth Froude & Michelle A. Villeneuve. (2020) Is play a choice? Application of the capabilities approach to children with disabilities on the school playground. International Journal of Inclusive Education 24:6, pages 579-596.
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Ann-Carita Evaldsson & Johanna Svahn. (2019) Tracing unique trajectories of participation for a ‘girl with ADHD’: from ‘unwilling student’ to ‘agentive learner’. Emotional and Behavioural Difficulties 24:3, pages 254-272.
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John Ravenscroft, John Davis, Mert Bilgin & Kerry Wazni. (2019) Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey. Disability & Society 34:4, pages 629-656.
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Margaret F. Gibson. (2018) Predator, Pet Lesbian, or Just The Nanny? LGBTQ Parents of Children With Disabilities Describe Categorization. Journal of Homosexuality 65:7, pages 860-883.
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Jackie Farr. (2018) Between a rock and a hard place: the impact of the professionalization of the role of the teaching assistant in mainstream school physical education in the United Kingdom. Sport in Society 21:1, pages 106-124.
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Ming Lui, Lan Yang & Kuen-Fung Sin. (2017) Parents’ Perspective of the Impact of School Practices on the Functioning of Students with Special Educational Needs. International Journal of Disability, Development and Education 64:6, pages 624-643.
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Stefanie Gregorius. (2016) Exploring narratives of education: disabled young people’s experiences of educational institutions in Ghana. Disability & Society 31:3, pages 322-338.
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Cornelia Schneider. (2015) Social participation of children and youth with disabilities in Canada, France and Germany. International Journal of Inclusive Education 19:10, pages 1068-1079.
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Mona Asbjørnslett, Gunn Helene Engelsrud & Sølvi Helseth. (2015) How Children with Disabilities Engage in Occupations during a Transitional Phase. Journal of Occupational Science 22:3, pages 320-333.
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Mona Asbjørnslett, Gunn Helene Engelsrud & Sølvi Helseth. (2015) Inclusion and participation in everyday school life: experiences of children with physical (dis)abilities. International Journal of Inclusive Education 19:2, pages 199-212.
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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.
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Anastasia Vlachou & Ioanna Papananou. (2015) Disabled students’ narratives about their schooling experiences. Disability & Society 30:1, pages 73-86.
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Tillie Curran & Katherine Runswick-Cole. (2014) Disabled children’s childhood studies: a distinct approach?. Disability & Society 29:10, pages 1617-1630.
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Mona Asbjørnslett, Sølvi Helseth & Gunn H. Engelsrud. (2014) ‘Being an ordinary kid’ – demands of everyday life when labelled with disability. Scandinavian Journal of Disability Research 16:4, pages 364-376.
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J.M. Davis & P. Deponio. (2014) Analysing conflicting approaches to dyslexia on a European project: moving to a more strategic, participatory, strength-based and integrated approach. International Journal of Inclusive Education 18:5, pages 515-534.
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Karen K. Yoshida, Fady Shanouda & Jason Ellis. (2014) An education and negotiation of differences: the ‘schooling’ experiences of English-speaking Canadian children growing up with polio during the 1940s and 1950s. Disability & Society 29:3, pages 345-358.
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Michael Gaffney. (2014) Calling forth disability in the classroom. Disability & Society 29:3, pages 359-372.
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Joy Cumming, Elizabeth Dickson & Amanda Webster. (2013) Reasonable Adjustments in Assessment: Putting Law and Policy into Practice in Australia. International Journal of Disability, Development and Education 60:4, pages 295-311.
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Steve Greenfield. (2013) Law's impact on youth sport: should coaches be ‘concerned about litigation’?. Sports Coaching Review 2:2, pages 114-123.
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Samantha Child & Melanie Nind. (2013) Sociometric methods and difference: a force for good – or yet more harm. Disability & Society 28:7, pages 1012-1023.
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Jude MacArthur. (2013) Sustaining friendships, relationships, and rights at school. International Journal of Inclusive Education 17:8, pages 793-811.
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Janine Coates & Philip Vickerman. (2013) A review of methodological strategies for consulting children with special educational needs in physical education. European Journal of Special Needs Education 28:3, pages 333-347.
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J. Joy Cumming & Elizabeth Dickson. (2013) Educational accountability tests, social and legal inclusion approaches to discrimination for students with disability: a national case study from Australia. Assessment in Education: Principles, Policy & Practice 20:2, pages 221-239.
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Nancy Worth. (2013) Making friends and fitting in: a social-relational understanding of disability at school. Social & Cultural Geography 14:1, pages 103-123.
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Eliza de Vet, Gordon Waitt & Andrew Gorman-Murray. (2012) ‘How dare you say that about my friend’: negotiating disability and identity within Australian high schools. Australian Geographer 43:4, pages 377-391.
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Johanna Olli, Tanja Vehkakoski & Sanna Salanterä. (2012) Facilitating and hindering factors in the realization of disabled children’s agency in institutional contexts: literature review. Disability & Society 27:6, pages 793-807.
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Gill Rutherford. (2012) In, out or somewhere in between? Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education 16:8, pages 757-774.
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Selina McCoy & Joanne Banks. (2012) Simply academic? Why children with special educational needs don’t like school. European Journal of Special Needs Education 27:1, pages 81-97.
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Anne McMaugh. (2011) En/countering disablement in school life in Australia: children talk about peer relations and living with illness and disability. Disability & Society 26:7, pages 853-866.
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Gale Macleod. (2010) Identifying obstacles to a multidisciplinary understanding of ‘disruptive’ behaviour. Emotional and Behavioural Difficulties 15:2, pages 95-109.
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Louise Holt. (2010) Young people's embodied social capital and performing disability. Children's Geographies 8:1, pages 25-37.
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Janine Coates & Philip Vickerman. (2010) Empowering children with special educational needs to speak up: experiences of inclusive physical education. Disability and Rehabilitation 32:18, pages 1517-1526.
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Nancy Salmon & Raewyn Bassett. (2009) Harried by Harding and Haraway: student–mentor collaboration in disability studies. Disability & Society 24:7, pages 911-924.
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N. Higgins, J. MacArthur & B. Kelly. (2009) Including disabled children at school: is it really as simple as ‘a, c, d’?. International Journal of Inclusive Education 13:5, pages 471-487.
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Kajsa Jerlinder, Berth Danermark & Peter Gill. (2009) Normative approaches to justice in physical education for pupils with physical disabilities – dilemmas of recognition and redistribution. Disability & Society 24:3, pages 331-342.
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Vanessa Singh & Anita Ghai. (2009) Notions of self: lived realities of children with disabilities. Disability & Society 24:2, pages 129-145.
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Michael Shevlin & Richard Rose. (2008) Pupils as partners in education decision‐making: responding to the legislation in England and Ireland. European Journal of Special Needs Education 23:4, pages 423-430.
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Julie Causton-Theoharis & Corrie Burdick. (2008) Paraprofessionals: Gatekeepers of Authentic Art Production. Studies in Art Education 49:3, pages 167-182.
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Clare Connors & Kirsten Stalker. (2007) Children’s experiences of disability: pointers to a social model of childhood disability. Disability & Society 22:1, pages 19-33.
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Anastasia Vlachou, Eleni Didaskalou & Effi Argyrakouli. (2006) Preferences of students with general learning difficulties for different service delivery modes. European Journal of Special Needs Education 21:2, pages 201-216.
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Margaret Taylor. (2005) Self‐identity and the arts education of disabled young people. Disability & Society 20:7, pages 763-778.
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Michael Curtin & Gill Clarke. (2005) Listening to Young People with Physical Disabilities' Experiences of Education. International Journal of Disability, Development and Education 52:3, pages 195-214.
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Berni Kelly
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Hayley Fitzgerald. (2005) Still feeling like a spare piece of luggage? Embodied experiences of (dis)ability in physical education and school sport. Physical Education and Sport Pedagogy 10:1, pages 41-59.
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Susan J. Waite
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Michael Shevlin, Mairin Kenny & Eileen Me Neela. (2004) Access routes to higher education for young people with disabilities: A question of chance?. Irish Educational Studies 23:2, pages 37-53.
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Louise Holt. (2004) Children with mind–body differences: performing disability in primary school classrooms. Children's Geographies 2:2, pages 219-236.
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Louise Holt. (2004) The ‘voices’ of children: de‐centring empowering research relations. Children's Geographies 2:1, pages 13-27.
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Nadia Farmakopoulou & Nick Watson. (2003) Motivations for entering and pathways of progression of disabled students in further education. International Journal of Inclusive Education 7:3, pages 223-239.
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Stephen Case. (2001) Learning to Partner, Disabling Conflict: Early indications of an improving relationship between parents and professionals with regard to service provision for children with learning disabilities. Disability & Society 16:6, pages 837-854.
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