Citations (14)
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Rachel Roegman, Suzanne Pratt, Sabrina Sanchez & Crystal Chen. (2018) Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. The New Educator 14:4, pages 293-314.
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Phyllis Jones & Michael W. Riley. (2017) ‘Trying, failing, succeeding, and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties. European Journal of Teacher Education 40:2, pages 271-285.
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Kathleen A. K. Thorius. (2016) Stimulating tensions in special education teachers' figured world: an approach toward inclusive education. International Journal of Inclusive Education 20:12, pages 1326-1343.
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Clare Woolhouse. (2015) Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education 27:2, pages 131-147.
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Suzanne Mackenzie. (2013) Achievers, confidence-builders, advocates, relationship-developers and system-changers: what ‘making a difference’ means to those who work with children with special educational needs – a typology of rewards. Teachers and Teaching 19:4, pages 433-448.
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Clare Woolhouse. (2012) Reflective practice and identity construction: the particularities of the experiences of teachers specialising in dyslexia. Reflective Practice 13:6, pages 747-760.
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Mary Fisher & PatriciaM. Rogan. (2012) K–12 and University Educators Working Together Toward Change: Initiating a Conversation About Practice. The Teacher Educator 47:2, pages 123-143.
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Alan Hodkinson. (2009) Pre‐service teacher training and special educational needs in England 1970–2008: is government learning the lessons of the past or is it experiencing a groundhog day?. European Journal of Special Needs Education 24:3, pages 277-289.
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Phyllis Jones. (2005) Teachers' views of their pupils with profound and multiple learning difficulties. European Journal of Special Needs Education 20:4, pages 375-385.
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Articles from other publishers (5)
Catherine Stewart & Caroline Walker‐Gleaves. (2020) A narrative exploration of how curricula for children with profound and multiple learning difficulties shape and are shaped by the practices of their teachers. British Journal of Special Education 47:3, pages 350-375.
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Deborah Robinson. (2017) Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education 61, pages 164-178.
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Lani Florian & Martyn Rouse. (2009) The inclusive practice project in Scotland: Teacher education for inclusive education. Teaching and Teacher Education 25:4, pages 594-601.
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Elizabeth West, Phyllis Jones & Dana Stevens. (2016) Teachers of Students with Low Incidence Disabilities Talk about Their Own Learning: An International Insight. Research and Practice for Persons with Severe Disabilities 31:2, pages 186-195.
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Phyllis Jones, Elizabeth West & Dana Stevens. (2006) Nurturing moments of transformation in teachers – comparative perspectives on the challenges of professional development. British Journal of Special Education 33:2, pages 82-90.
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