Citations (56)
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Åsa Olsson. (2023) Teachers’ gendered perceptions of attention deficit hyperactivity disorder – a literature review. European Journal of Special Needs Education 38:3, pages 303-316.
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Eva Bendix Petersen & Laura Louise Sarauw. (2023) Psychometrics as performance indicator: new modes of governance of universities?. International Journal of Qualitative Studies in Education 0:0, pages 1-12.
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Antonio Iudici, Mathilda Tassinari Rogalin & Gianpiero Turchi. (2021) Health service and school: new interactions. Comparison between the Italian system and the Swedish system on the diagnostic process of pupils. International Journal of Inclusive Education 25:9, pages 1027-1041.
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Mattias Nilsson Sjöberg. (2021) Reconstructing truth, deconstructing ADHD: Badiou, onto-epistemological violence and the diagnosis of ADHD. Critical Studies in Education 62:2, pages 243-257.
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Christopher Drew. (2019) PROBLEMATISING ‘STUDENT CHOICE’ IN CLASSROOMS. British Journal of Educational Studies 67:4, pages 541-555.
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Thyge Tegtmejer. (2019) ADHD as a classroom diagnosis. An exploratory study of teachers’ strategies for addressing ‘ADHD classroom behaviour’. Emotional and Behavioural Difficulties 24:3, pages 239-253.
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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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David Armstrong. (2018) Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education 22:9, pages 997-1013.
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Bjørn Hamre, Lotte Hedegaard-Sørensen & Søren Langager. (2018) Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists. International Journal of Inclusive Education 22:6, pages 655-670.
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Mattias Nilsson Sjöberg & Johan Dahlbeck. (2018) The inadequacy of ADHD: a philosophical contribution. Emotional and Behavioural Difficulties 23:1, pages 97-108.
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Tina Hellblom-Thibblin. (2018) Challenges and dilemmas – a conceptual approach to children’s diversity in school. European Journal of Special Needs Education 33:1, pages 1-15.
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Mattias Nilsson Sjöberg. (2017) (Un)becoming dysfunctional: ADHD and how matter comes to matter. International Journal of Inclusive Education 21:6, pages 602-615.
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Kathryn Gibbs, K. Louise Mercer & Suzanne Carrington. (2016) The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study. International Journal of Disability, Development and Education 63:6, pages 608-622.
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Anastasia Liasidou. (2016) Discourse, power interplays and ‘disordered identities’: an intersectional framework for analysis and policy development. Emotional and Behavioural Difficulties 21:2, pages 228-240.
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David Armstrong, Deborah Price & Tim Crowley. (2015) Thinking it through: a study of how pre-service teachers respond to children who present with possible mental health difficulties. Emotional and Behavioural Difficulties 20:4, pages 381-397.
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Anastasia Liasidou & Androniki Antoniou. (2015) Head teachers’ leadership for social justice and inclusion. School Leadership & Management 35:4, pages 347-364.
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Eva Hjörne & Ann-Carita Evaldsson. (2015) Reconstituting the ADHD girl: accomplishing exclusion and solidifying a biomedical identity in an ADHD class. International Journal of Inclusive Education 19:6, pages 626-644.
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Joan Gaynor Mowat. (2015) ‘Inclusion – that word!’ examining some of the tensions in supporting pupils experiencing social, emotional and behavioural difficulties/needs. Emotional and Behavioural Difficulties 20:2, pages 153-172.
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Eva Hjörne & Roger Säljö. (2014) The practices of dealing with children in need of special support: a Nordic perspective. Emotional and Behavioural Difficulties 19:3, pages 246-250.
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David Armstrong. (2014) Educator perceptions of children who present with social, emotional and behavioural difficulties: a literature review with implications for recent educational policy in England and internationally. International Journal of Inclusive Education 18:7, pages 731-745.
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Kathy Cologon. (2012) Confidence in their own ability: postgraduate early childhood students examining their attitudes towards inclusive education. International Journal of Inclusive Education 16:11, pages 1155-1173.
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Srikala Naraian, DianneL. Ferguson & Natalie Thomas. (2012) Transforming for inclusive practice: professional development to support the inclusion of students labelled as emotionally disturbed. International Journal of Inclusive Education 16:7, pages 721-740.
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Linda Dunne & Alexis Moore. (2011) From boy to man: a personal story of ADHD. Emotional and Behavioural Difficulties 16:4, pages 351-364.
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Joan
Gaynor Mowat. (2010) Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): affordances and constraints. International Journal of Inclusive Education 14:6, pages 631-648.
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Simon Bailey. (2010) The DSM and the dangerous school child. International Journal of Inclusive Education 14:6, pages 581-592.
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Linda Wheeler. (2010) Critique of the article by Visser and Jehan (2009): ‘ADHD: a scientific fact or a factual opinion? A critique of the veracity of Attention Deficit Hyperactivity Disorder’. Emotional and Behavioural Difficulties 15:3, pages 257-267.
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Ton Mooij & Ed Smeets. (2009) Towards systemic support of pupils with emotional and behavioural disorders. International Journal of Inclusive Education 13:6, pages 597-616.
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John Visser & Zenib Jehan. (2009) ADHD: a scientific fact or a factual opinion? A critique of the veracity of Attention Deficit Hyperactivity Disorder. Emotional and Behavioural Difficulties 14:2, pages 127-140.
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Brenton Prosser & Robert Reid. (2009) Changes in use of psychostimulant medication for ADHD in South Australia (1990–2006). Australian and New Zealand Journal of Psychiatry 43:4, pages 340-347.
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Lorelei Carpenter & Helena Austin. (2008) How to be recognized enough to be included?. International Journal of Inclusive Education 12:1, pages 35-48.
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BrentonJ. Prosser. (2008) Beyond ADHD: a consideration of attention deficit hyperactivity disorder and pedagogy in Australian schools. International Journal of Inclusive Education 12:1, pages 81-97.
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Sheila Jones & Morten Hesse. (2014) Adolescents With ADHD: Experiences of Having an ADHD Diagnosis and Negotiations of Self-Image and Identity. Journal of Attention Disorders 22:1, pages 92-102.
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Michelle Richardson, Darren A Moore, Ruth Gwernan-Jones, Jo Thompson-Coon, Obioha Ukoumunne, Morwenna Rogers, Rebecca Whear, Tamsin V Newlove-Delgado, Stuart Logan, Christopher Morris, Eric Taylor, Paul Cooper, Ken Stein, Ruth Garside & Tamsin J Ford. (2015) Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: systematic reviews of quantitative and qualitative research. Health Technology Assessment 19:45, pages 1-470.
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