Transition, Inclusion and Partnership: Child-, Parent- and Professional-led Approaches in a European Research Project

References

• Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abingdon: Routledge.
   Google Scholar
• Alderson, P. (2000). Young children's rights: Exploring beliefs, principle and practice. London: Jessica Kingsley.
   Google Scholar
• Allan, J. (2010). Questions of inclusion in Scotland and Europe. European Journal of Special Needs Education, 25(2), 199–208.
   Google Scholar
• Barnes, C. (1991). Disabled people in Britain and discrimination; A case for anti-discrimination legislation. London: Hurst & Co.
   Google Scholar
• Booth, T., & Ainscow, M. (2000). Index on inclusion. Bristol: Centre for Studies on Inclusive Education.
   Google Scholar
• Borket, M., & De Tona, C. (2006). Stories of HERMES: An analysis of the issues faced by young European researchers in migration and ethnic studies. Forum: Qualitative Social Research, 7, 3. Retrieved July 15, 2014, from http://www.qualitative-research.net/index.php/fqs/article/view/133/287
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Buran, C., Sawin, K., Grayson, P., & Criss, S. (2009). Family needs assessment in cerebral palsy clinic. Journal for Specialist in Paediatric Nursing, 14, 87–93.
   Google Scholar
• Burman, E. (1996). Local, global or globalized? Child Development and international children's rights legislation. Childhood, 3(1), 45–66.
   Web of Science ®Google Scholar
• Burman, E. (2008). Deconstructing developmental psychology (2nd ed.). London: Routledge.
   Google Scholar
• Cavet, J., & Sloper, P. (2004). The participation of children and young people in decisions about UK service development. Child: Care, Health, and Development, 30, 613–621.
   PubMed Web of Science ®Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Languages of evaluation. London: Routledge.
   Google Scholar
• Davis, J. M. (2011). Integrated working in children's services. London: Sage.
   Google Scholar
• Davis, J. M., & Deponio, P. (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), 515–534.
   Web of Science ®Google Scholar
• Davis, J. M., Ravenscroft, J., McNair, L., & Noble, A. (2012). FIESTA: A framework for european collaborative working, inclusive education and transition ( EACEA Project Number 517748-LLP-1-2011-IE-COMENIUS-CNW). Edinburgh: EACEA/Edinburgh University.
   Google Scholar
• Davis, J. M., & Watson, N. (2001). Where are the children's experiences? Analysing social and cultural exclusion in “special” and “mainstream” schools. Disability and Society, 16(5), 671–687.
   Web of Science ®Google Scholar
• Dolan, P. (2008). Social support, social justice and social capital: A tentative theoretical triad for community development. Community Development, 39(1), 112–119.
   Google Scholar
• Evans, J., & Lunt, I. (2002). Inclusive education: Are there limits? European Journal of Special Needs Education, 17(1), 1–14.
   Google Scholar
• Farrell, P. (2001). Special education in the last twenty years. British Journal of Special Education, 28(1), 3–10.
   Google Scholar
• Frost, N. (2009). “Do you know what I mean?”: The use of a pluralistic narrative analysis approach in the interpretation of the interview. Qualitative Research, 9, 9–29.
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Stages for qualitative research. Chicago: Aldine.
   Google Scholar
• Green, A. (2008) Transition of children with cerebral palsy ( PhD thesis, Edinburgh Napier University).
   Google Scholar
• Hammersley, M. (1990). Classroom ethnography. Milton Keynes: Open University Press.
   Google Scholar
• Higgins, N., MacArthur, J., & Rietveld, C. (2006). Higgledy-piggledy policy: Confusion about inclusion. Childrenz Issues, 10(1), 30–36.
   Google Scholar
• Kinsella, W., & Senior, J. (2008). Developing inclusive schools: A systematic approach. International Journal of Inclusive Education, 12(5& 6), 651–665.
   Web of Science ®Google Scholar
• Meegan, S., & MacPhail, A. (2006). Inclusive education: Ireland's provision for children with special educational needs. Irish Educational Studies, 25(1), 53–62.
   Google Scholar
• Mollard, C. (2003). Why it's worth it: Inclusive education in Scotland—A parents' perspective. Edinburgh: Enquire.
   Google Scholar
• Mongon, D., & Hart, S. (1989). Improving classroom behaviour. London: Cassell.
   Google Scholar
• Moore, S., Tulk, W., & Mitchell, R. (2005). Qallunaat crossing: The southern–northern divide and promising practices for canada's inuit young people'. The First Peoples Child & Family Review, 2(1), 117–129.
   Google Scholar
• Morris, J. (1991). Pride against prejudice: Transforming attitudes to disability. London: Women's Press.
   Google Scholar
• Newman, I., Ridenour, C. S., Newman, C., & DeMarco, G. M. P., Jr. (2003). Typology of purpose: A tool for thinking about research questions, designs, and mixed methods. In A. Tashakkori & C. Teddlie (Eds.). Handbook of mixed methods in social and behavioral research (pp. 167–188). Thousand Oaks, CA: Sage.
   Google Scholar
• O'Donnell, P. (2003). Developments in special education in Ireland: Deep structures and policy making. International Journal of Inclusive Education, 7(3), 259–269.
   Google Scholar
• Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan.
   Google Scholar
• Pianta, R. C. (2003). Can school psychology make the shift? School Psychology Review, 32(3), 331–335.
   Web of Science ®Google Scholar
• Pratt, S., & George, R. (2004). Transferring friendships: Girls' and boys' friendships in the transition from primary to secondary school. Children and Society, 19, 16–25.
   Google Scholar
• Rapley, T. (2007). Doing conversation, discourse and document analysis. London: Sage.
   Google Scholar
• Reiss, J., Gibson, R., & Walker, L. (2005). Health care transitions: Youth, family and provider perspectives. Paediatrics, 115, 112–120.
   PubMed Web of Science ®Google Scholar
• Riessman, C. K. (2008) Narrative methods for the human sciences. Los Angeles: Sage.
   Google Scholar
• Rutter, M., Maugham, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours. London: Open Books.
   Google Scholar
• Shevlin, M., & Rose, R. (2008). Pupils as partners in education decision-making: Responding to the legislation in England and Ireland. European Journal of Special Needs Education, 23, 423–430.
   Google Scholar
• Timmons, J., Whitney-Thomas, J., McIntyre, J., Butterworth, J., & Allen, D. (2004). Managing service delivery systems and the role of parents during their children's transitions. Journal of Rehabilitation, 70, 19–26.
   Web of Science ®Google Scholar
• Vrasmas, T., & Vrasmas, A. (2007, June 14–16). Inclusive education in Romania. Presented at the Regional Preparatory Workshop on Inclusive Education Eastern and South Eastern Europe, UNESCO, Paris.
   Google Scholar
• Woodhead, M., & Faulkner, D. (2000). Subjects, objects or participants? Dilemmas of psychological research with children. In P. Christeniansen & A. James (Eds.), Research with children (pp. 9–35). London: Falmer.
   Google Scholar