Items where Subject is "L Education > LC Special aspects of education > LC1390 Education of special classes of persons > LC3950 Exceptional children and youth. Special education"

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Number of items at this level: 26.


Barnes, J. (2013) Drama to promote personal and social well-being in six and seven year old children with communication difficulties: The Speech Bubbles Project. Perspectives in Public Health. ISSN 1757-9139.

Blamires, M. (2013) Beware of negative ‘IONs’. Consider-ed; Faculty of Education blog, Canterbury Christ Church University.

Bloor, A. (2015) “He's one of yours”. Does a belief in a specialist pedagogy for children with a SEND disempower primary classroom teachers? In: Sangster, M., ed. Challenging Perceptions in Primary Education. London: Bloomsbury. ISBN 9781472578372


Cornwall, J. and Graham-Matheson, L. (2008) Strengthening the specialist SEN expertise of serving teachers. Project Report.


Ekins, A., Robinson, S., Durrant, I. and Summers, K. (2017) Educating children with life-limiting conditions. A practical handbook for teachers and school-based staff. London: Routledge. ISBN 9781138678095.

Ellis, S., Durrant, I. and Lynne Graham-Matheson, L. (2015) Evaluation of Mencap’s Inspired Educators project. Research Report. (Unpublished)

Ellis, S., Tod, J. and Graham-Matheson, L. (2012) Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Birmingham: NASUWT. ISBN 9781906611187.

Ellis, S., Tod, J. and Graham-Matheson, L. (2011) Reflection, renewal and reality: teachers' experience of special educational needs and inclusion. Interim report. Report. Birmingham: NASUWT.

Engelbrecht, P. (2011) Equity in inclusive education in South Africa. In: Atiles, A. J., Kozleski, E. B. and Waitoller, F., eds. Inclusive Education: Examining Equity on Five Continents. Cambridge, Mass.: Harvard Education Press. pp. 147-160 ISBN 9781612501154

Engelbrecht, P., Savolainen, H., Nel, M. and Malinen, O.-P. (2013) How cultural histories shape South African and Finnish teachers’ attitudes towards inclusive education: a comparative analysis. European Journal of Special Needs Education. pp. 1-14. ISSN 0885-6257.


Grimes, P. (2013) Considering the continuing development of inclusive teachers: a case study from Bangkok, Thailand. European Journal of Special Needs Education, 28 (2). pp. 187-202. ISSN 0885-6257.


Haynes, L. and Turkenburg, M. (2018) Voices and practice of SEND in science initial teacher education. In: Koomen, M., Khan, S., Atkinson, C. and Wild, T., eds. Toward Inclusion of All Learners Through Science Teacher Education. Rotterdam: Sense Publishers. ISBN 9789004368415

Hellawell, B. (2015) Cracking the code: reflections on implications for teacher education and professional formation following the introduction of the Special Educational Needs and Disability Code of Practice 2014. Research in Teacher Education, 5 (1). pp. 15-19. ISSN 2046-1240.

Hellawell, B. (2015) Ethical accountability and routine moral stress in SEN professionals. Management in Education, 29 (3). pp. 119-124. ISSN 0892-0206.

Hughes, C. (2017) Double differentiation: develop the ability; manage the disability. In: VanTassel-Baska, J. and Little, C., eds. Content-Based Curriculum for High Ability Learners. 3rd ed. Austin, Texas: Prufrock Press. pp. 79-93 ISBN 978-1618215901


Lewis, Daniel (2014) The experience of moving from mainstream to special school: a case study of eight teacher’s transformative learning. Ed.D. thesis, Canterbury Christ Church University.


Malinen, O.-P., Savolainen, H., Engelbrecht, P., Xu, J., Nel, M., Nel, N. and Tlale, D. (2013) Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33. pp. 34-44. ISSN 0742-051X.


Patton, S. and Hutton, E. (2017) Exploring the participation of children with Down Syndrome in Handwriting Without Tears®. Journal of Occupational Therapy, Schools, & Early Intervention, 10 (2). pp. 171-184. ISSN 1941-1243.

Prentice, J. (2016) Autism diagnosis and impact: in their own words. In: Henderson, H., Pennant, April-Louise and Hand, M., eds. Papers from the Education Doctoral Research Conference: Saturday 26 November 2016. Birmingham: University of Birmingham. pp. 117-125 ISBN 9780704428145


Revell, L. (2005) Gifted and talented and teaching and learning in Judaism. Canterbury: Canterbury Christ Church University.

Roberts, Anna (2017) Forest schools and mental wellbeing. D.Clin.Psychol. thesis, Canterbury Christ Church Univer.


Savolainen, H., Engelbrecht, P., Nel, M. and Malinen, O.-P. (2012) Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and inservice teacher education. European Journal of Special Needs Education. pp. 51-68. ISSN 0885-6257.

Spruin, E. and Abbott, N. (2014) The evaluation of a summer youth scheme for children with disabilities: a brief report on the findings from an evaluation of the Special Needs Advisoryand Activities Project (SNAAP). Report. (Unpublished)

Spruin, E., Abbott, N. and Holt, N. (2017) Examining the experiences of a short break scheme amongst adolescents with disabilities (service users) and their parents. International Journal of Disability, Development and Education, 64. pp. 1-15. ISSN 1034-912X.


Tod, J. (2004) Removing barriers to achievement: the changing role of the SENCO. SENCO Update, 56. pp. 4-5. ISSN 1471-9878.


Wall, K. (2003) Special needs and early years. Early Years Update. pp. 6-7. ISSN 1478-3444.

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Last edited: 29/06/2016 12:23:00