Leeds University Library

LLLC1417
Module Reading List

Inclusion and Special Educational Needs and Disability, 2017/18, Semester 2
Jacqui Ambler
j.ambler@leeds.ac.uk
Tutor information is taken from the Module Catalogue

Inclusion and SEND: Reading List

This list of module resources is divided into sections for ease of reference, but your assignment bibliography must be integrated according to Harvard conventions.

Ainscow, M. 2016. Promoting inclusive education. Special. Jan. 2016 pp32-33. Available in an online archive at http://www.nasen.org.uk/member-area/special.html

Allen, C. 2016. Touching, switching, moving, looking: ways in which technology can support students with physical impairments. Special. Jan. 2016 pp50-52. Available in an online archive at http://www.nasen.org.uk/member-area/special.html

Dept. of Education & Dept. of Health. 2015. Special Educational Needs and Disability Code of Practice 0-25 years. [Online]. [Accessed 17.1.17]. Available from:

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

Frederickson, N. and Cline, T. 2015. (3rd ed.). Special educational needs, inclusion and diversity Maidenhead: OUP

Garner, P. 2009. Special educational needs : the key concepts. London: Routledge

Golding, K., Fain, J., Frost, A., Mills, C., Worrall, H., Roberts, N., Durrant, E., Templeton, S., 2012. Observing children with attachment difficulties in school : a tool for identifying and supporting emotional and social difficulties in children aged 5-11. London: Jessica Kingsley.

Hodkinson, A. & Vickerman, P. 2009. Key issues in special educational needs and inclusion. London: Sage.
 

Hornby, G. 2015. Inclusive education: development of a new theory for the education of children with special educational needs and disabilities. British journal of special education. 42 (3) pp234-256

Jassi, A. 2013. Can I tell you about OCD? : a guide for friends, family, and professionals London: Jessica Kingsley. (part of a series about specific conditions, presented from the child’s perspective – other titles deal with dyslexia, stammering, ADHD, Asperger syndrome, selective mutism).

Lehane, T. 2016. 'Cooling the mark out': Experienced teaching assistants' perceptions of their work in the incluision of pupils with special educational needs in mainstream secondary schools. Educational review. ISSN: 0013-1911. 68 (1) pp4-23.

Louchlan, F. & Grieg, S. 2015. Education inclusion in England.: origins, perspectives and current directions. Support for learning. 30 (1), pp2-84.

McAllister, K. & Hadjri, K. 2013. Inclusion and the Special Educational Needs resource base in mainstream schools: physical factors to maximise effectiveness. British Journal of Learning Support. 28 (2), pp57-65.Available at: https://www.researchgate.net/publication/258406922_Inclusion_the_Special_Educational_Needs_SEN_Resource_Base_In_Mainstream_Schools_Physical_Factors_to_Maximise_Effectiveness

Mitchell, D. 2014. What really works in special and inclusive education : using evidence-based teaching strategies. 2nd ed. London: Routledge.

Peer, L. & Reid, G. 2016. Special educational needs : a guide for inclusive practice. London: Sage

Pre-school Learning Alliance. 2013. The role of the early years Special Educational Needs Co-ordinator (SENCO). 2nd ed. London: Pre-school Learning Alliance.

Power, E. 2010. Guerrilla mum : surviving the special educational needs jungle. London: Jessica Kingsley.

Radford, J, Bosanquet, P., Webster, R., Blatchford, P. 2015. Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needs. Learning and instruction. 36 (April), pp1-10 (also available online via library website).

UNESCO. 1994. Salamanca statement and framework for action on special educational needs. Paris: UNESCO. Available online

This list was last updated on 21/12/2017