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Module Reading List

Work-based Learning in Settings for Learners with SEND, 2019/20, Semester 2
Anita Collins
Tutor information is taken from the Module Catalogue

Reading List

Ainscow, M. 2016. Promoting inclusive education. Special. Jan 2016 pp32-33.   

Allen, C. 2016. Touching, switching, moving, looking: ways in which technology can support students with physical impairments. Special. Jan 2016 pp50-52   

Bassot, B. 2016. The reflective journal. (2nd ed) Basingstoke: Palgrave

Booth, T. & Ainscow, M. 2016. The Index for inclusion: developing learning and participation in schools. 4th ed. Bristol: Centre for Studies on Inclusion in Education

Boud, D. 2013. Reflection: Turning experience into learning. London: RoutledgeFalmer

Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. 2015. Teaching and supporting children with special educational needs and disabilities in primary schools ISBN: 9781473912489; 1473912482. 2nd ed. London: Sage

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.

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).

Jones, P. 2014. Bringing insider perspectives into inclusive teacher learning : potentials and challenges for educational professionals. London: Routledge.

Martin-Denham, S. ed. 2015 Teaching children & young people with special educational needs & disabilities ISBN: 9781446294338 (pbk) London:Sage

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

Nind, M., Rix, J., Sheehy, K.& K. Simmons. 2010. Equality, participation and inclusion ISBN: 9780415584227 (v. 1 : pbk.) : £22.99; 9781136887055 (v.1 ebook); 9781136886980 v.2 ebook; 9780415584234 (v. 1 : cased) : £75.00; 041558423X (v. 1 : cased) : £75.00; 0415584221 (v. 1 : pbk.) : £22.99; 9780415584258 (v. 2 : cased) : £75.00; 0415584256 (v. 2 : cased) : £75.00; 9780415584241 (v. 2 : pbk.) : £22.99; 0415584248 (v. 2 : pbk.) : £22.99; 9780203839775 (v. 2 : ebook) : No price. 2nd ed.

Norwich, B. & Lewis, A. 2004. How specialised is teaching pupils with disabilities and difficulties? In Lewis, A. & B. Norwich eds. Special teaching for special children : pedagogies for inclusion. Maidenhead: OUP.  

Parry, J. 2015. Exploring the social connections in pre-school settings between children labelled with special educational needs and their peers. International journal of early years education.. 23 (4) pp352-364.

Pearson, S., Mitchell, R., Rapti, M. 2014. ‘I will be “fighting” even more for pupils with SEN’; SENCO’s role predictions in the changing English policy context. Journal of research in special educational needs.. [On-line] [Accessed 3.9.14]. Available from:

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

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

This list was last updated on 25/01/2019