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EDUC5078M
Module Reading List

Policy and Practice in Deaf Education, 2021/22, Semester 2
Dr Jackie Salter
J.M.Salter@leeds.ac.uk
Tutor information is taken from the Module Catalogue

Recommended books

Frederickson, N. & Cline, T. 2015. Special educational needs, inclusion and diversity Maidenhead, OUP  

Peer, L. and Reid, G. 2016 Special educational needs: A guide for inclusive practice Los Angeles : SAGE    

Available online via BibliU until 31 July 2020. Direct link https://bibliu.com/users/saml/samlLeeds?RelayState=eyJjdXN0b21fbGF1bmNoX3VybCI6IiMvdmlldy9ib29rcy85NzgxNDczOTUzMDQ4L2VwdWIvT0VCUFMvdG9jLmh0bWwifQ%3D%3D
The title will only be available via the direct link, you can’t find it using the Library search.

Knoors, H. and Marschark M., 2019 Evidence-based practices in deaf Education. New York OUP  

Knoors, H. and Marschark M., 2015 Educating Deaf Learners, Creating a Global Evidence Base. New York OUP  

Marschark, M. Lampropoulou, V. and Skordilis, E. 2016 Diversity in Deaf Education. New York:OUP  

Hornby, G.2014 Inclusive Special Education Evidence-Based Practices for Children with Special Needs and Disabilities  

Recommended Journals

Journal of Deaf Studies and Deaf Education

Deafness and Education International

American Annals of the Deaf 

British Journal of Special Education

European Journal of Special Educational Needs

Support for Learning

Journal Article

 Adderley, R. J., HopE, M. A., Hughes, G. C., Jones, L., MessioU, K. & Shaw, P. A. 2015. Exploring inclusive practices in primary schools: focusing on children’s voices. European Journal of Special Needs Education, 30, 106-121  

Ainscow, M., Dyson, A., Golderick, S. & West, M. 2013. Developing Equitable Education Systems Hoboken: Taylor and Francis. Chapter 1 The challenge of Equity in Education  

Antia, S. 2015 Enhancing Academic and Social Outcomes in Knoors, H. & Marschark, M. (eds.)  Educating deaf learners: Creating a global evidence base, New York: Oxford University Press Chp 23 pp527-539  

Dammeyer, J.,Mental Health and Psychosocial Well-being and Hard of Hearing Students n Knoors, H. & Marschark, M. (eds.) Evidence-based practices in Deaf Education New York Oxford University Press Chp21. Pp 447- 493  

Florian, L. 2014 What counts as evidence of inclusive education? European Journal of Special Needs Education, 29:3, 286-294  

Göransson, K. & Nilholm, C. 2014. Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education. European Journal of Special Needs Education, 29, 265-280  

Heaslip, V., Hewitt-Taylor, J. 2014 Vulnerability and risk in children living with a physical disability Nursing children and young people, 26 (10), pp. 24-29.  

Inglis, G. 2012 Reconstructing parents' meetings in primary schools: the teacher as expert, the parent as an advocate and the pupil as self-advocate. Centre for Educational Policy Studies Journal, 2 (1). pp. 83-103  

Jamieson, J. R., Zaidman-Zait, A., & Poon, B. 2011Family Support Needs as Perceived by Parents of Preadolescents and Adolescents Who Are Deaf or Hard of Hearing. Deafness and Education International, 13, 3, 110-130  

Koller, D., Pouesard, M.L., Rummens, J.A. (2018) Defining Social Inclusion for Children with Disabilities: A Critical Literature Review Children and Society, 32 (1), pp. 1-13  

Laugen, N.  (2019), Psychosocial Development of Hard of Hearing Preschool Children: Implications for Early intervention in Knoors, H. & Marschark, M. (eds.) Evidence-based practices in Deaf Education New York Oxford University Press Chp 19 pp 437-454  

Minott, M 2019 Reflective teaching, inclusive teaching and the teacher’s tasks in the inclusive classroom: a literary investigation British Journal of Special Education 46:2 pp226-238  

Mortier, K., Leroy, M., Van, H. G., Hunt, P., & Van, P. I.  2010 Communities of practice in inclusive education. Educational Studies36: 3, 345-355  

Parker, P. Safeguarding children with disabilities (2016) Clinical Practice at the Edge of Care: Developments in Working with At-Risk Children and Their Families, Chp 6pp. 103-127.  

Porter, J. Time for justice: safeguarding the rights of disabled children (2016) Disability and Society, 31 (8), pp. 997-1012.  

Salter, J. M., Swanwick, R. A. & Pearson, S. E. 2017. Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives. Deafness & Education International, pp.1-10.  

Tsach, N & Most, T. 2016 The inclusion of Deaf and Hard of Hearing Students in Mainstream Classrooms: Classroom Participation and Its Relationship to communication, Academic and Social Performance in Marschark, M., Lampropoulou, V. & Skordilis, E. K. (Eds) 2016.  Diversity in Deaf Education [Online]. New York: Oxford University Press. Chp 13 pp355-380  

Wilson, S., Attrill, M., Critchley, T., Clements, D., Hornsby, J., Mullen, C., Miller, D., Redfern, P., Richardson, T., Stow, L., Young, A. 2018 Safeguarding Deaf Children: A Multi-agency Focus on Actions for Change Practice, 30 (3), pp. 163-186.  

 

Zaidman-Zait, A., and Most, T., 2019 Assessment of Pragmatic abilities in Deaf and Hard of Hearing Learners in relation to Social Skills in Knoors, H. & Marschark, M. (eds.) Evidence-based practices in Deaf Education New York Oxford University Press Chp22 pp. 495- 51  

Additional Reading

Algood.C , Harris C. & Hong J.S. 2013 Parenting Success and Challenges for Families of Children with Disabilities: An Ecological Systems Analysis, Journal of Human Behavior in the Social Environment, 23:2, 126-136  

Antia, S.D., Kreimeyer, K.H., & Reed, S. 2010 Supporting Students in general education classrooms. In Deaf Studies, Language and Education. Oxford University Press: New York Volume 2:  chapter 6. pp. 72 – 92.  

Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P., & Jament, J. 2012. Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27, 171-184.

Edwards, L. Children With Cochlear Implants and Complex Needs (2007): A Review of Outcome Research and Psychological Practice, The Journal of Deaf Studies and Deaf Education, 12:3 pp 258–268

Glazzard J. 2011. Perceptions of the barriers to effective inclusion in one primary school: voices of teachers and teaching assistants. Support for Learning. 26. 

Hornby, G. 2015. Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42, 234-256.  

Koller, D., Pouesard, M.L., Rummens, J.A. 2018 Defining Social Inclusion for Children with Disabilities: A Critical Literature Review Children and Society, 32 (1), pp. 1-13. 

Mulla I, Harrigan, S.  Gregory, S.  & Archbold, S. 2013 Children with complex needs and cochlear implants: The parent's perspective Cochlear Implants International pp.S38-S41

 NDCS/University of Manchester 2011 Complex Needs, Complex Challenges A report on research into the experiences of families with deaf children with additional complex needs. Executive Summary pp. 3-9. 

Norwich, B. 2014 Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British Journal of Special Education, 41, 403-425. 

McCracken, W., & Turner, O. (2012). Deaf Children with Complex Needs: Parental Experience of Access to Cochlear Implants and Ongoing Support. Deafness and education international., 14, 1, 22-35. 

Porter J., Georgeson J.,Daniels H.,Martin S., &  Feiler A.2013 Reasonable adjustments for disabled pupils: what support do parents want for their child?, European Journal of Special Needs Education, 28:1, 1-18 

Punch, R., & Hyde, M. 2011 Social Participation of Children and Adolescents with Cochlear Implants: A Qualitative Analysis of Parent, Teacher, and Child Interviews. Journal of Deaf Studies and Deaf Education, 16, 4, 474-493. 

Radford, J., Bosanquet, P., Webster, R., & Blatchford, P. 2015) Scaffolding learning for independence: Clarifying teacher and teaching assistant roles for children with special educational needsLearning and Instruction. 36, 1-10. 

Rogers, K. D., & Young, A. M. 2011 Being a Deaf Role Model: Deaf People's Experiences of Working with Families and Deaf Young People. Deafness and Education International, 13, 1, 2-16. 

Spencer, P. & Marschark, M (2010) in ‘Programming for Children with Multiple Disabilities’ in Evidence-based practice in educating deaf and hard-of-hearing students. Chapter 10. pp. 171 - 186. 

Wauters, L. N., & Knoors, H. 2008 Social Integration of Deaf Children in Inclusive Settings. Journal of Deaf Studies and Deaf Education, 13, 1, 21-36. 

Webster R. 2014. 2014 Code of Practice: how research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice30, 232-237 

Wedell, K. (2008). Confusion about inclusion: patching up or system change? British Journal of Special Education, 35: 127–135. 

 

 

 

 

 

 

 

This list was last updated on 08/04/2020