Dr Jackie Salter
Tutor information is taken from the Module Catalogue
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
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 Studies, 36: 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
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.
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 needs. Learning 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 Practice. 30, 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