Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?
Author:
Affiliation:
1. University of Derby
2. University College London
Publisher
Wiley
Subject
Education
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/1471-3802.12457
Reference33 articles.
1. Exploring inclusive practices in primary schools: focusing on children’s voices
2. Using pupil perspective research to inform teacher pedagogy: what Caribbean pupils with dyslexia say about teaching and learning
3. Using thematic analysis in psychology
4. Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties
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1. ‘What is the Problem Represented to Be’ in the educational policies relating to the social inclusion of learners with SEN in mainstream schools in England?;Journal of Research in Special Educational Needs;2024-06-14
2. Challenges of Teachers Working with Students with Social, Emotional, and Mental Health Difficulties: A Qualitative Study in Japan;Journal of Special Education Research;2024
3. Beyond awareness: Championing disability-related justice and inclusion in education and research – A response to Dr Jones;Psychology of Education Review;2024
4. The Design and Validation of the Mental Health in Schools Questionnaire: A Measure Designed for Typically Developing and Special Education Needs Pupils;2024
5. Children’s rights and their evidence as a force for inclusion in uncertain times;Frontiers in Education;2023-11-03
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