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Number of items: 8.

Article

Esposito, R; Carroll, C; (2019) Special Educational Needs Coordinators' Practice in England 40 Years on From the Warnock Report. Frontiers in Education , 4 , Article 75. 10.3389/feduc.2019.00075. Green open access
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O’Brien, T; Roberts, A; (2019) A domains-based approach to meeting social, emotional and mental health needs. Support for Learning , 34 (2) pp. 179-192. 10.1111/1467-9604.12247. Green open access
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Webster, R; (2019) A Blueprint for Evidence-Based Practice? Assessing the Warnock Inquiry's Proposals for Research and Development in Special Education 40 Years On. Frontiers in Education , 4 , Article 17. 10.3389/feduc.2019.00017. Green open access
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Webster, R; (2019) Leading without limits: The role of school culture in implementing evidence-based practices. Impact , 2019 (5) pp. 6-9. Green open access
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Webster, R; De Boer, A; (2019) Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs. European Journal of Special Needs Education , 34 (3) pp. 404-407. 10.1080/08856257.2019.1615746. Green open access
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Webster, RE; Blatchford, P; (2019) Making sense of ‘teaching’, ‘support’ and ‘differentiation’: the educational experiences of pupils with Education, Health and Care Plans and Statements in mainstream secondary schools. European Journal of Special Needs Education , 34 (1) pp. 98-113. 10.1080/08856257.2018.1458474. Green open access
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Report

London Leadership Strategy; (2019) Teaching Assistants Deployment: Review Guide. UCL Institute of Education: London, UK. Green open access
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Wall, K; Van Herwegen, J; Shaw, A; Russell, A; Roberts, A; (2019) A Study of the Drivers, Demand and Supply for Special Educational Needs and/or Disabilities (SEND)-Related Continuing Professional Development (CPD) for School Staff. UCL Institute of Education: London, UK. Green open access
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