Browse by UCL people
Group by: Type | Date
Number of items: 18.
2025
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Cassim, F;
Rath, K;
Dada, S;
Samuels, A;
Castro-Kemp, S;
(2025)
T+ Designers: A Case for Transdisciplinarity in Design Higher Education by Way of a South African Case Study.
International Journal of Art and Design Education
10.1111/jade.12602.
(In press).
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Castro Kemp, Susana;
(2025)
UCL Centre for Inclusive Education - CIE: Impact Report 24/25.
UCL Centre for Inclusive Education - CIE: London, UK.
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Castro Kemp, Susana;
(2025)
UCL Centre for Inclusive Education 5-year strategy, 2023-2028.
UCL Centre for Inclusive Education - CIE: London, UK.
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Castro Kemp, Susana;
Antalek, Catherine;
Van Herwegen, Jo;
Kemp, Peter;
(2025)
An International Analysis of SEND Policy and Practice: ScopeSEND PART 1.
Nuffield Foundation: London, UK.
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Castro Kemp, Susana;
Melander, Asa;
(2025)
“I know we need to be regulated, but I don't think this is the right way”: Early education managers’ experiences of group setting inspections in England.
Journal of Early Childhood Research
10.1177/1476718X251326000.
(In press).
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Castro Kemp, Susana;
Peter, Kemp;
(2025)
Ofsted inspection reports in early childhood education settings narrowly focussed: A corpus and sentiment analysis.
Journal of Early Childhood Research
10.1177/1476718X241306859.
(In press).
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Kritsotaki, Kalliopi;
Castro Kemp, Susana;
Kamenopoulou, Leda;
(2025)
Multimodal meaning-making: Exploring cultural expression through digital storytelling for students with dyslexia.
Journal of Research in Special Educational Needs
10.1111/1471-3802.70038.
(In press).
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2024
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Castro Kemp, Susana;
(2024)
UCL Centre for Inclusive Education Impact Report 23/24.
UCL Centre for Inclusive Education: London, UK.
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Gaona, Carolina;
Mahmud, Arif;
Castro‐Kemp, Susana;
(2024)
“We weren't listened to”: Practitioners views of navigating challenges and opportunities in special education settings through COVID-19.
Journal of Research in Special Educational Needs
10.1111/1471-3802.12688.
(In press).
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Rawlinson, Madeleine;
Castro‐Kemp, Susana;
(2024)
‘It's something that people don't have the knowledge of’: Perceived participation of pupils with Prader-Willi syndrome in specialist schools and staff preparedness.
Journal of Research in Special Educational Needs
10.1111/1471-3802.12728.
(In press).
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2022
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Castro Kemp, Susana;
Mahmud, Arif;
(2022)
Silver linings of the Covid-19 pandemic… for some! Comparing Experiences and Social demographic characteristics of autistic and non-autistic children with SEND in England.
Journal of Autism and Developmental Disorders
10.1007/s10803-022-05628-6.
(In press).
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Castro-Kemp, S;
Samuels, A;
(2022)
Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities.
Research in Developmental Disabilities
, 120
, Article 104127. 10.1016/j.ridd.2021.104127.
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Mahmud, Arif;
Castro-Kemp, Susana;
(2022)
“Lost All Hope in Government”: Learned Helplessness of Professionals Working in Specialised Education Settings in England During COVID-19.
Frontiers in Education
, 7
, Article 803044. 10.3389/feduc.2022.803044.
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Morgül, Evren;
Kallitsoglou, Angeliki;
Essau, Cecilia A;
Castro-Kemp, Susana;
(2022)
Caregiver-Reported Changes in the Socioemotional Wellbeing and Daily Habits of Children With Special Educational Needs During the First COVID-19 National Lockdown in the United Kingdom.
Frontiers in Education
, 7
, Article 838938. 10.3389/feduc.2022.838938.
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Palikara, Olympia;
Castro-Kemp, Susana;
Ashworth, Maria;
Van Herwegen, Jo;
(2022)
All views my own? Portraying the voices of children with complex neurodevelopmental disorders in statutory documents.
Research in Developmental Disabilities
, 129
, Article 104321. 10.1016/j.ridd.2022.104321.
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2021
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Castro-Kemp, S;
Gaona, C;
Grande, C;
Palikara, O;
(2021)
Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England.
Research in Developmental Disabilities
, 108
, Article 103815. 10.1016/j.ridd.2020.103815.
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Castro-Kemp, S;
Mahmud, A;
(2021)
School Closures and Returning to School: Views of Parents of Children With Disabilities in England During the Covid-19 Pandemic.
Frontiers in Education
, 6
, Article 666574. 10.3389/feduc.2021.666574.
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Palikara, O;
Castro-Kemp, S;
Gaona, C;
Eirinaki, V;
(2021)
The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children.
Australian Journal of Psychology
, 73
(1)
pp. 24-34.
10.1080/00049530.2021.1882270.
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