Select Publications

Books

Nind M; Strnadová I, 2020, Belonging for people with profound intellectual and multiple disabilities: Pushing the boundaries of inclusion, http://dx.doi.org/10.4324/9780429260711

Nind M; Strnadová I, 2020, Preface

Bernoldová J; Strnadova I; Adamčíková Z, 2019, Women with intellectual disabilities in the role of mothers, Karolinum and Nakladatelství Pedagogické Fakulty, Praha, https://karolinum.cz/knihy/bernoldova-zeny-s-mentalnim-postizenim-v-roli-matek-21580

Strnadova I; Cumming TM, 2016, Lifespan Transitions and Disability: A Holistic Perspective, Foundations and Futures of Education, ROUTLEDGE, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000372823900014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Strnadova I; Cumming TM, 2016, Transition from primary school to secondary school, Foundations and Futures of Education, Routledge, London, http://dx.doi.org/10.4324/9781315817101

De Gento P; Strnadova I, 2012, Educational treatment of intellectual disability, First, Universidad Complutense de Madrid, Spain, Madrid

2011, Diluted life. Therapeutic, psychosocial and educational aspects of progressive diseases, Hajkova V; Strnadova I, (ed.), Epocha & Somatopedická spoleènost, o.s.

De Gento P; Strnadova I, 2010, Educational treatment of specific learning difficulties, Original, Ciencias Humanas y Sociales, Madrid, Spain, http://uned.todoebook.com/TRATAMIENTO-EDUCATIVO-DE-LA-DIVERSIDAD-EN-LAS-DIFICULTADES-ESPECIFICAS-DE-APRENDIZAJE-LibroEbook-9788436259766.html

Hajkova V; Strnadova I, 2010, Inclusive education: Theory and practice, Original, Grada Publishing, Prague, Czech Republic, http://www.grada.cz/inkluzivni-vzdelavani_5894/kniha/katalog/

Strnadova I, 2009, Adult and aging women with intellectual disability: From marginalization to life of dignity, Original, Charles University in Prague, Faculty of Education

Vagnerova M; Strnadova I; Krejcova L, 2009, Challenging motherhood. Being mother of child with disability, Original, Charles University in Prague, Faculty of Education, http://www.psychopedickaspolecnost.cz/index.php/publikace/15-2009/9-narone-matestvi-byt-matkou-postieneho-ditte

2009, Education of children with specific learning disabilities at 1st grade of basic school, Balharova K; Strnadova I, (ed.), Nakladatelství Dr. Josef Raabe, Prague, Czech Republic, http://www.raabe.cz/vzdelavani-deti-s-poruchami-uceni-na-1-stupni-zs

Cerna M; Strnadova I; Siska J; Titzl B; Kainova T, 2008, Czech psychopedy. Special education of people with intellectual disability, Original, Charles University in Prague, Karolinum

Strnadova I, 2008, Families of people with intellectual disabilities. Current research directions and possibilities of special educational intervention, Original, Charles University in Prague, Faculty of Education, Prague

Valenta M; Muller O; Vitkova M; Kozakova K; Strnadova I; Muzakova M, 2007, Education of people with intellectual disabilities., Original, Praha, Parta

Posh H; Claes R; Strnadova I; International COA, 2007, Guide for parents. Additional learning needs in literacy, Original, Charles University, Faculty of Education, Prague

Hurtova D; Strnadova I; Sigutova M, 2006, Book of ideas for teaching English to pupils with dyslexia, Original, Oxford University Press, http://www.sevt.cz/produkt/anglicky-napadnicek-pro-ucitele-a-rodice-nejen-deti-s-dydlexii-ktere-zacinaji-s-anglictinoui-11878605/

Strnadova I; Cerna M, 2006, Dyslexia. Texts and games for children with dyslexia., Original, Prague, Fragment, http://www.kosmas.cz/knihy/131790/dyslexie-texty-a-hry-pro-deti-s-dyslexii/

Matejcek J; Vagnerova M; Krejcova L; Strnadova I, 2006, Social aspects of dyslexia, Original, Charles University, Prague, Karolinum, http://cupress.cuni.cz/ink2_ext/index.jsp?include=podrobnosti&id=183309&zalozka=1

Book Chapters

Tilley E; Strnadová I; Ledger S; Walmsley J; Loblinzk J; Christian PA; Arnold ZJ, 2022, '‘Working together is like a partnership of entangled knowledge’: exploring the sensitivities of doing participatory data analysis with people with learning disabilities', in Unpacking Sensitive Research, Routledge, pp. 52 - 64, http://dx.doi.org/10.4324/9781003252320-8

Strnadova I; Griller Clark H; O'Neill SC; Cumming TM; Mathur SR; Wells TC; Danker J, 2022, 'Barriers to community re-entry for incarcerated youth: Stakeholders’ perspectives in Australia and the United States.', in Scorgie K; Forlin C (ed.), Transition programs for children and youth with diverse needs, Emerald Publishing Limited, UK, pp. 245 - 264, https://www.emerald.com/insight/content/doi/10.1108/S1479-363620220000018021/full/html

Strnadova I; Foreman P, 2021, 'Introducing inclusion in education', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, pp. 2 - 51

Arthur-Kelly M; Strnadova I; Howes M, 2021, 'Practising inclusion in diverse school communities', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, Cengage Learn, pp. 88 - 133

Strnadova I; Wehmeyer M, 2021, 'Transitions, self-determination and twenty- first-century skills', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, pp. 285 - 317

Strnadova I, 2020, 'Forgotten but crucial aspects of transition planning for inclusion', in Sharma U (ed.), Oxford Encyclopedia of Inclusive and Special Education, Oxford University Press, http://dx.doi.org/10.1093/acrefore/9780190264093.013.1016

Strnadova I, 2020, 'The importance of self-determination and inclusion for students with intellectual disabilities: What we know and what we still need to discover.', in Martin A; Sperling RA; Newton KJ (ed.), Handbook of Educational Psychology and Students with Special Needs., Routledge, New York, pp. 75 - 94, http://dx.doi.org/10.4324/9781315100654

Cumming T; Strnadova I, 2020, 'Tablet Devices for Students with Disability in the Inclusive Classroom', in Chambers D (ed.), Assistive Technology to Support Inclusive Education, Emerald Publishing Limited, https://www.emerald.com/insight/content/doi/10.1108/S1479-363620200000014009/full/html

Strnadová I; Nind M, 2020, 'Belonging and People with Profound Intellectual and Multiple Disabilities', in Belonging for People with Profound Intellectual and Multiple Disabilities, Routledge, pp. 196 - 209, http://dx.doi.org/10.4324/9780429260711-17

Strnadová I; Nind M, 2020, 'Belonging and people with profound intellectual and multiple disabilities: Pushing the boundaries', in Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion, pp. 196 - 209

Nind M; Strnadová I, 2020, 'Changes in the lives of people with profound intellectual and multiple disabilities', in Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion, Routledge, pp. 1 - 21, http://dx.doi.org/10.4324/9780429260711-1

Strnadová I, 2020, 'The Importance of Self-Determination and Inclusion for Students with Intellectual Disability', in Handbook of Educational Psychology and Students with Special Needs, Routledge, pp. 75 - 94, http://dx.doi.org/10.4324/9781315100654-5

O'Neill S; Cumming T; Grima-Farrell C; Strnadova I, 2020, 'Learning disabilities', in Hupp S; Jewell J (ed.), The encyclopedia of child and adolescent development., John Wiley & Sons, Inc, pp. 1 - 12, http://dx.doi.org/10.1002/9781119171492.wecad390

Hajkova V; Kvetonova L; Nemec Z; Strnadova I, 2019, 'Zusammenarbeit zwischen pädagogischen Assistenten und Lehrern: Synergie der Dienstleistungen im Bereich inklusiver Bildung', in Ricken G; Degenhardt S (ed.), Vernetzung, Kooperation, Sozialer Raum. Inklusion als Querschnittaufgabe, Julius Klinkhardt, Germany, pp. 122 - 127, https://www.klinkhardt.de/verlagsprogramm/2349.html

Hájková V; Strnadova I, 2019, 'Collaboration between teachers and teacher assistants', in Hájková V (ed.), Teacher assistant: Profession formed in dialogue, Nakladatelství Pedagogické Fakulty, Praha, pp. 67 - 90, https://www.cupress.cuni.cz/ink2_ext/index.jsp?include=podrobnosti&id=441583

Strnadova I; Němec Z, 2019, 'Teacher assistants’ work', in Hájková V (ed.), Teacher assistant: Profession formed in dialogue, Nakladatelství Pedagogické Fakulty, Praha, pp. 47 - 66, https://www.karolinum.cz/ink2_ext/index.jsp?include=podrobnosti&id=441583

Němec Z; Strnadova I, 2019, 'Work context of teacher assistants’ profession', in Hájková V (ed.), Teacher assistant: Profession formed in dialogue., Nakladatelství Pedagogické Fakulty, Praha, pp. 91 - 106, https://www.cupress.cuni.cz/ink2_ext/index.jsp?include=podrobnosti&id=441583

Mužáková M; Strnadová I, 2019, 'Time of paradoxes: what the twentieth century was like for people with intellectual disabilities living in Czechoslovakia/Czech Republic', in , Bristol University Press, pp. 53 - 66, http://dx.doi.org/10.46692/9781447344582.004

Muzakova M; Strnadova I, 2019, 'Time of paradoxes: what the twentieth century was like for people with intellectual disabilities living in Czechoslovakia/Czech Republic', in Walmsley J; Jarrett S (ed.), INTELLECTUAL DISABILITY IN THE TWENTIETH CENTURY: TRANSNATIONAL PERSPECTIVES ON PEOPLE, POLICY AND PRACTICE, POLICY PRESS, pp. 53 - 65, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000566128500004&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

O'Neill SC; Cumming TM; Strnadova I; Grima-Farrell C, 2018, 'Transitions from behind the fence to the community: The Australian experience.', in O'Neill SC (ed.), Incarcerated youth transitioning back to the community: International perspectives., Springer, Singapore, pp. 97 - 113, http://dx.doi.org/10.1007/978-981-13-0752-2_7

Cumming T; O'Neill S; Strnadova I, 2018, 'Youth transitioning from juvenile justice settings back into school: Leadership perspectives.', in Trimmer K; Findlay YS; Dixon R (ed.), The Palgrave handbook of education law for schools (pp.373-396). Cham, Switzerland: Palgrave McMillan, Palgrave McMillan, Cham, Switzerland, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1

Strnadová I, 2018, 'The role of family in supporting incarcerated youth transitioning from the juvenile justice system back into the community', in O’Neill SC (ed.), Incarcerated Youth Transitioning Back to the Community: International Perspectives, Springer, Singapore, pp. 59 - 76, http://dx.doi.org/10.1007/978-981-13-0752-2_5

Cumming TM; O’Neill S; Strnadová I, 2018, 'Youth Transitioning from Juvenile Justice Settings Back into School: Leadership Perspectives', in The Palgrave Handbook of Education Law for Schools, Springer International Publishing, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1_17

Martin ANDREW; Strnadova I; O'Neill S; Cumming TM, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective.', in Guay E; Marsh H; McInerney I; Craven R (ed.), SELF – Driving Positive Psychology and Wellbeing. Charlotte, NC: Information Age Publishing., edn. Cambridge Studies in Public Opinion and Political Psychology, Information Age Publishing, Charlotte, NC, pp. 1 - 26, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000426619300001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Strnadová I, 2017, 'The role of families in supporting social inclusion', in Supporting social inclusion for students with autism spectrum disorders, Routledge, pp. 144 - 154, http://dx.doi.org/10.4324/9781315641348-12

Martin A; Cumming TM; O'Neill S; Strnadova I, 2017, 'Social and emotional competence and at-risk children’s wellbeing: The roles of personal and interpersonal agency.', in Frydenberg E; Martin A; Collie R (ed.), Social and Emotional Learning in Australia and the Asia-Pacific Perspectives, Programs and Approaches, Springer, Sydney Australia, pp. 123 - 123

Martin AJ; Cumming TM; O Neill SC; Strnadová I, 2017, 'Social and emotional competence and at-risk children’s well-being: The roles of personal and interpersonal agency for children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 123 - 145, http://dx.doi.org/10.1007/978-981-10-3394-0_7

Strnadova I, 2017, 'The role of families in supporting social inclusion', in Little C (ed.), Supporting social inclusion for students with Autism Spectrum Disorders. Insights from research and Practice, Routledge, London, pp. 144 - 154, http://dx.doi.org/10.4324/9781315641348

Martin AJ; Strnadova I; O'Neill S; Cumming T, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective', in Guay F; Marsh H; Craven R; McInerney D (ed.), SELF – Driving Positive Psychology and Wellbeing, Information Age Publishing, Charlotte, NC

Silvera-Tawil D; Strnadova I; Cumming TM, 2016, 'Social Stories in Robot Assisted Therapy for Children with ASD', in Kats Y (ed.), Supporting the Education of Children with Autism Spectrum Disorders, IGI, Hershey, PA, USA, pp. 225 - 244, http://dx.doi.org/10.4018/978-1-5225-0816-8.ch012

Strnadova I; Evans D, 2016, 'Students with Down syndrome in inclusive classrooms: Using evidence-based practices', in Peer L; Reid G (ed.), Special Educational Needs: A Guide for Inclusive Practice, edn. 2, SAGE Publications, London, pp. 201 - 215, https://www.amazon.com/Special-Educational-Needs-Inclusive-Practice/dp/1473904544/ref=sr_1_1?s=books&ie=UTF8&qid=1484600510&sr=1-1&keywords=Special+Educational+Needs:+A+Guide+for+Inclusive+Practice


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