By Professor Iva Strnadova

Book Chapters

Kirby E; Newton G; Smith L; Strnadova I; Churchill B; Hoffstatter L; Judd-Lam S; Newman CE, 2024, 'When caring ends: Exploring the hidden aspects of loss in trajectories out of caring in Australia', in Understanding the Grief and Loss Experiences of Carers: Research, Practitioner and Personal Perspectives, pp. 110 - 122, http://dx.doi.org/10.4324/9781003435365-9

Hossain S; Strnadová I; Danker J, 2024, 'Barriers to Wellbeing at School: Listening to the Environmental Experience of Young Girls in Bangladesh', in The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods, Routledge, New York, pp. 319 - 334, http://dx.doi.org/10.4324/9781003284406-26

Strnadová I; Danker J; Lenne B; Alonzo D; Tso M; Loblinzk J; Willow SA; Dowse L, 2024, 'Learning Environments for Students with Moderate and High Support Needs: Listening to Student Voices', in Bishop K; Dimoulias K (ed.), The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods, Routledge, New York, pp. 222 - 237, http://dx.doi.org/10.4324/9781003284406-19

Hossain S; Strnadová I; Danker J, 2024, 'Barriers to Wellbeing at School', in The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods, Routledge, pp. 319 - 333, http://dx.doi.org/10.4324/9781003284406-26

Strnadová I; Danker J; Dowse L; Lenne B; Alonzo D; Tso M; Loblinzk J; Willow SA, 2024, 'Learning Environments for Students with Moderate and High Support Needs', in The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods, Routledge, pp. 222 - 237, http://dx.doi.org/10.4324/9781003284406-19

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, http://dx.doi.org/10.1108/s1479-363620220000018017

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, 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

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 Intellectual Disability in the Twentieth Century, Policy Press, pp. 53 - 66, http://dx.doi.org/10.51952/9781447344582.ch003

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 Intellectual Disability in the Twentieth Century, Policy Press, pp. 53 - 66, http://dx.doi.org/10.56687/9781447344582-005

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., Information Age Publishing, Charlotte, NC, pp. 1 - 26

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

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, 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

Hájková V; Strnadova I, 2016, 'Erkennung und Lösung von Übergängen in Bildungslaufbahnen von Schülern mit sonderpädagogischen Bedürfnissen.', in Hedderich I; Zahnd R (ed.), Teilhabe und Vielfalt: Herausforderungen einer Weltgessellschaft, Julius Klinkhardt, Bad Heilbrunn, pp. 144 - 150, https://www.amazon.de/Teilhabe-Vielfalt-Herausforderungen-Weltgesellschaft-Internationalen/dp/3781520595

Cumming TM; Strnadova I; Dixon R; Verenikina I, 2015, 'Sustaining mobile learning in inclusive environments: A universal design for learning approach', in Ng W; Cumming T (ed.), Sustaining mobile learning: Theory, research, and practice, Routledge, Abingdon, Oxdon, UK, pp. 127 - 148

Draper Rodriguez C; Strnadová I; Cumming TM, 2015, 'Implementing iPad and mobile technologies for students with intellectual disabilities.', in Silton NR (ed.), Recent advances in assistive technologies to support children with developmental disorders, IGI Global, Hershey, PA, pp. 27 - 44

Strnadova I, 2015, '“My sister won’t let me”: issues of control over own life as experienced by older women with intellectual disabilities.', in Shakespeare TS (ed.), Disability Research Today: International Perspectives, Routledge, London, pp. 166 - 181, https://www.routledge.com/products/9780415748445

Strnadová I; Cumming TM; Draper Rodriguez C, 2014, 'Incorporating mobile technology into evidence-based practices for students with autism.', in Innovative Technologies to Benefit Children on the Autism Spectrum, IGI Global, Hershey, PA, U.S.A., pp. 35 - 52, http://dx.doi.org/10.4018/978-1-4666-5792-2.ch003

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in K-12 Education: Concepts, Methodologies, Tools, and Applications, pp. 539 - 562, http://dx.doi.org/10.4018/978-1-4666-4502-8.ch032

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning ipad applications with evidence-based practices in inclusive and special education', in Assistive Technologies: Concepts, Methodologies, Tools, and Applications, pp. 397 - 420, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch020

Cumming TM; Draper rodriguez C; Strnadova I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in Keengwe J (ed.), Pedagogical Applications and Social Effects of Mobile Technology Integration, Information Science Reference, Hershey, pp. 55 - 78, http://dx.doi.org/10.4018/978-1-4666-2985-1.ch004

Hajkova V; Kvetonova L; Strnadova I, 2013, 'Wege zur Inklusion im Universitätsstudium. (in English: 'Pathways to inclusion at university')', in Sehrbrock P; Erdélyi A; Gand S (ed.), Internationale und Vergleichende Heil- und Sonderpädagogik und Inklusion. (in English: 'Therapeutic education, special education and inclusive education from an international and comparative perspective‘), Bad Heilbrunn: Verlag Julius Klinkhardt, pp. 109 - 114

Hájková V; Květoňová L; Strnadova I, 2012, 'Analýzy inkluze ve vysokoškolském vzdìlávání. (in English: 'Inclusion analyses in higher education.')', in Michalík J (ed.), Pohledy na inkluzivní vzdìlávání zdravotnì postižených. (in English: ‘Perspectives on inclusive education of persons with disabilities‘), Olomouc, Univerzita Palackého v Olomouci, pp. 24 - 28

Hajkova V; Strnadova I; Kvetonova L, 2012, 'Attitudes towards inclusive education at high schools', in Květoňová-Švecová L; Strnadova I; Hájková V; Univerzita Karlova (ed.), Cesty k inkluzi, Karolinum, Prague, pp. 108 - 111

Strnadova I, 2012, 'Behinderung – gesehen mit den Augen von Studierenden aus der sogenannten „Dritten Welt“ (in English: Disability - Seen through the eyes of students from "Third World" countries)', in Hádková K; Hájková V; Kvìtoòová L; Strnadová I (ed.), International vergleichende Heil- und Sonderpädagogik weltweit. Grundlagen – Migration – "Dritte Welt" – Europa (International Medical and Special Education Comparative World. Basics - Migration - "Third World" countries – Europe), Bad Heilbrunn : Verlag Julius Klinkhardt, Germany, pp. 99 - 110

Back to profile page