Select Publications
Book Chapters
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
,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, Taylor & Francis (Routledge), http://dx.doi.org/10.4324/9781003284406-19
,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
,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
,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, pp. 319 - 334, http://dx.doi.org/10.4324/9781003284406-26
,2024, 'LEARNING ENVIRONMENTS FOR STUDENTS WITH MODERATE AND HIGH SUPPORT NEEDS: Listening to Student Voices', in The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods, pp. 222 - 237, http://dx.doi.org/10.4324/9781003284406-19
,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
,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
,2021, 'Introducing inclusion in education', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, pp. 2 - 51
,2021, 'Practising inclusion in diverse school communities', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, Cengage Learn, pp. 88 - 133
,2021, 'Transitions, self-determination and twenty- first-century skills', in Strnadova I; Arthur-Kelly M; Foreman P (ed.), Inclusion in Action, pp. 285 - 317
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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
,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‘), edn. Original, Olomouc, Univerzita Palackého v Olomouci, pp. 24 - 28
,2012, 'Attitudes towards inclusive education at high schools', in Květoňová-Švecová L; Strnadova I; Hájková V; Univerzita Karlova (ed.), Cesty k inkluzi, edn. 1, Karolinum, Prague, pp. 108 - 111
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