Browse by UCL Departments and Centres
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Number of items: 9.
E
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.
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L
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London Leadership Strategy;
(2019)
Teaching Assistants Deployment: Review Guide.
UCL Institute of Education: London, UK.
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O
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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.
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U
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UCL Centre for Inclusive Education;
(2019)
Whole School SEND Index: an analysis of SEND data nationally and by RSC region.
Whole School SEND
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W
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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.
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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.
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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.
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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.
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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.
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