NADP Accreditation Resource ListContentsIntroduction.................................................................................................2Disability.....................................................................................................3Disability Support........................................................................................4Disabled Students’ Allowances....................................................................6Government and Non-Governmental Bodies...............................................7Teaching, Learning & Inclusion...................................................................8Digital Accessibility / Assistive Technology...............................................12Transition and Employment......................................................................13Autism.......................................................................................................15Hearing Impairment / D/deaf Students......................................................18Neurodiversity...........................................................................................19Mental Health & Wellbeing........................................................................22Other.........................................................................................................23

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IntroductionWhilst working on your submission for accreditation, you may wish to access academic literature for research, different ideas and opinions. Your college or university may give you access to their library and digital resources or you may use free resources available online. This list provides you with a starting point for your research – with some freely available but it is certainly worth requesting access to your institutional resources, if you can.Google Scholar can prove to be a good source of information: https://scholar.google.com/The NADP Journal: The Journal of Inclusive Practice in Further and Higher Education (JIPFHE) is open access and available from our website here: https://nadp-uk.org/resources/publications/published-journals/ All journal articles are listed on this document so you know which journals to access.

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DisabilityAnonymous (2011) Brief Reflections on Disability Theory, Language,

Identity, Equality and Inclusion from a Higher Education Disability Practitioner Perspective. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp.55-58

Cameron, C. (2011) Not Our Problem: Impairment as Difference, Disability as Role. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.10-24

Cameron, C. (2015) Disability, Normality and Absurdity. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 61-65

Harvey, J. (2011) ‘Universities and Colleges are Increasingly Aware of the Needs of Disabled Students’ (Direct.Gov 2010) Are They?… My experience of support through University’ Journal of Inclusive Practice in Further and Higher Education 3 (2) 52-58

Newman, I., Healey, C., Osbourne, A. & Newman, V. (2018) Diversity for Everybody, Achievement for All, Patterns Not Labels. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 80-105

Oliver, M., (1990) The Politics of Disablement Basingstoke: Palgrave MacMillan

The Papworth Trust. (2018). Disability in the United Kingdom, 2018. Available from: https://www.papworthtrust.org.uk/about-us/publications/papworth-trust-disability-facts-and-figures-2018.pdf (Last accessed 4th July 2019)

Union of Physically Impaired Against Segregation, (1975) Fundamental Principles of Disability. Available from: https://disability-studies.leeds.ac.uk/wp-content/uploads/sites/40/library/UPIAS-fundamental-principles.pdf (Accessed 4 June 2018)

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Disability SupportBrill, C. (2013) Removing barriers: joining up student services with

disability services. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp 11-14

Goldsmith, P. (2013) Disability support in the private HE sector: are we on an ‘A’ road yet? Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp. 47-51

Kroeger, S. & Muller, C. (2015) Thinking and Practicing Differently: How Disability Studies can Inform Service Delivery. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 20-27

Leadley-Meade, Z. & Goodwin, R. (2019) Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates. Journal of Inclusive Practice in Further and Higher Education. Issue 11.1. pp. 4-13

Martin, N. (2011) Progressing disability equality in further and higher education in the majority world. Could NADP help? Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp. 18-24

McGucking, C. (2019) Tomorrows Disability Officer - A Cornerstone on the Universal Design Campus. Journal of Inclusive Practice in Further and Higher Education. Issue 11.1. pp. 29-51

Pickard, B. (2018) Demystifying the Process of Engaging with the Disability Service in Higher Education. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 40-58

Robson, L., Patel, M., & Nicholson, J. (2015) National Association of Disabled Staff Networks (NADSN) – “Our Stories: Experiences from our Disabled Staff Networks across the UK”. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 28-33

Schon, D. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey-Bass

Schon, D. (1983) The Reflective Practitioner: how professionals think in action. London: Temple Smith

Soorenian, A. (2019) Personal Assistant scheme: help or hindrance? Journal of Inclusive Practice in Further and Higher Education. Issue 11.1. pp. 14-28

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Wilson, G. (2019) Difficult Conversations. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 4-13

Wilson, L., & Martin, N. (2017). Disabled Student Support for England in 2017. How did we get here and where are we going? A brief history, commentary on current context and reflection on possible future directions. The Journal of Inclusive Practice in Further and Higher Education, Winter 2017(9.1), 6-22

Wilson, L. & Martin, N. (2018) Models of Disability affect Language: Implications for Disability, Equality and Inclusivity Practice. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 4-19

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Disabled Students’ AllowancesBrady, J. & Flegg, C., (2017). It’s Just Good Practice Isn’t It? Reflections on

the Journey Away from Disabled Students’ Allowances at the University of Leeds. The Journal of Inclusive Practice in Further and Higher Education, Winter 2017(9.1), pp. 114-131.

British Assistive Technology Association. (2018). The impact on disabled students of the introduction of a £200 levy on Disabled Student Allowances and proposals for a positive way forward. Lewes: British Assistive Technology Association.

Department for Education. (2019). Tailored Review: Student Loans Company. London: Department for Education.

Fletcher, R. & Bilson, U. (2019) Disabled Student’s Allowances: What is awarded and what is the impact? Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 78-101Johnson, C., Rossiter, H., Cartmell, B., Domingos, M., & Svanaes, S. (2019).

Evaluation of disabled students’ allowances. London: Department for Education

Lewthwaite, S. (2014). Government cuts to Disabled Students’ Allowances must be resisted. Disability & Society, 29(7), 1159-1163. doi:doi.org/10.1080/09687599.2014.931659

Price, A. (2013) Pitfalls and promises from disability to PhD: how a DSA can turn reality into destiny. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp. 52-55

Wilkinson, S., Draffan, E.A., James, A. & Viney, D. (2013) Can we find the missing piece? A survey of students who have received the Disabled Students’ Allowances (DSAs): non-medical helper support. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp. 56-66

Willetts, D. (2014). Higher education: student support: changes to Disabled Students' Allowances (DSA) . London: Department for Business, Innovation & Skills.

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Government and Non-Governmental BodiesOffice of the Independent Adjudicator Resources and Publications:

https://www.oiahe.org.uk/resources-and-publications/ [Accessed 21st

November 2019] American Psychiatric Association (2013), Diagnostic and Statistical Manual

of Psychiatric Disorders 5th ed. Washington: American Psychiatric Publishing

Advance HE. Reports, Publications and Resources: https://www.advance-he.ac.uk/reports-publications-and-resources [Accessed 21st November 2019]

Harvey, J. (2011) Universities and Colleges are Increasingly Aware of the Needs of Disabled Students (Direct Gov., 2010) Are They?… My Experience of Support Through University. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.52-58

Higher Education Statistics Agency: https://www.hesa.ac.uk/ [Accessed 21st November 2019]

National Audit Office. (2007). Staying the course: The retention of students in higher education. London: The Stationery Office.

Association of Graduate Careers Advisory Services (AGCAS). (2018). What Happens Next? A Report on the First Destinations of 2016 Disabled Graduates. Available from https://www.agcas.org.uk/Knowledge-Centre/7991a7d5-84a0-4fe1-bbdc-5313d9039486 [Last accessed 11th June 2019]

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Teaching, Learning & Inclusion

Andrews, C., Brown, M., & Mesher, R. (2018). ’Engaging students with assessment and feedback: improving assessment for learning with students as partners Engaging Students with Assessment and Feedback: Improving assessment for learning with students as partners. Practitioner Research in Higher Education Journal, 11(1), 32–46. Retrieved from https://files.eric.ed.gov/fulltext/EJ1180136.pdf

Bruner, D. (2015) Universal Design for Learning: Academic Access for Diverse Learners. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 4-8

Cannon, H. (2015) Examining the need for, and establishing the efficacy of, the language modification of exam papers for university students on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 75-99

Carless, D. (2015). Excellence in university assessment: Learning from award-winning teaching. Abington: Routledge.

Carless, D., Salter, D., Yang, M., & Joy, L. (2011). Developing sustainable feedback practices. Studies in Higher Education. 36(4), 395–407. https://doi.org/10.1080/03075071003642449

Cooper, R. (2012) Updating the evidence of the impact of Super Reading on dyslexic students. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp. 26-41

Cottrell, S. (2001) Teaching study skills and supporting learning. Basingstoke: Palgrave.

Davies, L. (2017) Improving the support for disabled research degree students. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 13-19

Draffan, E.A., James, A., & Martin, N. (2017) Inclusive Teaching and Learning: What’s Next? Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 23-34

Green, S. (2019). What students don’t make of feedback in higher education: An illustrative study. Journal of English for Academic Purposes, 38, 83–94. https://doi.org/10.1016/j.jeap.2019.01.010

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Gronlund, N. (2006). Assessment of Student Achievement. Third Custom Edition for the University of Alberta. Toronto: Pearson Education, Inc.

Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university: an important yet under-researched field. Oxford Review of Education, 40(3), 370–388. Retrieved from http://10.0.4.56/03054985.2014.921613

Hammer, G. (2018) Dialogical Encounters with Disability in Integrated Dance Education. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 106-119

Healey, C. (2019) Book review: The Inclusivity Gap. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 139-140

Hockings, C. (2010, April). Inclusive learning and teaching in higher education: a synthesis of research. https://www.heacademy.ac.uk/system/files/inclusive_teaching_and_learning_in_he_synthesis_200410_0.pdf [Accessed 21st March 2019]

Karousoi, R. (2017) Using the student voice to question the practice of inclusivity. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 40-51

Kotecha, M. (2012) Promoting Inclusive practice in mathematics and statistics. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp.5-14

Křčmář, K. ed. 2019 The Inclusivity Gap. Aberdeen, UK: Inspired by Learning

Layer, G. (2017). Inclusive Teaching and Learning in Higher Education as a route to Excellence. London: Department for Education.

Mann, V. (2012) Students’ Experiences of Maths elements of STEM subjects. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp. 81-90

Martin, N. (2011) Promoting Inclusive Practice for PhD Students Near Completion. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.37-51

Martyn, K.J & Gibberd, D. (2015) Workshopping transformation: Introducing the concepts of UDL into a BSc Nursing course. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 70-74

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Mulcahy, P. (2012) How AT-based specialist SPLD support strategies are more effective when meeting the student’s point of need in the context of the DSA. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp. 42-56

Newman, I. & Conway, J. (2015) The Nature of Inclusive Learning Environments (ILEs). Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 100-111

Newman, I. & Conway, J. (2017) Busting the barriers to inclusive learning environments. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 30-39

Newman, I. & Conway, J. (2017). Delivering Specialist Study Skills Tutorials via Remote Working Tools (RWTs). An Investigation of Specialist Study Skills Tutors’ Views. Journal of Neurodiversity in Higher Education(3), 34-56

Newman, I. & Conway, J. (2017) Sisyphus vs Hercules: A Year in the Life of Implementing HEI Inclusivity Projects. Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 44-62

Santulli, F. & Scagnelli, M. (2017) The Improvement of Silent Reading Strategies through SuperReading. Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 88-100

Thomas, M., Williams, N. & Kirby, A. (2015) Supporting students with specific learning difficulties in higher education: a preliminary comparative study of executive function skills. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 36–47

University of Leeds Resources: https://inclusiveteaching.leeds.ac.uk/resources/ [Accessed 21st November 2019]

Wald, M. & Li, Y. (2017) Inclusively Enhancing Learning from Lecture Recordings. Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 77-87

Walker, R. & Whittles, R. (2017) Lecture Capture for Disabled Students: Asset or additional hurdle? Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 63-76

Waywell, H. (2017) A narrative of the role of the learning support assistant (LSA): the impact on identity of working as an LSA in a creative arts university. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 20-29

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Waywell, H. (2017) An investigation into Academic staff perceptions of the dynamics and relationship with the learning support assistant. Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 101-113

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Digital Accessibility / Assistive TechnologyUniversity of Leeds Resources: https://digitalaccessibility.leeds.ac.uk/how-

to-create-accessible-content/ [Accessed 21st November 2019]Coy, K. (2018) Universal Design for Learning and Digital Environments:

The Education Superpower. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 120-135

Draffan, E.A., James, A., Wilkinson & Viney, D. (2013) Assistive technology and associated training: a survey of students who have received the Disabled Students’ Allowances. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp.5-10

Holtam, G., & McLaren, R. (2017). Perspectives, Challenges and Opportunities: the Role of Assistive Technology Specialists within Universities in England. The Journal of Inclusive Practice in Further and Higher Education, Winter 2017(9.1), 35-43.

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Transition and EmploymentAtkinson, R., Gandy, C., Graham, C., Hendrickx, S., Jackson, V., Martin N. &

Rainford, L. (2011) Aspects of Social interaction and Buddy Scheme – Supporting Transition and Progression for Students Identified with Asperger Syndrome. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp. 109-124

Chabot, l., (2013). Institutional barriers to employment for individuals with disabilities. Available from: http://web.uri.edu/lrc/files/Chabot_Employment_Barriers.pdf [Last accessed 20th June 2019]

Clarkson, M., Esendal, T. & Herbert, L. (2015) Transition to Employment: a supported standardised approach. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 9-19

Confederation of British Industry (CBI). (2009b). Future Fit: Preparing Graduates for the World of Work. London, CBI. Available from: https://www.universitiesuk.ac.uk/policy-and-analysis/reports/Pages/future-fit-preparing-graduates-for-the-world-of-work.aspx [Last accessed 4th July 2019]

Cornwell, M. (2008) The Experience of users of post compulsory education and training and the associated support services/disabled people at work, trying to find work, or who have missed out on education and employment after the age of fourteen. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.15-18

Crebert, G., Bates, M., Bell, B., Patrick, C.J. and Cragnolini, V., (2004). Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research & Development. 23 (2), 147-165.

Dacre Pool, L. and Sewell, P., (2007). The Key to Employability: developing a practical model of graduate employment. Journal of Education and Training. 49, (4), 277-289.

Garrett, J. (2011) Resilience, Transition and Disabled Students. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp. 77-89

Green, A. (2015) Keeping secrets: a case study of students’ disclosure of dyslexia and dyspraxia on application for a work placement. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 14-21

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Knox, E. & Cooke, H. (2019) Increasing the employment prospects for disabled students: MAKE MORE POSSIBLE. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 75-77

Loughlin, L. & Smart, S. (2011) Ensuring a Smooth Transition into Higher Education - Establishing a Transition Project in South Yorkshire for Young Disabled Learners and Their Key Influencers. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.90-95.

Martyn, K. (2013) Supporting students in their transition from service user to student nurse. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp.30-34

Sturgess, S. (2013) Loughborough University student internship - how the Disability Service is contributing to the university’s employability agenda. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. Pp. 35-39

Tait, C. Mowat, C. & Cooper, A. (2011) Models of Support for Transition and Retention of Students on the Autism Spectrum at Scottish Universities. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.96-108

Vincent, J. (2015) Transition from secondary to higher education: an evaluation of a pre-entry transition programme for students on the autistic spectrum. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 53-63

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AutismBarnett, A. (2008) Supporting inclusive reaction for individuals with Autism

Spectrum Conditions (ASCs). Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.36-45

Beardon, L. (2008) Is Autism really a disorder: part 2 – theory of mind? Rethink how we think. (2008) Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.19-20

Beardon, L., Martin, N., and Woolsey, I. (2009) What so students with AS or HFA want at college and university?: in their own words Good Autism Practice, 10 (2), pp. 35-43 Available from: http://researchopen.lsbu.ac.uk/707/ (Accessed 28 May 2018)

Chown, N. (2017) Understanding and Evaluating Autism Theory London: Jessica Kingsley

Chown, N., Baker-Rogers, J., Hughes, L., Cossburn, K. N. & Byrne, P. (2017) The ‘High Achievers’ project: an assessment of the support for students with autism attending UK universities, Journal of Further and Higher Education, 42 (6), pp.1-18. DOI: 10.1080/0309877X.2017.1323191

Chown, N., Beardon, L., Martin, N. & Ellis, S. (2015) Examining intellectual prowess, not social difference: removing barriers from the doctoral viva for autistic candidates. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 22-35

Czech, H., (2018) Hans Asperger, National Socialism, and “race hygiene” in Nazi-era Vienna, Molecular Autism, 9 (29) DOI: 10.1186/s13229-018-0208-6

Davidson, J. and Orsini, M. (2013): Introduction. Critical autism studies: notes on an emerging field in Davidson, J. and Orsini, M. (eds.) Worlds of Autism: Across the Spectrum of Neurological Difference Minneapolis: University of Minnesota Press, pp.1-20

Hastwell, J., Martin, N., Baron-Cohen, S., and Harding, J. (2013) Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview-based study towards developing a model of best practice, Good Autism Practice, 13:1, pp 56-63 Available from https://www.disability.admin.cam.ac.uk/files/gapreport.pdf (Accessed 28 May 2018)

Madriaga, M., Goodley, D., Hodge, N. and Martin, N. (2008) Enabling transition into higher education for students with Asperger

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syndrome, Project Report. Higher Education Academy. Available from: http://shura.shu.ac.uk/1004/ (Accessed 4 July 2018)

Mallett, R. and Runswick-Cole, K. (2016): The commodification of autism: what’s at stake? in Runswick-Cole, K. (ed.) Re-Thinking Autism: Diagnosis, Identity and Equality London: Jessica Kingsley, pp.110-131

Martin, N., Barnham, C., Krupa, J. (2018) Identifying and Addressing Barriers to Employment of Autistic Adults. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 59-79

Martin, N. Beardon, L., Hedge, N., Goodley, D. & Madriaga, M. (2008) Towards an inclusive environment for university students who have Asperger syndrome (AS). Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.3-14

Mason, J. (The Goth) (2008) The visual impact of education. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. p. 35Milman, R. (2008) What are the key difficulties faced by a person with

Asperger syndrome in developing an established sense of identity and how can they be best supported? Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.21-32

Milton, D., (2012a) So what exactly is autism?, Autism Education Trust Competency Framework / Department for Education. Available from: http://www.aettraininghubs.org.uk/wp-content/uploads/2012/08/1_So-what-exactly-is-autism.pdf (Accessed 4 June 2018)

Milton, D., (2012b) On the ontological status of autism: the 'double empathy problem', Disability & Society, 27 (6): pp.883-887 DOI: 10.1080/09687599.2012.710008

Newman, I. & Herbert, L. (2019) Working with Course Leaders: Operationalising Inclusive Teaching Autism Spectrum Condition (ASC). Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 51-74

Ravet, J. & Martin, N.(2019) Book Review: Ravet, J. Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice (2015), London: Routledge. Title: Supporting Change in Autism Services: Bridging the Gap Between Theory & Practice (2015), London: Routledge. Journal of Inclusive Practice in Further and Higher Education. Issue 11.1. pp. 52-53

ROZAGY (2008) The perpetual student. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.33-34

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Ryan, S. (2013): Capturing diagnostic journeys of life on the autistic spectrum in Davidson, J. and Orsini, M., (eds.) Worlds of Autism: Across the Spectrum of Neurological Difference Minneapolis: University of Minnesota Press, pp.191-209

Sasson, N. J., Faso, D. J., Nugent, J., Lovell, S., Kennedy, D. P., & Grossman, R. B. (2017) Neurotypical Peers are Less Willing to Interact with Those with Autism based on Thin Slice Judgments, Scientific Reports, 7, Article number: 40700. Available from: https://www.nature.com/articles/srep40700 (Accessed 3 July 2018)

Silberman, S. (2015) Neurotribes: the legacy of autism and how to think smarter about people who think differently London: Allen and Unwin

Sims, T. (2015) Transition to University for Young Adults on the Autism Spectrum. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 64-69

Sims, T. Milton, D., Martin, N., & Dawkins, G. (2015) Developing a user-informed training package for a mentoring programme for people on the autism spectrum. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 49-52

Slorach, R. (2019) Three Approaches to Understanding Autism. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 14-27

Timimi, S. and McCabe, B: Autism screening and diagnostic tools in Runswick-Cole, K. (eds.) Re-Thinking Autism: Diagnosis, Identity and Equality London: Jessica Kingsley, pp.159-184

Tolikas, T. & Perepa, P. (2018) Perceptions of students with autism regarding higher education support services. Journal of Inclusive Practice in Further and Higher Education. Issue 10.1. pp. 20-39

Vincent, J. (2015) Transition from secondary to higher education: an evaluation of a pre-entry transition programme for students on the autistic spectrum. Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 53-63

Woolsey, I. (2008) The value of personal narratives for informing understanding of the thinking and learning of individuals with Autistic Spectrum Conditions. Journal of Inclusive Practice in Further and Higher Education. Issue 1.1. pp.46-59

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Hearing Impairment / D/deaf StudentsBarnes, L. and Wight, R., (Eds.). (2002). Deaf Students in Higher

Education: How Inclusive Are You? London: RNID.Barnes, L. (2019) What Barriers do Deaf Undergraduates face in acquiring

Employability Skills in Higher Education? Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 118-138

Davies, P. (no date) Are universities deaf to students’ needs?, Fireco [online] Available at: https://fireco.uk/universities-deaf-students-needs/ [accessed, 10/09/2019]

Polly, C. (2002). Disabled students 'less likely' to go to university, The Guardian [online] Available at: https://www.theguardian.com/education/2002/sep/30/highereducation.accesstouniversity [accessed, 09/09/2019]

Salisbury, J. 2017. As a deaf student, I'm used to being excluded. Universities must do better, The Guardian [online] available at: https://www.theguardian.com/education/2017/jul/14/universities-must-listen-needs-deaf-students-disability [Accessed 11/09/2019]

Theis, D. (2019) We need to be more inclusive of deaf students, The National Student [online] available at: https://www.thenationalstudent.com/Advice/2019-08-07/we_need_to_be_more_inclusive_of_deaf_students.html [accessed, 09/09/2019]

Young, A. Squires, G. Oram, R. Sutherland, H. Deaf young people in Further Education [online] available at: https://www.ndcs.org.uk/media/1811/university_of_manchester_fe_research_-_summary1.pdf [accessed 09/09/2019]

Nikolaraizi, M. and Hadjikakou, K., (2006). The role of educational experiences in the development of deaf identity. Journal of Deaf Studies and Deaf Education. 11 (4), 477-492

Winyard, C. (2019) Deaf and hard of hearing students across the country are struggling to reach their full potential. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 44-50

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NeurodiversityColley, M. (2009) Dyspraxia and AD(H)D in post 16 education. Journal of

Inclusive Practice in Further and Higher Education. Issue 2.1. pp. 32-56

Cooper, R. (2009) Evaluation of a ‘Super Reading’ course with dyslexic adults. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp. 4-21

DFES & NIACE (2004) A Framework for Understanding Dyslexia. Available at: https://www.achieveability.org.uk/files/1270740075/dfes-framework-for-understanding-dyslexia.pdf (Accessed 16 May 2019)

Duranovic, M., Smythe, I. & Salihovic, N. (2011) Identification and support for dyslexic students in Higher Education in Bosnia and Herzegovina. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp.50-54

Esser, K. (2012) Dyspraxia: the Silent Sister. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp. 15-25

Elbeheri, G. & Everatt, J. (2011) Dyslexia Support in Higher Education in the Arab World. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp. 43-49

Everatt, J. (2011) Dyslexia in adult students with English as an additional language. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp.5-16

Hatfield, J. & Horsman, T. (2019) Lego® Serious Play®: An innovative and creative tool for supporting neurodiverse identity [AC2019 Workshop Presentation]. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 28-43

Hewlett, K. (2017) The value of Dyslexic Culture within our society. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 52-61

Hopkins, D. & Healey, C. (2012) Science learning and dyslexia – how I learnt to be a dyslexic scientist. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 94-98

Isgate, I. (2017) Book Review: Study Skills for Students with Dyslexia: Support for Specific Learning Differences (SpLDs). Edited by Sandra Hargreaves and Jamie Crabb. Third Edition. London: Sage. 2016. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 62-64

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Kirby, A. (2013) Specific learning difficulties are not specific, but students are! Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp.15-20

Kirby, J. (2009) Paradox and conflicting identities in Disability Service Provision in Higher Education: a personal reflection. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp.70-81

Kramer, S. (2015) Is there a link between perceptual talent and dyslexia? Journal of Inclusive Practice in Further and Higher Education. Issue 7. pp. 34-48

Lea, M.R and Street, B.V. (1998) ‘Student Writing in Higher Education: An Academic Literacies Approach’ in Fletcher-Campbell, F., Soler, J and Reid, G. (eds) (2009) Approaching Difficulties in Literacy Development; Assessment, Pedagogy and Programmes, London, Sage

Logan, J. & Martin, N. (2012) “Unusual Talent: a Study of Successful Leadership and Delegation in Entrepreneurs who have Dyslexia”. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 57-66

Martin, N. (2009) Feeling special – a grown-up’s guide: reflections arising from adult diagnosis of dyspraxia. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp.57-69

Mason, J., Llewelyn, M. Farsides, B. Johnson, S., Dodd, N. & Robinson, P. (2013) Catching dyslexia early in higher/further education - reflections on a pilot study to increase the benefits of SpLD support by offering screening to a year one medical student cohort at induction. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp. 40-46

Meehan, M. (2011) Welsh, bilingualism and dyslexia. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp. 35-43

Price, G. & Skinner, J. (2007), Support for learning differences in higher education: The essential practitioners' handbook. Trentham Books, Stoke on Trent.

Robertson, J. (2009) Dyscalculia in post-16 education. Journal of Inclusive Practice in Further and Higher Education. Issue 2.1. pp. 22-31

Robison, J. E., (2013) What is neurodiversity? Psychology Today. Available from:

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https://www.psychologytoday.com/blog/my-life-aspergers/201310/what-is-neurodiversity (Accessed 3 June 2018)

Rodger, J., Wilson, P., Robers, H., Roulstone, A., & Campbell, T. (2015). Support for Higher Education Students with Specific Learning Difficulties. Leeds: York Consulting LLP.

Smythe, I. (2011) Dyslexia related resources in different language. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp.59-60

Smythe, I. (2015) Establishing a blended assessment of dyslexia in South Africa. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 48-57

Smythe, I. & Molhova, M. (2011) Text to speech software and productivity for the multilingual dyslexic users. Journal of Inclusive Practice in Further and Higher Education. Issue 3.1. pp. 25-34

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Mental Health & WellbeingScarffe, P. (2013). Considering the needs of students with a mental health

condition. University Mental Health Advisers Network.Morris, C. (2011) Open Minds: Enhancing Student Mental Wellbeing and Success through Inclusive Practices. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.59-76Thorley, C. (2017). Not by degrees: Improving student mental health in

the UK's universities. London: Institute for Public Policy Research.Trammell, J. (2011) The Freshmen Mental Health Project (FMHP) and a Foucauldian Governmentality of the Mind. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp.25-36

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OtherAgobiani, S. (2012) “I never remember a face‟ - A Day in the Life of a

Prosopagnosic. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp. 77-80

Fraser, M. & Martin, N. (2011) The First LSE Disability Identity Conference. Sample Abstracts and Evaluation. Journal of Inclusive Practice in Further and Higher Education. Issue 3.2. Pp, 5-9

Beard, S. (2012) It’s not what you see, it’s how you see it. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. Pp.91-93

Carswell, C. (2013) Mindset change (is essential) - transforming erroneous perceptions of ability. Journal of Inclusive Practice in Further and Higher Education. Issue 5.1. pp. 21-29

Faithful, J. & Atherton, C. (2017) Canine Assisted Learning: Exploring Perceptions of Disabled University Students. Is there Really a ‘Jack Effect’? Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 132-137

Harvey, J. (2019) Nothing about us without us! Utilising experiences of disability in higher education. Journal of Inclusive Practice in Further and Higher Education. Issue 11.2. pp. 102-117

Martin, N. (2015) Compassionate Balliol. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 58-60

Martin, N. (2017) Book Review: Justice for Laughing Boy: Connor Sparrowhawk - A Death by Indifference. Journal of Inclusive Practice in Further and Higher Education. Issue 9.1. pp. 138-145

Pritchard, E. (2015) The notion of vulnerability in relation to disability hate crimes and the experiences of dwarfs - implications for colleges and universities. Journal of Inclusive Practice in Further and Higher Education. Issue 6.1. pp. 3-13

Pritchard, E. (2017) Body size and higher education: the experiences of an academic with dwarfism. Journal of Inclusive Practice in Further and Higher Education. Issue 8. Pp. 5-12

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