Browse more research from the Faculty of Arts, Humanities and Business.
Submissions from 2025
Extremism and the potential dismantling of special education: Or moving forward with inclusive special education., Garry Hornby and James M. Kauffman
Submissions from 2024
Sublime and extended reality experiences to enhance emotional wellbeing for autistic people: A state of the art review and narrative synthesis, Rohit Shankar, Chris Bennewith, Johara Bellali, Lance Watkins, Samuel Tromans, and Kamaldeep Bhui
Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion, Garry Hornby and James M. Kauffman
Submissions from 2023
The Voices of Autistic Adolescents on Diversity, Education and School Learning in Poland, Marcin Gierczyk, Sabina Pawlik, Jolanta Rzeźnicka-Krupa, and Garry Hornby
Special education's zombies and their consequences, Garry Hornby and James M. Kauffman
Submissions from 2022
Trends and Issues Involving Disabilities in Higher Education, JM Kauffman, D Anastasiou, M Felder, J Lopes, BA Hallenbeck, G Hornby, and B Ahrbeck
Imagining and Reimagining the Future of Special and Inclusive Education, James M. Kauffman, Dimitris Anastasiou, Garry Hornby, Joao Lopes, Mack D. Burke, Marion Felder, Bernd Ahrbeck, and Andrew Wiley
Submissions from 2021
Investigating the Impact of a Mathematics Enhancement Programme on Jamaican Students’ Attainment, Shandelene Khadine Kedisha Binns-Thompson, Garry Hornby, and David Burghes
Special and Inclusive Education: Perspectives, Challenges and Prospects, Garry Hornby and James M. Kauffman
Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?, Garry Hornby
Twice-Exceptional Students: Review of Implications for Special and Inclusive Education, M Gierczyk and G Hornby
Gender and Materiality in Early Modern English Gloves, J Daybell, N Svante, B Susan, VG Jacqueline, and A Nadine
Submissions from 2020
Inclusive Vision Versus Special Education Reality, James M. Kauffman and Garry Hornby
‘Gendering Objects at the V&A and Vasa Museums’, James Daybell, Svante Norrhem, Kit Heyam, and Emma Severinsson
Submissions from 2019
Lesson observation: what is the problem it’s solving?, D Roberts
The Future of Early Modern Studies: Embracing the Impact and Public Engagement Agenda, James Daybell
Submissions from 2018
Global Citizenship and Cross-Cultural Competency: Student and expert understandings of internationalisation terminology, DRE Cotton, D Morrison, PJ Magne, S Payne, and TW Heffernan
Internalising internationalisation: views of internationalisation of the curriculum among non-mobile home students, T Heffernan, D Morrison, P Magne, S Payne, and DRE Cotton
Submissions from 2017
Enablers and barriers to developing competencies in a blended learning programme for specialist teachers in New Zealand, Garry Hornby, Marcia Pilgrim, and Sonja Macfarlane
Editorial, Verity Campbell-Barr
Sound design for a system of 1000 distributed independent audio-visual devices, S Ferguson, A Rowe, O Bown, L Birtles, and C Bennewith
ANTECEDENTS OF LOW CARBON EMISSIONS SUPPLY CHAINS, Z Luo, A Gunasekaran, R Dubey, S childe, and T Papadopoulos
Comparative review of education doctorates in three Countries.., H Alphin, J Lavine, R Chan, M East, EB Hajdukova, ME Carr, WH Evans, and G Hornby
Our GIFT to All of Us: GA(Y)AM: Preface, Frank Loesche and Klara ?ucznik
Submissions from 2016
The Scribal Circulation of Early Modern Letters, James Daybell
Evaluation of an innovative programme for training teachers of children with learning and behavioural difficulties in New Zealand, Garry Hornby, Marcia Pilgrim, John Everatt, and Angus Macfarlane
Bullying: An Ecological Approach to Intervention in Schools, Garry Hornby
Submissions from 2015
Mental Health Handbook for Schools, Mary Atkinson and Garry Hornby
Bullying experiences of students with social, emotional and behavioural difficulties (SEBD), Garry Hornby, EB Hajdukova, and Penni Cushman
Social Negotiations in Correspondence between Mothers and Daughters in Tudor and Early Stuart England, James Daybell
New Zealand: Inclusive Education and Children with Social, Emotional and Behavioural Difficulties, M Crossley, G Hancock, T Sprague, and G Hornby
Submissions from 2014
School principals’ views of teaching standards for inclusive education in New Zealand., P Jones, G Hornby, and D Sutherland
