Relevant bibliographies by topics / Special educational needs pupils

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Special educational needs pupils'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Special educational needs pupils"

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Petrie, Ian. "Schools, Pupils and Special Educational Needs." Disability, Handicap & Society 1, no. 2 (January 1986): 223–26. http://dx.doi.org/10.1080/02674648666780241.

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DAVIES, JOHN DWYFOR. "Pupils' views on special educational needs practice." Support for Learning 11, no. 4 (November 1996): 157–61. http://dx.doi.org/10.1111/j.1467-9604.1996.tb00251.x.

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Maher, Anthony. "The Inclusion of Pupils with Special Educational Needs." Sport Science Review 19, no. 1-2 (April 1, 2010): 87–115. http://dx.doi.org/10.2478/v10237-011-0006-y.

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The Inclusion of Pupils with Special Educational Needs The paper examines the planned and unplanned outcomes associated with the inclusion of pupils with special educational needs (SEN) in the National Curriculum Physical Education (NCPE) in Britain. This involves the use of key concepts from figurational sociology, and documentary analysis, to examine the emergence of disability as a social issue in British society and in secondary school education. Norbert Elias' game models (Elias, 1978) are then used to analyse the NCPE 1992, 1995 and 2000 documents, and their associated consultation materials. This allows the researcher to identify all the major players involved in the formulation of the NCPEs, and the extent to which the objectives of each player, and their subsequent power struggles with each other, impacted upon the overall objectives and content of the NCPEs. The game models are then used to examine the extent to which the objectives of the players involved in the implementation of the NCPE generated outcomes which none of the players planned for, or could have foreseen.
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Elkins, John. "Book Review: Schools, Pupils and Special Educational Needs." Australian Journal of Education 33, no. 1 (April 1989): 90–91. http://dx.doi.org/10.1177/000494418903300112.

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Desforges, Martin F. "Assessment of Special Educational Needs in Bilingual Pupils." School Psychology International 16, no. 1 (February 1995): 5–17. http://dx.doi.org/10.1177/0143034395161001.

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Morris, Lynda, Joyce Watt, and Pamela Wheatley. "Pupils with Special Needs." Journal of Learning Disabilities 28, no. 7 (August 1995): 386–90. http://dx.doi.org/10.1177/002221949502800701.

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Bąbka, Jarosław, and Regina Korzeniowska. "Unity in diversity in terms of inclusive education and cooperative learning." Men Disability Society 48, no. 2 (April 30, 2020): 47–58. http://dx.doi.org/10.5604/01.3001.0014.1671.

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Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.
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Vilkelienė, Aldona. "Arts Education of Pupils with Special Educational Needs: Objectives and Principles." Pedagogika 118, no. 2 (June 10, 2015): 239–53. http://dx.doi.org/10.15823/p.2015.017.

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Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According to the results of surveys, although the pupils with special educational needs are involved in general education, the teacher still remains alone with his philosophy and methods, without being offered an opportunity for cooperation, consultancy support, which is one of conditions for success in the involving (inclusive) education. Lack of systematic research is still observed, which brings out the didactics issues of art education of pupils with special educational needs, therefore, the analyzed scientific problem is relevant. The objectives of special art education are focused not only on the pupils having special educational needs, but also to the surrounding people – teachers, classmates, family, society, and even more, to their mutual interactions. Such change of didactic goals reveals the new art education principles. The subjects of the article are the didactic goals and principles, educating the pupils with special needs by art. Applying the method of analysis of the scientific literature, the article reveals the research of the world and Lithuanian scientists in the field of special art pedagogy and theoretically justifies six principles of art education: art education focused on the emotionally positive interaction between the learner and teacher, directed to the learner’s family and society; art education is of moral aspect; content of art education is integral and perceived; educational methods are applied in complex; in the process of art education the verbal and nonverbal reflections predominate; art education is personally and socially meaningful for the pupils with special educational needs.
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Dew‐Hughes, Denise, and Howard Brayton. "Initial Teacher Training and Pupils with Special Educational Needs." Support for Learning 12, no. 4 (November 1997): 175–79. http://dx.doi.org/10.1111/1467-9604.00041.

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Clay, Claire, and Lorraine Tooker. "Teaching cardiopulmonary resuscitation to pupils with special educational needs." British Journal of School Nursing 11, no. 5 (June 2, 2016): 225–29. http://dx.doi.org/10.12968/bjsn.2016.11.5.225.

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Dissertations / Theses on the topic "Special educational needs pupils"

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Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.
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Smith, Margaret I. "Views of school held by pupils with special educational needs." Thesis, University of Manchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516741.

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Pasha, Shaheen. "Special needs South Asian pupils in a southern English city, with special reference to eleven pupils in two linked SLD schools." Thesis, University of Southampton, 1996. https://eprints.soton.ac.uk/394157/.

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Kotb, Heba Mohamed Wagih. "The integration of pupils with special educational needs from special school into mainstream school." Thesis, University of Leeds, 1999. http://etheses.whiterose.ac.uk/488/.

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This research was conducted in order to find out what takes place in the process of integration of pupils with special educational needs from special schools into mainstream schools. A design was chosen that allowed the study of the various stages of transfer from a special school into a mainstream school. The design chosen was an "overlapping longitudinal" design i.e. pupils going through the different phases of the transfer process were studied in parallel. Three phases were identified: the pre transition phase. the transition phase and the post transition phase. Three groups of pupils were studied representing each phase of the transfer. In total twenty pupils were studied their ages ranging from six to nine with a range of Special Educational Needs. The first group the Pre transition group comprised pupils for whom a decision was not made yet to transfer them to mainstream school. The second group the Transition group comprised pupils for whom a decision had been made to transfer them to a mainstream school. The third group the Post transition group comprised pupils who had already transferred into a mainstream school during the previous academic year. The case study approach was chosen in order to study the three groups and the methods of data collection were interviews, observation and consultation of documents. Interviews were held with parents, special school staff, educational psychologists, mainstream school stff and staff at the Local Educational Authorities' Support Services. Two schedules of observation were devised, one of them aimed to capture the general occurrences in the classroom "Classroom Observation Schedule" and the other aimed at capturing the pupils' interactions in detail, "Classroom Interaction Schedule". Tests of reliability were carried out to ensure the reliability of both schedules. A research diary was kept to compliment the observation gathered from both schedules. As for the documents that were consulted, these were pupils' statements, schools' SEN policies, LEA SEN policies and some examples of pupils' work. The analysis of the data gathered through the different sources were discussed for each group individually and emerging themes from the three groups were discussed in the final chapter.
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Davies, Peter. "The integration of pupils with special educational needs in one South Wales education authority." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383270.

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Maher, Anthony. "Including pupils with special educational needs in mainstream secondary physical education : the perspectives of special educational needs coordinators and learning support assistants in North-West England." Thesis, University of Central Lancashire, 2015. http://clok.uclan.ac.uk/12709/.

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The Code of Practice (DfE, 1994) established the role of SENCO to assist the inclusion of pupils with SEN in mainstream schools. Nearly a decade later, SEN generally and the work of LSAs in particular, gained more political and academic attention after the government of Britain announced that schools of the future would include many more trained staff to support learning to higher standards (Morris, 2001). SENCOs and LSAs, thus, should form an integral part of the culture of all departments, including PE. The thesis uses Antonio Gramsci’s concept of hegemony to explore how the educational ideologies and experiences of SENCOs and LSAs influence the extent to which they shape the (inclusive) culture of PE. A web survey and follow up interviews with SENCOs and LSAs were used to explore the inclusion of pupils with SEN in mainstream secondary school PE in North-West England. All quantitative data were analysed using Survey Monkey whilst qualitative data were subjected to thematic analysis using NVIVO. The research discovered that the role of SENCO and LSA are diverse and depended largely on the SEN needs of the school. For both, access to, or influence over, positions of authority were limited, thus making it more difficult for them to shape the inclusive culture of PE. The majority of SENCOs and LSAs have not received PE-specific training, which casts doubt over their ability to contribute to the development of an inclusive culture in PE. The findings also highlight the hegemonic status of English, maths and science when it comes to SEN resource distribution, which most SENCOs and LSAs support and often reinforce. PE was found to be especially disadvantaged in this hierarchy of subject priority, the implication again being that this further limits the ways and extent to which an inclusive PE culture can develop.
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Allan, Julie. "Pupils with special educational needs in mainstream schools : a Foucauldian analysis of discourses." Thesis, University of Stirling, 1995. http://hdl.handle.net/1893/2190.

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This research focuses on pupils with special needs in mainstream schools. It is concerned with how their identities and experiences are constructed at a formal level, within official documents, and informally, in the way the pupils are talked about. A Foucauldian perspective provided the framework for analysing formal and informal discourses and the power/knowledge relations these contain. Formal SEN discourses were examined by analysing the Warnock and HMI reports and earlier official documents. At an informal level, accounts were obtained from eleven pupils with a range of special educational needs and their peers. The pupils were also observed within mainstream classrooms and playgrounds. The pupils' accounts challenged the appropriateness of conventional binary divisions, for example disabled/able-bodied; integrated/segregated, for understanding the identities and experiences of pupils with SEN. The data suggest a much more continuous process of construction, characterised by oscillations, uncertainties and ambivalences and by resistance from the pupils with SEN. A number of implications for the placement of pupils with special educational needs in mainstream schools are considered. These relate to how schools might build on mainstream pupils' existing understanding of disability and ensure that integration is a positive experience for all.
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Logan, Anna. "A multicase study of the role of the special needs assistant supporting pupils with special educational primary schools." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534692.

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Beaver, Lois. "Inclusion : using pupil voice to explore and improve the experience of pupils with special educational needs in a mainstream secondary school." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/73093/.

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This doctorate is a case study undertaken in an all girls' comprehensive school where the author is the Special Educational Needs Co-ordinator (SENCo). The research set out to use pupil voice to explore the experience of 13 pupils with Special Educational Needs (SEN) in a mainstream secondary school. Although, this is a small scale research project the intention was that by asking the pupils about their experiences, examples of good practice would be identified as well as areas for improvement. Therefore, the aim of this research was to provide another dimension, pupil voice, to improve provision for the pupils currently at the school, as well as for future pupils or for pupils in similar situations at other schools. The research revealed that although pupils had very personalised experiences there were a number of COmmon themes. Pupils were able to offer insight into the extent that they felt part of the school community as a whole and the reasons behind this. They also commented on the support which they received, both academically and pastorally, as well as giving recommendations for others. Finally, pupils commented on the importance of having ownership of making and maintaining friendships, without adult interventions. The findings show that the reasons that pupils with SEN felt part of the school, focussed on involvement in wider school life, including extra-curricular activities and relationships with adults and friends. In general, the pupils were happy with their in-class support from TAs and teachers, as well as interventions outside of the classroom with specialist teachers. The research concludes that by giving pupils with SEN a voice, they can feel more valued and more confident. Similarly, teachers and the school can benefit by being able to identify areas of good practice and areas which require improvement, from a pupil perspective.
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Stigborg, Lena. "Utvecklingsmöjligheter i matematik - för elever i särskilda utbildningsbehov. Developments in mathematics - for pupils in special educational needs." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35369.

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Syftet med detta arbete var att undersöka hur olika pedagoger uppfattar och beskriver möjligheter i sitt arbete med att underlätta och hjälpa elever i deras matematiska utveckling. Mitt underlag baseras på åtta kvalitativa forskningsintervjuer med utvalda pedagoger från förskoleklass till och med skolår 9. I litteraturdelen belyses kommunikationens betydelse för den tidiga matematikundervisningen och tidigare forskning och undersökningar kring mate matiksvårigheter presenteras. Betydelsefulla aspekter i det pedagogiska arbetet med att möta alla elevers olika behov samt exempel på utformningen av det specialpedagogiska arbetet och stödet utifrån olika perspektiv exemplifieras också. Samtliga pedagogerna i denna studie framhåller elevernas språkliga kompetens som betydelsefull. De skulle vilja använda sig mer av ett laborativt arbetssätt i matematikundervisningen vilket är utvecklande för alla elevers matematiska utveckling. Kartläggning av elevens kunskapsnivå, individualisering och variation i undervisningen, användandet av olika hjälpmedel t.ex. med hjälp av datorn samt att vardags- och verklighetsanknyta undervisningen framkommer som möjlighetsfaktorer. Även arbete i mindre grupper, specialpedagogiskt stöd och kompetensutveckling i olika former anser pedagogerna underlätta och hjälpa elever i deras matematiska utveckling. För elever i behov av extrastödinsatser har omgivningens attityder och bemötande mycket stor betydelse.
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Books on the topic "Special educational needs pupils"

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David, Galloway. Schools, pupils, and special educational needs. London: Croom Helm, 1985.

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School Curriculum and Assessment Authority. Supporting pupils with special educational needs. London: SCAA, 1996.

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Caines, John. Staffing for pupils with special educational needs. London: Department of Education and Science, 1990.

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Sullivan, Ann. Phonics for Pupils with Special Educational Needs. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487.

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Sullivan, Ann. Phonics for Pupils with Special Educational Needs. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457517.

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Sullivan, Ann. Phonics for Pupils with Special Educational Needs. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9781351040303.

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Alan, Fuller, and Byers Richard, eds. Involving pupils in practice: Promoting partnerships with pupils with special educational needs. London: David Fulton, 2000.

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Ofsted. Setting targets for pupils with special educational needs. London: Ofsted, 2004.

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Education, Ontario Ministry of. Education For Pupils with Special Needs. S.l: s.n, 1987.

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Lyn, Layton, ed. Child development and teaching pupils with special educational needs. New York: RoutledgeFalmer, 2004.

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Book chapters on the topic "Special educational needs pupils"

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Sullivan, Ann. "o-e." In Phonics for Pupils with Special Educational Needs, 1–21. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-1.

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Sullivan, Ann. "i-e." In Phonics for Pupils with Special Educational Needs, 173–91. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-10.

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Sullivan, Ann. "aw." In Phonics for Pupils with Special Educational Needs, 192–210. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-11.

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Sullivan, Ann. "air." In Phonics for Pupils with Special Educational Needs, 211–28. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-12.

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Sullivan, Ann. "ar." In Phonics for Pupils with Special Educational Needs, 230–47. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-13.

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Sullivan, Ann. "o." In Phonics for Pupils with Special Educational Needs, 248–65. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-14.

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Sullivan, Ann. "i." In Phonics for Pupils with Special Educational Needs, 266–84. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-15.

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Sullivan, Ann. "u-e." In Phonics for Pupils with Special Educational Needs, 285–302. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-16.

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Sullivan, Ann. "Multisyllable set 1." In Phonics for Pupils with Special Educational Needs, 304–16. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-17.

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Sullivan, Ann. "Multisyllable set 2." In Phonics for Pupils with Special Educational Needs, 317–29. Abingdon, Oxon ; New York, NY : Routledge, 2019–: Routledge, 2018. http://dx.doi.org/10.4324/9780429457487-18.

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Conference papers on the topic "Special educational needs pupils"

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Basarabova, Barbara. "PROBLEMS IN THE EDUCATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.052.

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"Using Augmented Reality for Teaching Pupils With Special Educational Needs." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.017.

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Gybas, Vojtěch, Kateřina Kostolányová, and Libor Klubal. "ANALYSIS OF IPAD USAGE FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2207.

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A., Adegun J., and Alebiosu E. O. "Session 10: Global Issues in Education | Nutritional Status of Primary School Pupils in Ekiti State, Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0036.

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Gybas, Vojtěch, and Kateřina Kostolányová. "iPad as tool for individualization of instruction of pupils with special educational needs." In INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2018 (ICCMSE 2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5079082.

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Wekesa, Wafula Robert, Nyakwara Begi, and Kang'ethe Rachel Kamau. "Session 14: Learning / Teaching Methodologies and Assessment | Effect of Remedial Teaching Program on Performance of Pupils with Mathematics Difficulties in Lower Primary Schools in Butere District, Kenya." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0051.

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Kozakova, Zdenka, Silvie Vitkova, and Tereza Prochazkova. "JOINT EDUCATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS FROM THE PERSPECTIVE OF PRIMARY SCHOOL TEACHERS IN THE CZECH REPUBLIC." In 7th SWS International Scientific Conference on SOCIAL SCIENCES - ISCSS 2020 Proceedings. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscss.2020.7.1/s08.53.

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Michalík, Jan, Ivana Hrubešová, Michal Růžička, and Pavlína Baslerová. "COOPERATION BETWEEN SCHOOL (TEACHERS) AND PARENTS AS AN IMPORTANT FACTOR IN THE EDUCATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0762.

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Dubayova, Tatiana, and Erika Chovanova. "PERCEPTION OF SOCIAL SUPPORT AS A FACTOR OF MOTIVATION TO LEARN OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1384.

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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Reports on the topic "Special educational needs pupils"

1

Coflan, Caitlin Moss, and Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

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