Allely, C. S. (2015). Autism spectrum disorders in the criminal justice system: police interviewing, the courtroom and the prison environment. Recent Advances in Autism, 1-13.

Hanafin, J., Shevlin, M., Kenny, M., & Neela, E. M. (2007). Including young people with disabilities: Assessment challenges in higher education. Higher Education, 54(3), 435–448. https://doi.org/10.1007/s10734-006-9005-9

Kaland, N., Mortensen, E. L., & Smith, L. (2011). Social communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting. Research in Autism Spectrum Disorders, 5(3), 1129-1137.

Kee, K. N. (2016) MLE for Children with Autism in the Digital Learning Environments. In B. L. Chua, & Y. F. I. Wong (Eds.). Mediated learning experience: Applications in various contexts. (pp. 1-19). Singapore: Mediated Learning Laboratory, Psychological Studies Academic Group, National Institute of Education. https://repository.nie.edu.sg/bitstream/10497/18183/3/BK-MLE_b.pdf

Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. Journal of Adolescent & Adult Literacy, 51(2), 124–134. https://doi.org/10.1598/JAAL.51.2.4

McKissick, B. R., Spooner, F., Wood, C. L., & Diegelmann, K. M. (2013). Effects of computer-assisted explicit instruction on map-reading skills for students with autism. Research in Autism Spectrum Disorders, 7(12), 1653-1662.

Raulston, T., Carnett, A., Lang, R., Tostanoski, A., Lee, A., Machalciek, W., Sigafoos, J., O’Reilly, M., Didden, R., Lancioni, G. (2013) Teaching individuals with autism spectrum disorders to ask questions: A systematic review. Research in Autism Spectrum Disorders, 7(7), 866–878. doi: 10.1016/j.rasd.2013.03.008

Schenning, H., Knight, V., & Spooner, F. (2013). Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders. Research in autism spectrum disorders, 7(4), 526-540.

Tay, H. Y. & Kee, K.N. (2019). Effective questioning and feedback for learners with autism in an inclusive classroom. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1634920. https://video.nie.edu.sg/media/Final_AfL_inclusive/0_c052wnim

Schuelka, M. J., Johnstone, C. J., Thomas, G., & Artiles, A. J. (Eds.). (2019). The SAGE Handbook of Inclusion and Diversity in Education. SAGE Publications Limited.

This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today.

Tay, H.Y., & Kee, K. N. N. (2019) Effective questioning and feedback for learners with autism in an inclusive classroom, Cogent Education, 6(1), doi:10.1080/2331186X.2019.1634920

There is limited research regarding how Assessment for Learning (AfL) can support mainstream classrooms that have students with special needs. In current literature, it is assumed that AfL functions in similar ways across different contexts. Studies on how AfL practices can accommodate mainstream and special educational students in the same classroom are very limited. The present study sets out to investigate AfL practices in the context of mainstream classes that include high-functioning students with autism spectrum disorder (ASD), focusing specifically on questioning techniques and teacher feedback. Though these strategies are associated with positive learning outcomes, learners with ASD may face difficulty in engaging in such questioning and feedback dialogue because of various challenges (e.g., atypical attentional networks). This qualitative instrumental case study involved observing six mainstream teachers from five schools during lessons and separately interviewing the teachers and the students with ASD. The study found that these teachers used approaches that focused on three considerations: addressing the cognitive needs of students (e.g. precise and direct questions); their socio-emotional needs (e.g. affirmative feedback); and supporting structures (e.g. visual cues). The study expands our current limited understanding of AfL in inclusive classrooms and highlights the implications for classroom practice.

McCluskey, G. (2017). Mapping, measuring and monitoring achievement: Can a new evaluation framework help schools challenge inequalities? Improving Schools, 20(1): 5-17.

While mainstream schools have seen an increasing focus on performance and attainment in recent years, this focus has often been resisted by special and alternative educational provision in the United Kingdom. However, concern is now growing about the low levels of achievement for children and young people educated outside mainstream schools. This article reports the findings of an evaluation which examined the work of one group of special school head teachers who set out to develop an alternative framework for mapping, tracking and evaluating achievement; one which would be recognisable to, but not limited by, the pressures on the mainstream. The findings suggest that, if adopted more widely, such a framework could contribute to the search for common ground and common understanding across different educational settings, with the potential to bring direct benefits to pupils but also to make a contribution to addressing under-achievement and educational inequalities more broadly.

Crisp, V., Johnson, M., & Novaković, N. (2012). The effects of features of examination questions on the performance of students with dyslexia. British Educational Research Journal, 38(5), 813-839. https://www.jstor.org/stable/23263781

This research investigated whether features of examination questions influence students with dyslexia differently to others, potentially affecting whether they have a fair opportunity to show their knowledge, understanding and skills. A number of science examination questions were chosen. For some questions two slightly different versions were created. A total of 54 students considered by their teachers to have dyslexia and a matched control group of 51 students took the test under exam conditions. A dyslexia screening assessment was administered where possible and some students were interviewed. Facility values and Rasch analysis were used to compare performance between the versions of the same question and between those with and without dyslexia. Chi-square statistics found no statistically significant differences in performance between groups or between question versions. However, some tentative implications for good practice can be inferred (e.g. avoiding ambiguous pronouns, using bullet points).

Hanafin, J., Shevlin, M., Kenny, M., & Neela, E. M. (2007). Including young people with disabilities: Assessment challenges in higher education. Higher Education, 54(3), 435–448. https://doi.org/10.1007/s10734-006-9005-9

Within a European context, facilitating the increased participation of marginalized groups within society has become a cornerstone of social policy. In higher education in Ireland this has generally involved the targeting for support of individuals representing groups traditionally excluded on the grounds of socio-economic status. More recently, people with disability have been included in this consideration. This approach has tended to focus on physical access issues and some technical supports. However, access is multifaceted and must include a review of pedagogic practices, assistive provision (technological and personal), student’s engagement with their workload (e.g. recording) and evaluation procedures: achieving accreditation levels commensurate with ability.

This small-scale Irish study examined the experiences of two groups of young people with physical disabilities and with dyslexia in two higher education institutions. It was apparent that for students with physical disabilities and with dyslexia, assessment practices were fraught with additional limitations. Assessment practices were mediated for these students through the physical environment, the backwash effect of assessment on curriculum, the availability and use of assistive technology, and through the attitudes of staff and students. It can be concluded that access issues within higher education have been inadequately conceptualized and as a result failed to address fundamental issues around assessment for students with physical disabilities and with dyslexia.

Long, L., MacBlain, S., & MacBlain, M. (2007). Supporting students with dyslexia at the secondary level: An emotional model of literacy. Journal of Adolescent & Adult Literacy, 51(2), 124–134. https://doi.org/10.1598/JAAL.51.2.4

A 13-year-old male adolescent with dyslexia was studied to examine how holistic approaches to intervention can foster academic achievement and emotional well-being. Findings suggest that appropriate strategies can empower learners and raise standards and highlight the importance of teacher empathy in enhancing the quality of the learning environment. This is best achieved through collaborative practice and whole-school systemic work.As a follow-up, a convenience sample of 25 dyslexic adolescents was surveyed to examine perceptions of being dyslexic and evaluations of the learning environment. Results indicated that although study skills are being taught, teachers may lack approachability and empathy. Findings are discussed in the context of the role of teachers in promoting student engagement and enhancing self-efficacy. Strategies are suggested for empowering learners, promoting self-esteem, and modifying the learning environment to provide student-centered, affective, and social-academic pathways.