In England, schools are required to have a named and trained “Special Educational Needs
Coordinator” or SENCo. The difficulties of operationalising the role of the SENCo are well …

Given the narrow scope and conceptualisation of inclusion for young children with
disabilities in research within low-and middle-income countries (LMICs) contexts, we draw …

In this chapter, the authors approach aspects of formal and non-formal education for
individuals with vision impairment (VI) or multiple disabilities and vision impairment (MDVI) …

We, the editors, are proud to present the Routledge Handbook of Adapted Physical
Education, the first focused, organized, and evidence-based review of theory, research, and …

This is a critical autoethnography which seeks to weave through the identities of teacher and
mother during COVID-19. Using Bronfenbrenner's Bioecological Systems Theory to place …

Vision impairment is a broad term that captures a wide range of reduction in visual function
and includes ocular and cerebral conditions. Learners with vision impairment are a …

This paper investigates how specialist teachers of learners with vision impairment (ie
teachers who have had specific and/or additional teacher training in the area of vision …

There is a need for professional development (PD) among second language (L2) learners'
teachers to bring L2 learners up to the same level as their home language (L1) peers …

Thousands of students with vision impairment or blindness attend mainstream schools in
Australia. Their experiences depend on multiple pertinent factors, including teachers' …

This paper presents findings from a series of focus group interviews with three groups of
professionals in England, in the period immediately preceding the COVID‐19 global …