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Promoting Equitable Access to Education for Children and Young People with Vision Impairment: A Route-Map for a Balanced Curriculum

1, 2022

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Learning through Touch: Supporting Learners with Multiple Disabilities and Vision Impairment through a Bioecological Systems Perspective

2nd edition., 2020

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Examining proximal and distal influences on the part-time student experience through an ecological systems theory

Teaching in higher education, 2017-04, Vol.22 (3), p.373-388

McLinden, Mike

2017

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Including Pupils with Special Educational Needs and Disability in National Assessment: Comparison of Three Country Case Studies through an Inclusive Assessment Framework

International journal of disability, development, and education, 2016-01, Vol.63 (1), p.98-121

2016

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"They were questioning whether I would even bother coming back". Exploring evidence of inequality in "access", "success" and "progression" in higher education for students with vision impairment

Educational review (Birmingham), 2023-02, Vol.75 (2), p.172-194

2023

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Accessing the curriculum; university based learning experiences of visually impaired physiotherapy students

Nurse education in practice, 2020-01, Vol.42, p.102620-102620, Article 102620

2020

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Review of the visiting teachers service for children with hearing and visual impairment in supporting inclusive educational practice in Ireland: examining stakeholder feedback through an ecological systems theory

European journal of special needs education, 2016-10, Vol.31 (4), p.472-488

2016

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Haptic Exploratory Strategies and Children who are Blind and Have Additional Disabilities

Journal of visual impairment & blindness, 2004-02, Vol.98 (2), p.99-115

McLinden, Mike

2004

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Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach

The British journal of visual impairment, 2024-01, Vol.42 (1), p.3-19

2024

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Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship

Higher education pedagogies, 2021-01, Vol.6 (1), p.1-21

2021

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The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory

Journal of visual impairment & blindness, 2017-11, Vol.111 (6), p.569-584

2017

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Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

Sustainability, 2020-03, Vol.12 (5), p.2104

2020

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Investigating the learning experiences of student physiotherapists with visual impairments: An exploratory study

The British journal of visual impairment, 2014-09, Vol.32 (3), p.223-235

2014

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Developing on-line problem based learning resources for use in the professional development of specialist teachers of the visually impaired: Report for phase 1 of project

2006

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The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory

Journal of visual impairment & blindness, 2017-11, Vol.111 (5), p.569

2017

Volltextzugriff (PDF)

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

International journal of early childhood, 2018-08, Vol.50 (2), p.159-174

2018

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Developing a culture of enquiry-based, independent learning in a research-led institution: findings from a survey of pedagogic practice

The international journal for academic development, 2011-06, Vol.16 (2), p.147-162

2011

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Flexible Pedagogies for Part Time Learners: Guiding the learning journey of part-time postgraduate social science research students

Widening participation and lifelong learning, 2015-04, Vol.17 (2), p.80-95

2015

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Facilitating Participation in Education: The Distinctive Role of the Specialist Teacher in Supporting Learners with Vision Impairment in Combination with Severe and Profound and Multiple Learning Difficulties

Journal of blindness innovation and research, 2017, Vol.7 (2)

2017

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Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

International journal of inclusive education, 2011-12, Vol.15 (10), p.1119-1134

2011

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Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

International journal of educational development, 2011-09, Vol.31 (5), p.472-482

2011

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Teachers’ Perspectives on the Use of the Moon Code to Develop Literacy in Children with Visual Impairments and Additional Disabilities

Journal of visual impairment & blindness, 2007-10, Vol.101 (10), p.601-612

2007

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Access to print literacy for children and young people with visual impairment: findings from a review of literature

European journal of special needs education, 2011-02, Vol.26 (1), p.25-38

2011

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Editorial

The British journal of visual impairment, 2012-01, Vol.30 (1), p.3-5

2012

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Editorial

The British journal of visual impairment, 2012-01, Vol.30 (1), p.3-5

2012

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Promoting Equitable Access to Education for Children and Young People with Vision Impairment: A Route-Map for a Balanced Curriculum

Learning through Touch: Supporting Learners with Multiple Disabilities and Vision Impairment through a Bioecological Systems Perspective

Examining proximal and distal influences on the part-time student experience through an ecological systems theory

Including Pupils with Special Educational Needs and Disability in National Assessment: Comparison of Three Country Case Studies through an Inclusive Assessment Framework

"They were questioning whether I would even bother coming back". Exploring evidence of inequality in "access", "success" and "progression" in higher education for students with vision impairment

Accessing the curriculum; university based learning experiences of visually impaired physiotherapy students

Review of the visiting teachers service for children with hearing and visual impairment in supporting inclusive educational practice in Ireland: examining stakeholder feedback through an ecological systems theory

Haptic Exploratory Strategies and Children who are Blind and Have Additional Disabilities

Development of a new curriculum framework for children and young people with vision impairment: A United Kingdom consultation using the Delphi approach

Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship

The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory

Facilitating the Participation of Children with Disabilities in Early Childhood Development Centres in Malawi: Developing a Sustainable Staff Training Programme

Investigating the learning experiences of student physiotherapists with visual impairments: An exploratory study

Developing on-line problem based learning resources for use in the professional development of specialist teachers of the visually impaired: Report for phase 1 of project

The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective

Developing a culture of enquiry-based, independent learning in a research-led institution: findings from a survey of pedagogic practice

Flexible Pedagogies for Part Time Learners: Guiding the learning journey of part-time postgraduate social science research students

Facilitating Participation in Education: The Distinctive Role of the Specialist Teacher in Supporting Learners with Vision Impairment in Combination with Severe and Profound and Multiple Learning Difficulties

Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

Teachers’ Perspectives on the Use of the Moon Code to Develop Literacy in Children with Visual Impairments and Additional Disabilities

Access to print literacy for children and young people with visual impairment: findings from a review of literature

Editorial

Editorial

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