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Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions

European journal of psychology of education, 2020-12, Vol.35 (4), p.775-793

2020

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Psychological distress among primary school teachers: a comparison with clinical and population samples

Public health (London), 2019-01, Vol.166, p.53-56

2019

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The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils

Cambridge journal of education, 2019-01, Vol.49 (1), p.15-33

2019

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Reappraising special needs education

Norwich, Brahm

1990

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Teachers' attitudes towards integration / inclusion: a review of the literature

European journal of special needs education, 2002-06, Vol.17 (2), p.129-147

2002

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Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools

British educational research journal, 2004-02, Vol.30 (1), p.43-65

2004

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Education, Inclusion and Individual Differences: Recognising and Resolving Dilemmas

British journal of educational studies, 2002-12, Vol.50 (4), p.482-502

Norwich, Brahm

2002

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Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making

British educational research journal, 2002-02, Vol.28 (1), p.111-138

2002

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Future Directions for Professional Educational Psychology

School psychology international, 2005-10, Vol.26 (4), p.387-397

Norwich, Brahm

2005

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Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues

Journal of intellectual disability research, 2004-06, Vol.48, p.511

Norwich, B

2004

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In Search of Education, Participation and Inclusion: Embrace the Uncertain

European Journal of Special Needs Education, 2024, Vol.39 (5), p.836-844

Norwich, B.

2024

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Pupils' perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools

British journal of educational psychology, 2004-09, Vol.74 (3), p.411-435

2004

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Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties

British journal of educational psychology, 2000-12, Vol.70 (4), p.559-581

2000

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Mapping a Pedagogy for Special Educational Needs

British educational research journal, 2001-06, Vol.27 (3), p.313-329

2001

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Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school

British journal of educational psychology, 1999-12, Vol.69 (4), p.547-569

Norwich, Brahm

1999

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Making progress?: The function of assessment for students with moderate learning difficulties. repr

1983

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Lessons in Partnership: An INSET course, "meeting special educational needs in ordinary schools", as a case study

1987

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A Nephrology Fellows’ Communication Skills Course: An Educational Quality Improvement Report

American journal of kidney diseases, 2016-08, Vol.68 (2), p.203-211

2016

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Special needs education or education for all: connective specialisation and ideological impurity

British journal of special education, 1996-09, Vol.23 (3), p.100-104

Norwich, Brahm

1996

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Cross-Cultural Perspectives on the Classification of Children With Disabilities: Part II. Implementing Classification Systems in Schools

The Journal of special education, 2006-05, Vol.40 (1), p.46-58

2006

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Psychology and education for special needs: Recent developments and future directions

1995

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Parental agency, identity and knowledge: mothers of children with dyslexia

Oxford review of education, 2004-09, Vol.30 (3), p.417-433

2004

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Clusters: inter-school collaboration in meeting special educational needs in ordinary schools

British educational research journal, 1994-06, Vol.20 (3), p.279-291

1994

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Assessing the self-perception of young adults with severe learning difficulties

European journal of special needs education, 1992-10, Vol.7 (3), p.193-203

1992

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Special or inclusive education? Review article

European journal of special needs education, 1999-03, Vol.14 (1), p.90-96

Norwich, B

1999

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Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties: adolescent students’ perceptions

Psychological distress among primary school teachers: a comparison with clinical and population samples

The significance of a process evaluation in interpreting the validity of an RCT evaluation of a complex teaching intervention: the case of Integrated Group Reading (IGR) as a targeted intervention for delayed Year 2 and 3 pupils

Reappraising special needs education

Teachers' attitudes towards integration / inclusion: a review of the literature

Pupils' views on inclusion: moderate learning difficulties and bullying in mainstream and special schools

Education, Inclusion and Individual Differences: Recognising and Resolving Dilemmas

Cognitive, Emotional and Behavioural Responses to Students with Emotional and Behavioural Difficulties: A model of decision-making

Future Directions for Professional Educational Psychology

Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues

In Search of Education, Participation and Inclusion: Embrace the Uncertain

Pupils' perceptions of self and of labels: Moderate learning difficulties in mainstream and special schools

Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties

Mapping a Pedagogy for Special Educational Needs

Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school

Making progress?: The function of assessment for students with moderate learning difficulties. repr

Lessons in Partnership: An INSET course, "meeting special educational needs in ordinary schools", as a case study

A Nephrology Fellows’ Communication Skills Course: An Educational Quality Improvement Report

Special needs education or education for all: connective specialisation and ideological impurity

Cross-Cultural Perspectives on the Classification of Children With Disabilities: Part II. Implementing Classification Systems in Schools

Psychology and education for special needs: Recent developments and future directions

Parental agency, identity and knowledge: mothers of children with dyslexia

Clusters: inter-school collaboration in meeting special educational needs in ordinary schools

Assessing the self-perception of young adults with severe learning difficulties

Special or inclusive education? Review article

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