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Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion

Routledge, Taylor & Francis Group, 2020, Vol.1

1st edition., 2020

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The added value of inclusive research

Journal of applied research in intellectual disabilities, 2018-09, Vol.31 (5), p.751-759

2018

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Peer‐reviewed articles on inclusive research: Do co‐researchers with intellectual disabilities have a voice?

Journal of applied research in intellectual disabilities, 2018-01, Vol.31 (1), p.132-141

2018

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In response to “Health and healthcare of people with learning disabilities in the United Kingdom through the COVID‐19 pandemic” (Chris Hatton and colleagues)

British journal of learning disabilities, 2024-09, Vol.52 (3), p.500-511

2024

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Transitions in the Lives of Older Adults With Intellectual Disabilities: “Having a Sense of Dignity and Independence”

Journal of policy and practice in intellectual disabilities, 2019-03, Vol.16 (1), p.58-66

Strnadová, Iva

2019

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The Sexual and Reproductive Health and Rights of Young People with Intellectual Disability: A Scoping Review

Sexuality research & social policy, 2022-03, Vol.19 (1), p.372-390

2022

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Scoping review on communication systems used by adults with severe/profound intellectual disability for functional communication

Journal of applied research in intellectual disabilities, 2023-09, Vol.36 (5), p.951-965

2023

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“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

Journal of autism and developmental disorders, 2019-07, Vol.49 (7), p.2923-2934

2019

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What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives

Child indicators research, 2023-04, Vol.16 (2), p.447-483

2023

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Students with autism transitioning from primary to secondary schools: parents' perspectives and experiences

International journal of inclusive education, 2017-04, Vol.21 (4), p.389-403

2017

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"Sometimes it feels like we are puppets, here to listen to but not speak": listening to the voices of young Bangladeshi students about barriers to well-being at school

Cambridge journal of education, 2024-07, Vol.54 (4), p.475-493

2024

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Benefits and limits of peer support for mothers with intellectual disability affected by domestic violence and child protection

Disability & society, 2020-03, Vol.35 (3), p.413-434

2020

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“… but if you're afraid of things, how are you meant to belong?” What belonging means to people with intellectual disabilities?

Journal of applied research in intellectual disabilities, 2018-11, Vol.31 (6), p.1091-1102

2018

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Teacher beliefs about evidence-based practice: A systematic review

International journal of educational research, 2021, Vol.106, p.101727, Article 101727

2021

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The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: A systematic review of the literature

Journal of applied research in intellectual disabilities, 2020-11, Vol.33 (6), p.1151-1165

2020

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Picture my well-being: Listening to the voices of students with autism spectrum disorder

Research in developmental disabilities, 2019-06, Vol.89, p.130-140

2019

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Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes: umbrella review of evidence-based practices

International journal of inclusive education, 2023-06, Vol.ahead-of-print (ahead-of-print), p.1-17

2023

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Digital inclusion and people with learning disabilities

British journal of learning disabilities, 2023-06, Vol.51 (2), p.119-124

2023

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Scoping review on sex education for high school-aged students with intellectual disability and/or on the autism spectrum: parents', teachers' and students' perspectives, attitudes and experiences

Sex education, 2022-05, Vol.22 (3), p.361-378

2022

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The Education of Students With Disabilities in Remote or Rural Areas of China

Intervention in school and clinic, 2022-03, Vol.57 (4), p.268-273

2022

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Emerging from the shadows: Digital stories of self‐advocates with intellectual disabilities

Journal of policy and practice in intellectual disabilities, 2022-12, Vol.19 (4), p.360-369

2022

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A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment

Research in developmental disabilities, 2018-12, Vol.83, p.8-17

2018

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Whose responsibility? Resilience in families of children with developmental disabilities

Disability & society, 2014-06, Vol.29 (6), p.922-937

2014

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Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Journal of applied research in intellectual disabilities, 2024-07, Vol.37 (4), p.e13247-n/a

2024

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Parents with intellectual disabilities and their perspective of peer support: “It depends on how they give it”

Journal of applied research in intellectual disabilities, 2019-07, Vol.32 (4), p.879-889

2019

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Belonging for People with Profound Intellectual and Multiple Disabilities: Pushing the Boundaries of Inclusion

The added value of inclusive research

Peer‐reviewed articles on inclusive research: Do co‐researchers with intellectual disabilities have a voice?

In response to “Health and healthcare of people with learning disabilities in the United Kingdom through the COVID‐19 pandemic” (Chris Hatton and colleagues)

Transitions in the Lives of Older Adults With Intellectual Disabilities: “Having a Sense of Dignity and Independence”

The Sexual and Reproductive Health and Rights of Young People with Intellectual Disability: A Scoping Review

Scoping review on communication systems used by adults with severe/profound intellectual disability for functional communication

“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism

What Constitutes Student Well-Being: A Scoping Review Of Students’ Perspectives

Students with autism transitioning from primary to secondary schools: parents' perspectives and experiences

"Sometimes it feels like we are puppets, here to listen to but not speak": listening to the voices of young Bangladeshi students about barriers to well-being at school

Benefits and limits of peer support for mothers with intellectual disability affected by domestic violence and child protection

“… but if you're afraid of things, how are you meant to belong?” What belonging means to people with intellectual disabilities?

Teacher beliefs about evidence-based practice: A systematic review

The impact of self‐advocacy organizations on the subjective well‐being of people with intellectual disabilities: A systematic review of the literature

Picture my well-being: Listening to the voices of students with autism spectrum disorder

Supporting students with disability to improve academic, social and emotional, and self-determination and life-skills outcomes: umbrella review of evidence-based practices

Digital inclusion and people with learning disabilities

Scoping review on sex education for high school-aged students with intellectual disability and/or on the autism spectrum: parents', teachers' and students' perspectives, attitudes and experiences

The Education of Students With Disabilities in Remote or Rural Areas of China

Emerging from the shadows: Digital stories of self‐advocates with intellectual disabilities

A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment

Whose responsibility? Resilience in families of children with developmental disabilities

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Parents with intellectual disabilities and their perspective of peer support: “It depends on how they give it”

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