Items where Author is "Hodge, Nick"

HODGE, Nick, ANDREWS, Thomas and REDMORE, Ned (2019). The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space. International journal of inclusive education.

HODGE, Nick, RICE, Emma J. and REIDY, Lisa (2019). 'They're told all the time they're different': how educators understand development of sense of self for autistic pupils. Disability and Society.

HODGE, Nick (2016). Socially just and inclusive education. Community, Work & Family, 20 (1), 112-115.

HODGE, Nick and WOLSTENHOLME, Claire (2016). 'I didn't stand a chance': how parents experience the exclusions appeal tribunal. International Journal of Inclusive Education, 20 (12), 1297-1309.

HODGE, Nick (2015). Protecting the rights of pupils with autism when meeting the challenge of behaviour. British Journal Of Learning Disabilities, 43 (3), 194-200.

HODGE, Nick (2014). Unruly bodies at conference. Disability and Society, 29 (4), 655-658.

HODGE, Nick and RUNSWICK-COLE, Katherine (2013). 'They never pass me the ball’: exposing ableism through the leisure experiences of disabled children, young people and their families. Children's Geographies, 11 (3), 311-325.

HODGE, Nick (2013). Counselling, autism and the problem of empathy. British Journal of Guidance and Counselling, 41 (2), 105-116.

CHECKLEY, Rebecca, REIDY, Lisa, CHANTLER, Susan, HODGE, Nick and HOLMES, Katie (2012). “Black white zebra orange orange”: How children with autism make use of computer-based voice output communication aids in their language and communication at school. Journal of Assistive Technologies, 6 (4), 245-258.

CHECKLEY, Rebecca, HODGE, Nick, CHANTLER, Susan, REIDY, Lisa and HOLMES, Katie (2010). What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting. Journal of Assistive Technologies, 4 (1), 25-37.

HODGE, Nick and CHANTLER, Susan (2010). It’s not what you do; it’s the way that you question: that’s what gets results. Support For Learning, 25 (1), 11-14.

HODGE, Nick and CHANTLER, Susan (2010). It’s not what you do; it’s the way that you question: that’s what gets results. Support For Learning, 25 (1), 11-14.

RUNSWICK-COLE, Katherine and HODGE, Nick (2009). Needs or rights? A challenge to the discourse of special education. British Journal Of Special Education, 36 (4), 198-203.

HODGE, Nick and RUNSWICK-COLE, Katherine (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647.

HODGE, Nick (2008). Evaluating Lifeworld as an emancipatory methodology. Disability & Society, 23 (1), 29-40.

HODGE, Nick (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349.

HODGE, Nick and RUNSWICK-COLE, K. (2017). “you say… i hear…": Epistemic gaps in practitioner-parent/carer talk. In: RUNSWICK-COLE, Katherine, CURRAN, Tillie and LIDDIARD, Kirsty, (eds.) The Palgrave Handbook of Disabled Children's Childhood Studies. Palgrave Macmillan UK, 537-555.

HODGE, Nick and RUTTEN, Anja (2016). Counselling people labelled with asperger syndrome. In: The SAGE handbook of counselling and psychotherapy. 4th ed. London, SAGE. (In Press)

HODGE, Nick (2016). Schools without labels. In: RUNSWICK-COLE, Katherine, MALLETT, Rebecca and TIMIMI, Sami, (eds.) Re-thinking autism: diagnosis, identity and equality. London, Jessica Kingsley Publishers, 185-203.

HODGE, Nick (2012). Counselling people labelled with asperger syndrome. In: FELTHAM, Colin and HORTON, Ian, (eds.) The SAGE handbook of counselling and psychotherapy. London, SAGE, 554-558.