Transition & Identity

3.2 Summer 2011

Editorial

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Articles

Fraser, M. & Martin, N. (2012) The first LSE disability identity conference. Sample abstracts and evaluation. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 5-9.

Cameron, C. (2012) Not our problem: impairment difference, disability as role. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 10-24.

Trammell, J. (2012) The Freshman Mental Health Project (FMHP) and a Foucauldian Governmentality of the mind Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 25-36.

Martin, N. (2012) Promoting inclusive practice for PhD students near completion. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 37-51.

Harvey J. (2012) ‘Universities and colleges are increasingly aware of the needs of disabled students’ (Direct Gov. 2010). Are they? My experience of support through university. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 52-58.

Morris, C. (2012) Open Minds: enhancing student mental wellbeing and success through inclusive practices. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 59-76.

Garrett, J. (2012) Resilience, transition and disabled students. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 77-89.

Loughlin, L. & Smart, S. (2012) Ensuring a smooth transition into Higher Education – establishing a transition project in South Yorkshire for young disabled learners and their key influencers. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 90-95.

Tait, C., Mowat, C. & Cooper, A. (2012) Models of support for transition and retention of students on the autism spectrum at Scottish universities. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 96-108.

Atkinson, R., Gandy, C., Graham, C., Hendrickx, S., Jackson, V., Martin, N. & Rainford, L. (2012) Aspects of social interaction and buddy scheme – supporting transition and progression for students identified with Asperger Syndrome. Journal of Inclusive Practice in Further and Higher Education. Issue 4.1. pp. 109-124.

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