References
Ainscow, M. (2020) Promoting inclusion and equity in education: Lessons from international experiences. London: Routledge.
Alexander-Passe, N. (2015) The Dyslexic Experience: Reflections on the Emotional and Psychological Journey. London: Jessica Kingsley Publishers.
Bandura, A. (1997) Self-efficacy: The exercise of control. New York: W.H. Freeman.
Berridge, D. (2012) Educating young people in care: What have we learned? Children and Youth Services Review, 34(6), pp. 1171–1175.
Blank, R., Barnett, A.L., Cairney, J., Green, D., Kirby, A., Polatajko, H. and Vinçon, S. (2019) ‘International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder (DCD)’, Developmental Medicine & Child Neurology, 61(3), pp. 242–285.
Booth, T. and Ainscow, M. (2016) The Index for Inclusion: Developing Learning and Participation in Schools. 4th edn. Bristol: Centre for Studies on Inclusive Education.
Brookfield, S.D. (2017) Becoming a critically reflective teacher. 2nd edn. San Francisco: Jossey-Bass.
CAST (2018) Universal Design for Learning Guidelines version 2.2. Wakefield, MA: CAST.
Cousins, M. and Smyth, M.M. (2003) ‘Developmental coordination impairments in adulthood’, Human Movement Science, 22(4–5), pp. 433–459.
Crenshaw, K. (1989) ‘Demarginalizing the intersection of race and sex’, University of Chicago Legal Forum, 1989(1), pp. 139–167.
Daniel, G.R. and Wang, C. (2023) ‘Gender, neurodiversity and inclusion: Rethinking diagnostic norms in education’, British Journal of Educational Studies, 71(4), pp. 527–544.
Department for Education (DfE) and Department of Health (DoH) (2015) Special Educational Needs and Disability Code of Practice: 0–25 years. London: HMSO.
Freire, P. (1970) Pedagogy of the Oppressed. New York: Continuum.
Hawke, J.L., Olson, R.K., Willcut, E.G., Wadsworth, S.J. and DeFries, J.C. (2009) ‘Gender ratios for reading difficulties’, Learning and Individual Differences, 19(1), pp. 55–62.
Hill, E.L. and Brown, D. (2013) ‘Mood impairments in children with developmental coordination disorder’, Child: Care, Health and Development, 39(2), pp. 268–277.
Humphrey, N. (2013) Social and Emotional Learning: A Critical Appraisal. London: SAGE.
Kessels, C. and Van Houtte, M. (2022) ‘Learning difficulties as social constructs: Beyond cognitive explanations’, Educational Review, 74(5), pp. 897–915.
Lingam, R., Hunt, L., Golding, J., Jongmans, M., and Emond, A. (2010) ‘Prevalence of developmental coordination disorder using the DSM-IV at 7 years of age: A UK population–based study’, Pediatrics, 123(4), pp. e693–e700.
Lynch, L. (2024) ‘Universal design for learning and inclusive assessment in post-16 education’, Journal of Inclusive Pedagogy, 9(2), pp. 45–61.
Missiuna, C., Moll, S., King, S., Stewart, D. and McDonald, R. (2008) ‘Life experiences of young adults who have coordination difficulties’, Canadian Journal of Occupational Therapy, 75(3), pp. 157–166.
Montgomery, D. (2019) Dyslexia and Gender: Perspectives on Theory and Practice. London: Routledge.
Murthy, P. (2025) Gendered pathways in learning difficulty: A socio-cultural perspective. Oxford: Oxford University Press.
O’Dea, R.E., Green, D., Kirby, A. and Lingam, R. (2021) ‘Developmental coordination disorder: Current insights and future directions’, Frontiers in Psychology, 12, 646–659.
Peer, L. and Reid, G. (2016) Dyslexia and Inclusion: Classroom Approaches for Assessment, Teaching and Learning. 3rd edn. London: Routledge.
Quinn, P.O. and Wagner, R. (2015) Girls with ADHD and Learning Difficulties: A Hidden Population. New York: Guilford Press.
Reis, S.M., Neu, T.W. and McGuire, J.M. (2000) ‘Case studies of high-achieving students with learning disabilities’, Gifted Child Quarterly, 44(4), pp. 315–329.
Roderick, A. and Fawcett, A. (2010) Dyslexia in Context: Research, Policy and Practice. London: Whurr Publishers.
Rutter, M., Caspi, A., Fergusson, D., Horwood, L.J., Goodman, R. and Maughan, B. (2004) ‘Sex differences in developmental reading disability: New findings from four epidemiological studies’, Journal of the American Medical Association, 291(16), pp. 2007–2012.
Schön, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Sebba, J., Berridge, D., Luke, N., Fletcher, J., Bell, K. and Strand, S. (2015) The educational progress of looked after children in England: Linking care and educational data. Oxford: Rees Centre for Research in Fostering and Education.
Snowling, M. (2013) Dyslexia: A very short introduction. Oxford: Oxford University Press.
Stentiford, L., Meier, C. and Holliman, A. (2023) ‘Gender, behaviour and inclusion: Reassessing assumptions in special educational needs diagnosis’, British Educational Research Journal, 49(1), pp. 102–120.
Van Herwegen, J. (2024) Cognitive and emotional profiles in developmental coordination disorder: Implications for educational practice. London: UCL Institute of Education.
Wagner, R.K., Torgesen, J.K. and Rashotte, C.A. (2020) Comprehensive model of reading development and dyslexia. 2nd edn. New York: Guilford Press.