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Photo of Professor Brahm Norwich

Professor Brahm Norwich

Educational Psychology and Special Educational Needs

B.Norwich@exeter.ac.uk

4805

01392 724805

North Cloisters NC122


Publications

Copyright Notice: Any articles made available for download are for personal use only. Any other use requires prior permission of the author and the copyright holder.

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2024

2023

2022

2021

  • Warren T. (2021) Parents’ perspectives on the policy and practice of inclusive education in Dubai private schools.
  • McGlinchey C. (2021) Procrastination among post-16 students: how is it experienced and how can we reduce it? The views of students, teachers and educational psychologists.
  • Satherley D, Norwich B. (2021) Parents’ experiences of choosing a special school for their children, European Journal of Special Needs Education, volume 37, no. 6, pages 950-964, DOI:10.1080/08856257.2021.1967298. [PDF]
  • Hannay J. (2021) Lessons from Lesson Study: Exploring School Climate, Teacher Learning and Teacher Self-Efficacy in an Inner London Primary School.
  • Goie SL, Dudley P, Norwich B. (2021) Lesson Study in Inclusive Educational Settings, DOI:10.4324/9781315668581.
  • Ramoutar L. (2021) Exploring Special Guardianship. Experiences of School Belonging from the Perspective of the Young People, Guardians and Designated Teachers: A Bioecological Perspective.
  • Sharma P. (2021) Eliciting the voice of children and young people in their Education, Health and Care Plans, and Annual Reviews: achieving meaningful participation.
  • Norwich B. (2021) Transitions for students with special educational needs: implications for inclusion policy and practice, EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, volume 36, no. 3, pages 478-484, DOI:10.1080/08856257.2020.1780070. [PDF]

2020

2019

2018

2017

2016

2015

2014

2013

2012

2011

  • Norwich B. (2011) Book reviews, British Journal of Educational Psychology, volume 77, no. 3, pages 744-745, DOI:10.1348/000709907x243810.
  • Norwich B, Nash T. (2011) Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education, Journal of Research in Special Educational Needs, volume 11, no. 1, pages 2-11.
  • Norwich B, Nash T. (2011) Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education, Journal of Research in Special Educational Needs.

2010

  • Norwich B. (2010) Developmental Disorders of Language, Learning and Cognition – By Charles Hulme, & Margaret J. Snowling, Journal of Research in Special Educational Needs, volume 10, no. 2, pages 133-134, DOI:10.1111/j.1471-3802.2010.01151_1.x.
  • Roberts W, Norwich B. (2010) Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: A role for professional educational psychologists, Educational Psychology in Practice, volume 26, no. 3, pages 279-298, DOI:10.1080/02667363.2010.495215.
  • Norwich B. (2010) What implications do changing practices and concepts have for the role of SEN Coordinator?, Transforming the role of the SENCO,, Open University Press.
  • Nash T, Norwich B. (2010) The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes, Teaching and Teacher Education, pages 1471-1481.
  • Norwich B. (2010) Can we envisage the end of special educational needs? has special educational needs outlived its usefulness?, The Psychology of Education Review, volume 34 (2), pages 13-21.
  • Roberts W, Norwich B. (2010) Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists, Educational Psychology in Practice, volume 3, no. 26, pages 279-298.
  • Roberts W, Norwich B. (2010) Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists, Educational Psychology in Practice, volume 3, no. 26, pages 279-298.
  • Norwich B. (2010) What implications do changing practices and concepts have for the role of the SEN coordinator?, Transforming the Role of the SENCO, Open University Press, 37-50.
  • Norwich B. (2010) What implications do changing practices and concepts have for the role of the SEN coordinator?, Transforming the Role of the SENCO, Open University Press, 37-50.
  • Nash T, Norwich B. (2010) The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes, Teaching and Teacher Education, volume 26, pages 1471-1481.
  • Norwich B, Richards A, Nash T. (2010) Educational Psychologists and children in care: practices and issues, Educational Psychology in Practice, volume 4, no. 26, pages 375-390.
  • Warnock M, Norwich B, Terzi L. (2010) Special educational needs: a new look, Continuum.

2009

  • Norwich B. (2009) Summary of discussion and vote, Journal of Research in Special Educational Needs, volume 9, no. 3, pages 215-217, DOI:10.1111/j.1471-3802.2009.01136.x.
  • Williams T, Lamb B, Norwich B, Peterson L. (2009) Introduction to Policy Paper, Journal of Research in Special Educational Needs, volume 9, no. 3, pages 199-217, DOI:10.1111/j.1471-3802.2009.01136.x.
  • Norwich B. (2009) Second proposer, Journal of Research in Special Educational Needs, volume 9, no. 3, pages 208-212, DOI:10.1111/j.1471-3802.2009.01136.x.
  • Norwich B. (2009) Dilemmas of difference and the identification of special educational needs / disability: international perspectives, British Educational Research Journal, volume 35 (3), pages 447-467.
  • Norwich B. (2009) Learning Disabilities: What are they? Helping Teachers and Parents Understand the Characteristics, BRITISH JOURNAL OF EDUCATIONAL STUDIES, volume 57, no. 4, pages 446-448, DOI:10.1111/j.1467-8527.2009.448_8.x. [PDF]
  • Norwich B. (2009) Dilemmas of difference and the identification of special educational needs/disability: international perspectives, BRITISH EDUCATIONAL RESEARCH JOURNAL, volume 35, no. 3, pages 447-467, DOI:10.1080/01411920802044446. [PDF]
  • Norwich B. (2009) Special options, British Association of teachers of the Deaf Magazine, no. May, pages 6-8.
  • Norwich, B.. (2009) Dilemmas of difference and the identification of special educational needs / disability: international perspectives, British Educational Research Journal, volume 35, no. 3, pages 447-468.

2008

  • Norwich B. (2008) Open Dialogue peer review: A response to Tymms, Merrell & Coe, Psychology of Education Review, volume 32, no. 2, pages 17-19, DOI:10.53841/bpsper.2008.32.2.17.
  • Norwich B. (2008) Chapter 5. Summary of discussion and conclusions, Journal of Research in Special Educational Needs, volume 8, no. 3, pages 181-182, DOI:10.1111/j.1471-3802.2008.00112_5.x.
  • Jones, G., Hack, E., Riddell, S.. (2008) Individual budgets and direct payments: issues, challenges and future implications for the strategic management of SEN, Journal of Research in Special Educational, volume 8, no. 3, pages 124-139.
  • Norwich B. (2008) How compatible is the recognition of dyslexia with inclusive education?, The Routledge Dyslexia Handbook, Routledge, 177-194.
  • Endler, L., Rose, J.R. & Norwich, B.. (2008) How do practitioners in the early years use the Common Assessment framework: an evaluation.
  • Norwich B, Nash T. (2008) Preparing teachers to teach children with SEN disabilities: Challenges and developments in England, JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, volume 52, pages 687-687. [PDF]
  • Richards, A., Nash, T.. (2008) Children in care and the multi-disciplinary work of educational psychologists.
  • Macmillan, P., Norwich, B.. (2008) Improving oracy and literacy among children who fall behind, Metacognitive Approaches to Developing Oracy, Routledge, Taylor and Francis, 65-76.
  • Norwich B. (2008) Perspectives and purposes of disability classification systems: implications for teachers and curriculum and pedagogy, Classification in Special Education, Corwin Press, 131-149.
  • Norwich, B.. (2008) Inclusive and effective schools: challenges and tensions, Psychology for inclusive education: new directions in theory and practice, Routledge, 96-107.
  • Norwich, B.. (2008) Dilemmas of difference, inclusion and disability: international perspectives on placement, European Journal of Special Needs Education, volume 23, no. 4, pages 287-304.
  • Norwich, B.. (2008) What future for special schools and inclusion? conceptual and professional perspectives.\r, British Journal of Special Education, volume 35, no. 3, pages 136-144.

2007

  • Humphrey N, Norwich B, Parsons S. (2007) BOOK REVIEWS, European Journal of Special Needs Education, volume 22, no. 4, pages 483-488, DOI:10.1080/08856250701656737.
  • Norwich B. (2007) Categories of Special Educational Needs, The SAGE Handbook of Special Education, SAGE Publications, 56-67, DOI:10.4135/9781848607989.n6.
  • Norwich B. (2007) Dilemmas of difference inclusion and disability: International perspectives and future directions, Dilemmas of Difference Inclusion and Disability: International Perspectives and Future Directions, pages 1-228, DOI:10.4324/9780203938867.
  • Macleod FJ, Macmillan P, Norwich B. (2007) 'Listening to myself': Improving oracy and literacy among children who fall behind, Early Child Development and Care, volume 177, no. 6-7, pages 633-644, DOI:10.1080/03004430701379009.
  • Norwich B. (2007) Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions, Routledge.
  • FJMacleod, Macmillan P, Norwich B. (2007) 'Listening to Myself': Improving Oracy and Literacy Among Children who Fall Behind, Early Child Development and Care, volume 177, no. 6, pages 633-644, DOI:10.1080/03004430701379009.
  • Norwich B. (2007) Handbook of competence and motivation, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, volume 77, pages 744-745. [PDF]
  • Norwich, B.. (2007) Special Teaching for Special Children? Pedagogies for Inclusion\r , Division of Education and Child psychology (BPS) Papers, volume 24, no. 3, pages 54-67.
  • Norwich, B.. (2007) Categories of special educational needs, Handbook of Special Education, Sage Publications, 55-67.
  • Norwich, B.. (2007) Evaluating the reliability and validity of learning styles inventory : a classroom-based study, Educational Researcher, volume 49, no. 1, pages 51-63.
  • Macleod F, MacMillan P, Norwich B. (2007) Giving psychology away: Helping pupils at risk of reading failure by means of a self-voice feedback programme, School Psychology International, volume 28, no. 5, pages 555-573.
  • Norwich, B.. (2007) Special schools: what does the future hold?, Into Teaching, volume 17, pages 3-9.
  • Norwich, B., Ma A. (2007) Triangulation and Theoretical Understanding, Journal of Social Research Methodology: Theory and Practice, volume 10, no. 3, pages 211-226.
  • Norwich B, Lewis A. (2007) How specialised is teaching children with disabilities and difficulties?, Journal of Curriculum Studies, volume 39, no. 2, pages 127-150, DOI:10.1080/00220270601161667.

2006

  • Norwich B. (2006) Dilemmas of inclusion and the future of education, pages 69-84, DOI:10.4324/9780203966068.
  • Dyson, A., Nagle, K., Thurlow, M.. (2006) Cross-cultural perspectives on the classification of children with disabilities: part II, Implementing classification in schools, Journal of Special Education, volume 40, no. 1, pages 36-46.
  • Kelly, N.A.A.. (2006) Evaluating children's participation in SEN procedures: lessons for educational psychologists, Educational Psychology in Practice, volume 22, no. 3, pages 255-272.
  • Lunt, I.. (2006) Future schooling: a scenario approach (a policy paper). [PDF]
  • Norwich, B.. (2006) Dilemmas in inclusive education, Included or excluded? the challenge of the mainstream for some children with SEN, Routledge.
  • McLaughlin MJ, Dyson A, Nagle K, Thurlow M, Rouse M, Hardman M, Norwich B, Burke PJ, Perlin M. (2006) Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools, Journal of Special Education, volume 40, no. 1, pages 46-58, DOI:10.1177/00224669060400010501.

2005

  • Norwich B. (2005) The cultural nature of human development, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, volume 75, pages 513-515, DOI:10.1348/000709905X55208. [PDF]
  • Norwich, B., Bayliss, P.D.. (2005) Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development, British Journal of Special Education, volume 32, no. 2, pages 100-104.
  • Norwich, B.. (2005) All-inclusive : celebrating difference, Curriculum Management Update, no. 61, pages 4-10.
  • Norwich, B.. (2005) Future direction for professional educational psychology, School Psychology International, volume 26, no. 4, pages 387-397.
  • Kelly, N., Proykov, T., Norwich, B.. (2005) An evaluation of the Devon Children's Fund, School of Education and Lifelong Learning, University of Exeter, 210 pages.
  • Norwich, B., Bayliss, P.. (2005) Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development, British Journal of Special Education, volume 32, no. 2, pages 92-99.
  • Norwich, B.. (2005) Inclusion: is it a matter of evidence about what works or about values and rights?, Education 3-13, volume 33, no. 1, pages 51-56.
  • Norwich B, Kelly N. (2005) Moderate learning difficulties and the future of inclusion, Falmer/Routledge.
  • Norwich, B.. (2005) Common or specialised pedagogy, Curriculum and pedagogy in inclusive education : values into practice, Routledge/Falmer, 34-47.
  • Griffiths, C., Burden, R.L.. (2005) Dyslexia friendly schools and parent partnership: inclusion and home-school relationships, European Journal of Special Needs Education, volume 20, no. 2, pages 147-166.

2004

  • Norwich B, Beek C, Richardson P, Gray P. (2004) Examining key issues underlying the Audit Commission Reports on SEN Policy Paper 1 (5th series), Journal of Research in Special Educational Needs, volume 4, no. 2, pages 98-112, DOI:10.1111/j.1471-3802.2004.00024.x.
  • Norwich, B.. (2004) Is there a distinctive pedagogy for learning difficulties?, Special educational needs and inclusive education; Major themes in education. Vol. 4, Falmer/Routledge.
  • Kelly N, Norwich B. (2004) Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools, Br J Educ Psychol, volume 74, no. Pt 3, pages 411-435, DOI:10.1348/0007099041552297. [PDF]
  • Norwich, B.. (2004) Pupils’ perceptions of self and of labels: moderate learning \r difficulties in mainstream and special school, British Journal of Educational Psychology, volume 74, no. 3, pages 411-437.
  • Beek, C., Richardson, P., Gray, P.. (2004) Examining key issues underlying \r the Audit Commission reports on SEN Policy\r , Journal of Research in Special Educational, volume 4, no. 2, pages 98-112.
  • Kelly, N.. (2004) Pupils’ views on inclusion: moderate learning difficulties \r and bullying in mainstream and special schools\r , British Educational Research Journal, volume 30, no. 1, pages 43-65.
  • Norwich, B., Burden, R.L.. (2004) I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools, Oxford Review of Education, volume 30, no. 3, pages 417-434.
  • Lewis A, Norwich B. (2004) Special teaching for special children? Pedagogies for inclusion, Open University Press.
  • Norwich, B.. (2004) Education, inclusion, and individual differences: recognising and resolving dilemmas, Special educational needs and inclusive education; Major themes in education. Vol. 4.
  • Norwich B. (2004) Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues, JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, volume 48, pages 511-511. [PDF]
  • Griffiths CB, Norwich B, Burden B. (2004) Parental agency, identity and knowledge: Mothers of children with dyslexia, Oxford Review of Education, volume 30, no. 3, pages 417-433, DOI:10.1080/0305498042000260511.
  • Norwich B. (2004) Cognitive science - A philosophical introduction, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, volume 74, pages 487-490. [PDF]
  • Kelly, N., et,, al,. (2004) A study of promising practices of pupil participation in SEN procedures in south-west mainstream schools, School of Education and Lifelong Learning.

2003

  • Avramidis E, Norwich, B.. (2003) Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion, Learning to read critically in teaching and learning, Sage Publications, 201-222.

2002

  • Norwich B. (2002) Education and Psychology in Interaction, Working With Uncertainty in Interconnected Fields, Taylor & Francis, DOI:10.4324/9780203464793.
  • Norwich B. (2002) Included and special, Pedagogy, Culture and Society, volume 10, no. 3, pages 493-501, DOI:10.1080/14681360200200156.
  • Norwich, B.. (2002) Is there a distinctive pedagogy for learning difficulties?, Children with SEN: a response to the new Code of Practice, Association of Child Psychology and Psychiatry, 25-37.
  • Kent, T.. (2002) Assessing the personal and social development of pupils with special educational needs: wider lessons for all, Assessment in Education, volume 9, no. 1, pages 59-80, DOI:10.1080/09695940220119193.
  • Cooper, P., Maras, P.. (2002) Attentional and activity difficulties: findings from a national study, Support for learning, volume 17, no. 4, pages 182-187.
  • Norwich, B.. (2002) The perspectives of children with MLD on their educational provision and themselves, SENCO, volume 42, pages 8-9.
  • Avramidis E, Norwich, B.. (2002) Teachers' attitudes towards integration/ inclusion: a review of the literature, European Journal of Special Needs Education, volume 17, no. 2, pages 129-147.
  • Norwich B. (2002) Education, inclusion and individual differences : recognising and resolving dilemmas, British Journal of Educational Studies, volume 50, no. 4, pages 482-502, DOI:10.1111/1467-8527.t01-1-00215.
  • Richards, A., Norwich, B.. (2002) Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project, School of Education and Lifelong Learning, University of Exeter.

2001

  • Norwich B, Lewis A. (2001) Mapping a pedagogy for special educational needs, British Educational Research Journal, volume 27, no. 3, pages 313-329, DOI:10.1080/01411920120048322.
  • Goodchild, L., Lloyd, S.. (2001) Some aspects of the Inclusion Index in operation, Support for learning, volume 16, no. 4, pages 156-162.
  • Norwich, B.. (2001) Inclusion: evidence or value based policy and practice? Open Dialogue, The Psychology of Education Review, volume 25, no. 1.
  • Norwich, B.. (2001) Teachers' cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: a model of decision making, British Educational Research Journal, volume 28, no. 1, pages 111-138.
  • Norwich, B.. (2001) A critical review of systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning, Journal of Research in Special Educational.
  • Norwich, B.. (2001) The role of vignettes in the research of emotional and behaviour difficulties, Emotional and Behaviour difficulties, volume 6, no. 1, pages 50-62.
  • Norwich, B.. (2001) Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils?, Topic, no. Autumn.
  • Daniels, H.. (2001) Teacher support teams for special educational needs in primary schools, Special Educational Provision in the context of Inclusion: policy and practice in schools, Open University Press, 149-168.
  • Lewis, A.. (2001) Mapping a pedagogy for special educational needs, British Educational Research Journal, volume 27, no. 2, pages 313-331.
  • Norwich B, Lewis A. (2001) Mapping a pedagogy for special educational needs, BRITISH EDUCATIONAL RESEARCH JOURNAL, volume 27, no. 3, pages 313-329, DOI:10.1080/01411920120048322. [PDF]

2000

1999

1998

1997

1996

1995

1994

1993

1992

1991

1990

1989

1987

1986

1985

1984

  • NORWICH B. (1984) ASPECTS OF THE PROFESSIONAL SOCIALISATION OF TEACHERS - IMPLICATIONS FOR TEACHER-EDUCATION AND TRAINING, BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, volume 54, no. FEB, pages 129-129. [PDF]
  • NORWICH B. (1984) ASSESSMENT OF CHILDRENS INTELLIGENCE AND SPECIAL ABILITIES, 2ND EDITION - SATTLER,JM, JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, volume 25, no. 4, pages 652-653. [PDF]

1983

  • Roberts J, Norwich B. (1983) Assessing students in FE, Spec Educ Forward Trends, volume 10, no. 1, pages 16-20. [PDF]
  • NORWICH B. (1983) STRAIGHT TALK ABOUT MENTAL TESTS - JENSEN,A, JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, volume 24, no. 4, pages 648-649. [PDF]
  • NORWICH B. (1983) THE UNIQUE CONTRIBUTION OF CHILD PSYCHOLOGICAL-SERVICES, BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, volume 36, no. APR, pages 116-119. [PDF]

1979

  • NORWICH B. (1979) MISTAKE IN THE WISC-R, BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, volume 32, no. DEC, pages 477-477. [PDF]

1973

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