Rose, R., Shevlin, M., Winter, E, & O’Raw, P. (2010)

Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009

European Journal of Special Needs Education 25 (4) 357 – 371

 

 

Rose, R, & Garner, P. (2010)

The professional learning of teachers through experience in an international and intercultural context

In C, Forlin (Ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge 

 

 

Rose, R. (2012)

Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships

In T, Coles., H, Daniels, & J, Visser. (Eds.) International Companion to Emotional and Behavioural Difficulties. London: Routledge

 

 

Kakabadse, N.K., Marzec, N, & Rose, R.  (2012)

What next for Children’s Services? Can policy at a local or national level have any significant impact on the outcomes for children and their families?

International Journal of Adolescence and Youth 19 (1) 84 – 98

 

 

Rose, R. (2012)

Beyond the School Gates; Promoting Inclusion through Community Partnerships

In C, Boyle & K, Topping (Eds). What works in Inclusion? Buckingham: McGraw Hill/Open University Press

 

 

Shevlin, M., Winter, E., Rose, R, & O’Raw, P. (2012)

Investigating perceptions of the assessment process for pupils with special educational needs within an Irish context

Irish Educational Studies 32 (2) 121-137

 

​

Rose, R., Shevlin, M., Winter, E., O’Raw, P, & Zhao, Y. (2013)

Individual Education Plans in The Republic of Ireland, an Emerging System

British Journal of Special Education 39 (3) 110 -116

 

​

Rose, R., Doveston, M., Rajanahally, J., Jament, J, & Visser, J. (2013)

Supporting inclusive classrooms: can western approaches to teaching be applied within an Indian context?

Proceedings of the Asian Federation of Intellectual Disabilities, International Conference. New Delhi.  978 93 83083 32 9

 

​

Rose, R. & Shevlin, M. (2014)

Developing case studies within a longitudinal study of special needs provision in the Republic of Ireland

Journal of Research in Special Educational Needs. 16, (2), 113 – 121

 

​

Rose, R., Doveston, M., Rajanahally, J, & Jament,J.  (2014)

What is Effective Inclusion? Interpreting and Evaluating a Western Concept in an Indian Context

In C. Forlin, & T. Loreman (eds.) Measuring Inclusive Education: International Perspectives on Inclusive Education, Volume 3 London: Emerald

 

 

Rose, R, & Doveston, M. (2015)

Collaboration across cultures: Planning and delivering professional development for inclusive education in India

Support for Learning. 30 (3) 5 – 11  

 

​

Rose, R, & Shevlin, M. (2015)

This is what works for me: students reflect on their experiences of special needs provision in Irish mainstream schools

In E. West (Ed.) Including Learners with Low-Incidence Disabilities. New York: Emerald

 

​

Fergusson, A., Howley, M., Rose, R, & Allan, R. (2015)

Hidden behind a label: an uneasy relationship between mental health and special needs

In P, Lacey., R, Ashdown, P, Jones., H, Lawson, & M, Pipe. (Eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. London: Routledge

 

​

Bowen, P., Pilkington, A, & Rose, R. (2016)

The relationship between emotional intelligence and well-being in academic employees

International Journal of Social Science Studies 4, (5), 1-9   

 

Rose, R. (2016)

Learning from Each Other: Respecting Cultural Differences in an International Research Agenda

Revista Brasileira de Educação Especial (Brazilian Journal of Special Education) 22, (2), 167-174     

 

​

Rose, R, & Shevlin, M. (2017)

A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools

International Journal of Whole Schooling. 13, (1), 65 – 80    

 

​

Rose, R., Shevlin, M., Twomey, M, & Zhao, Y. (2017)

Gaining access to support for children with special educational needs in the early years in Ireland: parental perspectives

International Journal of Early Years Education. 25, (4), 379-392

 

​

Bowen, P., Rose, R, & Pilkington, A. (2017)

Mixed methods- theory and practice. A sequential, explanatory approach

International Journal of Quantitative and Qualitative Research Methods. 5, (2), 10 – 27

 

​

Shevlin, M, & Rose, R. (2017)

Whole school approaches to inclusive education: learning from an Irish longitudinal study

In M, Milton. (Ed.) Inclusive principles and practices in literacy education. New York: Emerald    

 

​

Rose, R. (2017)

Seeking practice informed policy for inclusive education in India

Asian Journal of Inclusive Education. 5, (1), 5 – 22

 

​

Rose, R. (2017)

Allocating resources to support learners with special educational needs: Can we ever get it right? Learning from International Research

REACH, Journal of Special Needs Education in Ireland. 30, (2), 85 -87

 

​

Malkani, R, & Rose, R. (2018)

Learning from the voices of first generation learners in a remote community of Maharashtra, India

International Journal of Whole Schooling, 14 (2), 104-127

 

​

Bowen, P., Rajasinghe, D., Evans, I., Rose, R  & Pilkington, A. (2018)

A qualitative study of student retention: the university academic’s perspective

International Journal of Academic Multidisciplinary Research 2 (I0) 19-28

 

​

Garner, P., Murray, J., Preece, D., Rose, R, & Zhao, Y. (2018)

Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualised literature review

Early Child Development and Care

 

​

McCoy, S., Shevlin, M, & Rose, R. (2019)

Secondary school transition for students with special educational needs in Ireland

European Journal of Special Needs Education DOI: 10.1080/08856257.2019.1628338

 

​

Rose, R, & Rajanahally, J. (2019)

The application of inclusive principles and practice in schools in South India: Successes and challenges

In S, Johansson, & N, Singal (Eds.) Education and Disability in the Global South. London: Sage

 

 

Rose, R, & Shevlin, M. (2019)

Support provision for students with Special Educational Needs in Irish Primary Schools

Journal of Research in Special Needs Education  20 (1) 51 - 63

 

 

Rose, R., Garner, P, & Farrow, B. (2019)

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach

In S, Halder & V, Argyropoulos (Eds.) Inclusive practices, equity and access for individuals with disabilities: Insights from educators across world. London: Palgrave MacMillan

 

​

Qureshi, S., Malkani, R, & Rose, R. (2019)

Social Justice in Education: Achieving inclusive and equitable quality education for all

In R, Papa (Ed.) The Handbook on Promoting Social Justice in Education. Cham, Switzerland: Springer

 

​

Malmqvist, J., Hellberg, K., Mollas, G., Rose, R, & Shevlin, M. (2019)

Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies

International Journal of Qualitative Methods. 18: 1–11

 

 

Rose, R. (2019)  Thinking about issues in education globally

In P, Verma., A, Panshikar, & Y. Gupta. (Eds.) Be the Difference: Equality and Equity in Education. New Delhi: S.R. Publishing House

Preece, D., Murray, J., Rose, R., Yu Zhao & Garner, P.  (2020)

Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey. Early Child Development and Care, DOI: 10.1080/03004430.2020.1730432

Rose, R, & Shevlin, M. (2021) Establishing Pathways to Inclusion. London: Routledge

​

Rose, R., Narayan, J., Matam, S, & Reddy Sambram, P. (2021) A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India. Educational Sciences 11 (3) doi.org/10.3390/ educsci11030111

 

Rose, R., Das, H., Narayan, J, & Jament, J. (2021) Training in Qualitative Research Methods for Professionals working with Persons with Disabilities. Disability, CBR & Inclusive Development. 32 (1) 130 - 149