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Academic Publications

Richard has more than a hundred academic publications. This section contains detail of some of the most recent of these with links (HIGHLIGHTED GREEN)  to those that have open access. Please note that not all published papers have open access - please do contact Richard for details of those not linked here, or for any of his earlier publications.


To see more details of Richard's academic work go to

Journal and other Published Papers. (since 2000)


Rose, R. (2000) Using classroom support: a single school case study. British Journal of Special Education  27 (4) 205 – 210  0952 3383


Tilstone, C, & Rose, R. (2000) Do special schools have a role in supporting the process of inclusion? Tizard Learning Disability Review. 5 (4) 35 – 43.   1359 5474


Rose, R. (2001) Creating the Conditions for Inclusion in Primary Schools in The UK. Proceedings of the International Special Education Congress (ISEC) Manchester      1 903618 13 4


Rose, R. (2001) Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review.   (2) 146 – 157  0013 1911


Tilstone, C, & Rose, R. (2001) The Curriculum: Development, Access and Innovation. Support for Learning 16 (4) 154 – 156   0268 2141


Rose, R. (2001) Supporting moves to inclusion: a new role for special schools. Practical Issues in Primary Education, Issue 28. 12 - 15


Rose, R. (2002) Teaching as a ‘research based profession’: encouraging practitioner research in special education. British Journal of Special Education. 29 (1) 44 – 48 0952 3383


Rose, R. (2002) Including pupils with special educational needs: beyond rhetoric and towards an understanding of effective classroom practice. Westminster Studies in Education 25 (1) 67 – 76.  0140 6728


Rose, R, & Coles, C. (2002) Special and mainstream school collaboration for inclusion. Journal of Research in Special Educational Needs. Vol. 2 No 2 June. 1471-3802


Rose, R. (2002) Developing new partnerships in SEN for mainstream and special schools. Primary Headship Issue 5 July/August  1475-3618


Rose, R & Coles, C. (2002) A new role for special schools. Special Children 148 June/July 14-16 0951-6875


Rose, R. (2003) Pupil participation in target setting procedures. TOPIC: NFER review of current research  29 (Spring) NFER. 0953-895X


Howley, M, & Rose, R. (2003) Facilitating group work for pupils with autistic spectrum disorders by combining jigsawing and structured teaching. Journal of Good Autism Practice.  4 (1) 20 – 25    1466-2973


Rose, R. (2003) Researching ‘on’, ‘about’ and ‘with’: new directions for research in special education.  Frontline 55 26 – 27   0781 – 1270


Rose, R. (2004) Specialiujų poreikių moksleivių integracija: nuo teorijos ir perpektyvų iki pragmatiskumo ir pedagogikos.(The inclusion of students with special educational needs: moving from theories and perspectives to pragmatics and pedagogy) Lithuanian Journal of Special Education. 9 (2) 98 – 106      1392-5369


Rose, R, & Shevlin, M. (2004) Encouraging voices: listening to young people who have been marginalised. Support for Learning 19 (4) 155 – 161  0268 2141

Groom, B, & Rose, R. (2005) Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs 5 (1) 20 – 30  1471-3802


Rose, R. (2005) Stalling beneath the summit: why is progress towards inclusion proving elusive. REACH, Journal of Special Needs Education in Ireland. 19 (1) 3 – 15    0790-8695


Rose, R, & Garner, P. (2006) Enquire within; taking possession of the researching of teaching and learning. Support for Learning 21 (1) 2 – 4  0268-2141


Rose, R, & Shevlin, M. (2006) Written in the margins. Prospero: A Journal of New Thinking in Philosophy for Education. 12 (2) 3 – 5.  1358 – 7785


Rose, R, & Jones, K. (2007) The efficacy of a volunteer mentoring scheme in supporting young people at risk. Journal of Emotional and Behavioural Difficulties. 12 (1) 3 – 14.  1363-2752


Rose, R. (2007) Reinterpreting inclusion: putting participation at the heart of the agenda. Learn – Journal of the Irish Learning Support Association Vol. 29 26 – 32


Rose, R., Kaikkonen, L, & Kõiv, K. (2007) Estonian vocational teachers’ attitudes towards inclusive education for students with special needs. International Journal of Special Education. 22 (3) 97 – 108     0827 3383


Rose, R, & Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies 34 (2) 145 -155     0305-5698


O’Neill, A, & Rose, R. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: A comparison. REACH, Journal of Special Needs Education in Ireland. 22 (1)    48 - 58    0790-8695


Shevlin, M, & Rose, R. (2008) Pupils as partners in education decision making: responding to the legislation in England and Ireland. European Journal of Special Needs Education. 23 (4) 423 – 430      0885-6257


Fergusson, A., Howley, M, & Rose, R. (2008) Responding to the mental health needs of young people with profound and multiple learning difficulties and autistic spectrum disorders: Issues and challenges. Mental Health and Learning Disabilities Research and Practice. 5 (2) 240 – 251   1743 6885


Rose, R. (2009) Encouraging engagement: an emerging role for school based family workers in English secondary schools International Journal of School Disaffection 6 (1) 5 – 11   1478 8497


Rose, R., Smith, A, and Feng Yan. (2009) Supporting pupils and families: A case study of two English extended secondary schools Management in Education 23 (2) 57 – 62     0892 0206


Jones, K., Doveston, M, & Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education  27 (1) 41 – 51   0264-3944


Rose, R., Howley, M., Fergusson, A, and Jament, J. (2009) Mental health and special educational needs: exploring a complex relationship. British Journal of Special Education. 36 (1) 3 – 8    0952-3383


Rose, R, & O’Neill, A. (2009) Classroom support for inclusion in England and Ireland. An evaluation of contrasting models. Research in Comparative and International Education. 4 (3) 250 – 261  1745- -4999


Rose, R, & Forlin, C. (2010) Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education 14 (3) 309 - 323   1360-3116


Forlin, C, & Rose, R. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs. 10 (1) 13 – 22   1471-3802


Rose, R. (2010)The involvement of young people with learning disabilities in an international conference: moving beyond the factual to challenge our ides on inclusion. PMLD Link 22 (1) 23 – 25


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. (2010) Addressing the Challenges of School Exclusion for pupils labeled as having ADHD: A Response to Fintan O’Regan’s Exclusion from school and Attention Deficit Hyperactivity Disorder. International Journal of Emotional Education 2 (2) 19 – 22   2073 – 7629


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., 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


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., 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. (2014), Inclusion and the standards agenda: a reflective commentary. Support for Learning 29 (1) 54 – 56  0268-2141


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, & Shevlin, M. (2014), Using comparative case studies in educational research: principles and practices. Inter University Symposium Journal. Dublin: Trinity College


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     0268 2141


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    2324-8033


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.       1413-6538


Bowen, P., Rose, R, & Pilkington, A. (2016), Perceived Stress amongst University Academics. American International Journal of Contemporary Research. 6, (1), 22 – 28 2162-139X


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     1710-2146


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


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


Bowen, P., Rose, R, &Pilkington, A. (2018) Coping with interpersonal relationships within Higher Education. International Journal of Academic Interdisciplinary Research. 2 (4) 1 - 11


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.


Rose, R. (2018) Research in special education forty years after Warnock – same old story? In P, Garner., F, Hallett., G, Hallett, & D, Armstrong. (Eds.) The Warnock Report: 40 Years On. Wiley On –Line Library. Available at


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 DOI: 10.1080/03004430.2018.1545170


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, & 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


Malmqvist, J., Hellberg, K., Möllås, 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


Bowen, P., Rose, R, & Pilkington, A. (2019) Ethical decision making in a mixed methodological study investigating emotional intelligence and perceived stress amongst academics.  International Journal of Academic Management Science Research 3 (8) 15


Rose, R, & Malkani, R. (2020). “Policies and Practices that Foster Education for All: Implications for Economically Poor Nations.” In Umesh Sharma (Ed.), Inclusive and Special Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-01236.R1


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) educsci11030111


Zhao, Y., Rose, R, & Shevlin, M. (2021) Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants. European Journal of Special Needs Education. 36 (2) 183 – 197


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


Rose, R. (2021) The Reality of “Education for All”; Lessons to be Learned from a Global Pandemic. Sarvodaya Talisman: A Bi-monthly Magazine of Gandhian Thought.  15 (1) 12 – 14


Shevlin, M, & Rose, R. (2022) Respecting the Voices of Individuals from Marginalised

Communities in Research— “Who Is Listening and Who Isn’t?” Educational Sciences 12, 304.

Book Chapters (Since 2000)

Rose, R, & Tilstone, C. (2000) Policy to practice: Inclusion through education in the UK. In A. Sideri (Ed.) Educational Policy and Practice in Relation to Disability.  Athens: Elinika Gramata Press. 960-393-436-4


Rose, R, & Howley, M. (2001) Entitlement or denial: the curriculum and its influences upon inclusion processes. In T, O’Brien, (Ed.)  Enabling Inclusion. London: The Stationery Office.  0 11 702567 4


Rose,R. (2001) Special Educational Needs in D. Hill, and M. Coles, Schooling and Equality: Fact, Concept and Policy.  London: Kogan Page. 0 7494 3369 8


Rose, R. (2003) Foreword in A, Fergusson, and H, Lawson. Access to Citizenship. London: David Fulton. 1 85346 910 6


Rose, R. (2003) Haridulslike erivajadustega laste kaasamine: arusaamad tulemuslikust tőőst klassis. In L, Kaikkonen., K, Kukk and K, Kőiv (Eds.) Ōppija Uleminekute Toetamine. Pőltsamaa: Vali Press.


Rose, R. (2004) Towards a better understanding of the needs of pupils who have difficulties in accessing learning. In S, Capel., R, Heilbronn., M, Leask and T, Turner, (Eds.) Learning to Teach in the Secondary School. London: Routledge   0-415-33817-4


Groom, B, & Rose, R. (2004) Involving students with emotional and behavioural difficulties in their own learning: a transnational perspective. In P. Clough., P, Garner., J, Pardeck & F, Yuen. (Eds.) The Handbook of Emotional and Behavioural Difficulties. London: Sage.  97-807619-40661


Rose, R. (2005) Is there an emerging view of inclusion across Europe? In M, Hirvonen, & L, Kaikkonen. (Eds.) Miasemia Matkalata. Jyväskylä:  Ammatillinen Opettajakorkeakoulu 951-830-069-0


Kaikkonen, L. & Rose, R.  (2005) Transitions as a pedagogical challenge for teachers . In L, Kaikkonen (Ed.) Jotain Eityuistä Jyväskylä:  Ammatillinen Opettajakorkeakoulu 951-830-072-0


Shevlin, M, & Rose, R. (2005) Listen, hear and learn: gaining perspectives from young people with special educational needs. In L, Kaikkonen Ed.) Jotain Eityuistä Jyväskylä:  Ammatillinen Opettajakorkeakoulu  951-830-072-0


Rose, R. (2006) Foreword in W, Spooner. The SEN Handbook. London: David Fulton 18431-240-41


Rose, R. (2007) Curriculum considerations in meeting special educational needs In L, Florian (Ed.) The International Handbook of Special Education. London: Sage  1-4129-0728-4


Rose, R. (2008) The inclusive primary school teacher. In C, Forlin, & J, Lian (Eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special and Inclusive Education in Asia-Pacific Regions. London: Routledge. 978-0-415-46447-5


Rose, R. (2008) Promoting inclusion by addressing the needs of local communities: working together to promote social and educational cohesion. In C, Forlin, (Ed.) Catering for Learners with Diverse Needs: An Asia Pacific Focus. Hong Kong: Hong Kong Institute of Education Press.


Rose, R. (2009) Addressing the education of school pupils with special educational needs: international trends and responsibilities. In Shou, Y.M. Challenges and Moves in Education. He Fei: An Hui University Press.  978-7-81110-552-0


Rose, R. (2009) Creating a team around the student: challenging disaffection through collaboration. In L, Bullock., M, Wong-Lo., Gable, R, and C, Cardona. (Eds) Broadening the Horizon: Recognizing, Accepting and Embracing Differences to make a Better World for Individuals with Special Needs. New York: IASE.  978-0-615-28364-7


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  978-0-415-54877-9


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. 978-0-415-58463-0


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 978-033524468-3


Devecchi, C., Rose, R, & Shevlin, M (2014) Education and the capabilities of children with special; educational needs. In  C, Sarojini-Hart., M. Biggeri & B, Babic (Eds.) Agency and Participation in Childhood and Youth: International Applications of the Capability Approach in Schools and Beyond London: Bloomsbury 978-1-4725-1487-5


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, & 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 978-1-78441-251-7


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 978-0-415-70998-9


Shevlin, M, & Rose, R. (2015) Understanding special education provision in the Republic of Ireland: Implications and support teaching strategies.  In S, Bagariol (Ed.) The Future of Education (5th edition). Florence: 188 – 193


Rose, R. (2015) Foreword in Singh Kainth, G. Adoption of the Right to Education Act in the Private Schools of Rural Punjab. (Research Report) Amritsar: Guru Arjan Dev Institute of Development Studies


Rose, R. (2017), Shaping Sustainable Inclusion Policy through Practice. In U, Sharma (Ed.) Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.149 Published on-line April 3rd 2017


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     9781787145900


Rose, R, & Qureshi, S. (2017), “England” in M, Wehmeyer & J, Patton (Eds.) The Praeger Handbook of International Special Education volume 2- Europe. Santa Barbara CA: Praeger.   9781440831140


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., 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


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.


Rose, R, & Malkani, R. (2021) Policies and practices that foster “Education for All”: Implications for economically poor nations. In U, Sharma and S. Salend (Eds.) Oxford Encyclopedia of Inclusive and Special Education. (Volume 2) 1127 – 1141. Oxford: Oxford University Press


Haridarshan, P, & Rose, R. (2021) Gender disparity in the educational opportunities provided to girls in the Devanga Community in urban Bangalore, India. In S.J. Hewitt (Ed.) Academic Achievements: Perspectives, Gender Differences and Outcomes. New York: Nova  978-1-53619-709-9


Rose, R, & Malkani, R. (2021) Cultural and ethical challenges in conducting international research in education. In J, Faintuch (Ed.) Research Ethics: In Medicine, Humanities and Health. (Ética em Pesquisa: em Medicina, Ciências Humanas e da Saúde) Sao Paulo: Manole   978-6555761887


Rose, R, & Narayan, J. (2021) Access and Inclusivity in Education: Addressing the barriers for the most disadvantaged and marginalise in times of pandemics. (Chapter 5 pp. 109 - 130) In A, Osman and J, Keevy (Eds.) The Impact of COVID-19 on Education Systems in the Commonwealth. London: Commonwealth Secretariat


Malkani, R. and Rose, R. (2022), "The Experiences of First Generation Learners during Transition from a Government School to a Private Inclusive School in a Tribal Region of Maharashtra, India", Scorgie, K. and Forlin, C. (Ed.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education, (Vol. 18), Emerald Publishing Limited, Bingley, pp. 37-52.

Books and Research Reports (Since 2000)

Kaikkonen, L., Cornelissen, L., Grosvenor, I., Krebs, N., Rose, R, & Vaughan, R. (2000) Educating Everyone Together Jyvaskyla Finland: Polytechnic Press . 951 830 006 2


Rose, R, & Grosvenor, I. (2001) Doing Research in Special Education. London: David Fulton. 1 85346 753 9


Tilstone, C, & Rose, R. (2003). London: Routledge Falmer 0 415 25484 1


Shevlin, M, &  Rose, R. (2003) Encouraging Voices: Respecting the Insights of Young People who have been Marginalised. Dublin: NDA 1 870499 04 2


Tilstone, C., Florian, L, & Rose, R with Cardona, C. (2003) Promoción y desarrollo de prácticas educativas inclusivas. Madrid: Fundamentos Psicopedagogicos  84-9727-060-6


Byers, R, & Rose, R. (2004) Planning the Curriculum for Pupils with Special Educational Needs (Revised edition) London: David Fulton. 1-85346-779-0


Tilstone, C., Florian, L. & Rose, R. (eds) (2004) Promover a Educação Inclusiva. Lisbon: Instituto Piaget  10-97277-165-39

Rose, R. (2005) Becoming a Primary Higher Level Teaching Assistant. Exeter: Learning Matters 1-84445-025-2


Rose, R, & Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. London: Paul Chapman. 141292326-3


Rose, R, & Shevlin, M. (2010) Count Me In. Ideas for Actively Engaging Students in Inclusive Classrooms. London: Jessica Kingsley. 978-1843109556


Rose, R. (2010) (Ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge  978-0-415-49361-1


Engh, K. R, & Rose, R. (2014) Assessment for Learning in Inclusive Schools. Oslo: Norwegian Ministry of Education and Research 978-994-106954-3


Watkins, A., Donnelly, V., Ebersold, S., Rose, R, & Skoglund, P. (2015) Education for All: Special Needs and Inclusive Education in Malta. (Research Report). Odense: European Agency for Special Needs and Inclusive Education. 978-9-789-99570-7


Rose, R., Shevlin, M., Winter, E, & O’Raw, P. (2015) Project IRIS: Inclusive Research in Irish Schools. A Longitudinal Study of the experiences and outcomes for children with special educational needs (SEN) in Irish Schools. (Research Report 20). Trim: National Council for Special Educational Needs


Rose, R., Garner, P., Thomas, E, & Merete Somby, H. (2016) Evaluation of the Progress of the Inclusive Vocational Education System in Georgia 2013 – 2016. Tbilisi: Ministry of Education and Science. 9-789941-094811


Rose, R, & Shevlin, M. (2021), Establishing Pathways to Inclusion: Investigating the Experiences and Outcomes for Students with Special Educational Needs. London: Routledge


Rose, R., Jagannathan, B., Mong, D., Pat, P, & Suk, D. (2022) A situational Analysis of Persons with Autism in Cambodia. Report of Research. Sidney Australia: Access

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