References:
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.). The Australian curriculum: General Capability: Literacy/ Introduction. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/literacy/introduction/introduction
AITSL Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers
Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291 - 305. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/08856250903016854
Altieri, J. L. (2011). Content Counts! Developing Disciplinary Literacy Skills, K-6. Newark, DE: International Reading Association. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1092121/mod_resource/content/1/Altieri%20%282011%29%20book%20section.pdf
Arthur-Kelly, M. (2006). Chapter 7: Positive behaviour supports: issues and practices. Community Disability Services: An evidence-based approach to practice. West Lafayette, Indiana: Purdue University Press.
Bayetto, A. (2009). Read, record, respond: Moving from assessment to instruction. South Melbourne, Vic: Oxford University Press.
Boche, B. (2014). Multiliteracies in the Classroom: Emerging Conceptions of First-Year Teachers. Journal of Language and Literacy Education, 10(1), 115 – 135. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Multiliteracies-in-the-Classroom-Boche.pdf
Booker, G. (2011). Building Numeracy: Moving from diagnosis to intervention. South Melbourne, Vic: Oxford University Press.
Browder, D. M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. New York, NY: Guilford Publications, Inc.
Campbell, M. & Whitford, J. (2011). iPad Project @ Modbury Special School. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20 Stories.pdf
Carpenter, L. (2010). Understanding Autism Spectrum Disorder. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 267-289). Victoria, Australia: Oxford University Press.
Carpenter, L. & Thompson, R. (2010). Supporting behaviour change. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 137-153). Victoria, Australia: Oxford University Press.
Carr, E., Dunlap, G., Horner, R., Koegel, R., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L. & Fox, L. (2002). Positive behavior support: evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4 – 16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/218766782/fulltextPDF?accountid=10910
Conner, M. (2011). iPads in Early Intervention with Hearing Impaired Children. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20 Stories.pdf
Conway, R. (2010). Australian Schools, Policy and Legislation in Perspective. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 14-34). Victoria, Australia: Oxford University Press.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164 – 195. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/15544800903076044
Dahl, K., & Scharer, P. (2000). Phonics teaching and learning in whole language classrooms: New evidence from research. The Reading Teacher, 53(7), 584 – 594. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/203274636/fulltextPDF?accountid=10910
Deslandes, S. (2011). Kasey’s Assistive Technology Journey. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20Stories.pdf
DDA Disability Discrimination Act. (1992). Section 22: Education. Retrieved from http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/s22.html
Disability Standards for Education. (2005). Guidance Notes. Retrieved from https://education.gov.au/disability-standards-education
Downing, J. (2005). Planning literacy activities. Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.
Erickson, K.A., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children, 42(5), 1-16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/807667764
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education. South Melbourne, Vic: Oxford University Press.
Fenlon, A., McNabb, J., & Pidlypchak, H. (2010). "So Much Potential in Reading!" Developing Meaningful Literacy Routines for Students with Multiple Disabilities. Teaching Exceptional Children, 43(1), 42 – 48. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/753946214/fulltextPDF/EA5DD999E3F845ACPQ/1?accountid=10910
Fleer, M. & Jane, B. (2011). Design and technology for children (3rd Ed.). Frenchs Forest, NSW: Pearson Australia.
Flynn, K.S. (2011). Developing children’s oral language skills through dialogic reading. Teaching Exceptional Children, 44(2), 8-16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/903538442/fulltextPDF?accountid=10910
Freebody, P. (2007). Literacy Education in School: Research Perspectives from the past, for the future. Camberwell, Vic: ACER Press. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1073145/mod_resource/content/2/Literacy%20education%20in%20schools.pdf
Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33(4), 268 – 280. Retrieved from http://jei.sagepub.com/content/33/4/268
Hume, K. (2010). Effective instructional strategies for students with autism spectrum disorders: keys to enhancing literacy instruction. In C. Carnahan, & P. Williamson (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 45 – 64). Shawnee Mission, Kan: AAPC Textbooks. Retrieved from http://flex.flinders.edu.au/file/2adcf82a-3f02-44e9-ac58-177faf83a0e2/1/Effective%20instructional%20strategies%20for%20students%20with%20autism%20spectrum%20disorders.pdf
Hyde, M., Carpenter, L. & Conway, R. (2010). Diversity and inclusion in Australian schools. Victoria, Australia: Oxford University Press.
Hyde, M. (2010). Understanding Diversity and Inclusion. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 3-13). Victoria, Australia: Oxford University Press.
Jarvis, J. M. (2010). Differentiation for the many, not the few. SERUpdate, 20(2), 3-6. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20June%202010.pdf
Konza, D. (2006). Teaching Children with Reading Difficulties. (2nd e.d.). South Melbourne, VIC: Cengage Learning.
Krashen, S. (2002). Defending whole language: The limits of phonics instruction and the efficacy of whole language instruction. Reading Improvement 39(1), 32 - 42. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/85555471?accountid=10910
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational Psychology for learning and teaching (3rd e.d.). South Melbourne, Vic: Cengage Learning.
Lennox, S. (2012). Language, literature and literacy: Authentic engagement in the early years. Practically Primary, 7(2), 33 – 36. Retrieved from http://search.informit.com.au.ezproxy.flinders.edu.au/fullText;dn=191623;res=AEIPT
Ludwig, C. (2003). Feature Article: Making sense of literacy. Newsletter of the Australian Literacy Educators’ Association. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1087167/mod_resource/content/1/Ludwig%202003.pdf
Luke, A., & Freebody, P. (1999). A map of possible practices: further notes on the four resources model. Practically Primary, 4(2), 5 – 8. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1087166/mod_resource/content/1/Luke%20%20Freebody%201999.pdf
McMillan, J., & Raghavendra, P. (2010). Meeting complex communication needs in the classroom. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 169 - 201). Victoria, Australia: Oxford University Press.
Mackay, J. (2006). Coat of many pockets: Managing Classroom Interactions. Camberwell, Victoria: ACER Press.
Pfeiffer, B., Koenig, K., Kinnealey, M., Sheppard, M., & Henderson, L. (2011). Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study. The American Journal of Occupational Therapy, 65(1), 76 – 85. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/835030324/fulltextPDF?accountid=10910
Pressley, M., Roehrig, A., Bogner, K., Raphael, L.M., & Dolezal, S. (2002). Balanced literacy instruction. Focus on Exceptional Children, 34(5), 1-14. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/224050218/fulltextPDF?accountid=10910n
Pressley, M. (2006). Reading Instruction that works: The case for balanced teaching. The Guilford Press: New York.
Price, K., & Nelson, K. (2014). Planning Effective Instruction: Diversity Responsive Methods and Management. (5th e.d.). Belmont, USA: Cengage Learning.
Salvia, J., Ysseldyke, J., & Bolt, S. (2013). Assessment in Special and Inclusive Education. (12th e.d.). Belmont, USA: Cengage Learning.
Serafini, F. (2012). Expanding the four resources model: reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150 – 164. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/1554480X.2012.656347
Street, B. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77 – 91. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1073128/mod_resource/content/2/Street%20%282003%29%20Whats%20new%20in%20NLS%3F.pdf
Street, B. (2013). Literacy in Theory and Practice: Challenges and Debates Over 50 Years. Theory into Practice, 52(1), 52 – 62. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/00405841.2013.795442
Sturtevant, E. & Linek, W. (2004). Teaching and Learning Strategies Referenced in Chapters. Content literacy: an inquiry-based case approach. New Jersey: Pearson.
Tait, K. (2010). Supporting students with Intellectual Disabilities. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 202-234). Victoria, Australia: Oxford University Press.
Thompson, L. (2010). Teaching for effective learning: Pedagogy for a responsive and differentiated classroom. SERUpdate, 20(2), 7-9. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20June%202010.pdf
Tomlinson, C. A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11. Retrieved from http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Deciding-to-Teach-Them-All.aspx
van Kraayenoord, C., & Elkins, J. (2004). Learning difficulties in numeracy in Australia. Journal of Learning Disabilities, 37(1), 32 – 41. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/194223698/fulltextPDF?accountid=10910
Weeks, A. (2012). What is dyslexia?. SPELD(SA) Supporting people with dyslexia and literacy difficulties Autumn Newsletter. Glenside, South Australia.
Westwood, P. (2008). Revisiting issues in spelling instruction: A literature review 1995-2007. Special Education Perspectives, 17(1), 33-48. Retrieved from http://search.informit.com.au.ezproxy.flinders.edu.au/fullText;dn=168622;res=AEIPT
Westwood, P. (2008). What students need to know about Numeracy. Victoria, Australia, ACER Press.
Westwood, P. (2011). Commonsense methods for children with special educational needs. (6th e.d.). Milton Park, Abingdon, Oxon, NY: Routledge.
AITSL Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers
Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education, 24(3), 291 - 305. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/08856250903016854
Altieri, J. L. (2011). Content Counts! Developing Disciplinary Literacy Skills, K-6. Newark, DE: International Reading Association. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1092121/mod_resource/content/1/Altieri%20%282011%29%20book%20section.pdf
Arthur-Kelly, M. (2006). Chapter 7: Positive behaviour supports: issues and practices. Community Disability Services: An evidence-based approach to practice. West Lafayette, Indiana: Purdue University Press.
Bayetto, A. (2009). Read, record, respond: Moving from assessment to instruction. South Melbourne, Vic: Oxford University Press.
Boche, B. (2014). Multiliteracies in the Classroom: Emerging Conceptions of First-Year Teachers. Journal of Language and Literacy Education, 10(1), 115 – 135. Retrieved from http://jolle.coe.uga.edu/wp-content/uploads/2014/04/Multiliteracies-in-the-Classroom-Boche.pdf
Booker, G. (2011). Building Numeracy: Moving from diagnosis to intervention. South Melbourne, Vic: Oxford University Press.
Browder, D. M., & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. New York, NY: Guilford Publications, Inc.
Campbell, M. & Whitford, J. (2011). iPad Project @ Modbury Special School. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20 Stories.pdf
Carpenter, L. (2010). Understanding Autism Spectrum Disorder. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 267-289). Victoria, Australia: Oxford University Press.
Carpenter, L. & Thompson, R. (2010). Supporting behaviour change. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 137-153). Victoria, Australia: Oxford University Press.
Carr, E., Dunlap, G., Horner, R., Koegel, R., Turnbull, A., Sailor, W., Anderson, J., Albin, R., Koegel, L. & Fox, L. (2002). Positive behavior support: evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4 – 16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/218766782/fulltextPDF?accountid=10910
Conner, M. (2011). iPads in Early Intervention with Hearing Impaired Children. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20 Stories.pdf
Conway, R. (2010). Australian Schools, Policy and Legislation in Perspective. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 14-34). Victoria, Australia: Oxford University Press.
Cope, B., & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies: An International Journal, 4(3), 164 – 195. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/15544800903076044
Dahl, K., & Scharer, P. (2000). Phonics teaching and learning in whole language classrooms: New evidence from research. The Reading Teacher, 53(7), 584 – 594. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/203274636/fulltextPDF?accountid=10910
Deslandes, S. (2011). Kasey’s Assistive Technology Journey. SERU: Technology in Special Education - Local Stories. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20Nov%202011%20Tech%20Local%20Stories.pdf
DDA Disability Discrimination Act. (1992). Section 22: Education. Retrieved from http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/s22.html
Disability Standards for Education. (2005). Guidance Notes. Retrieved from https://education.gov.au/disability-standards-education
Downing, J. (2005). Planning literacy activities. Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.
Erickson, K.A., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children, 42(5), 1-16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/807667764
Fellowes, J., & Oakley, G. (2014). Language, Literacy and Early Childhood Education. South Melbourne, Vic: Oxford University Press.
Fenlon, A., McNabb, J., & Pidlypchak, H. (2010). "So Much Potential in Reading!" Developing Meaningful Literacy Routines for Students with Multiple Disabilities. Teaching Exceptional Children, 43(1), 42 – 48. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/753946214/fulltextPDF/EA5DD999E3F845ACPQ/1?accountid=10910
Fleer, M. & Jane, B. (2011). Design and technology for children (3rd Ed.). Frenchs Forest, NSW: Pearson Australia.
Flynn, K.S. (2011). Developing children’s oral language skills through dialogic reading. Teaching Exceptional Children, 44(2), 8-16. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/903538442/fulltextPDF?accountid=10910
Freebody, P. (2007). Literacy Education in School: Research Perspectives from the past, for the future. Camberwell, Vic: ACER Press. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1073145/mod_resource/content/2/Literacy%20education%20in%20schools.pdf
Goldstein, H. (2011). Knowing what to teach provides a roadmap for early literacy intervention. Journal of Early Intervention, 33(4), 268 – 280. Retrieved from http://jei.sagepub.com/content/33/4/268
Hume, K. (2010). Effective instructional strategies for students with autism spectrum disorders: keys to enhancing literacy instruction. In C. Carnahan, & P. Williamson (Eds.), Quality literacy instruction for students with autism spectrum disorders (pp. 45 – 64). Shawnee Mission, Kan: AAPC Textbooks. Retrieved from http://flex.flinders.edu.au/file/2adcf82a-3f02-44e9-ac58-177faf83a0e2/1/Effective%20instructional%20strategies%20for%20students%20with%20autism%20spectrum%20disorders.pdf
Hyde, M., Carpenter, L. & Conway, R. (2010). Diversity and inclusion in Australian schools. Victoria, Australia: Oxford University Press.
Hyde, M. (2010). Understanding Diversity and Inclusion. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 3-13). Victoria, Australia: Oxford University Press.
Jarvis, J. M. (2010). Differentiation for the many, not the few. SERUpdate, 20(2), 3-6. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20June%202010.pdf
Konza, D. (2006). Teaching Children with Reading Difficulties. (2nd e.d.). South Melbourne, VIC: Cengage Learning.
Krashen, S. (2002). Defending whole language: The limits of phonics instruction and the efficacy of whole language instruction. Reading Improvement 39(1), 32 - 42. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/85555471?accountid=10910
Krause, K., Bochner, S., Duchesne, S., & McMaugh, A. (2010). Educational Psychology for learning and teaching (3rd e.d.). South Melbourne, Vic: Cengage Learning.
Lennox, S. (2012). Language, literature and literacy: Authentic engagement in the early years. Practically Primary, 7(2), 33 – 36. Retrieved from http://search.informit.com.au.ezproxy.flinders.edu.au/fullText;dn=191623;res=AEIPT
Ludwig, C. (2003). Feature Article: Making sense of literacy. Newsletter of the Australian Literacy Educators’ Association. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1087167/mod_resource/content/1/Ludwig%202003.pdf
Luke, A., & Freebody, P. (1999). A map of possible practices: further notes on the four resources model. Practically Primary, 4(2), 5 – 8. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1087166/mod_resource/content/1/Luke%20%20Freebody%201999.pdf
McMillan, J., & Raghavendra, P. (2010). Meeting complex communication needs in the classroom. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 169 - 201). Victoria, Australia: Oxford University Press.
Mackay, J. (2006). Coat of many pockets: Managing Classroom Interactions. Camberwell, Victoria: ACER Press.
Pfeiffer, B., Koenig, K., Kinnealey, M., Sheppard, M., & Henderson, L. (2011). Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study. The American Journal of Occupational Therapy, 65(1), 76 – 85. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/835030324/fulltextPDF?accountid=10910
Pressley, M., Roehrig, A., Bogner, K., Raphael, L.M., & Dolezal, S. (2002). Balanced literacy instruction. Focus on Exceptional Children, 34(5), 1-14. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/224050218/fulltextPDF?accountid=10910n
Pressley, M. (2006). Reading Instruction that works: The case for balanced teaching. The Guilford Press: New York.
Price, K., & Nelson, K. (2014). Planning Effective Instruction: Diversity Responsive Methods and Management. (5th e.d.). Belmont, USA: Cengage Learning.
Salvia, J., Ysseldyke, J., & Bolt, S. (2013). Assessment in Special and Inclusive Education. (12th e.d.). Belmont, USA: Cengage Learning.
Serafini, F. (2012). Expanding the four resources model: reading visual and multi-modal texts. Pedagogies: An International Journal, 7(2), 150 – 164. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/1554480X.2012.656347
Street, B. (2003). What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice. Current Issues in Comparative Education, 5(2), 77 – 91. Retrieved from http://flo.flinders.edu.au/pluginfile.php/1073128/mod_resource/content/2/Street%20%282003%29%20Whats%20new%20in%20NLS%3F.pdf
Street, B. (2013). Literacy in Theory and Practice: Challenges and Debates Over 50 Years. Theory into Practice, 52(1), 52 – 62. Retrieved from http://www.tandfonline.com.ezproxy.flinders.edu.au/doi/pdf/10.1080/00405841.2013.795442
Sturtevant, E. & Linek, W. (2004). Teaching and Learning Strategies Referenced in Chapters. Content literacy: an inquiry-based case approach. New Jersey: Pearson.
Tait, K. (2010). Supporting students with Intellectual Disabilities. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and inclusion in Australian schools (pp. 202-234). Victoria, Australia: Oxford University Press.
Thompson, L. (2010). Teaching for effective learning: Pedagogy for a responsive and differentiated classroom. SERUpdate, 20(2), 7-9. Retrieved from http://web.seru.sa.edu.au/pdfs/SERUpdate%20June%202010.pdf
Tomlinson, C. A. (2003). Deciding to teach them all. Educational Leadership, 61(2), 6-11. Retrieved from http://www.ascd.org/publications/educational-leadership/oct03/vol61/num02/Deciding-to-Teach-Them-All.aspx
van Kraayenoord, C., & Elkins, J. (2004). Learning difficulties in numeracy in Australia. Journal of Learning Disabilities, 37(1), 32 – 41. Retrieved from http://search.proquest.com.ezproxy.flinders.edu.au/docview/194223698/fulltextPDF?accountid=10910
Weeks, A. (2012). What is dyslexia?. SPELD(SA) Supporting people with dyslexia and literacy difficulties Autumn Newsletter. Glenside, South Australia.
Westwood, P. (2008). Revisiting issues in spelling instruction: A literature review 1995-2007. Special Education Perspectives, 17(1), 33-48. Retrieved from http://search.informit.com.au.ezproxy.flinders.edu.au/fullText;dn=168622;res=AEIPT
Westwood, P. (2008). What students need to know about Numeracy. Victoria, Australia, ACER Press.
Westwood, P. (2011). Commonsense methods for children with special educational needs. (6th e.d.). Milton Park, Abingdon, Oxon, NY: Routledge.