Publications produced by this project.
- Riddell, S., & Weedon, E. (2014). Disabled students in higher education: Discourses of disability and the negotiation of identity. International Journal of Educational Research, 63, 38–46. DOI: 10.1016/j.ijer.2013.02.008
- Riddell, S., Weedon, E., Fuller, M., Healey, M., Hurst, A., Kelly, K., & Piggott, L. (2006). Managerialism and equalities: tensions within widening access policies for disabled students in UK universities. Higher Education, 54(4), 615-628.
- Riddell, S., & Weedon, E. (2006). What counts as a reasonable adjustment? Dyslexic students and the concept of fair assessment. International Studies in Sociology of Education, 16(1), 53-69.
Book & book chapters
- Fuller, M., Georgeson, J., Healey, M., Hurst, A., Kelly, K., Riddell, S., ... Weedon, E. (2009). Improving Disabled Students' Learning: Experiences and Outcomes. (Improving Learning Series). Routledge.
- Riddell, S., & Weedon, E. (2011). Access to Higher Education for Disabled Students: A Policy Success Story? In S. Haines (Ed.), Education, Disability and Social Policy (pp. 131-146). Bristol: Policy Press.
- Weedon, E., & Riddell, S. (2010). Disabled students and transitions in higher education. In K. Ecclestone, G. Biesta, & M. Hughes (Eds.), Lost in Transition: Change and Becoming through Education and the Lifecourse (pp. 103-117). London: RoutledgeFalmer.
- Weedon, E., & Riddell, S. (2007). To those that have shall be given? Differing expectations of support among dyslexic students. In M. Osborne, M. Houston, & N. Toman (Eds.), Researching the Pedagogy of Lifelong Learning (pp. 26-40). Routledge.