| Mental health promotion and problem prevention in schools: what does the evidence say? K Weare, M Nind Health promotion international 26 (suppl_1), i29-i69, 2011 | 1302 | 2011 |
| Access to communication: Developing the basics of communication with people with severe learning difficulties through intensive interaction M Nind, D Hewett David Fulton Publishers, 2012 | 542 | 2012 |
| Conducting qualitative research with people with learning, communication and other disabilities: Methodological challenges M Nind National Centre for Research Methods, 2008 | 512 | 2008 |
| What is inclusive research? M Nind Bloomsbury Publishing, 2014 | 461 | 2014 |
| Deconstructing normalisation: Clearing the way for inclusion A Culham, M Nind Journal of Intellectual and Developmental Disability 28 (1), 65-78, 2003 | 295 | 2003 |
| Doing research inclusively: Bridges to multiple possibilities in inclusive research M Nind, H Vinha British Journal of Learning Disabilities 42 (2), 102-109, 2014 | 276 | 2014 |
| Participatory data analysis: a step too far? M Nind Qualitative research 11 (4), 349-363, 2011 | 260 | 2011 |
| Teaching research methods in the social sciences: Expert perspectives on pedagogy and practice S Lewthwaite, M Nind British Journal of Educational Studies 64 (4), 413-430, 2016 | 225 | 2016 |
| Learning as researchers and teachers: The development of a pedagogical culture for social science research methods? D Kilburn, M Nind, R Wiles British journal of educational studies 62 (2), 191-207, 2014 | 225 | 2014 |
| A practical guide to intensive interaction M Nind, D Hewett British Institute of Learning Disabilities, 2001 | 224 | 2001 |
| SATurated models of pupildom: Assessment and inclusion/exclusion K Hall, J Collins, S Benjamin, M Nind, K Sheehy British Educational Research Journal 30 (6), 801-817, 2004 | 191 | 2004 |
| The practical wisdom of inclusive research M Nind Qualitative research 17 (3), 278-288, 2017 | 185 | 2017 |
| Inclusive research and inclusive education: Why connecting them makes sense for teachers’ and learners’ democratic development of education M Nind Cambridge journal of education 44 (4), 525-540, 2014 | 164 | 2014 |
| Methodological innovation and research ethics: forces in tension or forces in harmony? M Nind, R Wiles, A Bengry-Howell, G Crow Qualitative Research 13 (6), 650-667, 2013 | 154 | 2013 |
| Efficacy of Intensive Interaction: developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐infant … M Nind European Journal of Special Needs Education 11 (1), 48-66, 1996 | 151 | 1996 |
| What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review J Rix, K Hall, M Nind, K Sheehy, J Wearmouth Support for learning 24 (2), 86-94, 2009 | 150 | 2009 |
| Methods that teach: developing pedagogic research methods, developing pedagogy M Nind, S Lewthwaite International Journal of Research & Method in Education 41 (4), 398-410, 2018 | 143 | 2018 |
| Moments of inclusion and exclusion: Pupils negotiating classroom contexts S Benjamin, M Nind, K Hall, J Collins, K Sheehy British Journal of Sociology of Education 24 (5), 547-558, 2003 | 138 | 2003 |
| Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review M Nind, J Wearmouth Journal of Research in Special Educational Needs 6 (3), 116-124, 2006 | 128 | 2006 |
| Interaction in Action: reflections on the use of Intensive Interaction D Hewett, M Nind David Fulton Publishers, 2013 | 125 | 2013 |
Sarah LewthwaiteSenior Research Fellow, University of Southampton在 southampton.ac.uk 的电子邮件经过验证
Sarah LewthwaiteSenior Research Fellow, University of Southampton在 southampton.ac.uk 的电子邮件经过验证
Dr Andrew PowerUniversity of Southampton在 soton.ac.uk 的电子邮件经过验证