Bag of the Devil: The Disablement of Rob Titchener

Book chapter

Wood, R. and Runswick-Cole, K. 2017. Bag of the Devil: The Disablement of Rob Titchener. in: Courage, C. and Headlam, N. (ed.) Custard, Culverts and Cake: Academics on Life in The Archers Emerald Publishing. pp. 329-343
AuthorsWood, R. and Runswick-Cole, K.
EditorsCourage, C. and Headlam, N.
Book titleCustard, Culverts and Cake: Academics on Life in The Archers
Page range329-343
Year2017
PublisherEmerald Publishing
Publication dates
Print05 Oct 2017
Publication process dates
Deposited06 Nov 2019
ISBN9781787432864
Digital Object Identifier (DOI)https://doi.org/10.1108/978-1-78743-285-720171027
Web address (URL)https://books.emeraldinsight.com/page/detail/Custard-Culverts-and-CakeCustard,-Culverts-and-Cake/?k=9781787432864
Copyright holder© 2017 Emerald
Permalink -

https://repository.uel.ac.uk/item/87427

Log in to edit

  • 134
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

What are the views and experiences of autistic teachers? Findings from an online survey in the UK
Wood, R. and Happé, F. 2023. What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society. 38 (1), pp. 47-72. https://doi.org/10.1080/09687599.2021.1916888
The Experiences and Needs of Autistic School Staff: Summary Report of Phase 2 Covid-19 Findings
Wood, R., Moyse, R., Crane, L., Happé, F. and Morrison, A. 2021. The Experiences and Needs of Autistic School Staff: Summary Report of Phase 2 Covid-19 Findings. Autistic School Staff Project.
Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes
Wood, R. and Happé, F. 2020. Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes. International Journal of Inclusive Education. 27 (5), pp. 603-619. https://doi.org/10.1080/13603116.2020.1866685
Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile
Eguiguren Istuany, O. and Wood, R. 2020. Perspectives on Educational Inclusion from a Small Sample of Autistic Pupils in Santiago, Chile. Scandinavian Journal of Disability Research. 22 (1), p. 210–220. https://doi.org/10.16993/sjdr.724
Pilot Survey of Autistic School Staff Who Work or Have Worked in an Education Role in Schools in the UK: Initial Summary Report
Wood, R. 2020. Pilot Survey of Autistic School Staff Who Work or Have Worked in an Education Role in Schools in the UK: Initial Summary Report.
From Difference to Diversity in School
Wood, R. 2020. From Difference to Diversity in School. in: Milton, D., Murray, D., Ridout, S., Martin, N. and Mills, R. (ed.) The Neurodiversity Reader Pavilion Publishing.
Foucault, Freda Fry and the Power of Silent Characters on the Radio
Wood, R. 2019. Foucault, Freda Fry and the Power of Silent Characters on the Radio. in: Headlam, N. and Courage, C. (ed.) Gender, Sex and Gossip in Ambridge: Women in The Archers Emerald Publishing. pp. 77-85
Autism, intense interests and support in school: from wasted efforts to shared understandings
Wood, R. 2019. Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review. 73 (1), pp. 34-54. https://doi.org/10.1080/00131911.2019.1566213
Inclusive Education for Autistic Children: Helping Children to Learn and Flourish in the Classroom
Wood, R. 2019. Inclusive Education for Autistic Children: Helping Children to Learn and Flourish in the Classroom. Jessica Kingsley Publishers.
The Wrong Kind of Noise: Understanding and Valuing the Communication of Autistic Children in Schools
Wood, R. 2018. The Wrong Kind of Noise: Understanding and Valuing the Communication of Autistic Children in Schools. Educational Review. 72 (1), pp. 111-130. https://doi.org/10.1080/00131911.2018.1483895
Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance, othering and power
Wood, R. and Milton, D. 2018. Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance, othering and power. British Journal of Special Education. 45 (2), pp. 157-171. https://doi.org/10.1111/1467-8578.12216