Professor Brahm Norwich
Educational Psychology and Special Educational Needs

Key publications | Publications by category | Publications by year

Key publications



Norwich B, Koutsouris G (In Press). Addressing Dilemmas and Tensions in Inclusive Education. Oxford Research Encyclopedia of Education Full text.
Norwich B (In Press). Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework. Frontiers in Education Special Educatiuonal Needs Full text.
Norwich B, Koutsouris G (2016). Addressing Dilemmas and Tensions in Inclusive Education. In  (Ed) Inclusive education has become a very prominent international ideal and value in educational policies and practices. It is a seemingly simple concept about opportunities, equality and solidarity which has wide global appeal. However, inclusion as applied to education connects with various social and political values which have been contested over many decades. One issue that underlies inclusion as a value is whether it represents a single coherent value or multiple values which can come into tension leading to dilemmas that need to be resolved. This issue is often overlooked in considerations about inclusive education but do affect various key issues about differentiation in the design of curricula and assessment, the location of provision and how difference is identified and labelled; and about participation in the social interaction between students who are different. This is an issue that needs to be addressed, Routledge.
Norwich B (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: the Prospects and Challenges of Using the International Classification of Functioning Framework. Frontiers in Education, 1 Full text. DOI.
Norwich B, Ylonen A (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes. British Educational Research Journal, 41(4), 629-649. Abstract.  Full text. DOI.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling. British Journal of Special Education, 42(2), 128-151. Abstract.  Full text. DOI.

Publications by category


Books

Norwich B (2017). Experiencing special educational needs: lessons for practice. Maidenhead, Open University Press.
Norwich B (eds)(2014). Lesson study: Making a difference to teaching pupils with learning difficulties.  London, Contimuum Publishers.
Norwich B (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
Warnock M, Norwich B, Terzi L (2010). Special educational needs: a new look. London, Continuum.
Norwich B (2007). Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions., Routledge.
Norwich B, Kelly N (2005). Moderate learning difficulties and the future of inclusion. , Falmer/Routledge.
Lewis A, Norwich B (2004). Special teaching for special children? Pedagogies for inclusion. Maidenhead, Open University Press.

Journal articles

Norwich B, Koutsouris G (In Press). Addressing Dilemmas and Tensions in Inclusive Education. Oxford Research Encyclopedia of Education Full text.
Norwich B (In Press). Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework. Frontiers in Education Special Educatiuonal Needs Full text.
Norwich B (In Press). Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research. Knowledge Culture Full text.
Norwich, B. Ylonen A, Gwernan-Jones R (In Press). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (In Press). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education Full text.
Norwich B (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: the Prospects and Challenges of Using the International Classification of Functioning Framework. Frontiers in Education, 1 Full text. DOI.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team. International Journal of Lesson and Learning Studies, 5, 180-195. Abstract.  Full text. DOI.
Russell G, Ukoumunne O, Ryder D, Golding J, Norwich B (2016). Predictors of word reading ability in seven year olds: analysis of data from a UK cohort study. Journal of Research in Reading Full text.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach. European Journal of Special Needs Education, 30(2), 253-273. Abstract. DOI.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach. European Journal of Special Needs Education Abstract. DOI.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study. Dyslexia, 21(2), 123-141. Abstract.  Author URL.  Full text. DOI.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study. Dyslexia, 21(2), 123-141. Abstract.  Full text. DOI.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education DOI.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education, 30(4), 448-451. DOI.
Norwich B, Ylonen A (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes. British Educational Research Journal, 41(4), 629-649. Abstract.  Full text. DOI.
Norwich B, Eaton A (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132. Abstract. DOI.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling. British Journal of Special Education, 42(2), 128-151. Abstract.  Full text. DOI.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.  Full text. DOI.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.  Full text. DOI.
Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy and Practice, 21(4), 412-426. Abstract.  Full text. DOI.
Norwich B (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British Journal of Special Education, 41(4), 403-425. Abstract. DOI.
Gray P, Norwich B (2014). Chapter 2. An overview of issues emerging as the policy context changes. Journal of Research in Special Educational Needs, 14(2), 122-127. DOI.
Norwich B (2014). Chapter 2. Context, interests and methodologies. Journal of Research in Special Educational Needs, 14(3), 193-196. DOI.
Rose J, Norwich B (2014). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education, 44(1), 59-74. Abstract. DOI.
Norwich B (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?. Journal of Research in Special Educational Needs, 14(1), 16-21. Abstract. DOI.
Norwich B (2014). Improving learning through dynamic assessment: a practical classroom resource. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 29(2), 259-261. Author URL. DOI.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education, 44(4), 495-510. Abstract. DOI.
Norwich B, Eaton A (2014). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties Abstract. DOI.
Norwich B, Dudley P, Ylonen A (2014). Using lesson study to assess pupils’ learning difficulties. International Journal for Lesson and Learning Studies, 3(2), 192-207. Abstract. DOI.
Rose J, Norwich B (2013). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education
Corbett J, Norwich B (2013). Common or specialized pedagogy?. , 13-30. DOI.
Norwich B, Ylonen A (2013). Design-based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
Norwich B (2013). Disavowed knowledge: psychoanalysis, education and teaching. HISTORY OF EDUCATION, 42(5), 680-684. Author URL. DOI.
Ylonen A, Norwich B (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes. International Journal for Lesson and Learning Studies, 2(2), 137-154. Abstract. DOI.
Ylonen A, Norwich B (2013). The Lesson Study process: how it works and what it offers. Lessons from a development and research project in England’. International Journal of Lesson and Learning Study, 2 (2)
Norwich B (2013). Understanding the profession of educational psychology in England: Now and in the future. Australian Educational and Developmental Psychologist, 30(1), 36-53. Abstract. DOI.
Lawson HA, Norwich B, Nash T (2013). What trainees in England learn about teaching pupils with special educational needs/disabilities in their school based work: the contribution of planned activities in one year initial training courses. European Journal of Special Needs Education, 28(2), 136-155. DOI.
Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders. Clin Child Psychol Psychiatry, 17(2), 229-245. Abstract.  Author URL. DOI.
Norwich B (2012). Foreword. Leading on Inclusion: Dilemmas, Debates and New Perspectives DOI.
Norwich B, Ylonen A, Gwernan-Jones R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Russell G, Golding J, Norwich B, Emond J, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. Journal of Child Psychology and Psychiatry, 7(53), 735-744.
Russell G, Golding J, Norwich B, Emond A, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. J Child Psychol Psychiatry, 53(7), 735-744. Abstract.  Author URL. DOI.
Ford T, Edwards V, Sharkey S, Ukoumunne OC, Byford S, Norwich B, Logan S (2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations. BMC Public Health, 12 Abstract.  Author URL. DOI.
Ylonen A, Norwich B (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers' concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 17(2), 229-245.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2-11.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International (in press) Full text.
Norwich B (2010). Can we envisage the end of special educational needs? has special educational needs outlived its usefulness?. The Psychology of Education Review, 34 (2), 13-21.
Norwich B (2010). Dilemmas of difference, curriculum and disability: international perspectives. Comparative Education, 46, 2, 113-135.
Norwich B, Richards A, Nash T (2010). Educational Psychologists and children in care: practices and issues. Educational Psychology in Practice, 4(26), 375-390.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 26, 1471-1481.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 1471-1481.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 26(3), 279-298. Abstract. DOI.
Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35(3), 447-468.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35 (3), 447-467.
Norwich B (2009). Learning Disabilities: What are they? Helping Teachers and Parents Understand the Characteristics. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 57(4), 446-448. Author URL.
Norwich B (2008). Chapter 5. Summary of discussion and conclusions. Journal of Research in Special Educational Needs, 8(3), 181-182. DOI.
Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education, 23(4), 287-304.
Jones, G. Hack, E. Riddell, S. (2008). Individual budgets and direct payments: issues, challenges and future implications for the strategic management of SEN. Journal of Research in Special Educational, 8(3), 124-139.
Norwich B, Nash T (2008). Preparing teachers to teach children with SEN disabilities: Challenges and developments in England. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 52, 687-687. Author URL.
Norwich, B. (2008). What future for special schools and inclusion? conceptual and professional perspectives.\r. British Journal of Special Education, 35(3), 136-144.
FJMacleod, Macmillan P, Norwich B (2007). 'Listening to Myself': Improving Oracy and Literacy Among Children who Fall Behind. Early Child Development and Care, 177(6), 633-644. DOI.
Macleod FJ, Macmillan P, Norwich B (2007). 'Listening to myself': Improving oracy and literacy among children who fall behind. Early Child Development and Care, 177(6-7), 633-644. Abstract. DOI.
Norwich B (2007). Dilemmas of difference inclusion and disability: International perspectives and future directions. Dilemmas of Difference Inclusion and Disability: International Perspectives and Future Directions, 1-228. Abstract. DOI.
Norwich, B. (2007). Evaluating the reliability and validity of learning styles inventory : a classroom-based study. Educational Researcher, 49(1), 51-63.
Macleod F, MacMillan P, Norwich B (2007). Giving psychology away: Helping pupils at risk of reading failure by means of a self-voice feedback programme. School Psychology International, 28(5), 555-573.
Norwich B (2007). Handbook of competence and motivation. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77, 744-745. Author URL.
Norwich B, Lewis A (2007). How specialised is teaching children with disabilities and difficulties?. Journal of Curriculum Studies, 39(2), 127-150. DOI.
Norwich, B. (2007). Special Teaching for Special Children? Pedagogies for Inclusion\r. Division of Education and Child psychology (BPS) Papers, 24(3), 54-67.
Norwich, B. (2007). Special schools: what does the future hold?. Into Teaching, 17, 3-9.
Norwich, B. Ma A (2007). Triangulation and Theoretical Understanding. Journal of Social Research Methodology: Theory and Practice, 10(3), 211-226.
Dyson A, McLaughlin MJ, Nagle K, Thurlow M, Rouse M, Hardman M, Norwich B, Burke PJ, Perlin M (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools. Journal of Special Education, 40(1), 46-58. Abstract. DOI.
Dyson, A. Nagle, K. Thurlow, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: part II, Implementing classification in schools. Journal of Special Education, 40(1), 36-46.
Norwich B (2006). Dilemmas of inclusion and the future of education. , 69-84. DOI.
Kelly, N.A.A. (2006). Evaluating children's participation in SEN procedures: lessons for educational psychologists. Educational Psychology in Practice, 22(3), 255-272.
Norwich, B. (2005). All-inclusive : celebrating difference. Curriculum Management Update(61), 4-10.
Griffiths, C. Burden, R.L. (2005). Dyslexia friendly schools and parent partnership: inclusion and home-school relationships. European Journal of Special Needs Education, 20(2), 147-166. Full text.
Norwich, B. (2005). Future direction for professional educational psychology. School Psychology International, 26(4), 387-397.
Norwich, B. (2005). Inclusion: is it a matter of evidence about what works or about values and rights?. Education 3-13, 33(1), 51-56.
Norwich, B. Bayliss, P. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development. British Journal of Special Education, 32(2), 92-99.
Norwich, B. Bayliss, P.D. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development. British Journal of Special Education, 32(2), 100-104. Full text.
Norwich B (2005). The cultural nature of human development. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 75, 513-515. Author URL. DOI.
Norwich B (2004). Cognitive science - a philosophical introduction. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 74, 487-490. Author URL.
Norwich B (2004). Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 48, 511-511. Author URL.
Beek, C. Richardson, P. Gray, P. (2004). Examining key issues underlying \r the Audit Commission reports on SEN Policy\r. Journal of Research in Special Educational, 4(2), 98-112.
Norwich, B. Burden, R.L. (2004). I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools. Oxford Review of Education, 30(3), 417-434.
Griffiths CB, Norwich B, Burden B (2004). Parental agency, identity and knowledge: Mothers of children with dyslexia. Oxford Review of Education, 30(3), 417-433. Abstract.  Full text. DOI.
Kelly N, Norwich B (2004). Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools. Br J Educ Psychol, 74(Pt 3), 411-435. Abstract.  Author URL. DOI.
Norwich, B. (2004). Pupils’ perceptions of self and of labels: moderate learning \r difficulties in mainstream and special school. British Journal of Educational Psychology, 74(3), 411-437.
Kelly, N. (2004). Pupils’ views on inclusion: moderate learning difficulties \r and bullying in mainstream and special schools\r. British Educational Research Journal, 30(1), 43-65.
Kent, T. (2002). Assessing the personal and social development of pupils with special educational needs: wider lessons for all. Assessment in Education, 9(1), 59-80. DOI.
Cooper, P. Maras, P. (2002). Attentional and activity difficulties: findings from a national study. Support for learning, 17(4), 182-187.
Norwich B (2002). Education, inclusion and individual differences : recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502. DOI.
Avramidis E, Norwich, B. (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Norwich, B. (2002). The perspectives of children with MLD on their educational provision and themselves. SENCO, 42, 8-9.
Norwich, B. (2001).  Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils?. Topic(Autumn).
Norwich, B. (2001). A critical review of. systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning. Journal of Research in Special Educational
Norwich, B. (2001). Inclusion: evidence or value based policy and practice? Open Dialogue. The Psychology of Education Review, 25(1).
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 308-329. Abstract.
Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(2), 313-331.
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs. BRITISH EDUCATIONAL RESEARCH JOURNAL, 27(3), 313-329. Author URL.
Goodchild, L. Lloyd, S. (2001). Some aspects of the Inclusion Index in operation. Support for learning, 16(4), 156-162.
Norwich, B. (2001). Teachers' cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: a model of decision making. British Educational Research Journal, 28(1), 111-138.
Norwich, B. (2001). The role of vignettes in the research of emotional and behaviour difficulties. Emotional and Behaviour difficulties, 6(1), 50-62.
Norwich B (2000). Children in difficulty - a guide to understand and helping. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 70, 142-142. Author URL.
Poulou M, Norwich B (2000). Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. Br J Educ Psychol, 70 Pt 4, 559-581. Abstract.  Author URL.
Poulou M, Norwich B (2000). Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence. European Journal of Special Needs Education, 15(2), 171-187. Abstract.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school. The British journal of educational psychology, 69 Abstract.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school. Br J Educ Psychol, 69 ( Pt 4), 547-569. Abstract.  Author URL.
Norwich B (1997). Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions. European Journal of Special Needs Education, 12(1), 38-53. Abstract.
Corbett J, Norwich B (1997). Special needs and client rights: the changing social and political context of special educational research. British Educational Research Journal, 23(3), 379-389. Abstract. DOI.
Norwich B, Daniels H (1997). Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme. Educational Studies, 23(1), 5-24. Abstract. DOI.
Norwich B (1995). Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists. Educational Psychology in Practice, 11(1), 29-35. Abstract. DOI.
Norwich B, Evans J, Lunt I, Steedman J, Wedell K (1994). Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools. British Educational Research Journal, 20(3), 279-291. Abstract. DOI.
LUNT I, EVANS J, NORWICH B, WEDELL K (1994). Collaborating to meet special educational needs: Effective clusters?. Support for Learning, 9(2), 73-78. DOI.
Norwich B (1994). Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences. Curriculum Studies, 2(3), 289-308. Abstract. DOI.
Norwich B (1994). Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors. Educational Psychology, 14(3), 291-306. Abstract. DOI.
Norwich B, Daniels H, Anghileri N (1994). Teacher Support Teams in Primary Schools. Education 3-13, 22(3), 44-49. DOI.
Norwich B (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison. European Journal of Special Needs Education, 9(1), 91-106. Abstract. DOI.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers. The British journal of educational psychology, 63 Abstract.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers. Br J Educ Psychol, 63 ( Pt 2), 308-321. Abstract.  Author URL.
NORWICH B (1993). IDEOLOGICAL DILEMMAS IN SPECIAL NEEDS EDUCATION - PRACTITIONERS VIEWS. OXFORD REVIEW OF EDUCATION, 19(4), 527-546. Author URL. DOI.
NORWICH B (1993). SOCIAL-PSYCHOLOGY OF THE PRIMARY-SCHOOL - ROGERS,C, KUTNICK,P. EDUCATIONAL RESEARCH, 35(1), 101-102. Author URL.
DANIELS H, NORWICH B, ANGHILERI N (1993). Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs. Support for Learning, 8(4), 169-173. Abstract. DOI.
Fox P, Norwich B (1992). Assessing the self-perception of young adults with severe learning difficulties. European Journal of Special Needs Education, 7(3), 193-203. Abstract. DOI.
Martin M, Norwich B (1991). The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education. British Educational Research Journal, 17(4), 333-351. Abstract. DOI.
NORWICH B, DUNCAN J (1990). ATTITUDES, SUBJECTIVE NORM, PERCEIVED PREVENTIVE FACTORS, INTENTIONS AND LEARNING SCIENCE - TESTING a MODIFIED THEORY OF REASONED ACTION. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 60, 312-321. Author URL.
Lalkhen Y, Norwich B (1990). The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings. European Journal of Special Needs Education, 5(1), 1-12. Abstract. DOI.
Norwich B (1989). How should we define Exceptions?. British Journal of Special Education, 16(3), 94-97. Abstract. DOI.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach. The British journal of educational psychology, 59 Abstract.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach. Br J Educ Psychol, 59 ( Pt 3), 314-325. Abstract.  Author URL.
Norwich B (1987). Self-Efficacy and Mathematics Achievement: a Study of Their Relation. Journal of Educational Psychology, 79(4), 384-387. Abstract.
Pearce M (1986). A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties. European Journal of Special Needs Education, 1(1), 13-22. Abstract. DOI.
NORWICH B (1986). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 180-189. Author URL.
JAEGAR ME, NORWICH B (1986). THE ROLE OF ABILITY AND AFFECTIVE AND CONATIVE FACTORS IN SCHOOL LEARNING. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 98-98. Author URL.
NORWICH B, JAEGAR ME (1986). UNDERSTANDING SCHOOL-ACHIEVEMENT IN TERMS OF CHILDRENS BELIEFS AND EVALUATIONS ABOUT LEARNING-PROCESSES AND OUTCOMES. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 99-100. Author URL.
Norwich B (1985). A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks. Educational Psychology, 5(1), 45-53. Abstract. DOI.
NORWICH B (1985). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT AND THE ACCURACY OF SELF EFFICACY JUDGEMENTS IN RELATION TO PERFORMANCE LEVELS. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 55(FEB), 103-103. Author URL.
Norwich B (1985). Special Educational and School Psychological Services in Madison. Educational Psychology in Practice, 1(3), 124-127. DOI.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory. Br J Educ Psychol, 55 ( Pt 1), 76-80. Author URL.
Norwich B, Cowne E (1985). Training with a School Focus. British Journal of Special Education, 12(4), 167-170. Abstract. DOI.
NORWICH B (1984). ASPECTS OF THE PROFESSIONAL SOCIALISATION OF TEACHERS - IMPLICATIONS FOR TEACHER-EDUCATION AND TRAINING. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 54(FEB), 129-129. Author URL.
NORWICH B (1984). ASSESSMENT OF CHILDRENS INTELLIGENCE AND SPECIAL ABILITIES, 2ND EDITION - SATTLER,JM. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 25(4), 652-653. Author URL.
Roberts J, Norwich B (1983). Assessing students in FE. Spec Educ Forward Trends, 10(1), 16-20. Author URL.
NORWICH B (1983). STRAIGHT TALK ABOUT MENTAL TESTS - JENSEN,A. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 24(4), 648-649. Author URL.
NORWICH B (1983). THE UNIQUE CONTRIBUTION OF CHILD PSYCHOLOGICAL-SERVICES. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, 36(APR), 116-119. Author URL.

Chapters

Norwich B, Koutsouris G (2016). Addressing Dilemmas and Tensions in Inclusive Education. In  (Ed) Inclusive education has become a very prominent international ideal and value in educational policies and practices. It is a seemingly simple concept about opportunities, equality and solidarity which has wide global appeal. However, inclusion as applied to education connects with various social and political values which have been contested over many decades. One issue that underlies inclusion as a value is whether it represents a single coherent value or multiple values which can come into tension leading to dilemmas that need to be resolved. This issue is often overlooked in considerations about inclusive education but do affect various key issues about differentiation in the design of curricula and assessment, the location of provision and how difference is identified and labelled; and about participation in the social interaction between students who are different. This is an issue that needs to be addressed, Routledge.
Norwich B (2014). Categories of Special educational needs. In Florian L (Ed) The Sage Handbook of Special education. Vol.1, London: Sage, 55-73.
Ylonen A, Norwich B (2014). How Lesson Study helps teachers of pupils with specific needs or difficulties. In  (Ed) Lesson Study: Professional Learning for Our Time, 86-106. DOI.
Norwich B, Ylonen A (2014). Lesson from evaluations of lesson study. 978-1-78093-830-1. In Norwich B, Jones J (Eds.) Lesson study: making a difference to teaching pupils with learning difficulties, London: Continuum, 113-145.
Norwich, B (2013). Antisocial behaviour; what contribution for psychology?. In Maras P (Ed) Psychology and antisocial behaviour in schools, Leicester: BPS, 9-15.
Lawson HA, Norwich B, Nash T (2013). Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within school placement. In Jones P (Ed) Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals, London: Routledge.
Norwich B (2012). How inclusion policy works in the UK (England): successes and issues. In Boyle, C, Topping K (Eds.) What works in inclusion?, Maidenhead: Open University Press.
Norwich B, Avramidis E (2012). SEN: the state of research – compromise, consensus or disarray?. In Peer L, Reid G (Eds.) Special educational needs: a guide for inclusive practice, London: Sage.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.) Transforming the Role of the SENCO, Open University Press, 37-50.  Abstract.
Norwich B (2008). How compatible is the recognition of dyslexia with inclusive education?. In Reid G (Ed) The Routledge Dyslexia Handbook, London: Routledge, 177-194.
Macmillan, P. Norwich, B. (2008). Improving oracy and literacy among children who fall behind. In Evans R, Jones D (Eds.) Metacognitive Approaches to Developing Oracy, London: Routledge, Taylor and Francis, 65-76.
Norwich, B. (2008). Inclusive and effective schools: challenges and tensions. In Hick P, Kershner R, Farrell P (Eds.) Psychology for inclusive education: new directions in theory and practice, London: Routledge, 96-107.
Norwich B (2008). Perspectives and purposes of disability classification systems: implications for teachers and curriculum and pedagogy. In Florian L, McClaughlin M (Eds.) Classification in Special Education, Thousand Oaks, CA.: Corwin Press, 131-149.
Norwich, B. (2007). Categories of special educational needs. In Florian L (Ed) Handbook of Special Education, London: Sage Publications, 55-67.
Norwich, B. (2006). Dilemmas in inclusive education. In Cigman R (Ed) Included or excluded? the challenge of the mainstream for some children with SEN, London: Routledge.
Norwich, B. (2005). Common or specialised pedagogy. In Nind M, Rix J, Sheehy K, Simmons K (Eds.) Curriculum and pedagogy in inclusive education : values into practice, London: Routledge/Falmer, 34-47.
Norwich, B. (2004). Education, inclusion, and individual differences: recognising and resolving dilemmas. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London:.
Norwich, B. (2004). Is there a distinctive pedagogy for learning difficulties?. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London, New York: Falmer/Routledge.
Avramidis E, Norwich, B. (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In Poulson L, Wallace M (Eds.) Learning to read critically in teaching and learning, London: Sage Publications, 201-222.
Norwich, B. (2002). Is there a distinctive pedagogy for learning difficulties?. In Galloway D (Ed) Children with SEN: a response to the new Code of Practice, London: Association of Child Psychology and Psychiatry, 25-37.
Daniels, H. (2001). Teacher support teams for special educational needs in primary schools. In Wearmouth J (Ed) Special Educational Provision in the context of Inclusion: policy and practice in schools, Open University Press, 149-168.

Reports

Richards, A. Nash, T. (2008). Children in care and the multi-disciplinary work of educational psychologists.
Endler, L. Rose, J.R. & Norwich, B. (2008). How do practitioners in the early years use the Common Assessment framework: an evaluation.
Kelly, N. Proykov, T. Norwich, B. (2005). An evaluation of the Devon Children's Fund. Exeter, School of Education and Lifelong Learning, University of Exeter.
Kelly, N. et, al (2004). A study of promising practices of pupil participation in SEN procedures in south-west mainstream schools.  Exeter, University of Exeter, School of Education and Lifelong Learning.
Richards, A. Norwich, B. (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project.  Exeter. School of Education and Lifelong Learning, University of Exeter.

Internet publications

Lunt, I. (2006). Future schooling: a scenario approach (a policy paper).  Author URL.

Publications by year



In Press

Norwich B, Koutsouris G (In Press). Addressing Dilemmas and Tensions in Inclusive Education. Oxford Research Encyclopedia of Education Full text.
Norwich B (In Press). Conceptualising special educational needs using a bio-psycho-social model in England: the prospects and challenges of using the International Classification of Functioning framework. Frontiers in Education Special Educatiuonal Needs Full text.
Norwich B (In Press). Educational psychology, neuro-science and Lesson Study: how translating research knowledge into practice requires teacher research. Knowledge Culture Full text.
Norwich, B. Ylonen A, Gwernan-Jones R (In Press). Moderate Learning Difficulties – searching for clarity and understanding. Research Papers in Education
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (In Press). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance. Technology, Pedagogy and Education Full text.

2017

Norwich B (2017). Experiencing special educational needs: lessons for practice. Maidenhead, Open University Press.

2016

Norwich B, Koutsouris G (2016). Addressing Dilemmas and Tensions in Inclusive Education. In  (Ed) Inclusive education has become a very prominent international ideal and value in educational policies and practices. It is a seemingly simple concept about opportunities, equality and solidarity which has wide global appeal. However, inclusion as applied to education connects with various social and political values which have been contested over many decades. One issue that underlies inclusion as a value is whether it represents a single coherent value or multiple values which can come into tension leading to dilemmas that need to be resolved. This issue is often overlooked in considerations about inclusive education but do affect various key issues about differentiation in the design of curricula and assessment, the location of provision and how difference is identified and labelled; and about participation in the social interaction between students who are different. This is an issue that needs to be addressed, Routledge.
Norwich B (2016). Conceptualizing Special Educational Needs Using a Biopsychosocial Model in England: the Prospects and Challenges of Using the International Classification of Functioning Framework. Frontiers in Education, 1 Full text. DOI.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team. International Journal of Lesson and Learning Studies, 5, 180-195. Abstract.  Full text. DOI.
Russell G, Ukoumunne O, Ryder D, Golding J, Norwich B (2016). Predictors of word reading ability in seven year olds: analysis of data from a UK cohort study. Journal of Research in Reading Full text.

2015

Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach. European Journal of Special Needs Education, 30(2), 253-273. Abstract. DOI.
Norwich B, Ylonen A (2015). A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach. European Journal of Special Needs Education Abstract. DOI.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural Difficulties That Co-occur with Specific Word Reading Difficulties: a UK Population-Based Cohort Study. Dyslexia, 21(2), 123-141. Abstract.  Author URL.  Full text. DOI.
Russell G, Ryder D, Norwich B, Ford T (2015). Behavioural difficulties that co-occur with specific word reading difficulties: a UK population-based cohort study. Dyslexia, 21(2), 123-141. Abstract.  Full text. DOI.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education DOI.
Norwich B (2015). Inclusive education in Italy: a response to Anastasiou, Kauffman and Di Nuovo. European Journal of Special Needs Education, 30(4), 448-451. DOI.
Norwich B, Ylonen A (2015). Lesson study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes. British Educational Research Journal, 41(4), 629-649. Abstract.  Full text. DOI.
Norwich B, Eaton A (2015). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties, 20(2), 117-132. Abstract. DOI.
Norwich B, Black A (2015). The placement of secondary school students with Statements of special educational needs in the more diversified system of English secondary schooling. British Journal of Special Education, 42(2), 128-151. Abstract.  Full text. DOI.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.  Full text. DOI.
Hansford L, Sharkey S, Edwards V, Ukoumunne O, Byford S, Norwich B, Logan S, Ford T (2015). Understanding influences on teachers' uptake and use of behaviour management strategies within the STARS trial: process evaluation protocol for a randomised controlled trial. BMC Public Health, 15 Abstract.  Author URL.  Full text. DOI.

2014

Marlow R, Norwich B, Ukoumunne OC, Hansford L, Sharkey S, Ford T (2014). A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy and Practice, 21(4), 412-426. Abstract.  Full text. DOI.
Norwich B (2014). Categories of Special educational needs. In Florian L (Ed) The Sage Handbook of Special education. Vol.1, London: Sage, 55-73.
Norwich B (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England. British Journal of Special Education, 41(4), 403-425. Abstract. DOI.
Gray P, Norwich B (2014). Chapter 2. An overview of issues emerging as the policy context changes. Journal of Research in Special Educational Needs, 14(2), 122-127. DOI.
Norwich B (2014). Chapter 2. Context, interests and methodologies. Journal of Research in Special Educational Needs, 14(3), 193-196. DOI.
Rose J, Norwich B (2014). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education, 44(1), 59-74. Abstract. DOI.
Ylonen A, Norwich B (2014). How Lesson Study helps teachers of pupils with specific needs or difficulties. In  (Ed) Lesson Study: Professional Learning for Our Time, 86-106. DOI.
Norwich B (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?. Journal of Research in Special Educational Needs, 14(1), 16-21. Abstract. DOI.
Norwich B (2014). Improving learning through dynamic assessment: a practical classroom resource. EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, 29(2), 259-261. Author URL. DOI.
Norwich B, Ylonen A (2014). Lesson from evaluations of lesson study. 978-1-78093-830-1. In Norwich B, Jones J (Eds.) Lesson study: making a difference to teaching pupils with learning difficulties, London: Continuum, 113-145.
Norwich B (eds)(2014). Lesson study: Making a difference to teaching pupils with learning difficulties.  London, Contimuum Publishers.
Norwich B (2014). Recognising value tensions that underlie problems in inclusive education. Cambridge Journal of Education, 44(4), 495-510. Abstract. DOI.
Norwich B, Eaton A (2014). The new special educational needs (SEN) legislation in England and implications for services for children and young people with social, emotional and behavioural difficulties. Emotional and Behavioural Difficulties Abstract. DOI.
Norwich B, Dudley P, Ylonen A (2014). Using lesson study to assess pupils’ learning difficulties. International Journal for Lesson and Learning Studies, 3(2), 192-207. Abstract. DOI.

2013

Norwich B (2013). Addressing tensions and dilemmas in inclusive education. London, Routledge.
Norwich, B (2013). Antisocial behaviour; what contribution for psychology?. In Maras P (Ed) Psychology and antisocial behaviour in schools, Leicester: BPS, 9-15.
Rose J, Norwich B (2013). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education
Corbett J, Norwich B (2013). Common or specialized pedagogy?. , 13-30. DOI.
Norwich B, Ylonen A (2013). Design-based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in terms of pupil, teacher and school outcomes. Teaching and Teacher Education, 34, 162-173.
Norwich B (2013). Disavowed knowledge: psychoanalysis, education and teaching. HISTORY OF EDUCATION, 42(5), 680-684. Author URL. DOI.
Ylonen A, Norwich B (2013). Professional learning of teachers through a lesson study process in England: Contexts, mechanisms and outcomes. International Journal for Lesson and Learning Studies, 2(2), 137-154. Abstract. DOI.
Lawson HA, Norwich B, Nash T (2013). Teacher trainee learning about inclusive practice in initial teacher education in England: ‘Insider’ perspectives from within school placement. In Jones P (Ed) Bringing insider perspectives into inclusive teacher learning: Potentials and challenges for educational professionals, London: Routledge.
Ylonen A, Norwich B (2013). The Lesson Study process: how it works and what it offers. Lessons from a development and research project in England’. International Journal of Lesson and Learning Study, 2 (2)
Norwich B (2013). Understanding the profession of educational psychology in England: Now and in the future. Australian Educational and Developmental Psychologist, 30(1), 36-53. Abstract. DOI.
Lawson HA, Norwich B, Nash T (2013). What trainees in England learn about teaching pupils with special educational needs/disabilities in their school based work: the contribution of planned activities in one year initial training courses. European Journal of Special Needs Education, 28(2), 136-155. DOI.

2012

Russell G, Norwich B (2012). Dilemmas, diagnosis and de-stigmatization: parental perspectives on the diagnosis of autism spectrum disorders. Clin Child Psychol Psychiatry, 17(2), 229-245. Abstract.  Author URL. DOI.
Norwich B (2012). Foreword. Leading on Inclusion: Dilemmas, Debates and New Perspectives DOI.
Norwich B (2012). How inclusion policy works in the UK (England): successes and issues. In Boyle, C, Topping K (Eds.) What works in inclusion?, Maidenhead: Open University Press.
Norwich B, Ylonen A, Gwernan-Jones R (2012). Moderate learning difficulties: searching for clarity and understanding. Research Papers in Education
Norwich B, Avramidis E (2012). SEN: the state of research – compromise, consensus or disarray?. In Peer L, Reid G (Eds.) Special educational needs: a guide for inclusive practice, London: Sage.
Russell G, Golding J, Norwich B, Emond J, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. Journal of Child Psychology and Psychiatry, 7(53), 735-744.
Russell G, Golding J, Norwich B, Emond A, Ford T, Steer C (2012). Social and behavioural outcomes in children diagnosed with autism spectrum disorders: a longitudinal cohort study. J Child Psychol Psychiatry, 53(7), 735-744. Abstract.  Author URL. DOI.
Ford T, Edwards V, Sharkey S, Ukoumunne OC, Byford S, Norwich B, Logan S (2012). Supporting teachers and children in schools: the effectiveness and cost-effectiveness of the Incredible Years teacher classroom management programme in primary school children: a cluster randomised controlled trial, with parallel economic and process evaluations. BMC Public Health, 12 Abstract.  Author URL. DOI.
Ylonen A, Norwich B (2012). Using Lesson Study to develop teaching approaches for secondary school pupils with moderate learning difficulties: Teachers' concepts, attitudes and pedagogic strategies. European Journal of Special Needs Education, 27(3), 301-317.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six year old child. Early Child Development and Care, 17(2), 229-245.

2011

Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1), 2-11.
Norwich B, Nash T (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs
Boyle C, Topping K, Jindal-Snape D, Norwich B (2011). The importance of peer-support for teaching staff when including children with special educational needs. School Psychology International (in press) Full text.

2010

Norwich B (2010). Can we envisage the end of special educational needs? has special educational needs outlived its usefulness?. The Psychology of Education Review, 34 (2), 13-21.
Norwich B (2010). Dilemmas of difference, curriculum and disability: international perspectives. Comparative Education, 46, 2, 113-135.
Norwich B, Richards A, Nash T (2010). Educational Psychologists and children in care: practices and issues. Educational Psychology in Practice, 4(26), 375-390.
Warnock M, Norwich B, Terzi L (2010). Special educational needs: a new look. London, Continuum.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 26, 1471-1481.
Nash T, Norwich B (2010). The initial training of teachers to teach children with special educational needs: a national survey of English Post Graduate Certificate of Education programmes. Teaching and Teacher Education, 1471-1481.
Roberts W, Norwich B (2010). Using precision teaching to enhance the word reading skills and academic self-concept of secondary school students: a role for professional educational psychologists. Educational Psychology in Practice, 26(3), 279-298. Abstract. DOI.
Norwich B (2010). What implications do changing practices and concepts have for the role of the SEN coordinator?. In Hallett F, Hallett G (Eds.) Transforming the Role of the SENCO, Open University Press, 37-50.  Abstract.

2009

Norwich, B. (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35(3), 447-468.
Norwich B (2009). Dilemmas of difference and the identification of special educational needs / disability: international perspectives. British Educational Research Journal, 35 (3), 447-467.
Norwich B (2009). Learning Disabilities: What are they? Helping Teachers and Parents Understand the Characteristics. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 57(4), 446-448. Author URL.

2008

Norwich B (2008). Chapter 5. Summary of discussion and conclusions. Journal of Research in Special Educational Needs, 8(3), 181-182. DOI.
Richards, A. Nash, T. (2008). Children in care and the multi-disciplinary work of educational psychologists.
Norwich, B. (2008). Dilemmas of difference, inclusion and disability: international perspectives on placement. European Journal of Special Needs Education, 23(4), 287-304.
Norwich B (2008). How compatible is the recognition of dyslexia with inclusive education?. In Reid G (Ed) The Routledge Dyslexia Handbook, London: Routledge, 177-194.
Endler, L. Rose, J.R. & Norwich, B. (2008). How do practitioners in the early years use the Common Assessment framework: an evaluation.
Macmillan, P. Norwich, B. (2008). Improving oracy and literacy among children who fall behind. In Evans R, Jones D (Eds.) Metacognitive Approaches to Developing Oracy, London: Routledge, Taylor and Francis, 65-76.
Norwich, B. (2008). Inclusive and effective schools: challenges and tensions. In Hick P, Kershner R, Farrell P (Eds.) Psychology for inclusive education: new directions in theory and practice, London: Routledge, 96-107.
Jones, G. Hack, E. Riddell, S. (2008). Individual budgets and direct payments: issues, challenges and future implications for the strategic management of SEN. Journal of Research in Special Educational, 8(3), 124-139.
Norwich B (2008). Perspectives and purposes of disability classification systems: implications for teachers and curriculum and pedagogy. In Florian L, McClaughlin M (Eds.) Classification in Special Education, Thousand Oaks, CA.: Corwin Press, 131-149.
Norwich B, Nash T (2008). Preparing teachers to teach children with SEN disabilities: Challenges and developments in England. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 52, 687-687. Author URL.
Norwich, B. (2008). What future for special schools and inclusion? conceptual and professional perspectives.\r. British Journal of Special Education, 35(3), 136-144.

2007

FJMacleod, Macmillan P, Norwich B (2007). 'Listening to Myself': Improving Oracy and Literacy Among Children who Fall Behind. Early Child Development and Care, 177(6), 633-644. DOI.
Macleod FJ, Macmillan P, Norwich B (2007). 'Listening to myself': Improving oracy and literacy among children who fall behind. Early Child Development and Care, 177(6-7), 633-644. Abstract. DOI.
Norwich, B. (2007). Categories of special educational needs. In Florian L (Ed) Handbook of Special Education, London: Sage Publications, 55-67.
Norwich B (2007). Dilemmas of Difference, Inclusion and Disability: International Perspectives and Future Directions., Routledge.
Norwich B (2007). Dilemmas of difference inclusion and disability: International perspectives and future directions. Dilemmas of Difference Inclusion and Disability: International Perspectives and Future Directions, 1-228. Abstract. DOI.
Norwich, B. (2007). Evaluating the reliability and validity of learning styles inventory : a classroom-based study. Educational Researcher, 49(1), 51-63.
Macleod F, MacMillan P, Norwich B (2007). Giving psychology away: Helping pupils at risk of reading failure by means of a self-voice feedback programme. School Psychology International, 28(5), 555-573.
Norwich B (2007). Handbook of competence and motivation. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 77, 744-745. Author URL.
Norwich B, Lewis A (2007). How specialised is teaching children with disabilities and difficulties?. Journal of Curriculum Studies, 39(2), 127-150. DOI.
Norwich, B. (2007). Special Teaching for Special Children? Pedagogies for Inclusion\r. Division of Education and Child psychology (BPS) Papers, 24(3), 54-67.
Norwich, B. (2007). Special schools: what does the future hold?. Into Teaching, 17, 3-9.
Norwich, B. Ma A (2007). Triangulation and Theoretical Understanding. Journal of Social Research Methodology: Theory and Practice, 10(3), 211-226.

2006

Dyson A, McLaughlin MJ, Nagle K, Thurlow M, Rouse M, Hardman M, Norwich B, Burke PJ, Perlin M (2006). Cross-cultural perspectives on the classification of children with disabilities: Part II. Implementing classification systems in schools. Journal of Special Education, 40(1), 46-58. Abstract. DOI.
Dyson, A. Nagle, K. Thurlow, M. (2006). Cross-cultural perspectives on the classification of children with disabilities: part II, Implementing classification in schools. Journal of Special Education, 40(1), 36-46.
Norwich, B. (2006). Dilemmas in inclusive education. In Cigman R (Ed) Included or excluded? the challenge of the mainstream for some children with SEN, London: Routledge.
Norwich B (2006). Dilemmas of inclusion and the future of education. , 69-84. DOI.
Kelly, N.A.A. (2006). Evaluating children's participation in SEN procedures: lessons for educational psychologists. Educational Psychology in Practice, 22(3), 255-272.
Lunt, I. (2006). Future schooling: a scenario approach (a policy paper).  Author URL.

2005

Norwich, B. (2005). All-inclusive : celebrating difference. Curriculum Management Update(61), 4-10.
Kelly, N. Proykov, T. Norwich, B. (2005). An evaluation of the Devon Children's Fund. Exeter, School of Education and Lifelong Learning, University of Exeter.
Norwich, B. (2005). Common or specialised pedagogy. In Nind M, Rix J, Sheehy K, Simmons K (Eds.) Curriculum and pedagogy in inclusive education : values into practice, London: Routledge/Falmer, 34-47.
Griffiths, C. Burden, R.L. (2005). Dyslexia friendly schools and parent partnership: inclusion and home-school relationships. European Journal of Special Needs Education, 20(2), 147-166. Full text.
Norwich, B. (2005). Future direction for professional educational psychology. School Psychology International, 26(4), 387-397.
Norwich, B. (2005). Inclusion: is it a matter of evidence about what works or about values and rights?. Education 3-13, 33(1), 51-56.
Norwich B, Kelly N (2005). Moderate learning difficulties and the future of inclusion. , Falmer/Routledge.
Norwich, B. Bayliss, P. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools – evaluating a PGCE development. British Journal of Special Education, 32(2), 92-99.
Norwich, B. Bayliss, P.D. (2005). Preparing teachers to teach pupils with special educational needs in more inclusive schools: evaluating a PGCE development. British Journal of Special Education, 32(2), 100-104. Full text.
Norwich B (2005). The cultural nature of human development. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 75, 513-515. Author URL. DOI.

2004

Kelly, N. et, al (2004). A study of promising practices of pupil participation in SEN procedures in south-west mainstream schools.  Exeter, University of Exeter, School of Education and Lifelong Learning.
Norwich B (2004). Cognitive science - a philosophical introduction. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 74, 487-490. Author URL.
Norwich, B. (2004). Education, inclusion, and individual differences: recognising and resolving dilemmas. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London:.
Norwich B (2004). Eliciting the perspectives of children with intellectual disabilities (ID): Research, policy and practice issues. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, 48, 511-511. Author URL.
Beek, C. Richardson, P. Gray, P. (2004). Examining key issues underlying \r the Audit Commission reports on SEN Policy\r. Journal of Research in Special Educational, 4(2), 98-112.
Norwich, B. Burden, R.L. (2004). I'm glad I do not take no for an answer: parent-professional relationships and dyslexia friendly schools. Oxford Review of Education, 30(3), 417-434.
Norwich, B. (2004). Is there a distinctive pedagogy for learning difficulties?. In Mitchell D (Ed) Special educational needs and inclusive education; Major themes in education. Vol. 4, London, New York: Falmer/Routledge.
Griffiths CB, Norwich B, Burden B (2004). Parental agency, identity and knowledge: Mothers of children with dyslexia. Oxford Review of Education, 30(3), 417-433. Abstract.  Full text. DOI.
Kelly N, Norwich B (2004). Pupils' perceptions of self and of labels: moderate learning difficulties in mainstream and special schools. Br J Educ Psychol, 74(Pt 3), 411-435. Abstract.  Author URL. DOI.
Norwich, B. (2004). Pupils’ perceptions of self and of labels: moderate learning \r difficulties in mainstream and special school. British Journal of Educational Psychology, 74(3), 411-437.
Kelly, N. (2004). Pupils’ views on inclusion: moderate learning difficulties \r and bullying in mainstream and special schools\r. British Educational Research Journal, 30(1), 43-65.
Lewis A, Norwich B (2004). Special teaching for special children? Pedagogies for inclusion. Maidenhead, Open University Press.

2003

Avramidis E, Norwich, B. (2003). Promoting inclusive education: a review of literature on teachers' attitudes towards integration and inclusion. In Poulson L, Wallace M (Eds.) Learning to read critically in teaching and learning, London: Sage Publications, 201-222.

2002

Kent, T. (2002). Assessing the personal and social development of pupils with special educational needs: wider lessons for all. Assessment in Education, 9(1), 59-80. DOI.
Cooper, P. Maras, P. (2002). Attentional and activity difficulties: findings from a national study. Support for learning, 17(4), 182-187.
Norwich B (2002). Education, inclusion and individual differences : recognising and resolving dilemmas. British Journal of Educational Studies, 50(4), 482-502. DOI.
Richards, A. Norwich, B. (2002). Eliciting children's views in resolving disagreements between LEAs, professionals and parents: an exploratory project.  Exeter. School of Education and Lifelong Learning, University of Exeter.
Norwich, B. (2002). Is there a distinctive pedagogy for learning difficulties?. In Galloway D (Ed) Children with SEN: a response to the new Code of Practice, London: Association of Child Psychology and Psychiatry, 25-37.
Avramidis E, Norwich, B. (2002). Teachers' attitudes towards integration/ inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
Norwich, B. (2002). The perspectives of children with MLD on their educational provision and themselves. SENCO, 42, 8-9.

2001

Norwich, B. (2001).  Do pupils with learning difficulties need teaching strategies that are different from those used with other pupils?. Topic(Autumn).
Norwich, B. (2001). A critical review of. systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning. Journal of Research in Special Educational
Norwich, B. (2001). Inclusion: evidence or value based policy and practice? Open Dialogue. The Psychology of Education Review, 25(1).
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 308-329. Abstract.
Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(2), 313-331.
Norwich B, Lewis A (2001). Mapping a pedagogy for special educational needs. BRITISH EDUCATIONAL RESEARCH JOURNAL, 27(3), 313-329. Author URL.
Goodchild, L. Lloyd, S. (2001). Some aspects of the Inclusion Index in operation. Support for learning, 16(4), 156-162.
Daniels, H. (2001). Teacher support teams for special educational needs in primary schools. In Wearmouth J (Ed) Special Educational Provision in the context of Inclusion: policy and practice in schools, Open University Press, 149-168.
Norwich, B. (2001). Teachers' cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties: a model of decision making. British Educational Research Journal, 28(1), 111-138.
Norwich, B. (2001). The role of vignettes in the research of emotional and behaviour difficulties. Emotional and Behaviour difficulties, 6(1), 50-62.

2000

Norwich B (2000). Children in difficulty - a guide to understand and helping. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 70, 142-142. Author URL.
Poulou M, Norwich B (2000). Teachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. Br J Educ Psychol, 70 Pt 4, 559-581. Abstract.  Author URL.
Poulou M, Norwich B (2000). Teachers' perceptions of students with emotional and behavioural difficulties: Severity and prevalence. European Journal of Special Needs Education, 15(2), 171-187. Abstract.

1999

Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school. The British journal of educational psychology, 69 Abstract.
Norwich B (1999). Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school. Br J Educ Psychol, 69 ( Pt 4), 547-569. Abstract.  Author URL.

1997

Norwich B (1997). Exploring the perspectives of adolescents with moderate learning difficulties on their special schooling and themselves: Stigma and self-perceptions. European Journal of Special Needs Education, 12(1), 38-53. Abstract.
Corbett J, Norwich B (1997). Special needs and client rights: the changing social and political context of special educational research. British Educational Research Journal, 23(3), 379-389. Abstract. DOI.
Norwich B, Daniels H (1997). Teacher Support Teams for Special Educational Needs in Primary Schools: Evaluating a teacher-focused support scheme. Educational Studies, 23(1), 5-24. Abstract. DOI.

1995

Norwich B (1995). Statutory Assessment and Statementing: Some Challenges and Implications for Educational Psychologists. Educational Psychology in Practice, 11(1), 29-35. Abstract. DOI.

1994

Norwich B, Evans J, Lunt I, Steedman J, Wedell K (1994). Clusters: inter‐school collaboration in meeting special educational needs in ordinary schools. British Educational Research Journal, 20(3), 279-291. Abstract. DOI.
LUNT I, EVANS J, NORWICH B, WEDELL K (1994). Collaborating to meet special educational needs: Effective clusters?. Support for Learning, 9(2), 73-78. DOI.
Norwich B (1994). Differentiation: from the perspective of resolving tensions between basic social values and assumptions about individual differences. Curriculum Studies, 2(3), 289-308. Abstract. DOI.
Norwich B (1994). Predicting Girls' Learning Behaviour in Secondary School Mathematics Lessons from Motivational and Learning Environment Factors. Educational Psychology, 14(3), 291-306. Abstract. DOI.
Norwich B, Daniels H, Anghileri N (1994). Teacher Support Teams in Primary Schools. Education 3-13, 22(3), 44-49. DOI.
Norwich B (1994). The relationship between attitudes to the integration of children with special educational needs and wider socio-political views; a US-English comparison. European Journal of Special Needs Education, 9(1), 91-106. Abstract. DOI.

1993

Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers. The British journal of educational psychology, 63 Abstract.
Norwich B, Rovoli I (1993). Affective factors and learning behaviour in secondary school mathematics and English lessons for average and low attainers. Br J Educ Psychol, 63 ( Pt 2), 308-321. Abstract.  Author URL.
NORWICH B (1993). IDEOLOGICAL DILEMMAS IN SPECIAL NEEDS EDUCATION - PRACTITIONERS VIEWS. OXFORD REVIEW OF EDUCATION, 19(4), 527-546. Author URL. DOI.
NORWICH B (1993). SOCIAL-PSYCHOLOGY OF THE PRIMARY-SCHOOL - ROGERS,C, KUTNICK,P. EDUCATIONAL RESEARCH, 35(1), 101-102. Author URL.
DANIELS H, NORWICH B, ANGHILERI N (1993). Teacher support teams: an evaluation of a school‐based approach to meeting special educational needs. Support for Learning, 8(4), 169-173. Abstract. DOI.

1992

Fox P, Norwich B (1992). Assessing the self-perception of young adults with severe learning difficulties. European Journal of Special Needs Education, 7(3), 193-203. Abstract. DOI.

1991

Martin M, Norwich B (1991). The Integration of Research Findings on Classroom Management into a Programme for Use in Teacher Education. British Educational Research Journal, 17(4), 333-351. Abstract. DOI.

1990

NORWICH B, DUNCAN J (1990). ATTITUDES, SUBJECTIVE NORM, PERCEIVED PREVENTIVE FACTORS, INTENTIONS AND LEARNING SCIENCE - TESTING a MODIFIED THEORY OF REASONED ACTION. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 60, 312-321. Author URL.
Lalkhen Y, Norwich B (1990). The self-concept and self-esteem of adolescents with physical impairments in integrated and special school settings. European Journal of Special Needs Education, 5(1), 1-12. Abstract. DOI.

1989

Norwich B (1989). How should we define Exceptions?. British Journal of Special Education, 16(3), 94-97. Abstract. DOI.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach. The British journal of educational psychology, 59 Abstract.
Norwich B, Jaeger M (1989). The predictive relationship between beliefs, attitudes, intentions and secondary school mathematics learning: a theory of reasoned action approach. Br J Educ Psychol, 59 ( Pt 3), 314-325. Abstract.  Author URL.

1987

Norwich B (1987). Self-Efficacy and Mathematics Achievement: a Study of Their Relation. Journal of Educational Psychology, 79(4), 384-387. Abstract.

1986

Pearce M (1986). A comparative evaluation of direct teaching and computer assisted methods to teach number estimation skills to children with moderate learning difficulties. European Journal of Special Needs Education, 1(1), 13-22. Abstract. DOI.
NORWICH B (1986). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 180-189. Author URL.
JAEGAR ME, NORWICH B (1986). THE ROLE OF ABILITY AND AFFECTIVE AND CONATIVE FACTORS IN SCHOOL LEARNING. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 98-98. Author URL.
NORWICH B, JAEGAR ME (1986). UNDERSTANDING SCHOOL-ACHIEVEMENT IN TERMS OF CHILDRENS BELIEFS AND EVALUATIONS ABOUT LEARNING-PROCESSES AND OUTCOMES. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 56, 99-100. Author URL.

1985

Norwich B (1985). A Case-study Investigating the Relationship Between Perceived Self-efficacy and Performance at Subtraction Tasks. Educational Psychology, 5(1), 45-53. Abstract. DOI.
NORWICH B (1985). ASSESSING PERCEIVED SELF EFFICACY IN RELATION TO MATHEMATICS TASKS - a STUDY OF THE RELIABILITY AND VALIDITY OF ASSESSMENT AND THE ACCURACY OF SELF EFFICACY JUDGEMENTS IN RELATION TO PERFORMANCE LEVELS. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 55(FEB), 103-103. Author URL.
Norwich B (1985). Special Educational and School Psychological Services in Madison. Educational Psychology in Practice, 1(3), 124-127. DOI.
Gibbs J, Norwich B (1985). The validity of a short form of the Coopersmith Self Esteem Inventory. Br J Educ Psychol, 55 ( Pt 1), 76-80. Author URL.
Norwich B, Cowne E (1985). Training with a School Focus. British Journal of Special Education, 12(4), 167-170. Abstract. DOI.

1984

NORWICH B (1984). ASPECTS OF THE PROFESSIONAL SOCIALISATION OF TEACHERS - IMPLICATIONS FOR TEACHER-EDUCATION AND TRAINING. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 54(FEB), 129-129. Author URL.
NORWICH B (1984). ASSESSMENT OF CHILDRENS INTELLIGENCE AND SPECIAL ABILITIES, 2ND EDITION - SATTLER,JM. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 25(4), 652-653. Author URL.

1983

Roberts J, Norwich B (1983). Assessing students in FE. Spec Educ Forward Trends, 10(1), 16-20. Author URL.
NORWICH B (1983). STRAIGHT TALK ABOUT MENTAL TESTS - JENSEN,A. JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, 24(4), 648-649. Author URL.
NORWICH B (1983). THE UNIQUE CONTRIBUTION OF CHILD PSYCHOLOGICAL-SERVICES. BULLETIN OF THE BRITISH PSYCHOLOGICAL SOCIETY, 36(APR), 116-119. Author URL.