Staff Profile

2022

• Rose, R. and Malkani, R. (2022) The Experiences of First Generation Learners during Transition from a Government School to a Private Inclusive School in a Tribal Region of Maharashtra, India. In: Scorgie, K. and Forlin, C. (eds.) Transition Programs for Children and Youth with Diverse Needs (International Perspectives on Inclusive Education :. Bingley: Emerald Publishing. 37 – 52.
• Preece, D., Murray, J., Rose, R., Zhao, Y. and Garner, P. (2022) Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey. Early Child Development and Care. 192, pp. 36-50. 0300-4430.
• Shevlin, M. and Rose, R. (2022) Respecting the Voices of Individuals from Marginalised Communities in Research—“Who Is Listening and Who Isn’t?”. Education Sciences. 12(5) 2227-7102.
• Rose, R., Jagannathan, B., Suk, D., Pat, P. and Mong, D. (2022) Situational Analysis for Persons with Autism in Cambodia. Phnom Penh: Disability Action Council, Cambodia.

2021

• Rose, R. and Narayan, J. (2021) Access and Inclusivity in Education: Addressing the barriers for the most disadvantaged and marginalised in times of pandemics. In: Osman, A. and Keevy, J. (eds.) The Impact of COVID-19 on Education Systems in the Commonwealth :. London: The Commonwealth. 109 – 130.
• Rose, R., Narayan, J., Matam, S. and Sambram, P. R. (2021) A Comparison of Provision and Access to Inclusive Education for Children with Disabilities in a Metropolitan City and a Rural District in Telangana State, India. Education Sciences. 11(3) 2227-7102.
• Rose, R. and Haridarshan, P. (2021) Gender disparity in the educational opportunities provided to girls in the Devanga Community in urban Bangalore, India. In: Hewitt, S., J. (ed.) Academic Achievements: Perspectives, Gender Differences and Outcomes :. Nova Science Publishers. pp. 1-26.
• Rose, R., Zhao, Y. and Shevlin, M. (2021) Paraprofessional support in Irish schools: from special needs assistants to inclusion support assistants. European Journal of Special Needs Education. 36(2), 183 – 197. 0885-6257.
• Rose, R. and Malkani, R. (2021) Policies and practices that foster education for all: Implications for Economically poor nations. In: Sharma, U. and Salend, S. J. (eds.) Oxford Encyclopedia of Inclusive and Special Education :. Oxford: Oxford University Press. pp. 1127-1141.
• Rose, R., Das, H., Narayan, J., Jament, J. and Jament, J. (2021) Training in Qualitative Research Methods for Professionals working with Persons with Disabilities. Disability, CBR and Inclusive Development. 32(1), pp. 130-149. 2211-5242.

2020

• Garner, P., Murray, J. M., Preece, D., Rose, R. C. and Zhao, Y. (2020) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care. 190(12), pp. 1887-1903. 0300-4430.
• Preece, D., Murray, J., Rose, R., Zhao, Y. and Garner, P. (2020) Public knowledge and attitudes regarding children with disabilities, their experience and support in Bhutan: a national survey. Early Child Development and Care. , pp. 1-15. 0300-4430.
• Rose, R. and Shevlin, M. (2020) Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs. 20(1), pp. 51-63. 1471-3802.

2019

• Rose, R., Malmqvist, J., Hellberg, K., Mollas, G. and Shevlin, M. (2019) Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies : Methodological findings supporting the importance of piloting in qualitative research studies. The International Journal of Qualitative Methods. 18(1) 1609-4069.
• Rose, R., Garner, P. and Farrow, B. (2019) Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach. In: Halder, S. and Argyropoulos, V. (eds.) Inclusion, Equity and Access for Individuals with Disabilities : Insights from Educators across the World. London: Palgrave Macmillan Ltd.. 427 – 444.
• Pilkington, A., Bowen, P. and Rose, R. (2019) Ethical decision making in a mixed methodological study investigating emotional intelligence and perceived stress amongst Academics. International Journal of Academic Management Science Research. 3(8), pp. 15-26. 2643-900X.

2018

• Bowen, P. W., Rose, R. and Pilkington, A. (2018) Coping with interpersonal relationships within higher education (universities). International Journal of Academic Multidisciplinary Research. 2(4), pp. 1-11. 2000-006X.
• Bowen, P. W., Rose, R. and Pilkington, A. (2018) Coping with interpersonal relationships within higher education (universities). International Journal of Academic Multidisciplinary Research. 2(4), pp. 1-11. 2000-006X.
• Garner, P., Murray, J. M., Preece, D., Rose, R. C. and Zhao, Y. (2018) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care. 0300-4430.
• Malkani, R. and Rose, R. (2018) Learning from the voices of first generation learners in a remote community of Maharashtra, India. International Journal of Whole Schooling. 14(2) 1710-2146.
• Malkani, R. and Rose, R. (2018) Learning from the voices of first generation learners in a remote community of Maharashtra, India. International Journal of Whole Schooling. 14(2) 1710-2146.
• Rose, R. and Vollmar, J. (2018) Letters to Lucia. Performance at: Letters to Lucia Kingsthorpe Cemetery, Northampton, 16 June 2018. Performers: Haines, Fraser, Molumby, Gerry, O’Byrne, Deirdre, Hart, Bernadette and Smith, Andrew
• Rose, R. (2018) To understand inclusion we must first examine the causes of exclusion. In: Proceedings of the ICCE Conference, Chennai 2018 :. Asia-Pacific Society for Computers in Education (APSCE).
• Rose, R. (2018) To understand inclusion we must first examine the causes of exclusion. Proceedings of the ICCE Conference, Chennai 2018. 1
• Pilkington, A., Bowen, P., Rose, R. C., Rajasinghe, D. R. and Evans, I. (2018) A qualitative study of student retention: The University Academic’s perspective. International Journal of Academic Multidisciplinary Research. 2(10), pp. 19-28. 2000-006X.

2017

• Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.
• Rose, R. (2017) Allocating resources to support learners with special educational needs: can we ever get it right? Learning from international research. Reach: Journal of Special Needs Education in Ireland. 30(2), pp. 85-87.
• Rose, R., Shevlin, M., Twomey, M. and Zhao, Y. (2017) Gaining access to support for children with special educational needs in the early years in Ireland: parental perspectives. International Journal of Early Years Education. 25 0966-9760.
• Rose, R., Shevlin, M., Twomey, M. and Zhao, Y. (2017) Gaining access to support for children with special educational needs in the early years in Ireland: parental perspectives. International Journal of Early Years Education. 25 0966-9760.
• Shevlin, M. and Rose, R. (2017) Leadership approaches to inclusive education: learning from an Irish longitudinal study. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley: Emerald Publishing. pp. 53-67.
• Bowen, P. W., Rose, R. and Pilkington, A. (2017) Mixed methods – theory and practice. Sequential, explanatory approach. International Journal of Quantitative and Qualitative Research Methods. 5(2), p. 10. 2056-3620.
• Bowen, P. W., Rose, R. and Pilkington, A. (2017) Mixed methods – theory and practice. Sequential, explanatory approach. International Journal of Quantitative and Qualitative Research Methods. 5(2), p. 10. 2056-3620.
• Rose, R. (2017) Seeking practice informed policy for inclusive education in India. Asian Journal of Inclusive Education. 5(1), pp. 5-22. 2304-1188.
• Rose, R. (2017) Shaping sustainable inclusion policy through practice. In: Sharma, U. (ed.) Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. pp. 1-21.
• Rose, R. and Shevlin, M. (2017) A sense of belonging: childrens’ views of acceptance in “inclusive” mainstream schools. International Journal of Whole Schooling. 13(1), pp. 65-80. 1710-2146.

2016

• Rose, R., Garner, P., Thomas, E. and Somby, H. (2016) Evaluation of the Progress of the Inclusive Vocational Education System in Georgia 2013 – 2016. Georgia Ministry of Education and Science. 9789941094811.
• Rose, R., Garner, P., Thomas, E. and Somby, H. (2016) Evaluation of the Progress of the Inclusive Vocational Education System in Georgia 2013 – 2016. Georgia Ministry of Education and Science. 9789941094811.
• Rose, R. (2016) Inclusion: a process of building upon existing structures rather than demolishing and starting again. Invited Keynote presented to: 2nd International Conference on Education for Sustainable Development: Empowering Individuals with Multiple Disability, Indira Gandhi National Open University, New Delhi, 27-28 February 2016. (Unpublished)
• ROSE, R. (2016) Learning from Each Other: Respecting Cultural Differences in an International Research Agenda. Revista Brasileira de Educação Especial. 22(2), pp. 167-174.
• Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. and Farrow, B. (2016) Situation Analysis on Inclusive Education and Children with Autism in the Sultanate of Oman: Ten-Year Autism Strategy and Five-Year Autism Action Plan for children with ASD. (Unpublished)
• Bowen, P. W., Pilkington, A. and Rose, R. (2016) The relationship between emotional intelligence and well-being in academic employees. International Journal of Social Science Studies. 4(5) 2324-8033.
• Bowen, P. W., Pilkington, A. and Rose, R. (2016) The relationship between emotional intelligence and well-being in academic employees. International Journal of Social Science Studies. 4(5) 2324-8033.

2015

• Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2015) Project IRIS – Inclusive Research in Irish Schools : A Longitudinal Study of the Experiences of and Outcomes for Children with Special Educational Needs (SEN) in Irish Schools. National Council for Special Education.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2015) Project IRIS – Inclusive Research in Irish Schools. A Longitudinal Study of the Experiences of and Outcomes for Children with Special Educational Needs (SEN) in Irish Schools. National Council for Special Education.
• Howley, M., Perepa, P., Preece, D., Garner, P. and Rose, R. (2015) Situation Analysis on Inclusive Education and Action Plan for Children with Autism in Oman: Comprehensive Literature review. (Submitted)
• Shevlin, M. and Rose, R. (2015) Understanding special educational provision in the Republic of Ireland: implications for support and teaching strategies. In: Broinowski, I. (ed.) Conference Proceedings: The Future of Education. 5th. Florence, Italy: Libreria Universitaria. pp. 189-193.

2014

• Engh, K. R. and Rose, R. (2014) Assessment for Learning in Inclusive Schools. Oslo: Norwegian Ministry of Education and Research. 9789941069543.
• Devecchi, C., Rose, R. and Shevlin, M. (2014) Education and the capabilities of children with special needs. In: Sarojini-Hart, C., Biggeri, M. and Babic, B. (eds.) Agency and Participation in Childhood and Youth: International Applications of the Capability Approach in Schools and Beyond. London: Bloomsbury. pp. 145-162.
• Rose, R. (2014) Inclusion and the standards agenda: a reflective commentary. Support for Learning. 29(1), pp. 54-56. 0268-2141.
• Rose, R. (2014) Inclusion: a concept gathering momentum internationally. Invited Keynote presented to: International Conference on Multi-Cultural Education, Xinjiang Normal University, Ürümqi, China, 20-21 June 2014. (Unpublished)
• Rose, R. (2014) Richard Rose on international collaboration and inclusive education. [Podcast]. Edmonton, Alberta, Canada: Concordia University College of Alberta in Edmonton, Canada.
• Rose, R., Doveston, M., Rajanahally, J. and Jament, J. (2014) What is effective inclusion? Interpreting and evaluating a western concept in an Indian context. In: Forlin, C. and Loreman, T. (eds.) Measuring Inclusive Education. London: Emerald. pp. 37-51.
• Kakabadse, N. K., Marzec, N. and Rose, R. (2014) What next for children’s services? Can policy at a local or national level have any significant impact on the outcomes for children and their families? International Journal of Adolescence and Youth. 19(1) 0267-3843.
• Kakabadse, N. K., Marzec, N. and Rose, R. (2014) What next for children’s services? Can policy at a local or national level have any significant impact on the outcomes for children and their families? International Journal of Adolescence and Youth. 19(1) 0267-3843.

2013

• Rose, R. (2013) Book review: Special and Inclusive Education, a Research Perspective. European Journal of Special Needs Education. 28(2), pp. 234-237. 0885-6257.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Paper presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 2013-09-13.
• Shevlin, M., Winter, E., Rose, R. and O’Raw, P. (2013) Investigating perceptions of the assessment process for pupils with special educational needs within an Irish context. Irish Educational Studies. 32(2), pp. 121-137. 0332-3315.
• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life – Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.
• Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life – Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 2013-10-10.

2012

• Rose, R. (2012) Beyond the school gates: promoting inclusion through community partnership. In: Boyle, C. and Topping, K. (eds.) What Works in Inclusion? Maidenhead: Open University Press. pp. 139-149.
• Rose, R., Shevlin, M., Winter, E., O’Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 110-116. 0952-3383.
• Rose, R., Shevlin, M., Winter, E., O’Raw, P. and Zhao, Y. (2012) Individual education plans in the Republic of Ireland: an emerging system. British Journal of Special Education. 39(3), pp. 1-12. 0952-3383.
• Rose, R. (2012) Ownership of the inclusion agenda: supporting communities towards a more equitable education system. Paper presented to: North South Dialogue IV: Implementing Tools of Change for Inclusion, Goa, India, 2012-02-20.
• Rose, R. (2012) Ownership of the inclusion agenda: supporting communities towards a more equitable education system. Paper presented to: North South Dialogue IV: Implementing Tools of Change for Inclusion, Goa, India, 2012-02-20.
• Rose, R. (2012) Volunteer engagement with young people at risk of exclusion: developing new perceptions of pupil and adult relationships. In: Cole, T., Daniels, H. and Visser, J. (eds.) The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge. pp. 288-295.

2011

• Rose, R. (2011) Developing inclusive schools: the transferability of a western concept to an Indian education context. Paper presented to: Inclusive Education: Pedagogies and Issues, Bangalore, India, 2011-01-22.
• Rose, R. (2011) Developing inclusive schools: the transferability of a western concept to an Indian education context. Paper presented to: Inclusive Education: Pedagogies and Issues, Bangalore, India, 2011-01-22.
• Rose, R. (2011) Inclusive education: the transferability of a western concept to an India context. Invited Keynote presented to: Inclusive Education: Pedagogies and Issues, Bangalore, India, 22-23 Janaury 2011. (Unpublished)
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2011) Investigating inclusive education in Ireland: constructing case studies for the identification of commonalities and exceptionalities. Paper presented to: European Educational Research Conference 2011 (ECER 2011): Urban Education, Freie Universitat Berlin, Germany, 2011-09-15.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2011) Investigating inclusive education in Ireland: constructing case studies for the identification of commonalities and exceptionalities. Paper presented to: European Educational Research Conference 2011 (ECER 2011): Urban Education, Freie Universitat Berlin, Germany, 2011-09-15.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2011) Investigating special educational provision in Irish mainstream schools: the perspectives of key stage holders. Paper presented to: Irish Association of Teachers in Special Education (IATSE) 23rd Annual International Conference: Teaching & Learning – Forging Ahead, Drumcondra, Dublin, 09-11 June 2011. (Unpublished)

2010

• Garner, P. and Rose, R. (2010) A national strategy for supporting teacher educators to prepare teachers for inclusion. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.
• Rose, R. (2010) Addressing the challenges of school exclusion for pupils labeled as having ADHD: a response to Fintan O’Regan’s Exclusion from school and attention deficit hyperactivity disorder. International Journal of Emotional Education. 2(2) 2073-7629.
• Rose, R. (2010) Addressing the challenges of school exclusion for pupils labeled as having ADHD: a response to Fintan O’Regan’s Exclusion from school and attention deficit hyperactivity disorder. International Journal of Emotional Education. 2(2) 2073-7629.
• Forlin, C. and Rose, R. (2010) Authentic school partnerships for enabling inclusive education in Hong Kong. Journal of Research in Special Educational Needs. 10(1), pp. 13-22. 1471-3802.
• Rose, R., (ed.) (2010) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge. 9780415493611.
• Haller, B., Ralph, S. and Zaks, Z. (2010) Confronting obstacles to inclusion: how the US news media report disability. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge. pp. 9-30.
• Forlin, C., Slee, R., Rouse, M., Garner, P., Rose, R. and Ashman, A. (2010) Education for inclusion: changing paradigms. Workshop presented to: Inclusive and Supportive Education Congress (ISEC): Promoting Diversity and Inclusive Practice, Queen’s University, Belfast, 02 – 05 August 2010. (Unpublished)
• Rose, R. and Forlin, C. (2010) Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education. 14(3), pp. 309-323. 1360-3116.
• McPhillips, T., Bell, S. and Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. Abingdon: Routledge. pp. 213-226.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2010) Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education. 25(4), pp. 359-373. 0885-6257.
• Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2010) Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education. 25(4), pp. 359-373. 0885-6257.
• Rose, R. and Garner, P. (2010) The professional learning of teachers through experience in an international and intercultural context. In: Forlin, C. (ed.) Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches. London: Routledge. pp. 23-33.

2009

• Rose, R. and O’Neill, A. (2009) A value for money and policy review initiative, Special Needs Assistant (SNA) Scheme.
• Rose, R. (2009) Addressing the education of school pupils with special educational needs: international trends and responsibilities. In: Life, S. (ed.) Challenges and Moves in Education. Hefei: Anhui University Press.
• Rose, R. (2009) Book review : Disability Classification in Education: Issues and Perspetives, edited by Florian, L. & McLaughlin, M. Journal of Research in Special Educational Needs. 9(1), pp. 62-63. 1471-3802.
• Rose, R. and O’Neill, A. (2009) Classroom support for inclusion in England and Ireland: an evaluation of contrasting models. Research in Comparative and International Education. 4(3), pp. 250-261. 1745-4999.
• Rose, R. and O’Neill, A. (2009) Classroom support for inclusion in England and Ireland: an evaluation of contrasting models. Research in Comparative and International Education. 4(3), pp. 250-261. 1745-4999.
• Rose, R. (2009) Creating a team around the student: challenging disaffection through collaboration. Invited Presentation presented to: 11th Biennial Conference of the International Association of Special Education, Alicante, Spain, 12-16 July 2009. (Unpublished)
• Smith, A., Griffiths, S. and Rose, R. (2009) Extended Schools: an investigation into the development and enhancement of initial teacher education capacity.
• Rose, R., Howley, M., Fergusson, A. and Jament, J. (2009) Mental health and special educational needs: exploring a complex relationship. British Journal Of Special Education. 36(1), pp. 3-8. 1467-8578.
• Rose, R., Smith, A. and Feng, Y. (2009) Supporting pupils and families: A case study of two English extended secondary schools. Management in Education. 23(2), pp. 57-62. 0892-0206.
• Jones, K., Doveston, M. and Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education. 27(1), pp. 41-51. 0264-3944.

2008

• Rose, R. (2008) Visiting Fellow. Hong Kong Institute of Education.
• Rose, R. (2008) Adult mentors suggested for special needs pupils. South China Morning Post.
• Rose, R. (2008) ESF feels the need. South China Morning Post.
• Rose, R. and Shevlin, M. (2008) Enabling communication through increased participation: teachers as listeners in inclusive classrooms. Invited Presentation presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Dublin, 12 – 14 June 2008. (Unpublished)
• Rose, R. (2008) Encouraging engagement: an emerging role for school based family workers in English secondary schools. International Journal of School Disaffection. 6(1), pp. 5-11. 1478-8497.
• Rose, R. (2008) How good can we be? Defining roles for specialist provision. Invited Keynote presented to: Scottish National HM Inspectorate of Education (HMIe) Good Practice Conference: Special Schools, Glasgow, 5 November 2008. (Unpublished)
• Rose, R. (2008) Promoting inclusion by addressing the needs of local communities: working together to promote social and educational cohesion. In: Forlin, C. (ed.) Catering for Learners with Diverse Needs: An Asia Pacific Focus :. pp. 30-53.
• Rose, R. (2008) Promoting inclusion by addressing the needs of local communities: working together to promote social and educational cohesion. In: Forlin, C. (ed.) Catering for Learners with Diverse Needs: An Asia Pacific Focus :. pp. 30-53.
• Rose, R. (2008) Promoting inclusion in the primary classroom. In: Forlin, C. and Lian, M.-G. J. (eds.) Reform, Inclusion and Teacher Education: Towards a New Era of Special Education in the Asia-Pacific Region. Abingdon: Routledge. pp. 129-141.
• Shevlin, M. and Rose, R. (2008) Pupils as partners in education decision making: responding to the legislation in England and Ireland. European Journal of Special Needs Education. 23(4), pp. 423-430. 0885-6257.
• Rose, R. and Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies. 34(2), pp. 145-155. 0305-5698.
• Rose, R., Forlin, C., Ashman, A., Garner, P., Rouse, M. and Slee, R. (2008) Reframing teacher education for inclusion. Panel Presentation presented to: Teacher Education for Inclusion: Changing Paradigms and Innovative Approaches Conference, Hong Kong, 29 November 2008. (Unpublished)
• Fergusson, A., Howley, M. and Rose, R. (2008) Responding to the mental health needs of young people with profound and multiple learning difficulties and autistic spectrum disorders: issues and challenges. Mental Health and Learning Disabilities Research and Practice. 5(2), pp. 240-251. 1743-6885.
• Rose, R. and O’Neill, A. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. REACH: Journal of Special Needs Education in Ireland. 22(1), pp. 48-58. 0790-8695.
• Rose, R. (2008) Understanding the development of high achieving inclusive schools. Invited Keynote presented to: Conference of the English Schools Foundation (ESF), Hong Kong, 23 May 2008. (Unpublished)

2007

• Rose, R. (2007) “Drive” contribution to news item on Minister opting to educate son with special education needs in non-maintained special school. London: BBC Radio 4 “The World at One”. Northampton, 8 January 2007
• Rose, R. (2007) “Drive” contribution to news item on Minister opting to educate son with special educational needs in non-maintained special school. BBC Radio 4 “The PM Programme”. Northampton, 8 January 2007
• Rose, R. (2007) “Drive” contribution to news item on Minister opting to educate son with special educational needs in non-maintained special school. BBC Radio 5 Live. Northampton, 8 January 2007
• Rose, R. and Shevlin, M. (2007) Capable or not? Who decides? Exploring the implications for children and young people with special educational needs. Paper presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Drumcondra, Ireland, 7-9 June 2007. (Unpublished)
• Rose, R. and O’Neill, A. (2007) Changing roles and identities: the professionalisation of support in Irish and English classrooms. Paper presented to: Irish Association of Teachers in Special Education (IATSE) International Conference, Drumcondra, Ireland, 7-9 June 2007. (Unpublished)
• Rose, R. (2007) Curriculum considerations in meeting special educational needs. In: Florian, L. (ed.) Sage International Handbook of Special Education. London: Sage.
• Kraftl, P., Horton, J., Armstrong, S. C., Matthews, M. H., Pilkington, A., Mansukhani, N., Bell, S., Derrington, C., Doveston, M., Howley, M., Jones, K., Rose, R., Smith, A., Waine, L. and Wolstenholme, C. (2007) Free Maps for 11 Year Olds: national survey of Special Educational Needs (SEN) schools. Report presented to Ordnance Survey, June 2007 (Unpublished)
• Fergusson, A., Rose, R. and Howley, M. (2007) Making sense of mental health – the emotional wellbeing of children and young people with complex needs in schools. Submitted to the National Association of Independent Schools and Non-Maintained Special Schools (NASS) October 2007. (Unpublished)
• Rose, R. (2007) One hour phone-in responding to calls about the assessment and provision made for pupils with special education needs. London: BBC Radio 5 Live. 27 February 2007
• Rose, R. (2007) Reinterpreting inclusion: putting participation at the heart of the agenda. LEARN: Journal of the Irish Learning Support Association. 29, pp. 6-32.
• Rose, R. (2007) Schools for communities: working together to promote social and educational cohesion. Paper presented to: Marden Research Series, Hong Kong, 19 May 2007. (Unpublished)
• Rose, R. and Howley, M. (2007) The Practical Guide to Special Educational Needs in Inclusive Primary Classrooms. London: Paul Chapman. 1412923263.
• Rose, R. and Jones, K. (2007) The efficacy of a volunteer mentoring scheme in supporting young people at risk. Emotional and Behavioural Difficulties. 12(1), pp. 3-14. 1363-2752.

2006

• Rose, R., Smith, A. and Feng, Y. (2006) An investigation into the efficacy of two English extended secondary schools. Paper presented to: British Educational Research Association (BERA) National Conference, University of Warwick, Warwick, UK, 6-9 September 2006. (Unpublished)

2005

• Groom, B. and Rose, R. (2005) Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs. 5(1), pp. 20-30. 1471-3802.

2004

• Rose, R. and Shevlin, M. (2004) Encouraging voices: listening to young people who have been marginalised. Support for Learning. 19(4), pp. 155-161. 1467-9604.

2002

• Rose, R. and Coles, C. (2002) Special and mainstream school collaboration for the promotion of inclusion. Journal of Research in Special Educational Needs. 2(2), pp. 11-132. 1471-3802.

2001

• Rose, R. (2001) Primary school teacher perceptions of the conditions required to include pupils with special educational needs. Educational Review. 53(2), pp. 147-156. 1465-3397.