Dobson, G 2023, 'The 2022 SEND Green Paper and the SENCo: more evidence on demographics, qualifications, and leadership status', British Journal of Special Education, vol. 50, no. 2, pp. 219-237. https://doi.org/10.1111/1467-8578.12454
Thomas, G, Dobson, G & Loxley, A 2023, 'The increasing use of private special schools: A policy gap for inclusive education', British Educational Research Journal. https://doi.org/10.1002/berj.3901
Morris, R & Dobson, G 2021, 'Spending the Pupil Premium: what influences leaders’ decision-making?', Educational Management Administration & Leadership, vol. 49, no. 2, pp. 284-302. https://doi.org/10.1177/1741143220905062
Stephenson, M & Dobson, G 2020, 'Deciphering the Development of Smart and Sustainable Tourism Cities in Southeast Asia: A Call for Research', Austrian Journal of South-East Asian Studies, vol. 13, no. 1, pp. 143-153. https://doi.org/10.14764/10.ASEAS-0033
Dobson, G & Douglas, G 2020, 'Factors influencing the career interest of SENCos in English schools', British Educational Research Journal, vol. 46, no. 6, pp. 1256-1278. https://doi.org/10.1002/berj.3631
Jørgensen, C, Perry, T & Dobson, G 2020, 'Migrant Children with Special Educational Needs: Emerging findings from a recent review and their implications for educational practice', The Education Exchange. <https://theeducation.exchange/>
Dobson, G, Jørgensen, C & Perry, T 2020, 'Migrant children with SEN', NASEN Connect, no. 23, pp. 28-30. <https://nasen.org.uk/resource/nasen-connect-september20-final-pdf.html>
Jørgensen, C, Dobson, G & Perry, T 2020, 'Migrant children with Special Educational Needs in European schools – a review of current issues and approaches', European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1762988
Dobson, G & Douglas, G 2020, 'Who would do that role? Understanding why teachers become SENCos through an ecological systems theory', Educational Review, vol. 72, no. 3, pp. 298-318. https://doi.org/10.1080/00131911.2018.1556206
Jørgensen, C & Dobson, G 2023, Migrant Children with Special Educational Needs: Dynamic and Complex Ecologies and their Implications for Educational Practice. in G Niolaki, K Carr-Fanning & A Terzopoulos (eds), Psychology and Educational Inclusion: Identifying and Supporting Learners SEND Learners. 1st edn, McGraw-Hill/Open University Press.
Dobson, G 2022, The SENCO’s role in overcoming school adversity for children with special educational needs. in A Holliman & K Sheehy (eds), Overcoming Adversity in Education. 1st edn, Routledge.
Dobson, G, Curran, H, Perepa, P & Reraki, M 2022, Understanding school workforce experiences regarding access to, and the impact of, special educational needs and/or disability (SEND) continuing professional development (CPD) and expertise.
Jørgensen, C, Dobson, G & Perry, T 2021, Supporting migrant children with special educational needs: What information do schools need and how can it be collected? University of Birmingham. <https://www.birmingham.ac.uk/documents/college-social-sciences/education/publications/migrant-children.pdf>
Dobson, G, Curran, H, Cranshaw, D & Grady, A, Continuing Professional Development in SEND, 2023, Web publication/site, NASEN. <https://nasen.org.uk/page/what-cpd>
Dobson, G, Introduction to Dyslexia, 2020, Web publication/site. <https://youtu.be/nG_iGTdm1_0>
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