Hewett, R., Douglas, G., McLinden, M. & Keil S. (2018): Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom, International Journal of Inclusive Education. https://www.tandfonline.com/doi/full/10.1080/13603116.2018.1492637
Lynch, P., Gladstone, M., McLinden, M., Douglas, G., Jolly, E., Schmidt, E. and Chimoyo, J. (2018) I have learnt to love the child and give opportunities to play with peers’: A feasibility study of the training programme to support parents of young children with visual impairment in Malawi. Journal of Early Childhood Research https://doi.org/10.1177/1476718X18761219
McLinden, M., Ravenscroft, J., Douglas, G., Hewett, R. and Cobb, R. (2017) The Significance of Specialist Teachers of Learners with Visual Impairments as Agents of Change: Examining Personnel Preparation in the United Kingdom through a Bioecological Systems Theory. Journal of Visual Impairment and Blindness. Volume 111, 6, pp. 569-584.
McLinden, M., Douglas, G., Hewett, R.,Cobb, R., & Lynch, P. (2017). Facilitating Participation in Education: The Distinctive Role of the Specialist Teacher in Supporting Learners with Vision Impairment in Combination with Severe and Profound and Multiple Learning Difficulties. Journal of Blindness Innovation and Research, 7(2).
Hewett, R., Douglas, G., McLinden, M. & Keil, S. (2017) Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32:1, 89-109. DOI: 10.1080/08856257.2016.1254971
Gladstone, P., McLinden, M., Douglas, G. et al. (2017) ‘Maybe I will give some help…. maybe not to help the eyes but different help’: an analysis of care and support of children with visual impairment in community settings in Malawi. Child: Care, Health and Development. View abstract http://onlinelibrary.wiley.com/doi/10.1111/cch.12462/abstract
McLinden, M., Douglas, G., Cobb, R., Hewett, R. and Ravenscroft, J. (2016) Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory. British Journal of Visual Impairment, 34, pp 177-195, DOI:10.1177/0264619616643180
Douglas, G., McLinden, M., Robertson, C., Travers, J., and Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education, 63(1), 98-121.
Hewett, R., and Douglas, G. (2015) Inclusive Design: It’s impact on young people with vision impairment. Journal on Technology& Persons with Disabilities. Vol 3. pp 277-290. http://hdl.handle.net/10211.3/151201
Douglas, G., and Hewett, R. (2014) Views of independence and readiness for employment amongst young people with visual impairments in the UK. The Australian Journal of Rehabilitation Counselling, 20 (2), 81–99.
Smith, E. and Douglas, G. (2014) Special educational needs, disability and school accountability: an international perspective. International Journal of Inclusive Education, 18(5), 443–458.
Douglas, G., Pavey, S. Corcoran, C. and Clements, B. (2012). Evaluating the use of the ICF as a framework for interviewing people with a visual impairment about their mobility and travel. British Journal of Visual Impairment, 30(1) 6–21 DOI: 10.1177/0264619611428932
Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., Powers, S., Guldberg, K., McGough, A., O’Donnell, M. and Lacey, P. (2012). Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland.
Clements, B., Douglas, G. And Pavey, S. (2011). Which factors affect the chances of paid employment for individuals with visual impairment in Britain? WORK: A Journal of Prevention, Assessment, and Rehabilitation, 39, 1, 21-30. DOI: 10.3233/WOR-2011-1147
Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., and Farrell, A. (2011). Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education, 26, 1, 25-38. DOI: 10.1080/08856257.2011.543543
Douglas, G., McLinden, M., Farrell, A., Ware, J., McCall, S., and Pavey, S., (2011). Access to print literacy for children and young people with visual impairment: implications for policy and practice. European Journal of Special Needs Education, 26, 1, 39-46. DOI: 10.1080/08856257.2011.543544
Douglas, G., Pavey, S., Corcoran, C. and Eperjesi, F. (2010). Individuals' recollections of the experiences in eye clinics and understanding of their eye condition: results from a survey of visually impaired people in Britain. Ophthalmic and Physiological Optics, 30, 6, 748-757
Douglas, G., McCall, S., McLinden, M., Pavey, S. Ware, J. and Farrell, A. (2010) International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children. National Council for Special Education, Ireland. 192pp. http://www.ncse.ie/
Douglas, G. Weston, A., Whittaker, J., Morley-Wilkins, S. and Robinson, D. (2009) An investigation of embossed Braille dot height for labelling on pharmaceutical products, Journal of Visual Impairment and Blindness, 103, 10, 662-667.
Many research reports are available on the VICTAR website