List of Publications

Peer-reviewed papers

  1. Castro-Kemp, S. & Palikara, O. (under review). An EHC plan that works: Six principles for an Education Health and Care plan template in England (and statutory documents worldwide).
  2. Moffa, K., Dowdy, E., Wagle, R., Dougherty, D., Palikara, O., Castro, S. & Furlong, M. (in press). The Me and My School Questionnaire: Examining the Cross-Cultural Validity of a Children’s Self-Report Mental Health Measure. International Journal of School & Educational Psychology.
  3. Castro-Kemp, S., Palikara, O., Gaona, C., Eirinaki, V. & Furlong, M. (under review). Psychological sense of school membership predicts patterns of socio-emotional health in primary school children in England. School Mental Health.
  4. Castro-Kemp, S., Palikara, O., & Grande, C. (in press). Status Quo and inequalities of the statutory provision for young children in England, 40 years on from Warnock. Frontiers in Education: Special Educational Needs.
  5. Gaona, C., Castro, S., Palikara, O. (2019). The views and aspirations of young people with Autism Spectrum Disorders and their provision in the new Education Health and Care plans in England. Disability and Rehabilitation.
  6. Castro, S., Grande, C., & Palikara, O. (2019). Evaluating the quality of outcomes defined for children with Education Health and Care plans in England: A local picture with global implications. Research in developmental disabilities86, 41-52. Doi:10.1016/j.ridd.2019.01.003
  7. Gaona, C., Palikara, O. & Castro, S. (2018). ‘I’m ready for a new chapter’: The voices of young people with Autism Spectrum Disorders in transition to post-16 education and employment. British Journal of Educational Research.
  8. Castro, S., Palikara, O., Gaona, C. & Eirinaki, V. (2018). ‘No policy is an island’: How the ICF international classification system may support local education planning in England. Disability & Rehabilitation. doi:10.1080/09638288.2018.1529828
  9. Pinto, A., Grande, C. Coelho, V. Castro, S., Granlund, M. & Bjork-Akesson, E. (2018). Beyond diagnosis: The relevance of social interactions for participation in inclusive preschool settings. Developmental neurorehabilitation. doi:10.1080/17518423.2018.1526225
  10. Wagle, R., Dowdy, E., Yang, C., Palikara, O., Castro, S., Nylund-Gibson, K. & Furlong, M. (2018). Preliminary Investigation of the Psychological Sense of School Membership Scale with Primary School Students in a Cross-Cultural Context. School Psychology International. Doi: 1177/0143034318803670
  11. Palikara, O., Castro, S., Gaona, C., & Eirinaki, V. (2018). Capturing the voices of children in the Education Health and Care plans: are we there yet? In Frontiers in Education (Vol. 3, p. 24). Frontiers. Doi: 3389/feduc.2018.00024 DOWNLOAD
  12. Palikara, O., Castro, S., Gaona, C. & Eirinaki, V. (2018). Professionals’ views on the new policy for Special Educational Needs in England: ideology versus implementation. European Journal of Special Needs Education. doi: 10.1080/08856257.2018.1451310
  13. Castro, S., & Palikara, O. (2016). Mind the Gap: The New Special Educational Needs and Disability Legislation in England. In Frontiers in Education (Vol. 1, p. 4). Doi: 3389/feduc.2016.00004 DOWNLOAD
  14. Castro, S., & Grande, C. (2016). Linking the early development instrument with the ICF-CY. International Journal of Developmental Disabilities, 1-13. Doi: 1080/20473869.2016.1199112 DOWNLOAD
  15. Castro, S., & Pretis, M. (2016). Original article: The application of the ICF-CY core set in the early intervention in infants with autism spectrum disorders. Early intervention interdisciplinary, 35 (3), 146-154.
  16. Castro, S., Granlund, M., & Almqvist, L. (2015). The relationship between classroom quality-related variables and engagement levels in Swedish preschool classrooms: a longitudinal study. European Early Childhood Education Research Journal, 1-14. Doi: 1080/1350293X.2015.1102413 DOWNLOAD
  17. Castro, S., & Pinto, A. (2015). Matrix for assessment of activities and participation: Measuring functioning beyond diagnosis in young children with disabilities. Developmental neurorehabilitation, 18(3), 177-189. DOI: 10.3109/17518423.2013.806963 DOWNLOAD
  18. Castro, S., Coelho, V., & Pinto, A. (2014). Identification of functional domains in developmental measures: An ICF-CY analysis of Griffiths developmental scales and Schedule of Growing Skills II. Developmental neurorehabilitation, 1-7. Doi: 3109/17518423.2014.948638 DOWNLOAD
  19. Castro, S., Pinto, A. & Simeonsson, R. (2014). Content Analysis of Portuguese Individualized Education Programs for Young Children with Autism using the ICF-CY framework. European Early Childhood Education Research Journal, Vol.22 (1): 91-104 DOI: 10.1080/1350293X.2012.704303 DOWNLOAD
  20. Castro, S., Ferreira, T., Dababnah, S., & Pinto, A. (2013). Linking autism measures with the ICF-CY: Functionality beyond the borders of diagnosis and Interrater agreement issues. Developmental Neurorehabilitation. Vol. 16 (5):321-331. doi:10.3109/17518423.2012.733438 DOWNLOAD
  21. Castro, S., & Pinto, A. (2013). Identification of core functioning features for assessment and intervention in Autism Spectrum Disorders. Disability & Rehabilitation. Vol.35(2):125-133. DOI: 10.3109/09638288.2012.690494 DOWNLOAD
  22. Castro, S., Pinto, A. I., & Maia, M. (2011). Linking the Carolina Curriculum for Preschoolers with Special Needs to the ICF-CY. British Journal of Developmental Disabilities, Vol.52 Part 2, no. 113, pp.131-144. DOI:10.1179/096979511798967043 DOWNLOAD

Edited Book:

  1. Castro, S., & Palikara, O. (Eds.). (2017). An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability. Routledge. IBSN:978-1-13869817-8

Book Chapters:

  1. Castro, S., Palikara, O., (2017). Introducing the ICF in the Education Health and Care planning process in England. In Castro, S., Palikara, O., (Eds). An Emerging Approach for Education and Care: Implementing a Worldwide Classification of Functioning and Disability. Routledge. IBSN:978-1-13869817-8
  2. Coelho, V., Castro, S., Grande, C. & Pinto, A.I. (2017). A step-by-step model for assessment-intervention processes. In Castro, S. & Palikara, O. An Emerging Approach for Education and Care: implementing a worldwide classification of functioning and disability. London: Routledge. IBSN:978-1-13869817-8
  3. Castro, S., Lewis, S., & Simeonsson, R. J. (2012). Chapter 21 – General Tasks and demands. In Majnemer, A. (Ed.). Measures for Children with Developmental Disabilities: An ICF-CY Approach. Mac Keith Press. ISBN: 978-1-908316-45-5.