Iva Strnadová
Cited by
Cited by
Česká psychopedie
M Černá, J Šiška, I Strnadová, B Titzl, T Kainová
Charles University in Prague, Karolinum Press, 2015
The added value of inclusive research
J Walmsley, I Strnadová, K Johnson
Journal of Applied Research in Intellectual Disabilities 31 (5), 751-759, 2018
Voices of university students with disabilities: Inclusive education on the tertiary level–A reality or a distant dream?
I Strnadová, V Hájková, L Květoňová
International Journal of Inclusive Education 19 (10), 1080-1095, 2015
Peer‐reviewed articles on inclusive research: Do co‐researchers with intellectual disabilities have a voice?
I Strnadová, J Walmsley
Journal of applied research in intellectual disabilities 31 (1), 132-141, 2018
Building an inclusive research team: The importance of team building and skills training
I Strnadová, TM Cumming, M Knox, T Parmenter, ...
Journal of Applied Research in Intellectual Disabilities 27 (1), 13-22, 2014
Using iPads with students with disabilities: Lessons learned from students, teachers, and parents
C Draper Rodríguez, I Strnadová, T Cumming
Intervention in School and Clinic 49 (4), 244-250, 2014
Náročné mateřství: být matkou postiženého dítěte
M Vágnerová, I Strnadová, L Krejčová
Karolinum, 2009
Digital inclusion and participation of people with intellectual disabilities during COVID‐19: A rapid review and international bricolage
D Chadwick, KA Ĺgren, S Caton, E Chiner, J Danker, M Gómez‐Puerta, ...
Journal of Policy and Practice in Intellectual Disabilities 19 (3), 242-256, 2022
iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project
TM Cumming, I Strnadová, S Singh
Action Research 12 (2), 151-176, 2014
Expanding horizons for students with dyslexia in the 21st century: Universal design and mobile technology
G Reid, I Strnadová, T Cumming
Journal of Research in Special Educational Needs 13 (3), 175-181, 2013
Inkluzivní vzdělávání. Praha: Grada, 2010
ISBN 978-80-247-3070, 0
A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment
R Chandroo, I Strnadova, TM Cumming
Research in Developmental Disabilities 83, 8-17, 2018
Reported prevalence by Australian special educators of evidence-based instructional practices
M Carter, J Stephenson, I Strnadová
Australasian Journal of Special Education 35 (1), 47-60, 2011
Whose responsibility? Resilience in families of children with developmental disabilities
K Muir, I Strnadová
Disability & Society 29 (6), 922-937, 2014
Students with autism transitioning from primary to secondary schools: Parents’ perspectives and experiences
M Tso, I Strnadová
International Journal of Inclusive Education 21 (4), 389-403, 2017
Picture my well-being: Listening to the voices of students with autism spectrum disorder
J Danker, I Strnadová, TM Cumming
Research in Developmental Disabilities 89, 130-140, 2019
The importance of quality transition processes for students with disabilities across settings: Learning from the current situation in New South Wales
I Strnadova, TM Cumming
Australian Journal of Education 58 (3), 318-336, 2014
“… but if you're afraid of things, how are you meant to belong?” What belonging means to people with intellectual disabilities?
I Strnadová, K Johnson, J Walmsley
Journal of Applied Research in Intellectual Disabilities 31 (6), 1091-1102, 2018
Mobile technology in inclusive research: Tools of empowerment
TM Cumming, I Strnadová, M Knox, T Parmenter
Disability & Society 29 (7), 999-1012, 2014
Young people with complex needs in the criminal justice system
L Dowse, TM Cumming, I Strnadová, JS Lee, J Trofimovs
Research and Practice in Intellectual and Developmental Disabilities 1 (2 …, 2014
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