Publications

Byrne, B. (Forthcoming) Reconciling Sameness and Difference in Disability Rights Ideology: The case of student identity, in G. Quinn and C. O’Mahony (eds) The UN Convention on the Rights of Persons with Disabilities: Comparative, Regional and Thematic Perspectives, Cambridge: Intersentia.

Byrne, B. (2014) Getting in and Getting on? The educational experiences of young people with visual impairments and hearing impairments in third-level education, International Journal of Disability, Development and Education, 61(2), 119-133.

Kelly, B. (2013). Don’t Box Me In: Disability, Identity and Transitions to Young Adult Life. Belfast: Barnardos and Queen’s University Belfast.

Byrne, B. (2013) Hidden Contradictions and Conditionality: Conceptualisations of Inclusive Education in International Law, Disability and Society, 28(2), pp232-244.

Thurston, A., & Thurston M. J. (2013). A literature review of refractive error and its potential effect on reading attainment in the early years of school. Optometry and Visual Development. 1(1): 25-31.

Byrne, B. and Lundy, L. (2011) Rights like no other? Protections for Students with Disabilities in International Law. in C. Russo The Legal Rights of Students with Disabilities: International Perspectives. Maryland: Rowan and Littlefield Publishers. pp.1-20.

Lundy, L. and Byrne, B. (2011) Transitions to Adult Services for Young People with Learning Disabilities in Northern Ireland, Belfast: Northern Ireland Commissioner for Children and Young People.

Higgins, N., MacArthur, J. & Kelly, B. (2009) Including disabled children at school: Is it really as simple as ‘A, C, D’? International Journal of Inclusive Education, 13, (5).471-487

MacArthur, J., Sharp, S., Kelly, B. & Gaffney, M. (2007) Disabled Children Negotiating School Life: Agency, Difference and Teaching Practice. International Journal of Children’s Rights, 15, 99–120

MacArthur, J., Sharp, S., Kelly, B. & Gaffney, M. (2007) Does it matter that my body is different? Disabled children, impairment, disability and identity. Childrenz Issues, 11, (2), 25-30.