Castro-Kemp, S., Kamenopoulou, L. & Listiakova, I. (forthcoming). Functioning abilities and difficulties in children with Pathological Demand Avoidance: a scoping review and mapping to the International Classification of Functioning Disability and Health to support holistic provision.
Castro-Kemp, S. & Mahmud (2022). Silver linings of Covid-19, but only for some! A Pandemic of Social Inequalities for Autistic Children and Their Parents in England. Journal of Autism and Developmental Disorders. Doi:10.1007/s10803-022-05628-6.
Palikara, O., Castro-Kemp., S., Ashworth, M. & Van Herwegen, J. (2022). All views my own? Portraying the voices of children with complex neurodevelopmental disorders in statutory documents. Research in Developmental Disabilities. Doi: https://doi.org/10.1016/j.ridd.2022.104321
Morgul, E., Kallitsoglou, A., Essau, C. A., & Castro-Kemp, S. (2022). Caregiver-reported changes in the socioemotional wellbeing and daily habits of children with special educational needs during the first COVID-19 national lockdown in the UK. In Frontiers in Education (p. 44). Frontiers.
Mahmud, A. & Castro-Kemp, S. (2022). "Lost All Hope in Government”: Learned Helplessness of Professionals Working in Specialised Education Settings in England During COVID-19. Frontiers in Education: Special Educational Needs.
Castro-Kemp, S. & Samuels, A. (2022). Working together: A review of cross-sector collaborative practices in provision for children with special educational needs and disabilities. Research in Developmental Disabilities, 120(S1):104127 DOI: 10.1016/j.ridd.2021.104127
Castro-Kemp, S. & Mahmud, A. (2021). School closures and returning to school: views of parents of children with disabilities in England during the Covid-19 pandemic. Fontiers in Education: Special Educational Needs.
Palikara, O., Castro-Kemp, S. & Gaona, C. (2021). The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children. Australian Journal of Psychology, 73(1), 24-34.
Castro-Kemp, S., Gaona, C., Grande, C. & Palikara, O. (2020). Consistency between Provision, Outcomes and Functioning Needs in Statutory Documents for Young Children with Developmental Disabilities in England. Research in Developmental Disabilities, 108, 103815.
Castro-Kemp, S., Palikara, O., Gaona, C., Eirinaki, V. & Furlong, M. (2019). The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-Emotional Health in Primary School Children in England. School Mental Health.
Moffa, K., Dowdy, E., Wagle, R., Dougherty, D., Palikara, O., Castro, S. & Furlong, M. (2019). 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.
Castro-Kemp, S., Palikara, O., & Grande, C. (2019). Status Quo and inequalities of the statutory provision for young children in England, 40 years on from Warnock. Frontiers in Education: Special Educational Needs.
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.
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 disabilities, 86, 41-52. Doi:10.1016/j.ridd.2019.01.003
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.
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
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
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: 10.1177/0143034318803670
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: 10.3389/feduc.2018.00024
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
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: 10.3389/feduc.2016.00004
Castro, S., & Grande, C. (2016). Linking the early development instrument with the ICF-CY. International Journal of Developmental Disabilities, 1-13. Doi: 10.1080/20473869.2016.1199112
Castro, S., & Pretis, M. (2016). 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.
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: 10.1080/1350293X.2015.1102413
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
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: 10.3109/17518423.2014.948638
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
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
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
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
Castro-Kemp, S. (2022). Inclusive preschool for all: how to implement naturalistic strategies based on children’s functioning. In Dada, S. et al. (Ed.) Handbook of Special Educational Needs for Teachers in Inclusion classroom.
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.
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.
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.
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
The Power imbalance between Ofsted inspectors and providers needs to go (2022). Nursery World Magazine. Url: https://www.nurseryworld.co.uk/opinion/article/the-power-imbalance-between-ofsted-inspectors-and-providers-needs-to-go
Person Centered Planing in SEN. (2021). NASEN Connect.
Education Health and Care Plans Failing SEND Children. (2020) Nursery World Magazine
The Voice of Children and Young People with Special Educational Needs. (2018) NASEN Connect.
New Website to improve understanding of SEN children's needs. (2015) Nurery World Magazine.