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Benstead, Helen (2024) The power of ‘research conversations’ in analysing and interpreting the views and perspectives of children identified with SEND. Journal of Research in Special Educational Needs. pp. 1-11. ISSN 1471-3802
Vincent, Kerry and Benstead, Helen (2022) Researching Special and Inclusive Education. SAGE, London. ISBN 978-1-5297-0908-7
Benstead, Helen (2021) Primary ITT trainees' perceptions of and perspectives on the role of TAs. Support for Learning, 36 (4). ISSN 0268-2141 (In Press)
Benstead, Helen (2021) Primary initial teacher trainees' perceptions of and perspectives on the role of the teaching assistant in English primary contexts. Support for Learning, 36 (4). pp. 630-649. ISSN 0268-2141
Benstead, Helen (2019) Managing and working with support staff. In: The SENCO Handbook: leading provision and practice. SAGE, London, pp. 243-256. ISBN 9781526465696
Benstead, Helen (2019) Exploring the relationship between social inclusion and special educational needs: mainstream primary perspectives. Support for Learning, 34 (1). pp. 34-53. ISSN 0268-2141
Martin-Denham, Sarah, Donaghue, Jacob and Benstead, Helen (2017) The prevalence of Special Educational Needs and Disabilities (SEND) identified in young people, aged 3-16, across the City of Sunderland: University of Sunderland, School of Education. Project Report. University of Sunderland/ Sunderland City Council.
Benstead, Helen (2016) Can Teaching Assistants support social inclusion? Every Child Journal, 5 (4). pp. 38-45. ISSN 2041-0840