Items where Author is "Maher, AJ"

Maher, AJ (2025) Rigour in interpretive qualitative research in education: Ideas to think with. British Educational Research Journal. pp. 1-17. ISSN 0141-1926 DOI: https://doi.org/10.1002/berj.4156

Maher, AJ and Haegele, JA and Swanston, D (2024) The purpose and value of a summer camp for visually impaired young people. British Journal of Visual Impairment. pp. 1-11. ISSN 0264-6196 DOI: https://doi.org/10.1177/02646196241261608

Maher, AJ and Haegele, JA (2024) Beyond spatial materiality, towards inter- and intra-subjectivity: conceptualizing exclusion in education as internalized ableism and psycho-emotional disablement. British Journal of Sociology of Education. pp. 1-16. ISSN 0142-5692 DOI: https://doi.org/10.1080/01425692.2024.2334272

Haegele, JA and Holland, SK and Wilson, WJ and Maher, AJ and Kirk, TN and Mason, A (2023) Universal design for learning in physical education: Overview and critical reflection. European Physical Education Review. pp. 1-15. ISSN 1356-336X DOI: https://doi.org/10.1177/1356336x231202658

Haegele, JA and Maher, AJ (2023) Toward a Conceptual Understanding of Inclusion as Intersubjective Experiences. Educational Researcher. pp. 1-31. ISSN 0013-189X DOI: https://doi.org/10.3102/0013189X231176287

Haegele, JA and Maher, AJ and Ross, SM (2023) Whose knowledge matters? Physical education teacher educator views and experiences of visual impairment simulations. Sport, Education and Society. pp. 1-14. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2023.2222284

Giese, M and Haegele, JA and Maher, AJ (2023) The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education. Journal of Teaching in Physical Education. pp. 1-7. ISSN 0273-5024 DOI: https://doi.org/10.1123/jtpe.2022-0239

Quarmby, T and Maher, AJ and Hooper, O (2022) The role and value of physical education and sport in alternative provision schools. Project Report. Youth Sport Trust, Leeds Beckett University.

Maher, AJ and Haegele, JA (2022) The authenticity of disability simulations through empathetic imaginings: the perspectives of visually impaired people. Educational Review. ISSN 0013-1911 DOI: https://doi.org/10.1080/00131911.2022.2119207

Maher, AJ and McVeigh, J and Thomson, A and Knight, J (2022) Exclusion, inclusion and belonging in mainstream and disability sport: Jack’s story. Qualitative Research in Sport, Exercise and Health. ISSN 2159-676X DOI: https://doi.org/10.1080/2159676x.2022.2111457

Haegele, JA and Maher, AJ (2021) A creative non-fiction account of autistic youth integrated physical education experiences. Disability & Society. pp. 1-20. ISSN 0968-7599 DOI: https://doi.org/10.1080/09687599.2021.2007361

Haegele, JA and Maher, AJ (2021) Male autistic youth experiences of belonging in integrated physical education. Autism. p. 136236132110186. ISSN 1362-3613 DOI: https://doi.org/10.1177/13623613211018637

Maher, AJ and Haegele, JA and Sparkes, AC (2021) ‘It’s better than going into it blind’: reflections by people with visual impairments regarding the use of simulation for pedagogical purposes. Sport, Education and Society. pp. 1-15. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2021.1897562

Portman, RM and Levy, AR and Maher, AJ and Fairclough, SJ (2021) Multi-Stakeholder Retrospective Acceptability of a Peer Support Intervention for Exercise Referral. International Journal of Environmental Research and Public Health, 18 (4). ISSN 1660-4601 DOI: https://doi.org/10.3390/ijerph18041720

Maher, AJ and Fitzgerald, H and McVeigh, J (2020) Factors influencing the culture of special school physical education : A Gramscian critique. European Physical Education Review. ISSN 1356-336X DOI: https://doi.org/10.1177/1356336X20901337

Maher, AJ and Fitzgerald, H (2020) Initial teacher education and continuing professional development : the perspectives of special school physical education teachers. Curriculum Studies in Health and Physical Education, 11 (1). pp. 18-33. ISSN 2574-2981 DOI: https://doi.org/10.1080/25742981.2019.1696687

Maher, AJ and Williams, D and Sparkes, AC (2020) Teaching non-normative bodies : simulating visual impairments as embodied pedagogy in action. Sport, Education and Society, 25 (5). pp. 530-542. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2019.1617127

Maher, AJ (2016) ‘Disable them all’: SENCO and LSA conceptualisations of inclusion in physical education. Sport, Education and Society. 1 - 13. ISSN 1357-3322 DOI: https://doi.org/10.1080/13573322.2016.1162149