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Lyons, Gordon, Cassebohm, Michele, Mundy-Taylor, Julie. The British Institute of Learning Disabilities; 2011. 'Stretching': a simple strategy for improving the quality of life of children and young people with profound and multiple learning difficulties.
Lyons, Gordon, Mundy-Taylor, Julie. Taylor & Francis; 2012. Following the blue bouncing ball: an evidence-based strategy for using storytelling and collaborative stretching to enhance quality of life for persons with severe cognitive impairments.
Lyons, Gordon, Arthur-Kelly, Michael. Scientific Research Publishing; 2014. UNESCO inclusion policy and the education of school students with profound intellectual and multiple disabilities: where to now?.
Damianidou, Despoina, Foggett, Judith, Arthur-Kelly, Michael, Lyons, Gordon, Wehmeyer, Michelle L.. Springer International; 2018. Effectiveness of technology types in employment-related outcomes for people with intellectual and developmental disabilities: an extension meta-analysis.
Pham, Thi Quynh Ni, Arthur-Kelly, Michael, Foggett, Judith, Lyons, Gordon. Routledge; 2021. Outcomes of Teacher Professional Development and Learning in Addressing Challenging Behaivour in Vietnamese Students with Intellectual Disability: A Pilot Study.
Lyons, Gordon, Tassell, Ann. Cengage Learning; 2011. Inclusion in primary schools.
Lyons, Gordon. The British Institute of Learning Disabilities; 2003. Go ahead... make my day!: children with PMLD can have their own say: life satisfaction for children with profound and multiple learning difficulties.
Lyons, Gordon, De Bortoli, Tania, Arthur-Kelly, Michael. Taylor & Francis; 2017. Triangulated proxy reporting: a technique for improving how communication partners come to know people with severe cognitive impairment.
Lyons, Gordon, Cassebohm, Michele. The Journal of Student Wellbeing; 2012. Student wellbeing for those with profound intellectual and multiple disabilities: same, or same but different?.
Arthur-Kelly, Michael, Foreman, Phil, Maes, Bea, Colyvas, Kim, Lyons, Gordon. Springer; 2018. Observational Data on Socio-Communicative Phenomena in Classrooms Supporting Students with Profound Intellectual and Multiple Disability (PIMD): Advancing Theory Development on Learning and Engagement Through Data Analysis.
Lyons, Gordon, Arthur-Kelly, Michael, Eidels, Ami, Mavratzakis, Aimee. Hindawi Publishing Corporation; 2015. Deep assessment: a novel framework for improving the care of people with very advanced Alzheimer's disease.
Kelly, Ann-Maree, Lyons, Gordon. Cengage Learning; 2011. Practising successful inclusion.
Arthur-Kelly, Michael, Sutherland, Dean, Lyons, Gordon, Macfarlane, Sonja, Foreman, Phil. Routledge; 2013. Reflections on enhancing pre-service teacher education programmes to support inclusion: perspectives from New Zealand and Australia.
Lyons, Gordon, Kelly, Ann-Maree. Cengage Learning; 2008. Resources to support inclusion.
Lyons, Gordon, Cassebohm, Michele. Australian Association of Special Education: New South Wales Chapter; 2011. Curriculum development for students with profound intellectual and multiple disabilities: how about a quality of life focus?.
Lyons, Gordon, Cassebohm, Michele. Cambridge University Press; 2012. The education of Australian school students with the most severe intellectual disabilities: where have we been and where could we go?: a discussion primer.
Arthur-Kelly, Michael, Farrell, Genevieve, De Bortoli, Tania, Lyons, Gordon, Hinchey, Frank, Ho, Fuk Chuen, Opartkiattikul, Watinee, Baker, Fran, Fairfax, Warren. Routledge; 2017. The reported effects of a systematic professional learning program on the knowledge, skills, and concerns of Australian early childhood educators who support young children displaying or at risk of challenging behaviours.
Damianidou, Despoina, Arthur-Kelly, Michael, Lyons, Gordon, Wehmeyer, Michael L.. Taylor & Francis; 2019. Technology use to support employment-related outcomes for people with intellectual and developmental disability: an updated meta-analysis.
Lyons, Gordon. Life satisfaction for children with profound multiple disabilities. 2004.