Imray P (2008) Turning the Tables on Challenging Behaviour. London. Routledge.
Imray P and Hinchcliffe V (2014) Curricula for Teaching Children and Young People with Severe or Profound and Multiple Learning Difficulties: Practical strategies for educational professionals. London. Routledge.
Imray P and Wolger J (1999) A Home Grown Answer to the Problem of Support Staff Training. The SLD Experience. 25: 2-4.
Imray P (2004) The ultimate question to life? But……… The SLD Experience. Issue 40.
Imray P (2005) Moving towards simple, understandable and workable definitions of severe learning difficulties and profound and multiple learning difficulties. The SLD Experience. 42: 33-37.
Imray P (2007) The inclusion debate continues. A commentary on ‘Inclusion: does it matter where pupils are taught?’ The SLD Experience. Issue 50
Imray P (2007) Training and PMLD. PMLD Link. 19 (2) 57
Imray P, Gazquez Navarro D, and Bond L. (2010) A PMLD Curriculum for the 21st Century. The SLD Experience. 58: 11-17.
Imray P (2012) Saying ‘NO’ to no! The SLD Experience. 64: 17-20.
Imray P and Andrews T (2012). Sex and Relationships Education (SRE) and learning difficulties. Insight 37. Curriculum Bitesize: 8-12.
Imray P and Hinchcliffe V (2012) Not Fit for Purpose: a call for separate and distinct pedagogies as part of a national framework for those with severe and profound learning difficulties. Support for Learning. 27 (4) 150-157.
Imray P (2013) Can the P scales give a sufficient and accurate assessment of progress for pupils and students with severe or profound and multiple learning difficulties? The SLD Experience. 66: 17-25.
Imray P (2013) Alternative assessement and pupil progress indicators to the P scales for pupils and students with SLD or PMLD. The SLD Experience. 67: 7-16.