| When | Time | Description | Add to your calendar |
|---|
| 7 March 2024 | 14:00 | Online conference co-hosted by the University of Exeter and the University of Plymouth. Full details | Add event |
| 3 November 2023 | 12:30 | Full details | Add event |
| 3 October 2023 | 11:00 | Full details | Add event |
| 10 July 2023 | 13:00 | Full details | Add event |
| 15 June 2023 | 13:00 | “Promoting the social participation of students' with special educational needs and disabilities (SEND) in general education: Preliminary findings from the FRIEND-SHIP intervention programme”. Full details | Add event |
| 9 June 2023 | 9:00 | Keynote Speaker: Professor Vivienne Baumfield (University of Exeter). Full details | Add event |
| 16 May 2023 | | Full details | Add event |
| 16 March 2023 | 9:00 | Full details | Add event |
| 6 March 2023 | 13:00 | Full details | Add event |
| 30 January 2023 | | Full details | Add event |
| 17 October 2022 | 13:00 | Full details | Add event |
| 14 July 2022 | 9:30 | Full details | Add event |
| 6 July 2022 | 13:00 | Full details | Add event |
| 6 July 2022 | 11:30 | Full details | Add event |
| 4 July 2022 | 9:00 | Supported by SSIS ADR Discretionary Fund, we are aiming to establish an interest group with members at the University of Exeter and beyond to research and generate impact on sign bilingualism (sign language + spoken language), deafness and education.. Full details | Add event |
| 15 June 2022 | 13:00 | Full details | Add event |
| 17 May 2022 | 13:00 | We are very pleased to have Dr Matthew Schuelka (USA) and Dr Thomas Engsig (Denmark) present a talk to centre members. Full details | Add event |
| 9 May 2022 | 16:00 | A webinar on inclusion in Higher Education that is part of the Supporting Practices for Inclusive Schooling & Education for Youth (SPISEY) project.. Full details | Add event |
| 1 April 2022 | 9:00 | Full details | Add event |
| 17 March 2022 | 12:00 | Full details | Add event |
| 28 February 2022 | 13:00 | Javi Salazar Rivera will present her research - Support staff in inclusive education: The role of occupational therapists in Chilean schools.. Full details | Add event |
| 31 January 2022 | 13:00 | Full details | Add event |
| 16 December 2021 | 13:00 | Full details | Add event |
| 9 November 2021 | 13:00 | Full details | Add event |
| 12 October 2021 | 13:00 | Full details | Add event |
| 21 July 2021 | 13:00 | Full details | Add event |
| 29 June 2021 | 13:00 | Full details | Add event |
| 2 June 2021 | 13:00 | Full details | Add event |
| 12 May 2021 | 13:00 | Full details | Add event |
| 17 March 2021 | 13:00 | Full details | Add event |
| 24 February 2021 | 13:00 | Full details | Add event |
| 3 February 2021 | 13:00 | Full details | Add event |
| 2 February 2021 | 16:30 | Full details | Add event |
| 9 December 2020 | 13:00 | Full details | Add event |
| 24 November 2020 | 13:00 | Full details | Add event |
| 11 November 2020 | 13:00 | Full details | Add event |
| 14 October 2020 | 13:00 | Full details | Add event |
| 11 June 2020 | 14:00 | Full details | Add event |
| 20 March 2020 | 9:30 | Full details | Add event |
| 4 March 2020 | 12:45 | Exploration of the Social Participation of Primary Aged School Children Identified as having ASD in China. Full details | Add event |
| 12 February 2020 | 12:45 | Full details | Add event |
| 29 January 2020 | 12:45 | Ali Alkeraida will present the conclusions of his PhD research which examines the inclusive teaching of children with autism in Saudi Arabian inclusive classrooms. This has involved cross case study analyses and the development of a grounded theory.. Full details | Add event |
| 4 December 2019 | 15:45 | Title: Exploring Inclusion in Specialist Provision in Devon. Full details | Add event |
| 6 November 2019 | 12:30 | Full details | Add event |
| 3 July 2019 | 12:45 | Apologies this meeting has been cancelled. Centre meetings will resume in October. Further details to be circulated in due course. Full details | Add event |
| 5 June 2019 | 12:45 | Regular centre meeting for staff and students (all welcome). Full details | Add event |
| 1 May 2019 | 12:45 | Regular centre meeting for staff and students (all welcome). Full details | Add event |
| 7 February 2019 | 12:45 | Regular centre meeting for staff and students (all welcome). Full details | Add event |
| 5 February 2019 | 16:30 | Full details | Add event |
| 16 January 2019 | 12:45 | Hatice Yildirim (GSE doctoral student) will talk about research ideas and plans: The coping strategies of deaf students in relation to the challenges of inclusive education in mainstream secondary schools in England.. Full details | Add event |
| 3 December 2018 | 16:45 | Centre for Special Educational Needs and Disability (SEND) Open Seminar. Full details | Add event |
| 3 December 2018 | 14:00 | This research centre meeting features a research project between the University of South Florida and the University of Exeter.. Full details | Add event |
| 7 November 2018 | 12:45 | Dr Chris Boyle will present the ideas and actual research plans in a proposal based on a European collaborative intervention study about Inclusive Belonging in Schools and Communities – education to increase tolerance and shared understanding (IBSaC). Full details | Add event |
| 10 October 2018 | 12:45 | Dr Helen Knowler (Lecturer in Education Graduate School of Education) will talk about 'Exploring collaboration and coproduction in research when working with young adults who have been permanently excluded from mainstream schools.'. Full details | Add event |
| 2 July 2018 | 12:30 | Full details | Add event |
| 18 June 2018 | 12:30 | Ali Alkeraida will present some early data analysis of his study of primary school inclusive teaching on a child with autism in Saudi Arabia. Full details | Add event |
| 21 May 2018 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 1 May 2018 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 26 March 2018 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 12 February 2018 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 16 January 2018 | 17:00 | Too many assessment systems represent a zero-sum game in which some students’ success comes at the expense of other students’ success. Under a growth framework, however, all students have access to a sense of achievement and efficacy; although they may not outperform peers, they can outperform their own previous efforts.. Full details | Add event |
| 16 January 2018 | 12:30 | This is the first of two seminars which Professor Andrew Martin (University of New South Wales) has kindly agreed to present on his visit to Exeter in January 2018.. Full details | Add event |
| 15 January 2018 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 4 December 2017 | 12:30 | Emir Emre will present a summary of his PhD research plans on teacher assistant initial training and Alison Black will also present her plans for a special issue journal article about mixed methods research. Full details | Add event |
| 6 November 2017 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 16 October 2017 | 12:30 | The Centre brings together academics, research staff and doctoral students who are interested in the educational aspects of children, young people and adults with special educational needs and disabilities, and provides a forum for discussion and debate about current theoretical, policy, research and practice issues. Full details | Add event |
| 22 November 2016 | 17:00 | Evidence is drawn from the DfE-funded Evaluation of Children's Centres in England (ECCE) Project - a £3M 5-year longitudinal evaluation of 128 Sure Start Children’s Centres and 3,000 families and children (aged 1-3 years). The talk discusses the common ways that Children's Centres operate, how families tend to use them, and the benefits that can come from this engagement. Disadvantaged families benefit most, which means that austerity cuts to Children’s Centres pose a particular threat to these families. Full details | Add event |
| 9 May 2016 | 16:30 | Visiting speaker, Professor Joe Elliott, will be talking about the ‘Dyslexia debate’ based on his recent book 'The Dyslexia Debate' published by Cambridge University Press. Full details | Add event |
| 3 May 2016 | 17:00 | This research sets out to examine the nature of the relationship between achievement and inclusion in schools, and specifically how schools can support high levels of achievement for diverse groups of students. Four case studies of schools were undertaken, one each from Northern Ireland, Scotland, Wales and England, so as to learn from the changing policy contexts of the four countries of the UK. The presentation addresses concerns about how schools can respond to differences between learners in ways that support the learning and participation of everyone. The following key questions are considered:
• What strategies do schools use to raise the achievement of all students whilst safeguarding the inclusion of others who are more vulnerable?
• How can schools ensure high levels of inclusion as well as high levels of achievement for everyone?
• How might research into these matters be carried out?. Full details | Add event |
| 20 January 2015 | 17:00 | Its key components are the use of first person narrative and photographs to record a childs experience and to support reflective discussions with all those involved. This emerging observational approach is very simple to adopt but seems to offer a means of changing practitioners ways of seeing the child and their capabilities. The data and processes demonstrate the importance of understanding the child as a participant within context. This is underlined by an analysis of documentation associated with one child which took place as part of this research. It would appear that people talk about context but record the person. Full details | Add event |
| 11 November 2014 | 13:00 | Disabled children's childhood studies present a paradigm shift away from the long-standing deficit discourses of disabled childhoods that have dominated Western culture and its reaches. Contemporary childhood studies have frequently contested normative, Eurocentric mantras that construct the standard child and disability studies have challenged the medical discourses of childhood and the scope of its authority. However, while drawing on these two approaches, the aim, here, is to demonstrate that disabled children's childhood studies offers more than a combined critique. Crucially, in disabled children's childhood studies, disabled children are not viewed as necessarily having problems or being problems but as having childhoods. The paper concludes by asking how the principles of disabled children's childhood studies might be reflected in contemporary contexts for research and practice with children, particularly in the light of the changes for children in England following the Children & Families Bill (2014). Full details | Add event |
| 14 January 2014 | 17:00 | For thirty years technologies have been positioned as innovations having the potential to transform learning for people with learning disabilities. Belief in this revolutionary potential began in the 1980s when microcomputers were hailed for their ability to present stimulating visual and auditory learning materials, provide immediate feedback and adapt instruction depending on performance and record and monitor progress. As technologies have become more sophisticated; belief in their inherent potential has remained largely unaltered. But have the lives of people with learning disabilities been altered for the better and are we as a society particularly concerned about whether technology has enabled them to reach their full potential or not? By analysing what we do and do not know about both the 'digital past' and the 'digital present' of adults with learning disabilities I will consider whether adults with learning disabilities are conceived as having a legitimate place in 'The Digital Future' that we as a society imagine for ourselves. Full details | Add event |
| 12 November 2013 | 13:00 | Research carried out by BMRB-TNS (a social research agency), and Newcastle and Manchester Universities looked at how schools (primary, secondary and special) spent Pupil Premium funds (and future plans), how they decided to spend the Pupil Premium, differences in spending patterns between schools with different characteristics, and school perceptions of the impact of Pupil Premium funding so far. The seminar focuses on the findings from 30 case study schools (primary, secondary and special) across England. Case study co-authors are Liz Todd, Alan Dyson, Kirstin Kerr and Karen Laing. The BMRB-TNS survey of 1,240 schools will also be referred to. Our findings consider: the ways schools define and cater for disadvantage what they base decisions on to spend the Pupil Premium (in terms of evidence of effectiveness within their school the varied and sophisticated systems that they use to evaluate the spending. Overall we found (in contrast to some previous reports in this field) that schools responses to disadvantage are well-organised and well-conceptualised. These findings are discussed in the context of previous initiatives in the UK and in other parts of Europe. Full details | Add event |
| 29 October 2013 | 17:00 | Developmental dyscalculia (DD) is a learning difficulty thought to be specific to mathematics. Currently dominant cognitive neuroscience theories of DD suggest that DD originates from the impairment of the magnitude representation (MR) of the human brain, residing in the interparietal sulcus (IPS), or from impaired connections between number symbols and the MR. However, behavioural research offers several alternative theories for DD and neuro-imaging also suggests that impairments in DD may be linked to disruptions of other functions of the IPS than the MR. That is, besides the MR, impairment of working memory, attention, inhibition and spatial processing were also proposed to underlie DD. Read more in the abstract. Full details | Add event |
