Who we are

Staff affiliated to the Centre for Special Educational Needs, include staff based in University units beyond the Graduate School of Education. In addition, we have a number of postgraduate research students affiliated to the Centre.

Members

Professor Brahm Norwich	Educational Psychology and Special Educational Needs
Associate Professor Hazel Lawson	Special and Inclusive Education
Dr Hannah Anglin-Jaffe	Lecturer in Special Educational Needs
Dr Alison Black	Senior Lecturer in Education
Associate Professor Christopher Boyle	Inclusive Education and Psychology
Dr Darren Moore	Lecturer in Education
Dr George Koutsouris	Lecturer in Education
Dr Andrew Richards	Director of Educational Psychology Doctoral Training Course

Helen Knowler	Lecturer in Education
Dr Sana Rizvi	Lecturer in Education

Associated Members

Dr Elias Avramidis	Special Education, University of Thessaly, Greece
Dr Peter Gray	SEN Policy Consultant in Nottingham and co-coordinator of SEN Policy research Forum
Tricia Nash	Honorary University Fellow, University of Exeter and Researcher, Plymouth University
Dr Marian Soroa	Developmental and Educational Psychology, University of the Basque Country, Spain.
Margie Tunbridge	Associate Tutor, DEdPsych training programme for professional educational psychologists

Current Research Students

Suadd Alnabi
Raya Alraesi	Omani mothers' experience, perceptions and feelings with regard to educational choices and decisions for their children with ASD
Hatim Algraigray	Exploring whether LD and ADHD labels are beneficial for those who labelled by primary schools in Jeddah, Saudi Arabia
Arwa Alharthi	Fostering thinking skills through creative drama with primary school children with learning difficulties in Saudi Arabia
Naeema Alhasan	Developing and evaluating peer tutoring programme (Maths PALS) for trainee teachers of SEN pupils in Saudi Arabia
Zeineb Al-hilali
Ali Alkeraida	Understanding the teaching practices of inclusive participation for male students with Autism in Saudi Arabian primary schools
Fatema Almulhem	The experiences of students with hearing impairments in mainstream secondary schools in Saudi Arabia
Hind Almutairi	Perspectives of females special educationand general teachers who work with students with learning difficulties regarding their collaboration in mainstream primary schools in Riyadh, Saudi Arabia
Amal Alnawaiser	The phenomenon of gifted labelling: students' perspectives on their labelling as gifted by secondary schools in Riyadh, Saudi Arabia
Sarah Alqahtani
Mona Alshehri
Jo Anderson
Abdullahtif Arishi	Exploring the facilitiators and barrriers to full particiaption of students who are deaf or hard of hearing in Saudi inclusive schools
Salim Bani Oraba
Sara Binammar	Where are the parents? An exploration and examination of parental involvement of mothers of girls with learning disabilities in primary mainstream schools in Saudi Arabia
Melissa Bourne
Joseph Brown	Exploring EFL teachers' experiences working with Saudi students who struggle with English literacy at a leading Saudi medical university
Galina Bugon
Anne Cox	Parent-school relationships in special schools for children with emotional and behavioural difficulties
Joanne Day
Emir Emre	Exploring the training factors that influence the role of teaching assistants when teaching students with SEND in mainstream classrooms in England
Isabell Hallam	Exploring how to meet the diverse needs of an inclusive college of higher education student population through a holistic tutorial programme
Jeremy Hannay	Evaluating lesson study in primary schools focussing on maths professional development
Daehee Jang	The effects of Mobile Assisted Language Learning (MALL) in aquiring English oral skills in a South Korean university
Kamila Janik
Chui Fan Lee	The significance of friendship to academically superior students in Hong Kong
Danielle McDougall	The teaching of pupils who experiences difficulties in learning Spanish in two government secondary schools in Trinidad, West Indies
Peter Moulson
Laura O'Brien	The exploration of social, emotional and behavioural functioning of pupils with ASD of primary age in educational settings and how this is managed
Queen Onalaja	Improving the reading comprehension skills of senior secondary students who have difficulty deriving meaning from text
Eileen Owens
Margaret Peat	Unlocking the word 'hoard': an analysis of the potential of literacy learning in the reintegration of ex-offenders, disabled people and those discharged from the Armed Forces
Pat Ramsey	Life history case studies of adults with Dylexia
Pooja Sharma	Capturing the voice of children and young people with non-verbal means of communication during statutory assessments and reviews
Tracey Warren	Parents' persepectives on the policy and practice of inclusive education in Dubai private schools
Hatice Yildirim	The coping strategies of deaf students in relation to the challenges of inclusive education in mainstream secondary schools in England