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Who we are

Staff affiliated to the Centre for Special Educational Needs, Disability and Inclusive Education, 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 

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 Katie Howard Lecturer in Education
Dr Helen Knowler Lecturer in Education
Dr George Koutsouris Lecturer in Education
Dr Darren Moore Lecturer in Education

Professor Brahm Norwich

Educational Psychology and Special Educational Needs

Dr Sally Palmer Lecturer in Education
Dr Andrew Richards

Director of Educational Psychology Doctoral Training Course

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

Omar Alabdulaziz Effective Collaboration Between Special Education Teachers and General Teachers in Inclusive Schools in Saudi Arabia
Ali Alnashbah

The factors surrounding the satisfactions of parents of primary aged pupils who are deaf and hard of hearing regarding support services in Saudi Arabia

Salma Alyami

 Cognitive Load Level and its Relationship with the Visual Perception among Dyslexic Pupils

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
Bushra Alharbi Teachers’ Perspectives on the Impact of the Coronavirus Lockdown on Children’s Aggressive Behaviour in 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
Ateeq Al Darei Describing the existing Social polices related to children with special needs in the field of education in the United Arab Emirates
Zeineb Al-hilali  
Raya Al Raesi The experiences of Omani mothers of children with Autism Spectrum Disorder: Lives and educational decisions
Zahra Alkhamis Understanding Bullying among Students with Dyslexia in Riyadh Elementary Schools by Applying Bronfenbrenner's Ecological Systems Theory 
Amal Alotaibi To What Extent the Picture Exchange Communication System Would Support Social communication Development for Preschool Children with Autism Spectrum Disorder
Nouf Alsaadi Teachers' Perceptions of Implementing the Universal Design for Learning among Students with Learning Disabilities in Saudi Arabia
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
Ali Ibrahim M Alnashbah The factors surrounding the satisfactions of parents of primary aged pupils who are deaf and hard of hearing regarding support services in Saudi Arabia
Sarah Alqahtani  
Mona Alshehri  
Khalid Alsubaie Parental views about including students with autism spectrum disorders
Mohammed Altumayhi Special Education Techniques in Higher Education for Students with Learning Disabilities: Moving Towards a more Inclusive Education.
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  
Susan Benton Inclusivity or integration? An exploration of inclusive mainstream education for individuals with Autistic Spectrum Disorder (ASD)
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
Arwa Bu Ali The Social skills and Communication of Adolescents with Autism
Galina Bugon  
Anne Cox Parent-school relationships in special schools for children with emotional and behavioural difficulties
Emir Emre Exploring the training factors that influence the role of teaching assistants when teaching students with SEND in mainstream classrooms in England
Stephanie Gibb ESRC funded +3 award, examining children’s developing understanding of competition.
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 Lessons from Lesson Study: Exploring School Climate, Teacher Learning and Teacher Self-Efficacy in an Inner London Primary School
Daehee Jang The effects of  Mobile Assisted Language Learning (MALL) in aquiring English oral skills in a South Korean university
Kamila Janik The Experiences of Mothers Caring for School-Aged Children with Autism Spectrum Disorder in Qatar: An Interpretative Phenomenological Analysis.
Chui Fan Lee The experience of friendship for high achieving secondary students in Hong Kong
Mengkun Li An ethnographic study about inclusive education for left-behind children in Chinese rural area: situation, barriers and solutions
Lesley McAneny Turner Mental health provision and practice in Further Education Colleges
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
Lata Ramatour Exploring Special Guardianship. Experiences of School Belonging from the Perspective of the Young People, Guardians and Designated Teachers: A Bioecological Perspective
Javiera Nicole Salazar Rivera The state, role and contribution of Occupational Therapists in the implementation of the Universal Design for Learning in Chile
Pooja Sharma Eliciting the voice of children and young people in the Education Health and Care Plans and Annual Reviews: achieving meaningful participation.
Tanya Tothill Understanding the identification of Special Educational Needs in England: the current reality from classroom to policy level
Tracey Warren Parents' persepectives on the policy and practice of inclusive education in Dubai private schools
Vicki Wren Exploring the impact of nature based craft curriculum on children and young peopl
Hatice Yildirim The coping strategies of deaf students in relation to the challenges of inclusive education in mainstream secondary schools in England
Ayse Yuksel Funded by the Turkish government, examining children and adolescents’ bystander reactions to the social exclusion of immigrant peers