Professor Brahm Norwich
Professor of Educational Psychology and Special Educational Needs


Research interests

My broad area of interest is special needs and inclusive education: for example, policy and practice issues, concepts and values, emotional and behaviour difficulties, moderate learning difficulties,  pedagogic issues and professional learning. My research interests include applying psychology to education, including psychology applied to special needs and inclusive education.

Research projects

Over the last ten years I have been involved in funded projects about:

  1. professional learning about SEN and inclusion for initial teacher education
  2. using lessons Study to develop teaching approaches for pupisls with special educational needs / disabilities
  3. using Lessons Study as a strategy for assessment by response to teaching.
  4. targetted early literacy interventions
  5. special teaching for special children
  6. evaluating teacher support teams in secondary schools
  7. monitoring learning in special schools project
  8. attributions for activity and attentional difficulties
  9. school and individual target setting in special schools
  10. perspectives of pupils with moderate learning difficulties on their educational provision and themselves
  11. dilemmas of difference in the special needs and inclusive education field
  12. parent partnership and dyslexia friendly schools
  13. childrens' participation in the mediation of disagreeements between parents and professions
  14. participation of children with SEN in the SEN procedures in mainstream schools
  15. examining how the Common Assessment Framework is used in inter-professional collaboration

Research grants

  • 2015 Nuffield
    The project aims to evaluate a novel early literacy intervention for pupils in Years 2 and 3 who are struggling to learn early literacy skills (�291,000, starting from September 2015 for two years). The evaluation will take place in four local areas nationally. The IGR programme was designed and piloted by Jan Stebbing, a member of the research team, to meet the needs of the 7-18% of children nationally who are either non-starters or delayed in reading as they move from Key Stage (KS) 1 to 2. This early intervention is novel in its research informed programme design and its use in a general class context where all children learn in small groups.
  • 2014 ESRC
    Using Lesson Study to bridge between neuro-psychology and mathematics education: trialling a novel approach.
  • 2010 Esmée Fairbairn Foundation
    The general aim is to examine how and what PGCE trainee teachers learn about teaching pupils with special educational needs in their placement schools. The findings will be used to identify practical principles and procedures about how to design and support planned school based activities relevant to learning to teach pupils with SEN. Specifically it will examine the school based learning and outcomes of PGCE trainees in primary and secondary programmes that use different approaches to preparing teachers for the special needs aspects of their future teaching.
  • 2010 Esmée Fairbairn Foundation
    A team from the Graduate School of Education at the University of Exeter are embarking on exciting and innovative development and research in ways of raising the levels of achievement of pupils with moderate learning difficulties (MLD). While pupils with moderate learning difficulties (MLD) represent the largest proportion of those identified as having special educational needs, they have been neglected as a focus for educational initiatives. This project aims to improve the learning experiences and opportunities of pupils with MLD to enhance their educational achievements. This will be done through a programme of professional development using Lesson Study methodology (see reverse side for more details), a high profile international method of in-school professional development. The project will have two wings: a Development and an Evaluation wing

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