Associated Research
In this section we highlight current research in the field of special and inclusive education by members of the Project IRIS team and up and coming researchers in the field.
Research centres:
Institute of Child Education and Psychology (ICEP) Europe
Centre for Education and Research (CeSNER) University of Northampton, UK
Queen’s University Belfast
Institute of Child Education and Psychology (ICEP) Europe
The ‘R’ word in teacher education: The teaching and learning of Critical Reflective practice.
Type of research: Funded
Researcher(s): Dr Eileen Winter, Dr Steve Walsh, Dr Mike McCabe & Dr Ron Wideman
Research base: ICEP Europe, Ireland; Newcastle University, UK; Nipissing University, Canada.
Outline of research: The case for critical reflective practice (CRP) among teachers has been advocated for some time. Reflection is now at the heart of many teacher education programmes and is regarded as an important element in the preparation of new teachers. While it is highly regarded as essential professionally by teacher educators, less clear is whether new teachers have the strategies necessary to reflect effectively, and whether they understand the potential benefits of reflective practice. This study compares pre-service teacher candidates and faculty members' understanding of critical reflective practice.
Findings: The findings suggest that student teachers' understandings of CRP are shaped by their primary motivation to complete the programme successfully and to survive the challenges of day-to-day teaching. Faculty members' understandings and teaching of CRP emphasize issues well beyond this survival level. There is a need to reduce the ‘gap' between student teachers’ and faculty members’ perceptions of the role of CRP in the profession. Also, to modify the idea of CRP purely as an institutional or assessment requirement and to emphasize its long term benefits. Student-teachers need to be given the tools necessary to introspect, describe, understand, and evaluate learning and teaching processes- the ‘how to’ of CRP.
Publications: McCabe, M., Walsh, S., Wideman, R., & Winter, E. C. (2009). The ‘R’ Word in Teacher Education: Understanding the Teaching and Learning of Critical Reflective Practice. International Electronic Journal for Leadership in Learning, 13 (7) http://www.ucalgary.ca/iejll/mccabe
Contact details: e.winter@icepe.eu
The Centre for Special Needs Education and Research (CeSNER)
An investigation into the relationship between school policies regarding the education of pupils with emotional and behavioural difficulties and the practical application of these in schools.
Type of research: PhD
Researcher(s): David McKeon
Research base: Centre for Education and Research (CeSNER) University of Northampton, UK
Supervisors (if PhD): Professor Philip Garner. Professor Sue Ralph, Professor Richard Rose
Outline of research: The research, which is being conducted in Ireland, aims to investigate the relationship between school policies regarding the education of pupils with emotional and behavioural difficulties and the practical application of these in schools. The research further aims to analyse how teacher attitudes, expectations and actions are influenced by their interpretation of policies and school practices and the ways in which this influences pupil performance.The research objectives are focused upon gathering data which enables an analysis to be made of: 1). Policy influences at national and local level; 2). School practices in respect of curriculum delivery, behaviour management and resource deployment. Approaches to teaching and learning as shaped by interpretations of emotional and behavioural difficulties.
Findings: None as yet
Publications: None as yet
Contact details: dmckeon@cice.ie
Transition from primary to secondary education for pupils with special educational needs in English schools.
Type of research: PhD
Researcher(s): Philip Ellender
Research base: Centre for Education and Research (CeSNER) University of Northampton, UK
Supervisors (if PhD): Professor Richard Rose, Dr Cristina Devecchi
Outline of research: This project is investigating how support for pupils with special educational needs is managed as they transfer from primary to secondary schools. Consideration is being given to the support services provided to pupils in their primary years and how these are progressed through to secondary provision. The researcher is using a mixed methods approach to seek the views of pupils, parents and professionals around young people at transition as well as examining academic attainment profiles and transfer procedures.
Findings: None as yet
Publications: None as yet
Contact details: Philip.Ellender@northampton.ac.uk
The Mental Health of young people with low incidence special educational needs in residential special schools.
Type of research: Funded research, funded by the National Association of Independent and Non-Maintained Special Schools
Researcher(s): Ann Fergusson; Marie Howley; Richard Rose (all University of Northampton)
Research base: Centre for Education and Research (CeSNER) University of Northampton, UK.
Outline of research: This project examined the extent and impact of mental health related issues in children with special educational needs attending residential special schools in England and Wales. A survey of staff in residential special schools and interviews with key service providers and users investigated both the prevalence of mental health issues and the experience and confidence of staff in dealing with these.
Findings: The project found an uneven profile of available support for pupils with special educational needs and mental health difficulties. Access to support services was inconsistent, and staff expertise and confidence often limited. Resources for supporting staff in addressing pupil needs in this area are currently limited.
Publications: Fergusson, A., Howley, M, & Rose, R. (2008) Responding to the mental health needs of young people with profound and multiple learning difficulties and autistic spectrum disorders: Issues and challenges. Mental Health and Learning Disabilities Research and Practice. 5 (2) 240 – 251
Rose, R., Howley, M., Fergusson, A, and Jament, J. (2009) Mental health and special educational needs: exploring a complex relationship. British Journal of Special Education. 36 (1) 3 – 8
Contact details: Ann.fergusson@northampton.ac.uk; Marie.Howley@northampton.ac.uk; Richard.Rose@northampton.ac.uk
Additional note: As a direct result of this project, a further project focused on the development and evaluation of materials to be used by teachers in supporting children and young people with special educational needs and mental health problems is under way. Further information on this development can be obtained from:- Ann.fergusson@northampton.ac.uk; Marie.Howley@northampton.ac.uk
Mentoring in support of children and young people at risk of exclusion from school
Type of research: Two funded projects, one focused on the use of learning mentors in schools and another investigating the use of volunteer mentors from the community.
Researcher(s): Professor Richard Rose, Mary Doveston, Kyffin Jones (all University of Northampton)
Research base: Centre for Education and Research (CeSNER) University of Northampton, UK.
Outline of research: Project 1: An investigation into the use of learning mentors.
This project considered the ways in which learning mentors worked with children who were identified as being at risk of either educational failure or social disaffection in both primary and secondary schools. Interviews were conducted with mentors, teachers, parents and the children in order to ascertain the perceived benefits of a learning mentor system. Project 2: An investigation into the use of volunteers in a mentoring scheme for young people at risk of school exclusion. This project used semi-structured interviews with parents, young people, teachers and mentors to investigate the impact of a scheme which trained adults who had no professional experience of working with children and young people as mentors. The project explored issues of mentor motivation and the young people’s perceptions of the impact of mentoring on their lives both in and out of school.
Findings: Mentoring can be effective in the provision of a non-judgemental adult for support of pupils at risk of educational failure or exclusion. Both projects found that in many instances pupils who were experiencing difficulties related well to their mentors, even when relationships with other adults were less positive. The use of volunteer mentors was seen to impact positively upon both school attendance and lessening of sanctions such as exclusions. Mentors in general found personal benefits from the process and were able to describe a sense of achievement and purpose through their mentoring activities. A fuller account of results can be found in the publications listed below.
Publications: Rose, R, & Jones, K. (2007) The efficacy of a volunteer mentoring scheme in supporting young people at risk. Journal of Emotional and Behavioural Difficulties. 12 (1) 3 – 14. Rose, R, & Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies 34 (2) 145 -155. Jones, K., Doveston, M, & Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education 27 (1) 41 – 51
Contact details: Richard.Rose@northampton.ac.uk; Mary.Doveston@northampton.ac.uk; Kyffin.Jones@northampton.ac.uk
Inclusion and the contribution of teacher training courses in England at the beginning of the twenty first century
Type of research: PhD
Researcher(s): Mellina Ferro-Costa-Aston
Research base: Centre for Education and Research (CeSNER) University of Northampton, UK.
Supervisors (if PhD): Professor Philip Garner, Dr Estelle Tarry
Outline of research: This project is exploring discourses of inclusion in respect of its construction in relation to national and international legislation. Field work is focused on the collection of data from key individuals and groups involved in the management and delivery of inclusive practice in schools and other educational establishments. The research further aims to interpret the perceptions of key individuals, including service providers at national, local authority and school levels and service users, including parents and young people. This researcher is exploring these dimensions of inclusion through an interrogation of the responses of teacher training providers in England. In particular the project will seek to examine the aspirations of policy makers and the ways in which schools seek to put these principles into practice.
Findings: None as yet
Publications: None as yet
Contact details: Mellina.Aston@northampton.ac.uk
Queen's University Belfast
Face-zine the future: Teaching online
Type of research: A funded project examining the role of the teacher education tutor and the strategies used to support a successful transition from face-to-face (F2F) teaching to online.
Researcher(s): Dr Eileen Winter, Dr Pamela Cowan & Reverend Professor Peter Neil
Research base: Queen’s University Belfast
Outline of research: Web-based learning is now recognised as an effective medium for teaching and learning. As the number of pre-service, continuing professional development, graduate and post graduate courses ‘go online’, it has become evident that experienced F2F teacher educators do not become expert online tutors overnight, the pedagogy of online teaching requires training. The main aims of this project are to capture and analyse current practitioners experiences of moving to online teaching, to develop specific recommendations for professional development for teacher educators to support their transition to online teaching, and to develop an e-zine of tried and tested strategies that support online pedagogy.
Findings: None as yet
Publications: None as yet
Contact details: e.winter@icepe.eu; p.cowan@qub.ac.uk; Peter.Neil@uws.ac.uk
