Dr Susan Pearson
I've held a number of roles within the School including Director of Student Education, programme leader for both the MA Special Educational Needs (SEN) and Post Graduate Certificate in Special Educational Needs Co-ordination, the module leader for several modules.
My academic background is in SEN and inclusive education. I've taught at special, primary and secondary schools in England and abroad.
My research interests relate to inclusive education including associated professional development and the involvement of learners in their education.
I am also a member of BERA and NASEN.
In the School of Education, she has taught at undergraduate and masters level.
I have successfully supervised multiple doctorates and has been an External Examiner at universities in England, Scotland and Wales.
‘The Knowledge and Beliefs Concerning ADHD Held by parents of children with ADHD in Saudi Arabia’, AYER. International Journal of Human Field Studies, 1 (2015), 355-368,
‘The Knowledge and Beliefs Concerning Attention Deficit Hyperactivity Disorder (ADHD) held by Children with ADHD in Saudi Arabia’, Turkish International Journal of Special Education and Guidance & Counseling, 3.1 (2014), 1-12,
Repository URL: http://eprints.whiterose.ac.uk/84522/
‘I will be “fighting” even more for pupils with SEN’: SENCOs' role predictions in the changing English policy context’, Journal of Research in Special Educational Needs, 15.1 (2014), 48-56,
DOI: 10.1111/1471-3802.12062, Repository URL: http://eprints.whiterose.ac.uk/84520/
‘Narrowing the gap between �intention and reality�: the case of Special Educational Needs Governors in English schools’, Educational Management, Administration & Leadership, 39.6 (2011), 695-711,
‘Professional development in England related to inclusive education: preparation, coordination and evaluation’, Japanese Journal of Special Educational Needs, 48(6) (2011), 1-17,
‘The role of Special Educational Needs Coordinators (SENCOs): 'To be or not to be’, The Psychology of Education Review, 34.2 (2010), 30-38,
‘Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs)’, Journal of Research in Special Educational Needs, 11(1) (2010), 42-54,
‘Deafened by silence or by the sound of footsteps? An investigation of the recruitment, induction and retention of Special Educational Needs Coordinators in England’, Journal of Research in Special Educational Needs, 8.2 (2008), 96-110,
‘The Governing Body: an (untapped) resource’, in Transforming the Role of the SENCO, ed. by Hallett F and Hallett G (Maidenhead: OUP, 2010),