Faculty of Education, Social Sciences and Law

School of Education

Contact Details

Dr Susan Pearson's Publications

Journal Articles

  • Salter JM, Swanwick RA, Pearson SE, ‘Collaborative working practices in inclusive mainstream deaf education settings: teaching assistant perspectives’, Deafness and Education International, 19.1 (2017), 40-49
    DOI: 10.1080/14643154.2017.1301693, Repository URL: http://eprints.whiterose.ac.uk/113404/

  • Pearson S, Callaghan J, Cooper A, ‘Links between inclusive education and inclusive research’, Hillary Place Papers, 3 (2016)

  • Abed M, Pearson S, Clarke PJ, Chambers M, ‘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

  • Abed M, Pearson S, Clarke P, Chambers ME, ‘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/

  • Pearson S, Mitchell R, Rapti M, ‘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/

  • Pearson SE, ‘Review of Roger Slee, The Irregular School: Exclusion, Schooling and Inclusive Education’, Studies in Philosophy and Education 2012
    DOI: 10.1007/s11217-011-9263-6

  • Pearson S, ‘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

  • Pearson S, ‘Professional development in England related to inclusive education: preparation, coordination and evaluation’, Japanese Journal of Special Educational Needs, 48(6) (2011), 1-17

  • Pearson S, ‘The role of Special Educational Needs Coordinators (SENCOs): 'To be or not to be’, The Psychology of Education Review, 34.2 (2010), 30-38

  • Pearson S, Scott P, Sugden D, ‘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
    DOI: 10.1111/j.1471-3802.2010.01186.x

  • Pearson S, ‘Using Activity Theory to understand prospective teachers' attitudes to and construction of special educational needs and/or disabilities’, Teaching and Teacher Education, 25 (2009), 559-568
    DOI: 10.1016./j.tate.2009.02..011

  • Gyimah E, Sugden D, Pearson S, ‘Inclusion of children with special educational needs in mainstream schools in Ghana: influence of teachers' and children's characteristics’, International Journal of Inclusive Education, 13.8 (2009), 787-804
    DOI: 10.1080/13603110802110313

  • Gyimah, E, Sugden, D, Pearson SE, ‘An investigation into the emotional reactions to inclusion of Ghanaian mainstream teachers’, Support for Learning 2008, 71-79

  • Pearson SE, ‘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
    DOI: 10.1111/j.1471-3802.2008.00107.x

  • Pearson SE, Ralph S, ‘The identity of SENCOs: insights through images’, Journal of Research in Special Educational Needs, 7.1 (2007), 36-45

  • Pearson SE, ‘Exploring inclusive education: early steps for prospective secondary school teachers’, British Journal of Special Education 2007, 25-32

  • Pearson SE, ‘SEN – a politically correct phrase to replace terms such as disabled?' A study of the views of students entering a secondary PGCE course’, Support for Learning, 20.1 (2005), 17-21
    DOI: 10.1111/j.0268-2141.2005.00355.x

  • Pearson SE, Chambers GN, ‘A successful recipe? Aspects of the initial training of secondary teachers of foreign languages’, Support for Learning, 20.3 (2005), 115-122
    DOI: 10.1111/j.0268-2141.2005.00374.x

  • Chambers GN, Pearson SE, ‘Supported access to modern foreign language lessons’, Language Learning Journal, 29 (2004), 32-41

  • Pearson SE, ‘I'd Like to Read Fluorescently'— Year 7 Pupils' Developing Views of Reading and Their Progress’, British Journal of Special Education, 30.2 (2003), 79-86
    DOI: 10.1111/1467-8527.00288

  • Pearson SE, Chambers GN, Hall KW, ‘Video material as a support to developing effective collaboration between teachers and teaching assistants’, Support for Learning, 18.2 (2003), 83-87
    DOI: 10.1111/1467-9604.00285

  • Chambers GN, Hall KW, Pearson SE, ‘Learning Support Assistants and Modern Foreign Language Teachers: reflection via video’, REACH, Journal of Special Needs Education, 16.1 (2002), 33-44

  • Pearson S, Chambers G, Hall K, ‘Video as a support to developing effective collaboration between teachers and Learning Support Assistants’, Support for Learning, 18(2) (2002), 83-87

  • Pearson SE, ‘The relationship between school culture and IEPs’, British Journal of Special Education, 27.3 (2000), 145-149

  • Pearson SE, ‘Special educational needs: a positive approach’, Education Equipment, 38.5 (1997), pp.6

Chapters

  • Pearson S, ‘The Governing Body: an (untapped) resource’, in Transforming the Role of the SENCO, ed. by Hallett F and Hallett G (Maidenhead: OUP, 2010)

Conference Papers

  • Salter JM, Pearson SE, Swanwick RA, ‘Teaching assistants’ perspectives of deaf students’ learning experiences in mainstream secondary classrooms’ 22nd International Congress on the Education of the Deaf, Athens, Greece, 06/07/2015 - 09/07/2015
    Repository URL: http://eprints.whiterose.ac.uk/88561/

  • Pearson SE, ‘An opportunity or a problem? The perception of a sample of UK student teachers of SEN and Disability at the start of their training’, in Inclusive Education: A Framework for Reform, ed. by Henry V and Ainscow M (Centre for Special Needs and Studies in Inclusive Education, Hong Kong, 2004), 232-240

  • Pearson SE, ‘Juvenile Protagonist, sexuality and gender’, in Educacao nao-sexista (Educacao nao-sexista, 2004)

  • Pearson SE, ‘Inclusion - a route to better future’, in Secondary Education for a Better Future, Challenges and Priorities (held in Oman) (Secondary Education for a Better Future, Challenges and Priorities (held in Oman), 2002)

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