Past Inclusive Education Seminars
The following seminars have been run by Inclusive Education since October 2006.
Monday 15 March 2010
Dr Paula Clarke and Lisa Henderson
'Reading profiles of children with autism spectrum disorders'
Room: G18
Time: 16.00 -17.45The topic of our presentation will be 'Reading profiles of children with autism spectrum disorders' - it will include
- an introduction to reading profiles and assessment of reading
- an introduction to relevant theories of asd
- an overview of a study Paula was involved in (Nation, Clarke, Wright & Williams, 2006)
- relevant findings from Lisa's PhD thesis
- discussion of implications for education
Monday 23 November 2009
Dr Phil Jones and Emma Ramsden
'Rethinking consent, assent and research with children with social, emotional and behavioural problems'
Room: Blenheim Terrace SR (1.16)
Time: 16.00 -17.45This presentation will include two perspectives. The first will draw on Phil Jones' recent 'Rethinking Childhood' (2009) and forthcoming 'Rethinking Children's Rights' (in press 2010) to question traditional approaches to thinking and practice concerning children, research, consent and assent. The second will be explore these issues within the context of children with social, emotional and behavioural difficulties as co-researchers in relation to arts therapy work in a mainstream school. This perspective will draw on Emma Ramsden's current work in this area as part of her PhD.
Dr Phil Jones, Senior Lecturer in Childhood and Inclusion, has published widely on childhood and on the arts therapies. He is series editor of 'New Childhoods' (Continuum) and is currently completing ŒHow Do We See Children Now?¹ (Policy Press). His books have been translated and published in Chinese, Korean and Greek.
Emma Ramsden, Practitioner-Researcher works with children and adults in education and forensic psychiatry as a dramatherapist and has contributed to publications in the fields of arts therapies, psychotherapy and ethics.
She is currently completing a PhD on therapeutic work with children.
Monday 26 October 2009
Myriam Mojica Martínez. MA in SEN, University of Leeds. PhD Student, School of Education, University of Manchester
The Inclusion of Children with Autistic Spectrum Disorders in Mexico
Room: G18
Time: 16.00 - 17.45Autistic Spectrum Disorder is a lifelong ‘developmental disorder characterized by impaired social interaction and communication as well as repetitive behaviours and restricted interests’ (Frith & Hill, 2004:1), that affects 1 in 65 children in the UK (Cohen et al., 2009). In a country such as Mexico with a high population density, no epidemiological systematic research study has surveyed the prevalence rate of autism (Marcin, 2009). However it is estimated that only 426[1] from approximately 37000 children with ASD are integrated in Mexican mainstream schools (Marcin, 2007)[2]. This small number of included children with ASD is attributable to the existence of several barriers that restrict the provision of effective inclusive education for such children. This reflects that Mexico is lagging behind with regard to the achievement of justice and educational equality which are important for tackling the diversity, multiethinicity, and multilingualism of the country. In general, there is sparse research and statistics available about the integration of children with ASD in Mexico.
Therefore the aim of this research is to conduct multiple case studies of children with ASD, in order to explore the key factors that affect the successful inclusion of children with ASD in Mexican mainstream schools.
[1] Estimates from Minister of Education (SEP) 328, DOMUS 45,, CLIMA 48 children with ASD
[2] These percentages were estimated in 2007 by Dr. Marcin (Clima Director) in Conference: Autism Speaks to the World, Personal Communication and La Jornada (Mexican Local Newspaper). This entire estimate should be treated as provisional because it is only an undercount of the true prevalence of ASD.
Monday 16 March 2009
Dr Joy Jarvis, Learning and Teaching Narrator, University of Hertfordshire
Exploring the value of narrative in educational inquiry.
Room: ECS8.62
Time: 16.00 - 17.45In the session I will share some of the narrative work I have undertaken with student teachers who are preparing to work in inclusive classrooms. I will look at the roles of story, fiction and poetry as inquiry approaches in relation to pedagogy. I will then consider these examples in relation to other narrative methods in educational research.
Monday 09 February 2009
(Mary) Feng Yan; PhD student from University of Northampton
Teacher voices from China on career motivation in special education
Room: G18
Time: 16.00 -17.45Due to the nature and status of special education in China, the motivation of teachers who have made their decisions to work with learners with diverse educational needs differs in certain aspects from those working in general education. This presentation will be focusing on the voices from Chinese special school teachers regarding their career choices and the motivational factors influencing the choices. The data for the presentation were from a current PhD study on teacher career motivation and professional development in special and inclusive education in China.
Further details of this seminar.
Monday 01 December 2008
Johnson Jament; University of Northampton
An investigation into the identification and remediation of attention deficit hyperactivity disorder (ADHD) and those social and cultural influences which determines educational provision within a Sou
Room: G18
Time: 16.00 -17.45This session will consider a PhD research study on the identification and interpretation of ADHD within an Indian context. ADHD is little reported from Indian classrooms. Does this suggest ADHD is non existent in India or that it has not been recognised yet?
Wednesday 02 April 2008
Dr. Amanda Kirby, The Dyscovery Centre
Social or medical model for student support services- how do students fit this model with DCD/Dyspraxia in university.
Room: G18
Time: 16.00 - 17.45
Wednesday 13 February 2008
Dr Dido Green, Evelina Children’s Hospital, London
Research without borders – International collaboration in post-grad research
Room: HP1.24
Time: 16.00 -17.45The advent of on-line journals and internet correspondence has changed the landscape for research teams. Rather than wait months to obtain a reply to correspondence, modern technology enables us to access the experts, wherever they are based, for discussions on research ideas, research design or participation in multi-site, international teams. During this seminar, different projects will be discussed to illustrate mechanisms for international collaboration:
1. The use of questionnaire screening of children suspected of having Developmental Coordination Disorder
2. Design of a study to explore whether intervention for children with Developmental Coordination Disorder can minimize the risk of obesity and longer term risk of cardiovascular disease.
3. Imitation and mirror neurons in developmental disorders
4. The development of a Virtual Reality Augmented Workspace for Paediatric Movement Rehabilitation
5. Assessment of the Upper Limb in Motor DisordersThese projects illustrate different forms and pathways of international collaboration that have sown the seeds for further research. The benefits and practicalities of multi-site/cross-border collaboration will be discussed.
Wednesday 26 September 2007
I-Chun Huang
The usability of assistive devices for children with cerebral palsy in Taiwan
Room: G18
Time: 16.00 - 17.45
This study aims to explore the usability of assistive devices for children with cerebral palsy in Taiwan mainly from the children’s standpoints. It is conceived from an ecological perspective and focuses upon two different but important settings, home and school, with the intention of understanding the relationships between the children’s usage of their devices and the characteristics of these two environments. Semi-structured interviews were conducted as the main data collection instrument. A total of 44 participants were involved in the study, including 15 children with cerebral palsy, aged between eight and 15 years, 15 mothers and 14 teachers. This study finds a different device usage in these two environments - in the home context, the frequency of device use was much lower than the usage at school - although the participating children generally attached a positive value to their assistive devices in both settings. In addition, the results demonstrate the significance of child-environment interaction. The children’s usage and attitude towards their assistive devices are likely to be facilitated or inhibited by the three interactive factors, i.e. the personal, environmental and device factors.
Monday 04 June 2007
John Ford MBE, Director of the Early Support Programme, Department for Education and Skills; Prof. Barry Carpenter and a range of local professionals and academics.
Early Support and Intervention
Room: The Parsonage Hotel, Escrick
The Inclusive Education team is delighted to announce its inaugural 'Early Support and Intervention conference' to be held on June 4, 2007.This prestigious event provides an opportunity for local managers and practitioners to hear internationally recognised speakers and also to participate in workshops provided by local professionals and academics.
The conference will be held at The Parsonage Hotel in Escrick, just south of York, and costs £150 per person to attend.
Please click here to download the full programme and application form or contact Sue Pearson with further enquiries. Alternatively, you can download the application form only.
Wednesday 07 February 2007
Emmanuel Gyimah - School of Education (current PhD student)
Teachers' attitudes to inclusion in Ghana
Room: G18
Time: 16.00 - 17.45This seminar is primarily intended for current and past students and staff.
To reserve a place, please contact Sue Pearson by February 6 2007.
Further details of this seminar.
Wednesday 29 November 2006
Dr. Mary Chambers, School of Education
Co-ordination Disorders in the Early Years
Room: ECS 10.70
Time: 4 p.m. - 6 p.m.
Please email Sue Pearson if you are able to attend.
Further details of this seminar.