Disability and Special Educational Needs
Research in this sub-theme focuses on theory, policy and practice as it relates to children and adults who experience barriers to participation in society on account of their disability. This is an area where changes in policy and practice have had a huge impact on services, both in this country and around the world. In particular schools and adult services have focussed on ways in which people with disabilities can be effectively included in society and take an active role in shaping developments that have an impact on their lives. Government policies in this area have encouraged the closure of specialist facilities, e.g. special schools and institutional day centres, and this has implications for the nature of research projects that can throw light on the impact of these policies and help to inform practice in this challenging area.
The school has an international reputation for carrying out research that addresses this general area. In general the aim of all our projects has been to gain a better understanding of how children and adults with disabilities can be effectively included, the support that they may require, how attitudes to disability might have an impact on inclusion, and the progress they make in inclusive settings. Wherever possible, research projects have involved people with disabilities in the planning, execution and reporting of the research.
Studies have examined strategies for teaching particular groups, such as children with Down's syndrome, visual impairment, medical needs, epilepsy, hearing impairment and dyslexia. These studies are complemented by others which address issues of social inclusion and exclusion among children and adults with disabilities.
Current and recent projects include:
Evaluation of the primary social and emotional aspects of learning (SEAL) small group work
The aim of this project, funded by the DCSF, is to assess the impact of SEAL small group work on children's social and emotional skills. A mixed-methods design incorporating a quasi-experimental quantitative evaluation and in-depth qualitative case-studies is currently underway in 40+ primary schools across England.
Evaluation of the secondary social and emotional aspects of learning (SEAL) programme
The aim of this project, funded by the DCSF, is to assess the impact of secondary SEAL on children's social and emotional skills, whole school climate, organisation and processes. A mixed-methods design incorporating a quasi-experimental longitudinal evaluation and in-depth longitudinal case studies is currently underway in 50+ secondary schools across England.
Inclusive education for pupils with autistic spectrum disorders: opportunities
and challenges
The aim of this project, funded by the ESRC, is to examine the effectiveness of (and subsequently inform practice in) inclusive education for children on the autistic spectrum in secondary mainstream schools. The initial phases of the research will involve a comparative evaluation of key individual, peer-group and institutional indicators of inclusion for children with ASDs, children with dyslexia, and children without special needs. Using this data, we will develop 'profiles of inclusion'. These profiles will be used to select schools where good practice appears to be occurring for more in-depth study. Thus, later phases of the research will involve case studies of 4 exemplary schools, whose practice can then be shared amongst interested stakeholders.
Modelling the Management of Educational Assessment for Students with Disabilities
This project examined the management of educational assessment for disabled students in Key Stages 2-4 (ages 11-16), focussing upon those experiencing attention deficit disorder (ADD), dyslexia, specific language impairment (SLI) or epilepsy. Samples of corresponding parents' and teachers' perspectives were also gathered. The researchers use of a purpose-made 'Assessment Needs Toolkit' (ANT) enabled the investigators to explore both disability-specific and generic assessment difficulties.
- Further information on this project can be found here. (PDF, 179 KB)
Early Support Programme: An evaluation of Phase Three
A 2-year project, commissioned by DfES and the Department of Health which involved five linked studies to examine the outcomes and effectiveness of support for disabled children 0-3 years and their families in England. The evaluation was undertaken by a team of researchers from the Universities of Manchester and Central Lancashire.
The evaluation assessed the extent to which ES has improved inter-agency working between children's services in terms of planning and delivery. It looked at the level of engagement of families with disabled babies and children; access to services and timeliness of intervention; impact on and outcomes for families, professionals; the children central to Early Support were explored together with cost effectiveness of use of resources to benefit and improve the lives of disabled children and their families.
Methodological Issues in Educational Research
Funded by the ESRC this project focuses on developing 'Partnership Research' - where research is designed and conducted with participants. The project has developed a course for researchers about partnership approaches, and a series of workshops where disabled researchers and other researchers learn together about research collaboration. The project will culminate in the launch of an educational website which will raise issues about the complexities and challenges of 'Partnership Research'.
Inclusion and Pupil Achievement
Funded by the DfES this study employed quantitative and qualitative methods to assess the impact in mainstream schools of including pupils with special educational needs. As part of the study we analysed data from the National Pupil Data Base.
Including Children with Down's Syndrome in the mainstream primary classroom
Funded by the Nuffield foundation, this project has tracked the progress made by 18 primary aged pupils with Down's syndrome in 6 LEAs over a 2 year period. The study focussed on the teaching arrangements and support, the views of all pupils in the class, the attitudes of staff and parents.
Post 16 transitions for pupils with special educational needs (Waves 1, 2 and 3)
Together with colleagues at Newcastle and Sussex, this major longitudinal study, funded by the DfES has tracked the progress made by a national cohort of pupils with special needs who left school in 2002.
The long term impact of residential provision for pupils with Emotional and Behavioural Difficulties
Funded by Nugent Care Society, this explored the views of 26 former pupils of one special school for pupils with EBD.
Our Home
In this innovative study, funded by the University research Support Fund, the views of a group of adults with learning difficulties were sought about their impending move to a new home.
Enabling people with learning difficulties to develop and sustain friendships and relationships
Funded by Nuffield the main aim of this research is to determine the nature and level of support that people with learning difficulties themselves feel they need in order to reduce the social isolation they experience, through developing and sustaining relationships.
The research will be conducted within a participatory paradigm two people with learning difficulties have been appointed as consultants to the project team and will be involved in the design of the research, collection of data and dissemination of findings.
Including Visually Impaired Children in the Mainstream Primary School Classroom
Funding Agency: ESRC
Director: Dr. P. Davis
Grant: £41K
Dates: 2000-2001
Evaulation of the Sen Regional Co-ordination Projects
Funding Agency: DfEE
Director: Prof. P. Farrell, Prof. M. Ainscow
Grant: £142K
Dates: 2000-2002
Enabling Education Network (EENET)
EENET manages a collaborative action research project, funded by DFID, entitled 'Understanding community initiatives to improve access to education'. It began in 2001 and is now in the dissemination phase which comes to an end in December 2005. It has investigated ways in which community members can be helped to think about, reflect on, record, learn from and share their own experiences in the area of education. The initial research was carried out in Zambia and Tanzania, in collaboration with EENET and ESI staff, but is now being tested in many different countries in Africa, Asia and the Middle East. Visit the EENET website.
Staff links:
- Bill Boyle
- Iain Carson
- Pauline Davis
- Neil Humphrey
- Afroditti Kalambouka
- Sarah Lewis
- Gill Parkinson
- Kevin Woods