Our research activities include studies of policy, practice and provision to meet a diversity of learner needs as well as research which focuses on specific aspects of disability. We also have two dedicated Research centres - the Autism Centre for Education and Research (ACER) and the Visual Impairment Centre for Teaching And Research (VICTAR).
Our research focuses on:
Policy and theoretical analyses of schools, systems and support structures
Developing methods and methodologies, particularly participatory research and the use of innovative technologies
Language and literacy
Cognitive and developmental needs
Professional development, particularly with reference to e-learning
The circumstances and needs of particular special educational needs and disability groups
Examples of some of our research include:
Examples of Publications
Douglas GGA, Pavey S, Corcoran CE, Clements B. 2012. Evaluating the use of the ICF as a framework for interviewing people with a visual impairment about their mobility and travel, British Journal of Visual Impairment. ISSN: 0264-6196.
Macnab, N., Thomas, G. and Grosvenor, I. (2011) The changing nature of ‘connectivity’ within and between communities. Report to AHRC as part of the Connected Communities cross-Council Programme.
McLinden, M and Edwards, C. (2011) Developing a culture of enquiry-based, independent learning in a research-led institution: Findings from a survey of pedagogic practice International Journal for Academic Development., 16, 2, pp 147-162 DOI:
Thomas, G. (2011) A typology for the case study in social science following a review of definition, discourse and structure. Qualitative Inquiry, 17, 6, 511 – 521. DOI 10.1177/1077800411409884
Thomas, G. (2012) Stanley Fish and theory. In: G. Biesta, J. Allan and R. Edwards (eds) Making a difference in theory: The theory question in education and the education question in theory. London: Routledge (in press).