• PhD, University of Birmingham,  2000
• BPhil Special Education: Visual Handicap, University of Birmingham, 1993 
• PGCE, Oxford Brookes, 1986
• MEd Child Development, Institute of Education, 1985
• BSc Psychology, Leicester, 1983

Mike was Director of Education between 2007-2011 and is currently interim Director until August 2013. In this role he has strategic overview of all learning, teaching and educational enhancement activities within the School of Education  to ensure these are aligned with the University structures. His main teaching role is Programme Director for the BPhil/PGDiploma Mandatory Qualification (MQ) for Teachers of Children with Visual Impairment and for the Ad Cert/PG Cert in VI (FE). Other teaching responsibilities include input to SEN modules on various programmes within the School of Education, as well as the supervision of MEd and PhD students.

Mike is supervisor for a number of PGR students whose broad research interests are in visual impairment and education. 

Mike's research interests in the field of visual impairment have been primarily concerned with the identification and reduction of potential barriers to learning and participation for children with sensory impairment including those with complex needs. Particular themes within this focus have included:

• Role of touch in the learning experiences of children with visual impairment
• Haptic exploratory strategies and children who are blind with additional needs
• Early literacy/communication (including Moon, objects of reference, tactile symbols)
• Role of Low Vision Aids for children with visual impairment and additional needs
• Effective curriculum access for children with multiple disabilities

As co-Director of VICTAR he is engaged in a range of funded research projects that relate to education and visual impairment. Recent funded projects he has contributed to within VICTAR include:

• ‘Evidence of best practice models and outcomes in the education of children with visual impairment’
• ‘Mobility and Independence outcomes for children with visual impairment’
• 'Development of online enquiry-based learning resources'
• 'Inclusion of children with visual impairment in developing countries'

Mike has a broad research interest in professional learning and pedagogy within Higher Education and has been involved in a number of funded pedagogical projects in partnership with colleagues in the Centre for Learning and Development (CLAD). This includes the development of web resources to showcase how enquiry-based learning (EBL) approaches can be used to enhance the learning experiences of students at the University of Birmingham in line with the institutional Learning and Teaching Strategy. He is currently Strand Lead (Part Time Learners) for the 'Flexible Pedagogies' project funded by the Higher Education Academy (HEA). 

Knowledge Exchange

With colleagues in VICTAR and the School Mike is involved in a wide range of knowledge exchange activities within and beyond the academic sphere (eg policy makers and practitioners in the field of sensory needs). These activities include:

• contributing to strategic developments for project funders;
• running workshops and training events for schools, services and other academic institutions;
• invited keynote sessions at national and international conferences.

 Details of recent projects are available on the VICTAR homepage.

Between 2006 and 2012 Mike was joint Editor of the British Journal of Visual Impairment, an international peer-reviewed journal for professionals concerned with children/adults with visual impairments:

http://www.uk.sagepub.com/journalsProdDesc.nav?prodId=Journal20171

Mike is currently interim 'Director of Education' within the School of Education and until March was interim Director of Educational Development in the 'Centre for Learning and Academic Practice'. 

Selected Publications

Cleaver, E., Lintern, M., McLinden, M., (2014) 'Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry'. SAGE: London. (Forthcoming) 

McLinden, M. and Douglas, G. (2013). Education of children with sensory needs: reducing barriers to learning for children with visual impairment. In: A. Holliman (Ed), Educational Psychology: An International Perspective. Routledge. 

Lynch, P., McLinden, M., McCall, S., Douglas, G., (2012). Developing participatory approaches for use in an action research project with teachers who support children with visual impairment in Kenya and Uganda: reflections on the relational praxis between participants and research institutions. Research in Comparative and International Education, 7(3) 282-295. 

Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., Powers, S., Guldberg, K., McGough, A., O’Donnell, M. and Lacey, P. (2012). Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland.
http://www.ncse.ie/research/researchreports.asp 

McCall, S., McLinden, M. and Douglas, G. (2011). A review of the literature into effective practice in teaching literacy through braille. RNIB.
http://www.rnib.org.uk/aboutus/research/reports/education/pages/braille_review.aspx 

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 Vol 16(2), pp. 147-162(16).

McLinden, M. (2011) Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities. Journal of Intellectual Disability Research. doi: 10.1111/j.1365-2788.2011.01430.

Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., and Farrell, A. (2011). Access to print literacy for children and young people with visual impairment: findings from a review of literature.  European Journal of Special Needs Education, 26(1), 25-38.

Douglas, G., McLinden, M., Farrell, A., Ware, J., McCall, S., and Pavey, S. (2011). Access to print literacy for children and young people with visual impairment: policy and practice.  European Journal of Special Needs Education  26(1), 39-46.

Lynch, P., McCall, S., Douglas, G. & McLinden, M. (2011). Inclusive educational practices in Uganda: evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools. International Journal of Inclusive Education.

Lynch, P., McCall, S., Douglas, G. & McLinden, M. (2011) Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools, International Journal of Educational Development Vol 31(5), pp 478-488.

McLinden, M., McCall, S., Hinton, D., and Weston, A. (2010). Developing Authentic Online Problem-Based Learning Case Scenarios for Teachers of Students with Visual Impairment in the United Kingdom, Journal of Visual Impairment and Blindness.

Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J. Farrell, A. (2009). International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children. National Council for Special Education (NCSE), Ireland. http://www.ncse.ie/research

Publications 2008 - 2011 (PDF 129KB, opens new window)

Publication 2001 - 2007 (PDF 135KB, opens new window)

Publications pre-2001 (PDF 35KB, opens new window)