She is programme supervisor for ‘Severe, Profound and Multiple Learning Difficulties programme'’ which is a campus based, blended learning education programme for anyone working with children or adults who are severely disabled and also the ‘Inclusion and Special Educational Needs’ programme which is available in distance education and campus modes. She is also co-ordinator for ‘Practitioner Inquiry in Education’ (PIE) which is a module for dissertation preparation available in distance education and campus modes.
Penny is interested in supervising student whose research interests include education for children and adults with severe and profound learning difficulties and special education management issues.
She currently supervises several students including the following:
Alan Price - Using outdoor education to improve the interpersonal skills of Learners with SEBD. Do programmes of outdoor education affect school attendance?
Leonard Kiarago - Investigating Educational Provision for children with SEBD in Kenya: a comparative case study of Mainstream school and Rehabilitation school
Niamh Rowe - Exploring how the role of the key worker can support families out in the community who have experience of a loved one with a Traumatic Brain Injury.
Her research interests include:
learning and development of people with severe, profound and complex learning difficulties, particularly in the area of literacy and thinking skills
management issues in special education and adult learning disability services, particularly interagency work
Knowledge exchange and impact
Penny has been funded by the Esmee Fairbairn Foundation and the Rayne Foundation to conduct an action research project with Birmingham Central Library and Quinton Community Library. The aim of the project is to increase the ability of the libraries to meet the needs of children and adults with severe and profound learning disabilities. One of the outputs of the research will be a DVD and booklet to disseminate the results of the project to other public libraries, people with learning disabilities and their supporters in cooperation with the British Institute of Learning Disabilities.
Strogilos, V., Lacey, P., Xanthacou, Y., and Kaila, M. (in press) Collaboration and integration of services in Greek special schools: two different models of delivering school services, International Journal of Inclusive Education.
Lacey, P. (2009) Developing the thinking of learners with PMLD, PMLD Link, 21, 2, 15-19.
Porter, J. And Lacey, P. (2008) Safeguarding the needs of children with a visual impairment in non-VI Special schools British Journal of Visual Impairment, 26, 1, 50-62
Lacey, P. (2007) Multi-agency work to meet complex needs in schools, In Limbrick, P. (ed.) Family-centred Support for Children with Disabilities and Special Needs. Clifford: Interconnections
Lacey, P., Layton, L., Miller, C., Goldbart, J. and Lawson, H. (2007) Literacy for Children with Severe Learning Difficulties: Exploring Conventional and Inclusive Literacy. Journal of Research in Special Educational Needs. 7 (3): 149-160
Porter, J. and Lacey, P. (2005) Researching Learning Difficulties. London: Paul Chapma.
Publications 2001 - 2010 (PDF 128KB, opens new window)