Dr Emmanouela Terlektsi

Dr Emmanouela Terlektsi

School of Education
Associate Professor in Deaf Education

Contact details

School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Emmanouela is an experienced teacher and researcher, working with deaf children. She is particularly interested in literacy development and social emotional development of deaf children and adolescents and how this can be enhanced by early identification and hearing aid technology.

The School of Education has the largest course for providing training for teachers who wish to gain the mandatory qualification to teach children with hearing impairment, and Emmanouela is programme co-ordinator.

Emmanouela brings experience from working as a researcher in a number of externally funded research projects with colleagues from various Universities in the UK.

She is also an Affiliated Researcher at Oxford Brookes University (School of Psychology, Public Health and Social work), Research Associate at the Scottish Sensory Centre and Fellow of the Higher Education Academy.


  • PhD ( University of Birmingham)
  • Certificate in Counselling Studies ( University of Nottingham)
  • MA in Special Needs ( University of Nottingham)
  • BA in Special Needs- Qualified Teacher of the Deaf (University of Thessaly, Greece).


Emmanouela studied in the Department of Special Needs at the University of Thessaly, Greece where she qualified as a Teacher of the Deaf. She has been living and working in the UK since 2003.

In 2004 she received a Masters degree in Special Needs from the School of Education, University of Nottingham. She won a scholarship from the ‘Achillopouleio Institution’ in Greece and obtained a PhD from the University of Birmingham, School of Education in 2010.

From 2004 until 2009 she worked as a supply teacher in primary mainstream and special schools in Nottinghamshire where she supported deaf children. 

She worked in the Department of Psychology, Oxford Brookes University from 2009 until 2011 as a postdoctoral researcher on an ESRC funded project with Professor Margaret Harris which looked at the literacy outcomes for deaf teenagers with cochlear Implants and Hearing Aids. She then moved to the Department of Social Work and Public Health (Oxford Brookes University) where she completed a 7 month project with Dr Jane Appleton looking at the implementation of the Strengthening Families to Child Protection conferences.

From 2011 until 2013 she shared her time equally between Oxford University Department of Education, where she worked with Professor Terezinha Nunes on a Nuffield Foundation intervention research project (The concept of certainty and uncertainty in primary school children) and the University of Southampton (School of Clinical Neuroscience) where she was the leader of the qualitative aspect of the Hearing Outcomes in Teenagers project looking at the social- emotional development of deaf teenagers.

She moved back to Oxford Brookes, Department of Psychology, Social Work and Public Health in August 2013. She was responsible for the day to day management of a longitudinal research project titled ‘The impact of new technologies on the literacy skills of deaf primary school children’. From 2013 until January 2016 she contributed to both undergraduate teaching (Developmental Psychology,  Foundations of Social Psychology,  Foundations of Experimental Psychology,  Foundations of Developmental Psychology, Qualitative methods in Psychology)  and postgraduate teaching (Cognitive and social Aspects of Psychology, Understanding Developmental Disorders) in the same department. 


Emmanouela is a member of Department for Disability Inclusion and Special Needs (DISN), which comprises a large group of academics that is recognised for its excellence in researching and teaching in both general and specific areas of disability and special needs and educational psychology.

She is joint programme co-ordinator for the Teachers of Children with Hearing impairment programmes leading to the mandatory qualification for Teachers of the Deaf. She is also admission tutor for the same programmes.


Postgraduate supervision

Emmanouela supervises students with topics focused on:

  • Education of deaf and hearing impaired children
  • Literacy skills of deaf children and young people
  • socioemotional development of deaf children and young people.

She currently supervises a number of students including:

Hadeel Alharbi

Catherine Walker - Do young people with mild / moderate hearing loss have the social and emotional skills to enable them to lead confident and independent lives beyond school?

Doctoral research

PhD title
Imaginative writing of deaf children. A mixed method study looking at how deaf primary school children express their imagination in writing. 


Rapid evidence assessment on the effectiveness of interventions to support young people with hearing impairments, visual impairments and multisensory impairments. Co- investigator. Funded by the Welsh Government, 2017-to date.

The impact of new technologies on the reading and phonological skills of deaf primary school children. Economic and Social Research Council (ES/K005251/1).

Research projects Emmanouela has worked as a postdoctoral researcher: 

Children’s understanding of probability: an intervention study. Funded by the Nuffield Foundation.

Hearing Outcomes in Teenagers project. The Welcome Trust [Grant Number 089251/Z/09/Z].

Reading and spelling abilities of deaf adolescents with Hearing Aids and Cochlear Implants. Economic and Social Research Council (RES-000-22- 2947).

Other activities

  • Member of the National Deaf Children’s Society
  • Member of the Scottish Sensory Centre


Recent publications


Lanphere, A & Terlektsi, E 2023, 'Communication needs of a deaf child with cerebral palsy and how to support these: A case study', Deafness and Education International, vol. 25, no. 2, pp. 101-120. https://doi.org/10.1080/14643154.2022.2133386

Rushton, R, Kossyvaki, AL & Terlektsi, E 2023, 'Musical preferences of people with profound intellectual and multiple disabilities: A participatory design with proxies', British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12524

Rushton, R, Kossyvaki, L & Terlektsi, E 2022, 'Music-based interventions for people with profound and multiple learning disabilities: a systematic review of the literature', Journal of Intellectual Disability. https://doi.org/10.1177/17446295221087563

Terlektsi, E, Kreppner, J, Mahon, M, Worsfold, S & Kennedy, C 2020, 'Peer relationship experiences of deaf and hard of hearing adolescents', Journal of Deaf Studies and Deaf Education, vol. 25, no. 2, enz048, pp. 1-14. https://doi.org/10.1093/deafed/enz048

Stevenson, J, Pimperton, H, Kreppner, J, Worsfold, S, Terlektsi, M, Mahon, M & Kennedy, C 2018, 'Language and reading comprehension in middle childhood predicts emotional and behaviour dif´Čüculties in adolescence for those with permanent childhood hearing loss', Journal of Child Psychology and Psychiatry, vol. 59, no. 2, pp. 180-190. https://doi.org/10.1111/jcpp.12803

Harris, M, Terlektsi, M & Kyle, F 2017, 'Concurrent and longitudinal predictors of reading for deaf and hearing children in primary school', Journal of Deaf Studies and Deaf Education, vol. 22, no. 2, pp. 233-242. https://doi.org/10.1093/deafed/enw101

Stevenson, J, Pimperton, H, Kreppner, J, Worsfold, S, Terlektsi, M & Kennedy, C 2017, 'Emotional and behaviour difficulties in teenagers with permanent childhood hearing loss', International journal of pediatric otorhinolaryngology, vol. 101, pp. 186-195. https://doi.org/10.1016/j.ijporl.2017.07.031

Chapter (peer-reviewed)

Harris, M & Terlektsi, E 2021, Literacy attainment among children who are deaf or hard of hearing: The past, the present, and the future. in SR Easterbrooks & HM Dostal (eds), Oxford Handbook of Deaf Studies in Literacy. Oxford University Press, New York, pp. 11-24. https://doi.org/10.1093/oxfordhb/9780197508268.013.2


McLinden, M, Douglas, G, Terlektsi, E & Hewett, R 2022, Promoting positive educational outcomes for children and young people with sensory impairments through a dual approach to access. in A Holliman & K Sheehy (eds), Overcoming adversity in education. 1st edn, Routledge, London, pp. 41-53. https://doi.org/10.4324/9781003180029-5

Book/Film/Article review

Terlektsi, M 2017, 'Book review: Writing development in children with hearing loss, dyslexia, or oral language problems: Implications for assessment and instruction', Deafness and Education International, vol. 19, no. 1. https://doi.org/10.1080/14643154.2017.1314847

Commissioned report

Lynch, P, Kayne, T & Terlektsi, E 2020, Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. <https://docs.edtechhub.org/lib/LP4PGMNA>

Terlektsi, E, Wootten, A, Douglas, G, Ellis, L, Hewett, R, Hodges, E, McLinden, M, Ware, J & Williams, L 2019, A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with hearing impairment. Welsh Assembly Government. <https://gov.wales/sites/default/files/statistics-and-research/2019-09/effectiveness-educational-interventions-support-children-young-people-hearing-impairment_1.pdf>

Hodges, E, Ellis, L, Douglas, G, Hewett, R, McLinden, M, Terlektsi, E, Wootten, A, Ware, J & Williams, L 2019, A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. Welsh Assembly Government. <https://gov.wales/sites/default/files/statistics-and-research/2019-11/effectiveness-educational-interventions-support-children-young-people-multi-sensory-impairment.pdf>

Douglas, G, McLinden, M, Ellis, L, Hewett, R, Hodges, E, Terlektsi, E, Wootten, A, Ware, J & Williams, L 2019, A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment. Welsh Assembly Government. <https://gov.wales/effectiveness-educational-interventions-support-children-and-young-people-visual-impairment?_ga=2.38901859.1959838397.1574254763-739426866.1515487846>

Review article

Alharbi, H, Terlektsi, E & Kossyvaki, AL 2023, 'Dialogic Reading Effect on Communicative Initiations and Responses for Children with Autism: A Systematic Review', Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00395-1

View all publications in research portal