Professor Graeme Douglas

Dr Graeme Douglas

School of Education
Head of the Department of Disability Inclusion and Special Needs
Co-director VICTAR

Contact details

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

Graeme is Professor of Disability and Special Educational Needs in the School of Education, University of Birmingham. He is the head of the Disability Inclusion and Special Needs (DISN) department. DISN is the largest department of its kind in the UK and comprises over 25 academics researching and studying in the field of inclusion, SEN and disability. He is also the co-director of the Vision Impairment Centre for Teaching and Research (VICTAR).

Qualifications

  • PhD
  • BSc.(Hons)

Biography

Graeme joined the School of Education, University of Birmingham, as a researcher in 1993 having completed his PhD in the area of individual differences in learning and computer-based presentation (also at Birmingham). Prior to this, he completed a degree in human psychology and computer science at Aston University.

Graeme has been the principal investigator and manager on many high-profile externally funded research projects in the area of vision impairment and SEN. He teaches research methods and supervises research students.

Teaching

Graeme’s main teaching activities are in the area of research methods training for research students. He contributes to College of Social Science (CoSS) Postgraduate Research Training. His teaching particularly focuses upon methods of data collection and analysis and research design, as well as a particular interest in researching disability. He also supervises masters and doctoral research students working in the area of vision impairment in particular, and disability and SEN in general.

Postgraduate supervision

Graeme supervises and co-supervises ten research students. This includes Kubra Akbayrak who is exploring the training programmes of specialist teachers of children and young people with vision impairments in Turkey and England. 

For more information on research degrees, visit the Postgraduate Research pages.

Research

Graeme has led many high profile research projects – including international literature reviews, large-scale surveys of the needs and circumstances of people with vision impairment, research into mobility and independence, the use of technology, and investigations into literacy. More recently, Graeme has worked closely with Rachel Hewett exploring the journeys of young people with vision impairment as they leave school and enter adulthood. The ‘Longitudinal Transitions Study’ has been working with a cohort of 80 young people for over eight years. Guided by these young people, the project is developing many practical guidelines and resources.

At the heart of Graeme’s work is collaboration with stakeholders: teachers, schools and services; policy makers; organisations for and of people with vision impairment; and, most importantly, people with vision impairment themselves.

The research of the Vison Impairment Centre for Teaching and Research (VICTAR) was identified as having internationally outstanding (4*) impact in the Research Excellence Framework 2014.

Recent and current research grants include:

Publications

Recent publications

Article

Frank, H, McLinden, M & Douglas, G 2020, 'Accessing the curriculum; university based learning experiences of visually impaired physiotherapy students', Nurse Education in Practice, vol. 42, no. 102620, 102620. https://doi.org/10.1016/j.nepr.2019.102620

Dobson, G & Douglas, G 2018, 'Who would do that role? Understanding why teachers become SENCos through an ecological systems theory', Educational Review. https://doi.org/10.1080/00131911.2018.1556206

Hewett, R, Douglas, G, McLinden, M & Keil, S 2018, 'Balancing inclusive design, adjustments and personal agency: progressive mutual accommodations and the experiences of university students with vision impairment in the United Kingdom', International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1492637

Lynch, P, Gladstone, M, McLinden, M, Douglas, G, Jolley, E, Schmidt, E & Chimoyo, J 2018, '‘I have learnt to love the child and give opportunities to play with peers’: A feasibility study of the training programme to support parents of young children with visual impairment in Malawi', Journal of Early Childhood Research, pp. 1-16. https://doi.org/10.1177/1476718x18761219

McLinden, M, Ravenscroft, J, Douglas, G, Cobb, R & Hewett, R 2017, 'The significance of specialist teachers of learners with visual impairments as agents of change: Examining personnel preparation in the United Kingdom through a bioecological systems theory', Journal of Visual Impairment and Blindness, vol. 111, no. 6, pp. 569-584.

McLinden, M, Douglas, G, Hewett, R, Cobb, R & Lynch, P 2017, 'Facilitating participation in education: The distinctive role of the specialist teacher in supporting learners with vision impairment in combination with severe and profound learning difficulties', Journal of Blindness Innovation and Research, vol. 7, no. 2.

Gladstone, M, McLinden, M, Douglas, G, Jolley, E, Schmidt, E, Chimoyo, J, Magombo, H & Lynch, P 2017, '‘Maybe I will give some help…. maybe not to help the eyes but different help’: an analysis of care and support of children with visual impairment in community settings in Malawi', Child: Care, Health & Development, vol. 43, no. 4, pp. 608-620. https://doi.org/10.1111/cch.12462

Hewett, R, Douglas, G, McLinden, M & Keil, S 2017, 'Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom', European Journal of Special Needs Education, vol. 32, no. 1, pp. 89-109. https://doi.org/10.1080/08856257.2016.1254971

Chapter (peer-reviewed)

McLinden, M, Douglas, G, Hewett, R, Thistlethwaite, J & Lynch, P 2019, Evidence-based practices for teaching learners with vision impairment. in Oxford Encyclopedia of Inclusive and Special Education. Oxford Research Encyclopedias: Education, Oxford University Press.

Chapter

Douglas, G, Hewett, R & McLinden, M 2018, Transition from school to Higher Education: Research evidence and best practice. in J Ravenscroft (ed.), Handbook of Visual Impairment: Social and Cultural Research. Routledge.

Commissioned report

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.

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.

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.

Other report

Hewett, R, Douglas, G & Keil, S 2017, The Transition Experiences of Young People with Visual Impairments aged 19-22: Technical report of findings to September 2016 . VICTAR.

Web publication/site

Hewett, R, Douglas, G & McLinden, M, Disabled Students' Allowance: Barriers experienced by students with Vision Impairment, 2019, Web publication/site, University of Birmingham.

View all publications in research portal