{"id":3059,"date":"2021-03-01T08:30:16","date_gmt":"2021-03-01T08:30:16","guid":{"rendered":"https:\/\/research.reading.ac.uk\/education\/?p=3059"},"modified":"2022-09-20T11:14:31","modified_gmt":"2022-09-20T10:14:31","slug":"news-clare-martins-edd-graduand-second-research-publication-published-in-the-british-journal-of-special-education","status":"publish","type":"post","link":"https:\/\/research.reading.ac.uk\/education\/2021\/03\/01\/news-clare-martins-edd-graduand-second-research-publication-published-in-the-british-journal-of-special-education\/","title":{"rendered":"NEWS – Clare Martin\u2019s (EdD graduand) second research publication published in the British Journal of Special Education"},"content":{"rendered":"

Clare Martin\u2019s (EdD graduand) second research publication based on her EdD work was recently published in the British Journal of Special Education.<\/p>\n

The article, titled \u2018The influence of the inclusion of visually impaired pupils on teachers\u2019 conceptualisations of inclusion and SEND\u2019<\/a><\/strong>, reports findings of Clare\u2019s qualitative case study research which investigated the influence of the inclusion of visually impaired (VI) pupils on teachers\u2019 conceptualisations of inclusion and SEND. Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. Findings indicated that addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers\u2019 conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity to reflect and reappraise such that they deepen their understanding of inclusive practice.<\/p>\n

\"\"<\/a><\/p>\n

Clare\u2019s research interests are special educational needs, inclusion, visual impairment and teacher change processes. Her thesis was centred on the inclusion of pupils with visual impairment and the impact this may have on the teaching and learning of others. Dr. Yota Dimitriadi and Dr. Anna Tsakalaki served as Clare\u2019s first and second supervisor respectively.<\/p>\n

The article can be accessed here<\/a><\/strong>. (Subscription is required.)<\/p>\n

Read more about her earlier publication here<\/a><\/strong>.<\/p>\n

 <\/p>\n

Reference<\/strong><\/p>\n

Martin, C. (2021). The influence of the inclusion of visually impaired pupils on teachers\u2019 conceptualisations of inclusion and SEND. British Journal of Special Education<\/em>. https:\/\/doi.org\/10.1111\/1467-8578.12354<\/a><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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