All Outputs (12)

Engaging with parents' voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools (2024)
Journal Article
Shaw, T. (in press). Engaging with parents' voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools. Support for Learning, https://doi.org/10.1111/1467-9604.12494

The return to school following the significant disruption to education during the COVID‐19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significa... Read More about Engaging with parents' voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools.

Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools. (2024)
Journal Article
Shaw, T. (online). Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools. Support for Learning, https://doi.org/10.1111/1467-9604.12494

The return to school following the significant disruption to education during the COVID-19 pandemic presents challenges for students, teachers, and parents. In the English context, education leaders have expressed serious concerns about the significa... Read More about Engaging with parents’ voices to support children with neurodiversity, anxiety, trauma, and attachment issues: Towards more inclusive practice in schools..

An exploratory study of human rights education in two contrasting secondary schools in Thailand (2023)
Thesis
Thipwajana, P. An exploratory study of human rights education in two contrasting secondary schools in Thailand. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4336168

Human Rights Education (HRE) is a growing research area which informs policy discussion and teaching practice development (Bajaj, 2011; Osler & Starkey, 2010). Thailand is one country attempting to integrate HRE into its school curriculum. However, r... Read More about An exploratory study of human rights education in two contrasting secondary schools in Thailand.

Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities (2023)
Thesis
Walker, E. Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4458874

This thesis explores the educational experiences of eight disabled students in one city in the North of England. It interrogates and updates current research and literature in relation to barriers to inclusion in mainstream schools, deriving from pr... Read More about Portraits of school inclusion: a qualitative study of the experiences of students labelled with severe learning disabilities.

COVID-19 and Remote Learning: Experiences of Parents supporting Children with Special Needs and Disability during the Pandemic (2021)
Journal Article
Shaw, T., & Shaw, A. (2023). COVID-19 and Remote Learning: Experiences of Parents supporting Children with Special Needs and Disability during the Pandemic. Education 3-13, 51(3), 371-385. https://doi.org/10.1080/03004279.2021.1960579

The closure of school buildings due to COVID-19 created a challenge for parents and teachers supporting children’s remote learning. This paper presents findings of a study that explored whether parents of children with special educational needs and d... Read More about COVID-19 and Remote Learning: Experiences of Parents supporting Children with Special Needs and Disability during the Pandemic.

Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education (2021)
Journal Article
Shaw, P. A., Traunter, J. E., Nguyen, N., Huong, T. T., & Thao-Do, T. P. (2021). Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education. International Journal of Early Years Education, https://doi.org/10.1080/09669760.2021.1933920

This paper presents a unique perspective into challenges faced by kindergarten teachers in engaging children in Science, Technology, Engineering, Arts and Mathematics (STEAM) education in Vietnam. It reports on teachers’ perspectives of an adaptation... Read More about Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education.

A study of the impact of Passend Onderwijs on catering for pupils with special educational needs in the Netherlands (2020)
Thesis
Van Roij, A. M. (2020). A study of the impact of Passend Onderwijs on catering for pupils with special educational needs in the Netherlands. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4223119

The main task of the Dutch education policy, Passend Onderwijs (Suitable Education) is creating a covering network of support facilities to provide a suitable place in education for all children. In achieving this the expectation was that one might n... Read More about A study of the impact of Passend Onderwijs on catering for pupils with special educational needs in the Netherlands.

Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education (2020)
Journal Article
Shaw, P. A. (in press). Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education. International Journal of Research and Method in Education, 1-15. https://doi.org/10.1080/1743727x.2020.1755248

Whilst the importance of engaging with children’s voices is now more widely recognized, there is still a dearth of representation of younger children’s voices specifically. Visual methodological tools, such as photo-elicitation and photo-voice are us... Read More about Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education.

‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’ (2020)
Journal Article
Jones, L., Dean, C., Dunhill, A., Hope, M. A., & Shaw, P. (2020). ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’. Children & society, 34(6), 492-506. https://doi.org/10.1111/chso.12382

This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based... Read More about ‘We are the same as everyone else just with a different and unique backstory’: Identity, belonging and ‘othering’ within education for young people who are ‘looked after’.

Engaging with young children’s voices: implications for practitioners’ pedagogical practice (2019)
Journal Article
Shaw, P. A. (2019). Engaging with young children’s voices: implications for practitioners’ pedagogical practice. Education 3-13, 49(7), 806-818. https://doi.org/10.1080/03004279.2019.1622496

The paper seeks to extend the knowledge and understanding of how engaging with young children’s voices in a meaningful way, can alter practitioners’ pedagogical practice and thus create environments for learning that are more inclusive. It draws on t... Read More about Engaging with young children’s voices: implications for practitioners’ pedagogical practice.

Illuminating young children’s perceived notions of inclusion in pedagogical activities (2019)
Journal Article
Shaw, P. A., Messiou, K., & Voutsina, C. (in press). Illuminating young children’s perceived notions of inclusion in pedagogical activities. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2018.1563642

This paper presents findings from a research study, which sought to illuminate the perceived notions of inclusion of four to five year old children in pedagogical activities, in the early years classes of two schools in the North of England. It empl... Read More about Illuminating young children’s perceived notions of inclusion in pedagogical activities.

Exploring inclusive practices in primary schools : focusing on children’s voices (2014)
Journal Article
Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children about how the practices of teachers helped and/or hindered their sense of inclusion in classr... Read More about Exploring inclusive practices in primary schools : focusing on children’s voices.