Education Research at the University of Birmingham

- real people whose lives have positively changed as a result of our research
Eddy
"In mainstream school, I had little to no support so I struggled to access the things I needed in terms of education and provisions."

Eddy Eddy offers his perspective into his experiences of living with a visual impairment and the work VICTAR at the University of Birmingham has done to improve the lives of visually impaired people.

4pm today CRRE Seminar:
Engineered Conflict with Professor David Stovall

Interrogating white supremacy/racism in the form of state-sanctioned structural violence in Chicago

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Engineered Conflict with Professor David Stovall (CRRE Seminar) This presentation interrogates white supremacy/racism in the form of state-sanctioned structural violence in Chicago.

New paper alert:
Jøregenson & Allan (2022) Our school: our space – inclusion and young people’s experiences of space within an English secondary free school

Findings emphasise that children and young people’s lived experiences of different school spaces may not always coincide with the ideas of the adults who initially conceived them, and furthermore illustrate the importance of acknowledging children and young people’s diverse needs and preferences in order to construct the school as an inclusive space.

Our school: our space – inclusion and young people’s experiences of space within an English secondary free school (2022). Our school: our space – inclusion and young people’s experiences of space within an English secondary free school. International Journal of Inclusive Education. Ahead of Print.

"Rethinking parental partnership for pupils with SEN and disabilities in the current school context" - with

https://buff.ly/3Ou1ob8

Changes in school structures and teacher availability were seen as factors that have affected current parental engagement. This was also expressed in the many strategies identified as relevant to engaging parents of pupils with SEN / disabilities. The three level model of co-production was appreciated by several groups as a model worth pursuing. Recommendations included, for example: changes to initial teacher training to focus more on managing supportive positive relationships with parents; not treating co-production as a tick box matter; the importance of courageous conversations with an appreciation of how difficult it is to have them; and to avoid polarized stereotypes of parents.

senpolicyresearchforum.co.uk

- real people whose lives have positively changed as a result of our research
Terri and Sophie
"They say being autistic is a spectrum of needs, but often people make the same assumptions about everyone with autism."

Terri and Sophie Terri is a primary school classroom assistant living in South Wales with her husband and two children, Sophie aged 10 and James aged 6. In 2016 Terri's daughter Sophie was diagnosed as being on the autism spectrum.

New paper alert 🚨
What are the challenges and successes reported by autistic students at university?
Irvine & MacLeod

ACERs and on a systematic, thematic review of autistic voice in the literature.

(PDF) What are the challenges and successes reported by autistic students at university?: a literature review PDF | Research on the autistic experience of higher education has grown considerably and presents a sizeable body of literature for metanalysis. In this... | Find, read and cite all the research you need on ResearchGate

- real people whose lives have positively changed as a result of our research
Shamima
"Adjusting to visually impaired life was difficult at first, but having disabled support networks around me has helped me to find my voice."

Shamima Shamima offers her perspective into her experiences of living with a visual impairment and the work VICTAR at the University of Birmingham has done to improve the lives of visually impaired people.

- real people whose lives have positively changed as a result of our research
Wendy and Sam
"We can enable people with autism to live fulfilling lives and be able to access their communities successfully."

Wendy and Sam Shamima offers her perspective into her experiences of living with a visual impairment and the work VICTAR at the University of Birmingham has done to improve the lives of visually impaired people.

CRRE Seminar for your diaries:
Engineered Conflict with Professor David Stovall
Tue 28 June 4pm

Interrogating white supremacy/racism in the form of state-sanctioned structural violence in Chicago

Engineered Conflict with Professor David Stovall (CRRE Seminar) This presentation interrogates white supremacy/racism in the form of state-sanctioned structural violence in Chicago.

- real people whose lives have positively changed as a result of our research
Hasun
"I had one rejection say ‘as we are not ready to take on someone in a wheelchair, we’re not ready to take on someone with sight loss."

Hasun Hasun is 25 years old and was born in Birmingham – in his words the "most amazing city in the UK".

SEND CPD and Expertise Research by and available at

- SEND CPD tends to be led by the needs of the current cohort
- Less than half or respondents stated that social media formed part of their SEND CPD
- Consultation with a professional is perceived as the most effective SEND CPD
- Over half or respondents stated that coaching/discussion and observation of colleagues were considered more effective than INSET days
- 8 out of 10 respondents are extremely or somewhat likely to access more online and distance SEND CPD in the future

Access to SEND CPD and Expertise Research This research explores the experiences of the school workforce in relation to their access to, and experience of SEND CPD.

ACER, the Autism Centre for Education and Research at the UoB has found that autistic pupils are twice as likely to be excluded from school.
Report: https://buff.ly/3DGFtsT

“The impact of exclusions on autistic pupils and their families is profound and can be lifelong - juggling financial pressure with taking time off work and coping with the family’s mental health. We have spoken to many people who are often left feeling very isolated, unable to interact with friends and let down by the education system. “These are unusual times in terms of restricted budgets and the impact of Covid-19, which has exacerbated this issue. However, we need a co-ordinated and concerted effort by school leadership, staff, specialist services and families to help children stay in school and progress.” Prof Karen Guldberg

Link to study: https://buff.ly/3Jcp8Nx

Autistic pupils twice as likely to be excluded from school - University of Birmingham Due to inadequate systems and budget cuts, schools are twice as likely to expel autistic pupils