Staff Profile:Professor Jill Porter

Responsibilities:

Areas of Interest:

Expertise and Research Interest:

• Collection And Responses To Disability Data in different cultures and contexts.
• Policy, Pedagogy And Curriculum For Children And Young People With Complex Learning Difficulties.
• Organisation Of Inclusive And Special Schooling.
• Early Mathematical Development and Learning.
• Research Methodologies And Special Populations.

Masters Level Supervision offered in these areas:

• Curriculum and pedagogy for children with special needs.
• Barriers and supports to participation in education and inclusive provision.
• Education of children with severe and profound learning difficulties.

PhD and EdD Level Supervision offered in these areas:

• Accessing the Learning Environment for Children and Young People with Learning Difficulties and Disabilities.
• Disability & Impact: Context and Culture in the Collection and Responses to Disability Data.
• Numerosity and Pupils with Complex Learning Difficulties.
• Development of counting and children with Down syndrome.
• Participatory research and mixed methods.

Current and Recent PhD Students:

1. Louise Gallagher Sterritt: Dynamic Assessment of Oral Narrative Skills of Children with Specific Language Impairment (Prof. Doctorate in Dept of Health University of Bath)
2. Tim Leighton: PT Inside the Black Box: a critical realist study of drug rehabilitation (University of Bath).
3. Emma Seal Juggling Identities: Elite Female Athletes' Negotiation of Identities in Disability Sport Completed 2015, University of Bath.
4. JinChang Huang The Language Environment of Children with Down syndrome in primary classrooms: case studies of the impact of speech rate. Completed 2013, University of Bath.
5. Rachel Ravid: Taught Doctorate Student. Parents of Young High-Functioning ASD and Asperger Disorder Children Early-Years School Choice in Israel. Completed 2013, University of Bath.
6. Michael O'Keefe The Rarely Heard Voice: Students with Moderate General Learning Disability Speak of their Experiences in Mainstream Schools. Completed 2009, Dublin City University.
7. Colman Motherway Enabling Hearing and Giving Weight to Students' Views of Special Schooling in 21^st Century Ireland: Do 'Dilemmas of Difference' Apply ? Completed 2009, Dublin City University.
8. H.R.Abd El Hamidi Counting and Egyptian Children with Down Syndrome. Completed 2006 University of Birmingham.
9. R.E.Germain Type of Educational Provision Made for Young People with Learning Disabilities and Participation in Communities and Activities beyond the School. Completed 2006 University of Birmingham.
10. E.M.Hodges Learning Styles in Deafblind Pupils: Perspectives from Practice Completed 2004, University of Birmingham.
11. J.M.Ellins Departmental Differences in Attitudes to Special Educational Needs and their Impact on Practice in the Secondary School. Completed 2004 University of Birmingham.
12. C.A.Szwed The Developing Role of the Primary Special Educational Needs Co-ordinator Completed 2004, University of Birmingham.
13. V. Argyropoulus An investigation into tactual shape perception and geometrical concepts in students who are blind. Completed 2002, University of Birmingham.
14. D.Koutantos A cultural understanding of collaboration between parents of children with SEN and educationalists in the Special School in Crete. Completed 2001, University of Birmingham.

Current and Recent Research Projects:

• AHRC React Promoting understanding of quantity for children with Down syndrome through the development of a tablet game: Mice of Mischief- 1/10/14- 1/2/1
• Understanding the Educational Experience of Disabled Children in Different Cultures and Contexts with University of North Caucuses - 1/6/15-30/5/16
• ESRC Building on Design Matters: The co-design of guidance on building schools. Impact Acceleration Account (IAA) with University of Oxford. 4/1/17-30/3/18

Research groups / Centres:

Improving Equity and Inclusion through Education Research Group

Publications:

Y

Jump to: 2021 | 2020 | 2019 | 2018 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001

Number of items: 61.

2021

• Porter, J. ORCID: https://orcid.org/0000-0002-8507-6260, McDermott, T., Daniels, H. and Ingram, J. (2021) Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies. pp. 1-17. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2021.1944063

2020

• Porter, J. (2020) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

2019

• Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208

2018

• Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables, A. and Cox, S. (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
• Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
• Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246

2016

• Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605

2015

• Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
• Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
• Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
• Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915

2014

• Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
• Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

2013

• Porter, J. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554
• Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721
• Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747

2012

• Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766

2011

• Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903281625
• Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x
• Porter, J. (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587
• Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x

2010

• Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education
• Porter, J. and Daniels, H. (2010) Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V. P. (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science, New York, pp. 191-196. ISBN 9781616680237
• Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446

2009

• Porter, J. (2009) Diversity and equity: introduction. In: Daniels, H., Porter, J. and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198
• Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181
• Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595
• Daniels, H., Lauder, H. and Porter, J., eds. (2009) Knowledge, values and educational policy: a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp320.
• Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694
• Porter, J. (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: https://doi.org/10.1080/03004270903099892
• Porter, J. (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: https://doi.org/10.4324/9780203379417

2008

• Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED
• Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London.
• Porter, J. and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: https://doi.org/10.1177/0264619607083834
• Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331

2007

• Lewis, A. and Porter, J. (2007) Research and pupil voice. In: Florian, L. (ed.) The Sage Handbook of Special Education. Sage, London U. K., pp. 222-232.
• Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x
• Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.

2006

• Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383
• Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: https://doi.org/10.1179/096979506799103587
• Porter, J., Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2006.00055.x
• Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x

2005

• Porter, J. (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2005.00328.x
• Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x
• Porter, J. and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506
• Porter, J. (2005) Severe learning difficulties. In: Lewis, A. and Norwich, B. (eds.) Special Teaching for Special Children: A Pedagogy for Inclusion? Open University, Milton Keynes, pp. 53-66. ISBN 9780335214051
• Porter, J. (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X
• Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: https://doi.org/10.1080/09687590500156386

2004

• Porter, J. and Lewis, A., eds. (2004) Editorial: eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4). Wiley. ISBN 1354-4187
• Lewis, A. and Porter, J. (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2004.00313.x
• Lacey, P. and Porter, J. (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26.

2003

• Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X
• Miller, O. and Porter, J. (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement).
• Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141
• Porter, J. (2003) Raising standards in mathematics. In: Tilstone, C. and Rose, R. (eds.) Strategies to Promote Inclusive Practice. Routledge, London, pp. 117-118. ISBN 9780415254847

2002

• Porter, J. and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth.

2001

• Porter, J., Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: https://doi.org/10.1046/j.1468-3156.2001.00083.x
• Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York.
• Porter, J. (2001) Issues in teacher training and development. In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). Fulton, London, pp. 305-316. ISBN 9781853466762
• Porter, J. (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X
• Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia

This list was generated on Thu Oct 28 10:56:29 2021 UTC.

Any Further Information:

Enterprise Activity, External Roles and Consultancy:

• Adjunct-Professor at the Department of Special Psychology, Faculty of Special and Clinical Psychology, Moscow State University of Psychology and Education.
• Associate Fellow of British Psychological Society.
• Member of International Association for the Scientific Study of Intellectual Disability.
• Member of Special Interest Research Group on Profound and Complex Difficulties.