Special educational needs

  • Purdy, N. (2020) Examining the legacy of the Warnock Report in Northern Ireland: a Foucauldian genealogical approach

    Over 40 years after the publication of the Report of the Committee of Enquiry into the Education of Handicapped Children […]

  • McMurray, S. and McVeigh, C. (2014) The Case for Frequency Sensitivity in Orthographic Learning

    This paper positions the importance of frequency sensitivity in the development of orthographic knowledge throughout childhood and promotes learning to […]

  • Purdy, N. (2014) Disablist Bullying in Northern Ireland and the Republic of Ireland: An investigation of student teachers’ knowledge, experience, and confidence

    This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in […]

  • Purdy, N. (2015) Disablist Bullying: giving a voice to student teachers

    This paper reports in detail on the qualitative findings from a study which aimed to critically examine the experiences and […]

  • Purdy, N. (2018) Warnock and Northern Ireland: time to break free from the Slough of Despond

    In the forty years since the publication of the Warnock Report it is fair to say that no other single […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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