L Doak
Biographic Data
| ID | 43511 |
|---|---|
| NAME | L Doak |
| GIVEN NAMES | L |
| FAMILY NAME | Doak |
| SIGNATURE | DOAK L |
| AFFILIATIONS | Sheffield Hallam University |
| ORCID | 0000-0002-7934-5276 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)
Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of ever…
Rethinking family (dis)engagement with augmentative & alternative communication
Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or therapy setting, but less is known about how AAC is used in the family home. Few studies are authored by an AAC parent/researcher with reflection on positionality, power and the advantages conferred by…
Realising the 'right to play' in the special school playground
In this paper I mobilise a multimodal ethnographic data fragment depicting a moment of play in a UK 'special school' playground to unpack the complexity and challenges of realising the 'right to play' (Article 31, UN Convention on the Rights of the Child) in a non-inclusive play space. I show that play (im)possibilities were delineated by the physical boundaries of the play environment, the absence of non-disabled peers and a lack of symbol-based…
But I'd rather have raisins
This article explores a 'hybridized approach' to multimodal research drawing on video data of classroom communication involving children diagnosed with Autism Spectrum Disorder. The focus is a short video of 'Luke', aged six, who at snack time declines to request an available food item (carrot, tomato or apple) with the available Picture Exchange Communication System (PECS); instead deploying embodied, idiosyncratic communication including gaze, …
Disability, augmentative communication and the American Dream
Disability, Augmentative Communication and the American Dream tells the story of Jon Feucht, a man with cerebral palsy and a significant degree of physical impairment who uses a speech-generating d
No prominent works on this page.
Disability, augmentative communication and the American Dream
Disability, Augmentative Communication and the American Dream tells the story of Jon Feucht, a man with cerebral palsy and a significant degree of physical impairment who uses a speech-generating d
But I'd rather have raisins
This article explores a 'hybridized approach' to multimodal research drawing on video data of classroom communication involving children diagnosed with Autism Spectrum Disorder. The focus is a short video of 'Luke', aged six, who at snack time declines to request an available food item (carrot, tomato or apple) with the available Picture Exchange Communication System (PECS); instead deploying embodied, idiosyncratic communication including gaze, …
Realising the 'right to play' in the special school playground
In this paper I mobilise a multimodal ethnographic data fragment depicting a moment of play in a UK 'special school' playground to unpack the complexity and challenges of realising the 'right to play' (Article 31, UN Convention on the Rights of the Child) in a non-inclusive play space. I show that play (im)possibilities were delineated by the physical boundaries of the play environment, the absence of non-disabled peers and a lack of symbol-based…
Rethinking family (dis)engagement with augmentative & alternative communication
Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or therapy setting, but less is known about how AAC is used in the family home. Few studies are authored by an AAC parent/researcher with reflection on positionality, power and the advantages conferred by…
Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD)
Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of ‘benefit’ is often cast in economic terms to society rather than through the sociological lens of ever…
Psychology (5 works) · Developmental psychology (3 works) · Linguistics (3 works) · Sociology (3 works) · Assistive Technology in Communication and Mobility (2 works) · Augmentative and alternative communication (2 works) · Autism (2 works) · Autism Spectrum Disorder Research (2 works) · Embodied cognition (2 works) · Ethnography (2 works)