Suanne Gibson
Biographic Data
| ID | 5239873 |
|---|---|
| NAME | Suanne Gibson |
| GIVEN NAMES | Suanne |
| FAMILY NAME | Gibson |
| SIGNATURE | GIBSON S |
| AFFILIATIONS | University of Plymouth |
| ORCID | 0000-0002-1717-7924 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Parental (dis)satisfaction with school placement to achieve inclusion: A cross-country comparison
Background This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfactio…
Leading Inclusive Education: The Impact of a City’s Place-Based Pedagogical Partnership with Higher Education on Secondary School Inclusion
The focus of this article is leadership for inclusive education. The work presented explores a three-year (2021–2024) place-based pedagogical partnership (PBPP) with schools and higher education (HE) leading change for inclusion and school improvement across Plymouth city’s secondary school network. National and international governments emphasise the role HE has in partnering with its local communities to achieve equal education access, inclusiv…
New Developments and Emergent Challenges in International Inclusive Education—A Response to Growing Family Needs and the Pandemic
Home education is a phenomenon that has been increasing globally over the past decade, particularly for families of children with special educational needs or disabilities. The impact of the COVID-19 pandemic has exacerbated this phenomenon with many families continuing to home educate even after their children can officially return to school. This paper reports on a small-scale design-based research project that explored the needs of families wh…
When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities
There is confusion surrounding ‘Inclusion’. The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a ‘successful’ disability rights movement with its depiction of the medical model as pejorative and promotion of the social model. In education, what we currently experience are messy attempts at IE alongside growing collective anxiety and confusion, as some governments take …
Narrative accounts of university education: Socio-cultural perspectives of students with disabilities
Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with …
Beyond a ‘culture of silence’: Inclusive education and the liberation of ‘voice’
Contemporary research into 'voice as discourse' alerts one to the continuing presence of barriers in education settings. With reference to the 'voice' of those labelled with 'Special Educational Needs' and/or 'Disability', this article suggests these barriers are the effects of an unconscious commitment to aspects of modernism leading to distortions in understandings. The effect of these distortions is not only that the voices of the 'disabled' a…
Narrative accounts of university education: Socio-cultural perspectives of students with disabilities
Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with …
When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities
There is confusion surrounding ‘Inclusion’. The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a ‘successful’ disability rights movement with its depiction of the medical model as pejorative and promotion of the social model. In education, what we currently experience are messy attempts at IE alongside growing collective anxiety and confusion, as some governments take …
Beyond a ‘culture of silence’: Inclusive education and the liberation of ‘voice’
Contemporary research into 'voice as discourse' alerts one to the continuing presence of barriers in education settings. With reference to the 'voice' of those labelled with 'Special Educational Needs' and/or 'Disability', this article suggests these barriers are the effects of an unconscious commitment to aspects of modernism leading to distortions in understandings. The effect of these distortions is not only that the voices of the 'disabled' a…
Beyond a ‘culture of silence’: Inclusive education and the liberation of ‘voice’
Contemporary research into 'voice as discourse' alerts one to the continuing presence of barriers in education settings. With reference to the 'voice' of those labelled with 'Special Educational Needs' and/or 'Disability', this article suggests these barriers are the effects of an unconscious commitment to aspects of modernism leading to distortions in understandings. The effect of these distortions is not only that the voices of the 'disabled' a…
Narrative accounts of university education: Socio-cultural perspectives of students with disabilities
Research in higher education, linked to national and international policy, suggests the need for educationalists to show greater understanding and awareness of the lived experiences of undergraduate students with disabilities. These sources argue that this knowledge should then be used to inform their understandings as tutors and facilitate inclusive and effective teaching strategies. This research had a primary focus on first-year students with …
When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities
There is confusion surrounding ‘Inclusion’. The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a ‘successful’ disability rights movement with its depiction of the medical model as pejorative and promotion of the social model. In education, what we currently experience are messy attempts at IE alongside growing collective anxiety and confusion, as some governments take …
New Developments and Emergent Challenges in International Inclusive Education—A Response to Growing Family Needs and the Pandemic
Home education is a phenomenon that has been increasing globally over the past decade, particularly for families of children with special educational needs or disabilities. The impact of the COVID-19 pandemic has exacerbated this phenomenon with many families continuing to home educate even after their children can officially return to school. This paper reports on a small-scale design-based research project that explored the needs of families wh…
Parental (dis)satisfaction with school placement to achieve inclusion: A cross-country comparison
Background This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfactio…
Leading Inclusive Education: The Impact of a City’s Place-Based Pedagogical Partnership with Higher Education on Secondary School Inclusion
The focus of this article is leadership for inclusive education. The work presented explores a three-year (2021–2024) place-based pedagogical partnership (PBPP) with schools and higher education (HE) leading change for inclusion and school improvement across Plymouth city’s secondary school network. National and international governments emphasise the role HE has in partnering with its local communities to achieve equal education access, inclusiv…
Pedagogy (4 works) · Sociology (4 works) · Disability Education and Employment (3 works) · Political science (3 works) · Psychology (3 works) · Disability Rights and Representation (2 works) · Family and Disability Support Research (2 works) · Gender Studies (2 works) · Gender Studies (2 works) · General partnership (2 works)