Graeme Douglas
Biographic Data
| ID | 5707335 |
|---|---|
| NAME | Graeme Douglas |
| GIVEN NAMES | Graeme |
| FAMILY NAME | Douglas |
| SIGNATURE | DOUGLAS G |
| AFFILIATIONS | University of Birmingham |
| ORCID | 0000-0002-0627-2889 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 28 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
A systematic narrative review of the methodologies used in research with excluded children and young people in alternative provision in England
“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment
Drawing upon a unique longitudinal study, which has followed the experiences of students with vision impairment (VI) in the United Kingdom (UK) through the full university student lifecycle, we report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to “access”, “success” and “progression”. …
Factors influencing the career interest of Sencos in English schools
A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in‐training and actual SENCOs revealed that their motiv…
I have learnt to love the child and give opportunities to play with peers’
This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventio…
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
Special educational needs, disability and school accountability
Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and nati…
Inclusive educational practices in Uganda
This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they h…
Inclusive educational practices in Kenya
The Role of Grandparents in Divorced Families
This article reports on the findings of an exploratory study of how grandparents, parents, and grandchildren view the role of grandparents in the divorced family, and what impact the divorce seems to have on that role. We analyse the findings in three ways. First, we consider the nature of the relationship between grandparents and parents, and grandparents and grandchildren, which we argue appears to be characterized by asymmetry. Second, we iden…
The effect of cognitive style and mode of presentation on learning performance
The effect of text‐plus‐text versus text‐plus‐picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text‐plus‐text condition, the learning material content described the working of car braking systems. The text‐plus‐picture condition consisted of text with additional pictorial information. Fifty‐nine 15–16‐year‐old students in a secondary school were randomly assigned, withi…
The Role of Grandparents in Divorced Families
This article reports on the findings of an exploratory study of how grandparents, parents, and grandchildren view the role of grandparents in the divorced family, and what impact the divorce seems to have on that role. We analyse the findings in three ways. First, we consider the nature of the relationship between grandparents and parents, and grandparents and grandchildren, which we argue appears to be characterized by asymmetry. Second, we iden…
Special educational needs, disability and school accountability
Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and nati…
Inclusive educational practices in Kenya
Inclusive educational practices in Uganda
This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they h…
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
The effect of cognitive style and mode of presentation on learning performance
The effect of text‐plus‐text versus text‐plus‐picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text‐plus‐text condition, the learning material content described the working of car braking systems. The text‐plus‐picture condition consisted of text with additional pictorial information. Fifty‐nine 15–16‐year‐old students in a secondary school were randomly assigned, withi…
The effect of cognitive style and mode of presentation on learning performance
The effect of text‐plus‐text versus text‐plus‐picture computer presentation conditions, and the students' cognitive styles, on learning performance was investigated. In the text‐plus‐text condition, the learning material content described the working of car braking systems. The text‐plus‐picture condition consisted of text with additional pictorial information. Fifty‐nine 15–16‐year‐old students in a secondary school were randomly assigned, withi…
The Role of Grandparents in Divorced Families
This article reports on the findings of an exploratory study of how grandparents, parents, and grandchildren view the role of grandparents in the divorced family, and what impact the divorce seems to have on that role. We analyse the findings in three ways. First, we consider the nature of the relationship between grandparents and parents, and grandparents and grandchildren, which we argue appears to be characterized by asymmetry. Second, we iden…
Inclusive educational practices in Kenya
Inclusive educational practices in Uganda
This article reports on a research project investigating the role of itinerant teachers (ITs) of children with visual impairment in Uganda. The research focused on the activities of 52 ITs who recorded their work in a journal over a period of eight weeks (a new practice which was introduced to them through a workshop). Analysis of the data collected demonstrated that ITs were not able to visit all the children on their caseload as often as they h…
Special educational needs, disability and school accountability
Standards-based accountability approaches in education are increasingly being adopted in many industrialised countries. This tends to involve the scrutiny of student performance in national academic tests and then holding schools accountable for subsequent progress. International assessments such as Programme for International Student Assessment (PISA) are not accountability measures in themselves, but are often utilised in a similar way and nati…
I have learnt to love the child and give opportunities to play with peers’
This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventio…
Balancing inclusive design, adjustments and personal agency
This paper proposes a framework of support for reducing barriers to curriculum access for students with disabilities in higher education (HE), by drawing upon findings from a unique longitudinal qualitative study. The ‘Longitudinal Transitions Study’ commenced in 2010 and has been following the post-16 transition experiences of a group of 80 young people since they left compulsory education, 32 of whom went into HE. Interviews were conducted with…
Factors influencing the career interest of Sencos in English schools
A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in‐training and actual SENCOs revealed that their motiv…
“They were questioning whether I would even bother coming back”. Exploring evidence of inequality in “access”, “success” and “progression” in higher education for students with vision impairment
Drawing upon a unique longitudinal study, which has followed the experiences of students with vision impairment (VI) in the United Kingdom (UK) through the full university student lifecycle, we report the findings of an original analysis that seeks to broaden understanding of the lived experiences of students with disabilities in higher education (HE) by critically assessing student outcomes with respect to “access”, “success” and “progression”. …
A systematic narrative review of the methodologies used in research with excluded children and young people in alternative provision in England
Psychology (9 works) · Inclusion (mineral (5 works) · Medical education (5 works) · Medicine (5 works) · Pedagogy (5 works) · Political science (5 works) · Disability Education and Employment (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Sociology (4 works)