Key publications
Gwernan-Jones RC, Britten N, Allard J, Baker E, Gill L, Lloyd H, Rawcliffe T, Sayers R, Plappert H, Gibson J, et al (2019). A worked example of initial theory-building: PARTNERS2 collaborative care for people who have experienced psychosis in England.
EvaluationAbstract:
A worked example of initial theory-building: PARTNERS2 collaborative care for people who have experienced psychosis in England
In this paper we present an exemplar of the initial theory-building phase of Theory-driven Evaluation (TDE) for the PARTNERS2 project, a collaborative care intervention for people with experience of psychosis in England. Initial theory-building involved analysis of literature, interviews with key leaders, and focus groups with service users. The initial programme theory (IPT) was developed from these sources in an iterative process between researchers and stakeholders (service users, practitioners, commissioners) involving four activities: articulation of 442 explanatory statements systematically developed using realist methods; debate and consensus; communication; interrogation.
We refute two criticisms of TDE of complex interventions. We demonstrate how the process of initial theory-building made a meaningful contribution to our complex intervention in five ways. Although time consuming, it allowed us to develop an internally coherent and well documented intervention.
This study and the lessons learnt provide a detailed resource for other researchers wishing to build theory for TDE.
Abstract.
Full text.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2019). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews.
J Atten Disord,
23(3), 220-233.
Abstract:
Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews.
OBJECTIVE: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. METHOD: We developed novel methods to compare the findings across these reviews inductively and deductively. RESULTS: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. CONCLUSION: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.
Abstract.
Author URL.
Full text.
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder.
Emotional and Behavioural Difficulties,
21(1), 83-100.
Abstract:
A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder
© 2016 SEBDA. This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.
Abstract.
Richardson M, Moore DA, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado TV, Logan S, Morris C, et al (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research.
Health Technology Assessment,
19(45).
Abstract:
Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research
© Queen’s Printer and Controller of HMSO 2015. Background Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders. Approximately 2–5% of school-aged children hold diagnoses and the prevalence is reported to be rising. School can be particularly challenging for children with ADHD. ADHD-related behaviours impair them, as well as challenging their teachers, parents and peers. Although the effectiveness of medication is well established, it remains controversial. There has been less systematic synthesis into the effectiveness of non-pharmacological behavioural treatments, although beneficial effects have been reported for both symptom and scholastic outcomes. Few published reviews have considered non-pharmacological interventions in school settings independently of those delivered predominantly in other settings, such as at home and in clinic. Those that have do not focus on the synthesis of evidence from controlled trials or explore attitudes and experience. This series of systematic reviews sought to evaluate the effectiveness and cost-effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, the effective delivery of such interventions. Objectives Four systematic reviews and an overarching synthesis of these reviews are reported. Review 1 aimed to synthesise the effectiveness and the cost-effectiveness of non-pharmacological interventions delivered in school settings for children with, or at risk of, ADHD. Review 2 considered quantitative studies that explore attitudes towards school-based non-pharmacological interventions for pupils with ADHD. Review 3 synthesised the attitudes and experiences of pupils, teachers, parents and others who use ADHD interventions in school settings. Review 4 explored the experience of ADHD in school among pupils, their parents and teachers more generally. The four reviews were subsequently brought together in an overarching synthesis which aimed to relate the reviews to each other.
Abstract.
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Publications by year
In Press
Baker E, Gwernan-Jones R, Britten N, McCabe C, Gill L, Byng R, Gask L (In Press). Using Interpersonal Process Recall to understand empowerment processes in a collaborative care intervention for people with a diagnosis of psychosis.
Psychosis Full text.
2019
Gwernan-Jones RC, Britten N, Allard J, Baker E, Gill L, Lloyd H, Rawcliffe T, Sayers R, Plappert H, Gibson J, et al (2019). A worked example of initial theory-building: PARTNERS2 collaborative care for people who have experienced psychosis in England.
EvaluationAbstract:
A worked example of initial theory-building: PARTNERS2 collaborative care for people who have experienced psychosis in England
In this paper we present an exemplar of the initial theory-building phase of Theory-driven Evaluation (TDE) for the PARTNERS2 project, a collaborative care intervention for people with experience of psychosis in England. Initial theory-building involved analysis of literature, interviews with key leaders, and focus groups with service users. The initial programme theory (IPT) was developed from these sources in an iterative process between researchers and stakeholders (service users, practitioners, commissioners) involving four activities: articulation of 442 explanatory statements systematically developed using realist methods; debate and consensus; communication; interrogation.
We refute two criticisms of TDE of complex interventions. We demonstrate how the process of initial theory-building made a meaningful contribution to our complex intervention in five ways. Although time consuming, it allowed us to develop an internally coherent and well documented intervention.
This study and the lessons learnt provide a detailed resource for other researchers wishing to build theory for TDE.
Abstract.
Full text.
Russell G, Kapp SK, Elliott D, Elphick CM, Gwernan-Jones RC, Owens C (2019). Mapping the autistic advantage from the accounts of adults diagnosed with autism:. A qualitative study.
Autism in Adulthood,
1.2 Full text.
Moore DA, Richardson M, Gwernan-Jones R, Thompson-Coon J, Stein K, Rogers M, Garside R, Logan S, Ford TJ (2019). Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews.
J Atten Disord,
23(3), 220-233.
Abstract:
Non-Pharmacological Interventions for ADHD in School Settings: an Overarching Synthesis of Systematic Reviews.
OBJECTIVE: This overarching synthesis brings together the findings of four systematic reviews including 138 studies focused on non-pharmacological interventions for ADHD used in school settings. These reviews considered the effectiveness of school-based interventions for ADHD, attitudes toward and experience of school-based interventions for ADHD, and the experience of ADHD in school settings. METHOD: We developed novel methods to compare the findings across these reviews inductively and deductively. RESULTS: Key contextual issues that may influence the effectiveness and implementation of interventions include the relationships that pupils with ADHD have with their teachers and peers, the attributions individuals make about the etiology of ADHD, and stigma related to ADHD or intervention attendance. CONCLUSION: Although we found some positive effects for some outcomes and intervention categories, heterogeneity in effect size estimates and research evidence suggests a range of diverse contextual factors potentially moderate the implementation and effectiveness of school-based interventions for ADHD.
Abstract.
Author URL.
Full text.
Baker E, Gwernan-Jones RC, Britten N (2019). Refining a model of collaborative care for people with a diagnosis of bipolar, schizophrenia or other psychoses in England: a qualitative formative evaluation.
BMC Psychiatry, 7-7.
Full text.
2018
Gwernan-Jones RC, Macmillan P, Norwich B (2018). A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’.
Journal of Research in Special Educational NeedsAbstract:
A pilot evaluation of the reading intervention ‘Own-voice Intensive Phonics’
This paper describes the mixed methodology evaluation
of the Own-Voice Intensive Phonics (OVIP) programme
with 33 secondary students with persistent
literacy difficulties. The evaluation involved a quasiexperimental
evaluation in which 33 students in years
7–9 in four schools used OVIP over an 8 week period
and were monitored at three times for their word
reading, phonic decoding and phonological skills.
Students, teaching assistants and teachers involved
were also interviewed about the use of OVIP, the perceived
processes and outcomes. Assessment results
showed that OVIP was associated with greater gains
in word reading than these students usual teaching/
intervention approaches. Those interviewed also
experienced benefits associated with using OVIP. It
was further found that word reading gains were not
related to a measure of being at risk of significant literacy
difficulties. Participants identified the use of
their own voice, the students agency and working at
their own pace as key factors relevant to how OVIP
worked. These factors aligned with a working OVIP
programme theory. The findings are discussed in
terms of further development and research related to
an own voice approach to addressing persistent literacy
difficulties.
Abstract.
Full text.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (2018). Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods.
Review of Education,
6 Full text.
Moore D, Russell A, Matthews J, Ford T, Rogers M, Ukoumunne O, Kneale D, Thompson Coon J, Sutcliffe K, Nunns M, et al (2018). School‐based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods.
Review of Education,
6 Full text.
2017
Gwernan-Jones RC, Baker E, Cox M, Gill L, McCabe C, Retzer A, Planner C, Plappert H, Pinfold V, Reilly S, et al (2017). PARTNERS collaborative care for people with psychosis in the UK: Using tape assisted recall to explore practitioner—client interactions. Communication, Medicine, and Ethics (COMET) Conference. 26th Jun 2017 - 28th Jan 2018.
Abstract:
PARTNERS collaborative care for people with psychosis in the UK: Using tape assisted recall to explore practitioner—client interactions
Abstract.
Full text.
2016
Gwernan-Jones R, Moore DA, Cooper P, Russell AE, Richardson M, Rogers M, Thompson-Coon J, Stein K, Ford TJ, Garside R, et al (2016). A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder.
Emotional and Behavioural Difficulties,
21(1), 83-100.
Abstract:
A systematic review and synthesis of qualitative research: the influence of school context on symptoms of attention deficit hyperactivity disorder
© 2016 SEBDA. This systematic review and synthesis of qualitative research explored contextual factors relevant to non-pharmacological interventions for attention deficit hyperactivity disorder (ADHD) in schools. We conducted meta-ethnography to synthesise 34 studies, using theories of stigma to further develop the synthesis. Studies suggested that the classroom context requiring pupils to sit still, be quiet and concentrate could trigger symptoms of ADHD, and that symptoms could then be exacerbated through informal/formal labelling and stigma, damaged self-perceptions and resulting poor relationships with staff and pupils. Influences of the school context on symptoms of ADHD were often invisible to teachers and pupils, with most attributions made to the individual pupil and/or the pupil’s family. We theorise that this ‘invisibility’ is at least partly an artefact of stigma, and that the potential for stigma for ADHD to seem ‘natural and right’ in the context of schools needs to be taken into account when planning any intervention.
Abstract.
Coon JT, Gwernan-Jones R, Moore D, Richardson M, Shotton C, Pritchard W, Morris C, Stein K, Ford T (2016). End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges.
Health expectations : an international journal of public participation in health care and health policy,
19(5), 1084-1097.
Abstract:
End-user involvement in a systematic review of quantitative and qualitative research of non-pharmacological interventions for attention deficit hyperactivity disorder delivered in school settings: reflections on the impacts and challenges
© 2015 the Authors. Health Expectations. Published by John Wiley. &. Sons Ltd. RESULTS: End-user input (i) guided the direction of the research, (ii) contributed to a typology of interventions and outcomes, (iii) contributed to the direction of data analysis and (iv) contributed to the robustness of the syntheses by demonstrating the alignment of interim findings with lived experiences. Challenges included (i) managing expectations, (ii) managing the intensity of emotion, (iii) ensuring that involvement was fruitful for all not just the researcher, (iv) our capacity to communicate and manage the process and (v) engendering a sense of involvement amongst end-users.CONCLUSIONS: End-user involvement was an important aspect of this project. To minimize challenges in future projects, a recognition by the project management team and the funding provider that end-user involvement even in evidence synthesis projects is resource intensive is essential to allow appropriate allocation of time and resources for meaningful engagement.BACKGROUND: the benefits of end-user involvement in health-care research are widely recognized by research agencies. There are few published evaluations of end-user involvement in systematic reviews.OBJECTIVES: (i) Describe end-user involvement in a complex mixed-methods systematic review of ADHD in schools, (ii) reflect on the impact of end-user involvement, (iii) highlight challenges and benefits experienced and (iv) provide suggestions to inform future involvement.METHODS: End-users were involved in all stages of the project, both as authors and as members of an advisory group. In addition, several events were held with groups of relevant end-users during the project.
Abstract.
Full text.
Moore DA, Gwernan-Jones R, Richardson M, Racey D, Rogers M, Stein K, Thompson-Coon J, Ford TJ, Garside R (2016). The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research.
Emotional and Behavioural Difficulties,
21(1), 61-82.
Abstract:
The experiences of and attitudes toward non-pharmacological interventions for attention-deficit/hyperactivity disorder used in school settings: a systematic review and synthesis of qualitative research
© 2016 SEBDA. School-based non-pharmacological interventions are an important part of the treatment of attention-deficit/hyperactivity disorder (ADHD). We aimed to systematically review qualitative literature relating to the experience of and attitudes towards school-based non-pharmacological interventions for ADHD. Systematic searches of 20 electronic databases were undertaken. Reviewers screened titles, abstracts and full reports of studies, before extracting data and critically appraising 33 included papers. Studies were synthesised using meta-ethnographic methods. Four-key interrelated themes were identified: (1) individualising interventions, (2) structure of interventions, (3) barriers to effectiveness, (4) perceived moderators and impact of interventions. The perceived effectiveness of interventions used in school settings is reported to vary. Therefore, flexible, tailored interventions ought to hold potential. However, highly individualised interventions may negatively affect children with ADHD. Findings point to the need for school-based interventions to take into account the wider school context, as well as core symptoms of ADHD.
Abstract.
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Parker C, Paget A, Ford T, Gwernan-Jones R (2016). ‘.he was excluded for the kind of behaviour that we thought he needed support with…’ a qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school.
Emotional and Behavioural Difficulties,
21(1), 133-151.
Abstract:
‘.he was excluded for the kind of behaviour that we thought he needed support with…’ a qualitative analysis of the experiences and perspectives of parents whose children have been excluded from school
© 2016 SEBDA. Exclusion from school is associated with adverse outcomes for young people. There is limited research that explores parents’ perspectives, particularly in relation to the exclusion of primary school aged children. The present study used semi-structured interviews with 35 parents of 37 children aged 5–12 years from the Southwest of England. Parents experiences were captured in a conceptual model through three main themes. Exclusion was described as part of a complex journey of difficulties reflected by a continuum of coping. The child’s place on the continuum was determined by an interaction between the child, family, and school with communication a key determinant. The study also highlighted the wider implications of exclusion, including emotional and functional impacts on the child and parent and highlighted the importance of the parents voice in the identification and support of their child’s needs. It also presents many complexities surrounding exclusion from school and limited support parents felt their child was offered.
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2015
Gwernan-Jones R, Moore DA, Garside R, Richardson M, Thompson-Coon J, Rogers M, Cooper P, Stein K, Ford T (2015). ADHD, parent perspectives and parent-teacher relationships: Grounds for conflict.
British Journal of Special Education,
42(3), 279-300.
Abstract:
ADHD, parent perspectives and parent-teacher relationships: Grounds for conflict
© 2015 nasen. Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high-quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school-related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High-quality parent-teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD.
Abstract.
Full text.
Richardson M, Moore DA, Gwernan-Jones R, Thompson-Coon J, Ukoumunne O, Rogers M, Whear R, Newlove-Delgado TV, Logan S, Morris C, et al (2015). Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research.
Health Technology Assessment,
19(45).
Abstract:
Non-pharmacological interventions for attention-deficit/hyperactivity disorder (ADHD) delivered in school settings: Systematic reviews of quantitative and qualitative research
© Queen’s Printer and Controller of HMSO 2015. Background Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders. Approximately 2–5% of school-aged children hold diagnoses and the prevalence is reported to be rising. School can be particularly challenging for children with ADHD. ADHD-related behaviours impair them, as well as challenging their teachers, parents and peers. Although the effectiveness of medication is well established, it remains controversial. There has been less systematic synthesis into the effectiveness of non-pharmacological behavioural treatments, although beneficial effects have been reported for both symptom and scholastic outcomes. Few published reviews have considered non-pharmacological interventions in school settings independently of those delivered predominantly in other settings, such as at home and in clinic. Those that have do not focus on the synthesis of evidence from controlled trials or explore attitudes and experience. This series of systematic reviews sought to evaluate the effectiveness and cost-effectiveness of non-pharmacological interventions delivered in school settings for pupils with, or at risk of, ADHD and to explore the factors that may enhance, or limit, the effective delivery of such interventions. Objectives Four systematic reviews and an overarching synthesis of these reviews are reported. Review 1 aimed to synthesise the effectiveness and the cost-effectiveness of non-pharmacological interventions delivered in school settings for children with, or at risk of, ADHD. Review 2 considered quantitative studies that explore attitudes towards school-based non-pharmacological interventions for pupils with ADHD. Review 3 synthesised the attitudes and experiences of pupils, teachers, parents and others who use ADHD interventions in school settings. Review 4 explored the experience of ADHD in school among pupils, their parents and teachers more generally. The four reviews were subsequently brought together in an overarching synthesis which aimed to relate the reviews to each other.
Abstract.
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2014
Norwich B, Ylonen A, Gwernan-Jones R (2014). Moderate learning difficulties: Searching for clarity and understanding.
Research Papers in Education,
29(1), 1-19.
Abstract:
Moderate learning difficulties: Searching for clarity and understanding
The concept of moderate learning difficulties (MLD) is not clearly understood in its definition and in its general use. Nevertheless, as a distinct area of special educational needs (SEN) this category has constituted about a quarter of all of those pupils identified as having SEN in England. This paper reports the analysis of findings from an ongoing research project in an attempt to improve understanding of the MLD category. Pupils (aged 12-14 years) identified as having MLD were compared with others in the same classes identified as having either specific learning difficulties or low attainments in terms of literacy, reasoning and dispositional measures. The paper shows that the label of MLD is often used in an over-generalised way in schools and that although there are some differences in reasoning and literacy abilities between those identified as having MLD and those who have not, no such differences were found in learner self-concept and in pupils' attitudes to education and learning questioning the current definition of MLD which includes associated low self-esteem. Reasons for lack of clarity in the definition/category of MLD are discussed, as are implications for future use of the term. © 2013 Taylor & Francis.
Abstract.
Gwernan-Jones RC (2014). Pedagogy for Pupils in the Moderate Learning Difficulty--Low Attainment Spectrum. In Norwich B, Jones J (Eds.) Lesson Study: Making a Difference to Teaching Pupils with Learning Difficulties, 34-56.
Moore D, Gwernan-Jones R, Wooding E, Richardson M (2014). School-based approaches to supporting young people with ADHD: a summary of two systematic reviews.
ADHD in Practice,
6(4), 4-7.
Full text.
Gwernan-Jones RC (2014). The dynamics of individual deficit vs. social attributions for dyslexia, and agency for dyslexic adults. 9th International Conference of the British Dyslexia Association. 27th - 29th Mar 2014.
Abstract:
The dynamics of individual deficit vs. social attributions for dyslexia, and agency for dyslexic adults
Abstract.
2013
Gwernan-Jones RC, Ford T, Richardson M, Moore D, Stein K, Garside R, Thompson-Coon J, Rogers M, Whear R, Newlove-Delgado T, et al (2013). Review of non-pharmacological interventions for ADHD delivered in school settings. Faculty of Child & Adolescent Psychiatry Annual Meeting. 18th - 20th Sep 2013.
Abstract:
Review of non-pharmacological interventions for ADHD delivered in school settings
Abstract.
2012
Gwernan-Jones RC, Burden RL (2012). Making Sense of Dyslexia: the Conceptual, Emotional and Social Reactions of Dyslexic People to their Learning Difficulties. In Alexander-Passe N (Ed) Dyslexia and Mental Health: Investigations from Differing Perspectives, New York: Nova Publishers.
Gwernan-Jones RC (2012). Socio-emotional aspects of dyslexia: we’re all in this together. In Brunswick N (Ed) Supporting Dyslexic Adults in Higher Education and the Work Place, Oxford: Wiley-Blackwell, 13-21.
Russell G, Norwich B, Gwernan-Jones R (2012). When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six-year-old child.
Early Child Development and Care,
182(12), 1575-1592.
Abstract:
When diagnosis is uncertain: Variation in conclusions after psychological assessment of a six-year-old child
A six-year-old child was independently assessed by three licensed educational (school) psychologists and one interdisciplinary team in the UK. All but one of these practitioners believed their assessment to be the first. The aim was to compare the practice of assessors and their conclusions especially in diagnostic categorisation. The methods of assessment and conclusions of the four resulting reports were compared using thematic analysis. There was agreement about the child's specific learning difficulties, intellectual abilities and need for additional support. However, there were extensive differences in the methods of assessment and notable differences in three sets of conclusions, especially in the use of diagnostic terms: one practitioner identified the child's difficulties as dyslexic in nature, the second one identified them as primarily dyspraxic and the third one reported a 'borderline probability of Asperger's Syndrome'. The diagnosis, therefore, remained uncertain from initial assessment, exposing inherent overlap between diagnostic categories. The disparities in conclusions are discussed in terms of differing contexts and methods of assessment. The validity of diagnostic categories as discrete is questioned. Even where practitioners describe uncertainty, the use of diagnostic terms may be interpreted unambiguously by other actors. © 2012 Copyright Taylor and Francis Group, LLC.
Abstract.
2011
Gwernan-Jones RC, Burden, RL (2011). Making Sense of Dyslexia: Meaning-making and its relationship to the development of positive self-perceptions and coping skills. 8th International Conference of the British Dyslexia Association. 2nd - 4th Jun 2011.
Abstract:
Making Sense of Dyslexia: Meaning-making and its relationship to the development of positive self-perceptions and coping skills
Abstract.
2010
Gwernan-Jones R, Burden RL (2010). Are they just lazy? Student teachers' attitudes about dyslexia.
Dyslexia (Chichester, England),
16(1), 66-86.
Abstract:
Are they just lazy? Student teachers' attitudes about dyslexia.
It is highly likely that teachers' abilities in dealing with different forms of learning difficulties will be affected by their knowledge about and attitudes towards those difficulties. Ajzen's Theory of Planned Behaviour (TPB) provides a useful framework within which to explore such attitudes and was used as the starting point for investigating trainee teachers' attitudes towards aspects of dyslexia. It is assumed that new teachers will enter the profession with a set of intentions according to personal beliefs, normative views within the teaching profession and the sense of competence and power they feel in dealing with dyslexic difficulties. The purpose of this study was to probe student teachers' attitudes at a prestigious School of Education in the Southwest of England. Four hundred and eight primary and secondary Post Graduate Certificate in Education (PGCE) students responded to a survey asking about their attitudes toward dyslexia. The student teachers expressed strongly positive attitudes toward the construct of dyslexia, with the majority expressing confidence in their ability to support dyslexic pupils. Females held significantly more positive attitudes toward dyslexia than males, but there were no significant differences according to PGCE course subject. Students who took the survey before and after teaching practice demonstrated some small but significant changes in attitude scores over that time. It is proposed that a new breed of teachers may be entering the teaching profession with positive beliefs about their ability to help dyslexic pupils, but who remain unclear as to how this can be accomplished. Some implications for action and suggestions for future research are provided.
Abstract.
2008
Gwernan-Jones RC (2008).
Identity & Disability: a review of the current state and developing trends. Department for Children, Schools and Families.
Abstract:
Identity & Disability: a review of the current state and developing trends
Abstract.
