Dr Rosie Ridgway
Rosie initially trained as a primary school teacher (2004 Durham University) and became both a primary and secondary school teacher in special and mainstream schools in the North East of England. She taught a very diverse range of learners aged between 2 and 16 years old and enjoyed it immensely! While working as a teacher, Rosie studied part time for her MA and Doctorate. In 2012 she left the classroom and joined Durham University School of Education, and is now the enthusiastic teacher of undergraduate and postgraduate students studying education, training to be teachers and/or developing their own research.
Rosie’s research interests are in education practices which support the learning and achievement of all pupils, developing innovative methodologies and using technologies to support a more inclusive pupil voice. She enjoys working in partnership with learners, their families, practitioners and researchers and hopes to continue doing so as her career develops.
Rosie teaches a range of subjects associated with Special Educational Needs and Disabilities (SEND), Inclusive practices and Computing and Educational Technology.
Current Roles: Rosie is Director of the BA Primary Education programme. She is the departmental lead for Equality and Diversity, and is the Department Disability Representative. Rosie represents undergraduate programmes in the department's Education Committee.
Current teaching: Teaching has included contributions to courses at all levels in the School of Education, Current core courses include: Responding to Special Educational Needs (EDUC3271), Special Educational Needs and Inclusion: Rhetoric or Reality? EDUC40430, PGCE Primary (computing) and conference convenor for the Tackling Prejudice conference (PGCE Primary & Secondary).
Current Postgraduate supervisions: Victoria Wasner, Rachel Hall, Kirsty Anderson
Rosie is interested in supervising teachers researching classroom practice in systematic ways. More specifically, on topics such as:
- Educational Inclusion of children facing barriers to learning;
- Special Educational Needs and Disabilities;
- Learning Disabilities;
- Computer Science in primary classrooms.
- Ridgway, R. (2017). A Multidimensional tool for describing communicative behaviours of individuals with Profound Intellectual and Multiple Disabilities (PIMD/PMLD)- confirming reliability and validity. Journal of Applied Research in Intellectual Disabilities
Chapter in book
- Ridgway, R. (2017). Supporting Deaf Learners. In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions. Walker-Gleaves, C. & Waugh, D. London: Sage. 101-118.
- Ridgway, R. (2017). Supporting struggling learners: teachers, learners, and labels of SEN. In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions. Walker-Gleaves, C. & Waugh, D. London: Sage. 67-86.
- Ridgway, R. (2017). Writing through Computing. In Inviting Writing: Teaching and Learning Writing Across the Primary Curriculum. Bushnell, A. & Waugh, D. London: Sage. 96-109.
- Ridgway, J., Arnold, P., Moy, W. & Ridgway, R. (2017), Deriving heuristics from political speeches for understanding statistics about society, in Engel, J. eds, IASE Roundtable Conference. Berlin, International Association for Statistical Education.