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Durham University

School of Education

Staff Profile

Publication details for Ms Anna Pilson

Pilson, Anna (2019), Participation to Emancipation to Inclusion? Developing an active participatory research model with children with a visual impairment to promote educational inclusion, through improving teacher training provision on SEND, in Shao, Xin & Dobson, Emma eds, Imagining Better Education. Durham, England, Durham University, School of Education, Durham, England, 164-182.

Author(s) from Durham

Abstract

This article outlines a proposed empirical study exploring the development of an
innovative, participatory research methodology, related to the ‘Children-as-
Researchers’ model (Kellett, 2005; Fielding, 2004). Its key aim is to conduct
research with a cohort of pupils with a visual impairment (hereafter VI), who will
develop research skills and subsequently plan, create, deliver and evaluate a
resource to promote inclusive practice amongst Initial Teacher Training (ITT)
students. This could develop participants’ self-monitoring skills (Koenig and
Holbrook, 2009), which would result in self-empowerment (Davis and Watson,
2000). The project concurrently aims to enhance ITT SEND training provision,
meeting Ofsted’s (2008) recommendation that ITT providers offer opportunities
for students to develop specific knowledge about particular diagnostic categories
of SEND (later defined by the DfE’s 2015 updated SEN Code of Practice as 4
broad areas of need).