天美传媒

Professor of Education

I had many years' experience of teaching in mainstream schools, first on voluntary service in Cameroon, and, later, in Bermuda, London, Northamptonshire and Bedfordshire, until I changed career to teach and research in universities. I began my career by teaching English Language and Literature, Latin and Classical Studies before moving into the area of Special Educational Needs and Disability and working as a special educational needs co-ordinator (SENCO) and Head of Education Support.

Subsequently I moved to the university sector. Prior to joining the 天美传媒 I was Director of the Centre for Curriculum and Teaching Studies at the Open 天美传媒, and then Professor of Education at Victoria 天美传媒 of Wellington in New Zealand.

Currently I teach on both undergraduate and postgraduate programmes in Education, and supervise research students to doctoral level. I am course leader of the National Award for Special Educational Needs Co-ordination (NASENCO) in the Masters Programme and a distance-learning postgraduate certificate in education.

Qualifications

• BA (Hons.) Latin with Greek and Ancient History, 天美传媒 of London
• BSc (Hons.) Psychology and Education, Open 天美传媒
• PGCE English and Social Studies, 天美传媒 of Newcastle upon Tyne
• Dip Psych Open 天美传媒
• MA Psychology and Education of Pupils with Special Educational Needs, 天美传媒 of London
• PhD Open 天美传媒
• Associate Member of the British Dyslexia Association

Teaching Expertise

• Curriculum design, development and face to face teaching at undergraduate, postgraduate and doctoral levels
• Development of distance learning courses and materials in the UK and overseas
• Online tutoring of distance learning courses
• Supervision of research students to doctoral level

Research Interests

• In my work I bring together a concern for the learner whose educational experience is problematic with a concern for professionals who have to deal with, and mitigate, the problems that are experienced, and facilitate opportunities for learning.
• Since 2000 I have been researching and publishing on issues related to literacy difficulties, behavioural concerns in schools, teacher professional development and inclusion, with colleagues in New Zealand, at the 天美传媒 of Waikato, and colleagues in the UK.听I have translated this theorising and research to make it accessible to professionals from a wide range of backgrounds. Much of this work has been externally funded by central government and other institutions.
• In 2009 I won the National Association of Special Educational Needs (NASEN) book of the year award in the category teacher professional development for my publication: Wearmouth, J (2009) 'A Beginning Teacher's Guide to Special Educational Needs', Buckingham: Open 天美传媒 Press
• Currently I am working with colleagues on projects to raise the achievement of students in secondary schools.
• The research foci of my most recent, and current, doctoral research students include: literacy learning among Pasifika young people, addressing difficulties in literacy learning in a supplementary school, multicultural education in Sri Lanka and England, support for the parents of autistic children in the UK and Saudi Arabia, issues of reflection and reflective thinking and issues of e-learning and assessment in teacher training courses, facilitators and barriers to students' learning on counselling courses, effective strategies to support students' language learning, the role of teaching assistants in primary and secondary schools, and the role of the Anglican Church in the education system in England.

Research Projects

• Current: investigating the use of audiobooks to enhance the level of enjoyment and interest in reading as well as overall reading attainment among students who experience barriers to literacy acquisition
• 2019: SENCos' perceptions of effective inclusion of autistic young people in mainstream schools
• 2018: R & D project: addressing the learning and behavioural needs of children and young people with special educational needs and/or disabilities in schools and colleges
• 2016: 3 months' consultancy in New Zealand at the 天美传媒 of Waikato to support a further funded R & D project focused on enhancing the engagement and achievement of Maori students in secondary schools
• 2010-11: 6 months' research consultancy in New Zealand at the 天美传媒 of Waikato to work with M膩ori colleagues on a very high profile project focused on inclusion and engagement and funded by the New Zealand Ministry of Education: Te Kotahitanga ('unity').
• 2006-8: principal investigator, Quality Teaching Research and Development (QTR&D) project funded by New Zealand Ministry of Education raising the achievement of M膩ori and Pasifika students,
• 2003-7: series of systematic literature reviews funded by TDA: effective approaches to including children with special educational needs in mainstream classrooms (principal investigator, review 1)
• 2003: survey of Middle Leaders in special schools organised as secondary in England, co-director, funded by NCTL

External Roles

• External examiner at Masters level: Universities of Chichester, Birmingham, Southampton, City 天美传媒, Dublin
• External examiner at doctoral level: Open 天美传媒, Universities of Southampton, Victoria (Wellington, NZ), Otago (NZ), Sunderland, Huddersfield, Manchester, Liverpool
• Course evaluation and accreditation: Swansea Metropolitan 天美传媒, 天美传媒 of Staffordshire
• Research consultancy, Waikato 天美传媒, New Zealand
• Peer reviewer: Netherlands Initiative for Education Research

Recent Publications

Books authored

• Wearmouth, J. (in press)听Special and additional needs and disabilities. An essential guide, London: Sage
• Wearmouth, J. (2021) (2nd edition) Special Educational Needs and Disabilities in Schools. A Critical Introduction, London: Bloomsbury
• Wearmouth, J. (2019) (3rd edition) Special educational needs: the basics, London: Routledge
• Wearmouth, J., Davydaitis, S, Gosling, A. Beams, J. (2018)听Understanding special educational needs and disability in early years education, Routledge
• Wearmouth, J. (2017) Special Educational Needs and Disabilities in Schools. A Critical Introduction, London: Bloomsbury
• Wearmouth, J. (2016)听Effective SENCo. Meeting the challenge, Maidenhead: McGraw Hill/Open 天美传媒 Press
• Wearmouth, J. (2016)听Special educational needs. The basics (2^nd edition), London: Routledge
• Bishop, R., Berryman, M. & Wearmouth, J. (2014) Te Kotahitanga: Towards Effective Education Reform for Indigenous and Other Minoritised Students, Wellington, NZ: NZCER
• Wearmouth, J. (2012) Special educational needs. The basics, London: RoutledgeFalmer
• Wearmouth, J (2009) A Beginning Teacher's Guide to Special Educational Needs, Buckingham: Open 天美传媒 Press
• Wearmouth, J, Berryman, M and Glynn, T, (2009) Inclusion as participation in communities of practice, Palmerston North, NZ: Dunmore Press
• Glynn, T, Wearmouth, J and Berryman, M (2006) Responsive contexts for literacy learning, Buckingham: Open 天美传媒 Press
• Wearmouth, J, Glynn, T, and Berryman, M (2005) Perspectives on student behaviour in schools: exploring theory and developing practice, London: Routledge. ISBN 0415 35402 1
• Wearmouth, J, Soler, J and Reid, G (2002) Meeting Difficulties in Literacy: research, policy and practice, London: Routledge, ISBN: p/bk 0415304717 Hardback: 0415304709
• Wearmouth, J (2000) Co-ordinating Special Educational Provision meeting the challenges in schools, London: Hodder. ISBN 0340 78056 8

Books Edited

• Wearmouth, J. and Lindley, K. (eds) (2021) Bringing the curriculum to life. Engaging learners in the English education system, London: Open 天美传媒 Press/McGraw Hill
• Wearmouth, J. and Goodwyn, A. (eds) (2019) Pupil, Teacher and Student Voice in Educational Institutions, London: Routledge
• Reid, G, Knight, D, Elbeheri, G and Wearmouth, J (2009) Routledge Dyslexia Handbook, London: RoutledgeFalmer
• Wearmouth, J, Glynn, T, Richmond, R and Berryman, M (2004) (eds) Issues of inclusion and behaviour management in schools, London: Fulton
• Wearmouth, J, Glynn, T and Richmond, R (2004) (eds) Addressing issues of students' behaviour: responses at district, school, classroom and student levels, London: Fulton
• Wearmouth, J, Glynn, T and Richmond, R (2004) (eds) Approaches to understanding student behaviour in schools, London: Fulton
• Wearmouth, J, Soler, J & Reid, G (2002) (eds) Addressing Difficulties in Literacy Development: responses at family, school, teacher and pupil, London: Routledge
• Soler, J, Wearmouth, J & Reid, G (2002) (eds) Contextualising Difficulties in Literacy Development: exploring politics, culture, ethnicity, ethics, London: Routledge
• Reid, G. & Wearmouth, J. (2002) (eds) Dyslexia and Literacy: Research and Practice, London: Wiley
• Wearmouth, J (2001) (ed) Special Educational Provision in the Context of Inclusion: Policy & Practice in Schools, London: David Fulton

Chapters in Books

• Wearmouth, J. (2021) 'Putting the dyslexic learner at the centre', in L. Peer and G. Reid (eds)听Special educational needs. A guide for inclusive practice, pp. 31-47, London: Sage
• Olugbaro, M., Wearmouth, J. and Maylor, U. (2021) 'Using culturally responsive pedagogy to improve literacy learning within a supplementary school', in J. Wearmouth and K. Lindley (eds)听Bringing the curriculum to life. Engaging learners in the English education system, pp. 96-112, London: Open 天美传媒 Press/McGraw Hill
• Smith, P., Wearmouth, J. and Lindley, K. (2021) 'A creative approach to supporting literacy acquisition for a young man with difficulties',听in J. Wearmouth and K. Lindley (eds)听Bringing the curriculum to life. Engaging learners in the English education system, pp. 126-39, London: Open 天美传媒 Press/McGraw Hill
• Smith, P., Wearmouth, J. and Lindley, K. (2021) 'How can we ensure that young people and their special educational needs are included in personal, social, health and economic (PSHE) lessons?', in J. Wearmouth and K. Lindley (eds) Bringing the curriculum to life. Engaging learners in the English education system, pp. 256-66, London: Open 天美传媒 Press/McGraw Hill
• Wearmouth, J. (2019 'Students鈥� and a teacher鈥檚 views of factors contributing to positive literacy learning identities for all students in an inclusive classroom', in J. Wearmouth and A. Goodwyn (eds) Pupil, Teacher and Family Voice in Educational Institutions, pp. 92-108, London: Routledge
• Edwards, W. and Wearmouth, J. (2019) 'Students鈥�, teachers鈥� and families鈥� views on homework', in J. Wearmouth and A. Goodwyn (eds) Pupil, Teacher and Family Voice in Educational Institutions, pp. 207-22, London: Routledge
• Wearmouth, J. (2018) 鈥楬andling difficulties in social, emotional and behavioural development鈥�, in T. Cremin and C. Burnett. Learning to teach in the primary school, pp. 189-202, London: Routledge
• Wearmouth, J. (2014) 鈥楬andling difficulties in social, emotional and behavioural development鈥�, in T. Cremin and J. Arthur. Learning to teach in the primary school, pp. 201-216, London: Routledge
• Wearmouth, J, Berryman, M & Glynn, T (2012) 'Culturally Responsive Approaches to Challenging Behaviour of Minority Ethnic Students', Chapter 31, in T. Cole, H. Daniels & J. Visser (eds)听The Routledge International Companion to Emotional and Behavioural difficulties, London: Routledge
• Wearmouth, J and Berryman, M (2011) 'Parent, family and community support for addressing difficulties in literacy', in C. Wyatt-Smith and J. Elkins, Making connections: Literacy, numeracy and difficulties in learning, New York: Springer
• Wearmouth, J. (2010) 'Reasons for underachievement and Every Child Matters', in F. Hallett & G. Hallet (eds) Transforming the role of the SENCO, Maidenhead: Open 天美传媒 Press/McGraw Hill
• Reid, G and Wearmouth, J (2009) 'Identification and assessment of dyslexia and planning for learning', in G. Reid, D. Knight, G. Elbeheri, and J. Wearmouth (eds), Routledge Dyslexia Handbook, London: RoutledgeFalmer
• Berryman, M. and Wearmouth, J. (2009) Responsive approaches to literacy learning within cultural contexts, in G. Reid, D. Knight, G. Elbeheri, and J. Wearmouth (eds), Routledge Dyslexia Handbook, London: RoutledgeFalmer
• Wearmouth, J and Connors, B (2004) 'Understanding student behaviour in schools', in J Wearmouth, T Glynn and R Richmond Understanding pupil behaviour in schools, London: Fulton (chapter 1)
• Wearmouth, J (2004) 'Theorising 'circle time' ', in J Wearmouth, T Glynn and R Richmond Understanding pupil behaviour in schools, London: Fulton (chapter 7)
• Wearmouth, J and Glynn, T (2004) 'Issues in inclusion and the management of student behaviour in schools' in J Wearmouth, T Glynn, T, R Richmond and M Berryman Issues of inclusion and behaviour management in schools, London: Fulton (chapter 1)
• Wearmouth, J, Richmond, R and Connors, B (2004 ) 'Multi-level responses to behavioural issues in schools', in J Wearmouth, T Glynn and R Richmond Addressing issues of students' behaviour: responses at district, school, classroom and student levels, London: Fulton (chapter 1)
• Wearmouth, J, (2004) 'Talking Stones', in J Wearmouth, T Glynn, T, R Richmond and M Berryman Issues of inclusion and behaviour management in schools, London: Fulton
• Wearmouth, J. and Soler, J. (2002) 'How Inclusive is the Literacy Hour, in J. Soler, J. Wearmouth & G Reid (eds) (2002) Contextualising Difficulties in Literacy Development: exploring politics, culture, ethnicity, ethics, (pp203-9) London: Routledge, ISBN hbk 鈥� 0415 289 009 pbk 鈥� 0415 289 017
• Wearmouth, J & Soler, J (2002) 'Reading Recovery and Pause, Prompt, Praise: professional visions and current practices', in J. Soler, J. Wearmouth & G Reid (eds) (2002) Contextualising difficulties in Literacy Development: exploring politics, culture, ethnicity, ethics, (pp178-202) London: Routledge, ISBN hbk 鈥� 0415 289 009 pbk 鈥� 0415 289 017
• Wearmouth, J (2002) 'Dilemmas in the choice of responses to pupils' difficulties in literacy development at multiple levels' in J Wearmouth, J Soler & G Reid (eds) (2002) Addressing Difficulties in Literacy Development: responses at family, school, teacher and pupil levels, (pp 8-37) London: Routledge, hbk 鈥� 0415 289 025, pbk 鈥� 0415 289 033
• Wearmouth, J (2002) 'Role of the Literacy Support Co-ordinator', in G Reid and J Wearmouth, (2002) (Eds) Dyslexia and Literacy: Research and Practice, (ch 9, pp 92-113) London: Wiley
• Wearmouth, J, & Reid, G (2002) 'Issues for assessment and planning of teaching and learning', (60% contribution) in G Reid and J Wearmouth, (2002) (Eds) Dyslexia and Literacy: Research and Practice, (ch 14, pp 151-169) London: Wiley, ISBN: 0471 486345/486337
• Wearmouth, J (2001) 'Inclusion 鈥� changing the variables', in L Peer and G Reid (2001) Dyslexia 鈥� Successful Inclusion in the Secondary School, London: Fulton. (pp 44-54) ISBN 1-85346-742-1
• Wearmouth, J (2001) 'Investigating Inclusion: an evaluation of a teachers' professional development course in Birmingham', in J. Wearmouth (ed) (2001) Special Educational Provision in the Context of Inclusion: Policy & Practice in Schools, (pp 72-94) London: Fulton. ISBN 1 85346 791 X
• Wearmouth, J (2001) 'Pygmalion Lives On', in J. Wearmouth (ed) (2001) Special Educational Provision in the Context of Inclusion: Policy & Practice in Schools, (pp283-90) London: Fulton. ISBN 1 85346 791 X

Refereed Journal Articles

• Wearmouth, J. & Butler, C. (2020) 'Special educational needs co-ordinators鈥� perceptions of effective provision for including autistic children in primary and middle schools鈥�, Education 3-13, 48(3), pp. 258-272
• Berryman, M. & Wearmouth, J. (2018) 鈥楧evelopment of an observation tool designed to increase cultural relationships and responsive pedagogy to raise the achievement of M膩ori students in secondary classrooms in Aotearoa New Zealand鈥�, Journal of Education and Development; 2(2), pp. 32-45
• Wearmouth, J (2017) 鈥楨mploying culturally responsive pedagogy to foster literacy learning in schools鈥� Cogent Education, 4(1), DOI: 10.1080/2331186X.2017.1295824
• Pape, N & Wearmouth, J. (2016) 鈥楢 review of literature relevant to a study of students鈥� views of their learning on a psychodynamic psychotherapeutic course鈥�, |Journal of contemporary development and management studies, 4(1), pp. 9-18
• Wearmouth, J. & Berryman, M. (2012) 'Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens', Cambridge Journal of Education, 42(2), pp. 253-268
• Bishop, R., Berryman, M., Wearmouth, J. & Peter, M. (2012) 'Developing an Effective Education Reform Model for Indigenous and other Minoritized Students', School Effectiveness and School Improvement, 23(1), pp. 49-70
• Bishop, R., Berryman, M., Wearmouth, J. & Peter, M. (2012) 'Professional Development, Changes In teacher practice and improvements in indigenous students' educational performance: A case study from New Zealand', Teaching and Teacher Education, 28 (5), pp. 694-705
• Wearmouth, J, Berryman, M & Whittle, L (2011) 'Shoot for the moon!' Students' identities as writers in the context of the classroom, British Journal of Special Education, 38(2), 92-99
• Rix, J, Hall, K, Nind, M, Sheehy, K and Wearmouth, J (2009) What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? a systematic literature review. Support for Learning, 24, (2), 86-94
• Wearmouth, J (2008) 'Testing, assessment and literacy: A view from England', Curriculum Perspectives, 28(3), pp 77-81
• Wearmouth, J, McKinney, R and Glynn, T (2007) 'Restorative justice; two examples from New Zealand schools', British Journal of Special Education, 34(4), pp 196-203.
• Wearmouth, J. (2007). Interviewing disaffected students with "Talking Stones". Kairaranga, 8(2), 53-58.
• Wearmouth, J, McKinney, R and Glynn, T (2007) 'Restorative justice in schools: a New Zealand example', Educational Research, 49(1), pp 37-49.
• Nind, M. & Wearmouth, J. (2006) Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review, Journal of Research in Special Educational Needs, 6(3), 1-9
• Wearmouth, J (2004) 'Learning from 'James': lessons about policy and practice for literacy difficulties in schools' special educational provision' British Journal of Special Education, 31(2), pp 60-67, ISSN: 0952-3383
• Wearmouth, J (2004) 'Talking Stones', an interview technique for disaffected young people', Journal of Pastoral Care in Education, 22(2), pp 7-13, ISSN: 0264-3944
• Wearmouth, J (2004) 'Issues in addressing children's difficulties in literacy development through family-school partnerships', Curriculum Journal, 15(1), pp 5-18 , ISSN: 0958-5176
• Wearmouth, J. (2004) 'Reading Recovery and Pause, Prompt, Praise: issues and assumptions', Literacy, 38(1), pp 3-9. ISSN: 0034-0472
• Wearmouth, J, Paige Smith, A, Soler, J (2004) 'Electronic communication and online access to specialist expertise and information for the professional development of special educational needs coordinators' British Journal of Educational Technology, 35(1), pp 81-93, ISSN: 0007-1013
• Wearmouth, J (2003) 'The Use of a Narrative Approach to Illuminate an Individual Learning Need: implications for teachers' professional development', Journal of In-Service Education, 29(2), pp 255-276, ISSN: 1367-4587
• Openshaw, R, Soler, J & Wearmouth, J (2002) 'The socio-political context of the development of Reading Recovery in New Zealand and the United Kingdom, Curriculum Journal, 13(1), pp 113-9 ISSN: 0952-3383
• Wearmouth, J and Soler, J (2001) 'How Inclusive is the Literacy Hour?', British Journal of Special Education, pp 113-119, ISSN 0952-3383
• Wearmouth,J, Edwards, G. & Richmond, R (2000) 'Teachers' Professional Development to Support Inclusive Practices', Journal of In-Service Education, 26(1). pp 49-61, ISSN 0305-7631
• Wearmouth, J (2000) ' 'Talking Stones': a technique for interviewing disaffected young people', Reach, Journal of Irish Teachers of Special Education, pp 42-52. ISSN 0790-8695
• Wearmouth, J. (1999) 'Another One Flew Over: 'Maladjusted' Jack's perception of his label', British Journal of Special Education, 26(1), pp 15-23. ISSN 0952 3383
• Wearmouth, J. (1997) 'Pygmalion Lives On', Support for Learning, 12 (3), pp 122-26. ISSN 0268 2141
• Wearmouth, J. (1996) 'Registering special needs - for what purpose?', Support for Learning, 11 (3), pp 118-23. ISSN 0268 2141

Refereed Research Reports

• Bishop, R, Berryman, M, Wearmouth, J, Peter, M & Clapham, S (2011) Te Kotahitanga: Improving the educational achievement of M膩ori students in English medium schools. Report for Phase 3 and Phase 4: 2008-2010, Wellington, NZ: Ministry of Education
• Sheehy K, Rix J, Collins J, Hall K, Nind M, and Wearmouth J (2009) A systematic review of whole class, subject-based pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, 天美传媒 of London.
• Nind M, and Wearmouth J with Collins J, Hall K, Rix J, Sheehy K (2004) A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.
• Selinger, M, Littleton, K, Kirkwood, A, Wearmouth, J, et al (1998) Educational Internet Service Providers Project: final evaluation report, Final report to NCET.

Published Proceedings of International Conferences

• Wearmouth, J. & Berryman, M. (2010) Communities of practice in Te Kotahitanga, AERA, New Orleans (March)
• Wearmouth, J. & Berryman, M. (2009) Inclusion as participation in communities of practice in schools, NZARE, Auckland, NZ (December)
• Wearmouth, J and Nind, M (2007) Children with Special Educational Needs in Mainstream Classrooms: Implications for inclusion from a systematic review of the literature, 'Narrowing the Gap' conference, 天美传媒 of New England, Armidale, Australia, April, 2007
• Wearmouth, J and Nind, M (2006) Children with Special Educational Needs in Mainstream Classrooms: Implications for inclusive pedagogy from a systematic review of the literature, NZARE, Rotorua, New Zealand
• Wearmouth, J. (2001) 'Parental choice? The case of the Register', ISEC 2000 CD, Oldham: ICT (published proceedings of refereed International Special Education Congress, Manchester, July, 2000)

Conference Papers

• Wearmouth, J., & Berryman, M. (2015) Examining restorative practice in Aotearoa New Zealand through a community of practice lens, British Educational Research Association (BERA). Annual Conference. Queens 天美传媒 of Belfast
• Berryman, M.A.P. and Wearmouth, J. (2015) 'Brokering transformative school reform for Maori students', NZARE annual听conference, Whakatane: New Zealand
• Wearmouth, J. & Berryman, M. (2014) Reflecting on the dynamics of raising the achievement of indigenous students in one case study school through a 'community of practice' lens, British Education Research Association conference, London, September
• Wearmouth, J., & Berryman, M. A. P. (2013) Closing the achievement gap: Mutual understandings from international research collaboration. BERA Annual Conference. 天美传媒 of Sussex.
• Berryman, M. A. P., & Wearmouth, J. (2013). 鈥楶edagogical reform: working to close the achievement gap鈥�. In BERA Annual Conference. 天美传媒 of Sussex.
• Wearmouth, J. & Berryman, M. (2011) Reflecting on the Concept of Participation in Communities of Practice in Schools as a Framework for Including all Students More Effectively, American Education Research Association conference, New Orleans, April
• Berryman, M. & Wearmouth, J. (2011) Reflecting on the Dynamics of Raising Minoritized Students' Achievement using a 'Community of Practice' Framework, American Education Research Association conference, New Orleans, April
• Wearmouth, J, Berrryman, M & Glynn, T (2009) Inclusion as participation in communities of practice in schools, Making Inclusive Education Happen conference, Wellington, NZ
• Hynds, A & Wearmouth, J (2008) Barriers to the development of cultural responsive practices in ethnically diverse schools, BERA, Edinburgh
• Nind, M and Wearmouth, J (2004) The construction of access in research on pedagogical approaches to including children with special educational needs in mainstream classrooms, BERA, Manchester
• Wearmouth, J (2003) Interviewing disaffected students with 'Talking Stones', BERA, Edinburgh,
• Wearmouth, J (2003) Lessons about inclusion from prisoners' narratives of their educational experiences, BERA, Edinburgh,
• Wearmouth, J (2003) Convenor of BERA conference seminar: 'Approaches to inclusive practices in schools', Edinburgh
• Paige Smith, A, Wearmouth, J, Soler, J (2002) 'Electronic communication and online access to specialist expertise and information for teachers' professional development', paper presented at the ITTE conference, Moler Centre, 天美传媒 of Cambridge, January, 2002
• Soler, JM and Wearmouth, J (2002) 'International Approaches to Supporting Children with Difficulties in Reading: Practice, Theory and Politics' symposium joint chair, 19th World Congress on Reading, 天美传媒 of Edinburgh, July 29^th 鈥� August 1^st, 2002
• Wearmouth, J (2002) 'Exploring the Visions Underpinning Two Internationally-Based Approaches to Difficulties in Reading', paper presented at 19th World Congress on Reading, 天美传媒 of Edinburgh, July 29^th 鈥� August 1^st, 2002
• Wearmouth, J (2002) How can personal narrative of a student who experienced difficulties in literacy acquisition in schools illuminate the area of policy and practice in special provision? Paper presented at BERA, 天美传媒 of Exeter, September, 2002
• Wearmouth, J (2002) How can personal narrative of a student who experienced literacy difficulties illuminate policy and practice in special educational provision in mainstream schools? Paper presented at NZARE, Massey 天美传媒, New Zealand, December, 2002
• Wearmouth, J (2001) Making Links: creating visions of webs for learning, symposium convenor: BERA, Leeds, September 2001
• Wearmouth, J (2001) Personal Perceptions of Web Site Development, paper presented at BERA, Leeds, September 2001
• Wearmouth, J, Paige Smith, A and Soler, J (2001) Training Teachers to do the Impossible, paper presented at BERA, Leeds, September 2001
• Openshaw, R, Soler, J, Wearmouth, J, Paige-Smith, A (2001) 'The Historical development of Reading Recovery in England and New Zealand: a comparative perspective', (20% contribution) A paper presented at the Comparative approaches to the History of Education Conference, Nunn Hall, Institute of Education, 天美传媒 of London, 24th November, 2001
• Wearmouth, J. (June, 2000) Ethical Implications of Filming the School and Home Life of a Child with Muscular Dystrophy, presentation at the Annual Conference of the Irish Association of Teachers of Special Education, Dublin
• Wearmouth, J. (July, 2000) Parents and the School Special Needs Register, paper presented at the International Special Education Congress 2000, Manchester
• Wearmouth, J (2000) The Construction of Michael, paper presented at the New Zealand Association for Research in Education, 天美传媒 of Waikato, Hamilton, New Zealand, November 2000
• Wearmouth, J and Soler J (2000) How Inclusive is the Literacy Hour?, paper presented at the New Zealand Association for Research in Education, 天美传媒 of Waikato, Hamilton, New Zealand, November 2000 (approx 70% contribution)
• Wearmouth, J, (June, 1999), Techniques for interviewing disaffected school pupils, paper presented to the Annual Conference of the Irish Association of Teachers of Special Education, Dublin
• Wearmouth, J, (September 1999), Talking Stones: rationale and uses of this interview technique, paper presented to BERA, Brighton
• Wearmouth, J, (September 1998), The rise and demise of a category: "Maladjusted Jack's" story, paper presented to the British Psychological Society Annual Conference, Exeter (Education Section)
• Wearmouth, J, (Autumn, 1997), Prisoners' perspectives on what constitutes a 'good' education, paper presented to the British Psychological Society Annual Conference (Education Section)

Contact Details

T: +44 (0)1234 793153
E: janice.wearmouth@beds.ac.uk
Room: P1.34