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Number of items: 32.

Bhatti, G, Levinson, M and Simmons, B (2024) 'Doubly-disadvantaged or even hidden away: the situation of migrant and refugee children with special educational needs and disabilities.' In: Hammarén, N, Ivemark, B and Stretmo, L, eds. Migrant youth, schooling and identity: perspectives and experiences from Northern Europe. Springer, Cham, pp. 127-141. ISBN 9783031633447 Please click the title to check availability.

Jopling, M et al (2024) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education.

Lamont, B.R, Taylor, L and Simmons, B (2023) Make room! The art of LGBTQIA+ accessibility in the southwest of England. In: Migrant Youth, Education, Culture & Identity Network Event, University of Gothenburg, Gothenburg, Sweden.

Read, S, Parfitt, A, Bush, T, Simmons, B and Levinson, M.P (2023) 'Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change.' Social Inclusion, 11 (1). pp. 38-47.

Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40.

Simmons, B (2022) Narrowed lives: meaning, moral value and profound intellectual disability [book review]. British Journal of Learning Disabilities, 50 (3). pp. 448-449. Please click the title to check availability.

Simmons, B (2022) 'Social embodiment in early childhood education for children with PMLD.' In: Conn, C and Murphy, A, eds. Inclusive pedagogies for early childhood education: respecting and responding to differences in learning. Routledge, Abingdon, pp. 94-110. ISBN 9780367756130

Read, S, Simmons, B, Levinson, M.P and Bush, T (2021) 'A call to action for conducting research with people with profound and multiple learning disabilities.' PMLD Link, 33.3 (100). pp. 6-7.

Clarke, Z, Darley, S, Wright, A, Surridge, J, Martindale, A, Simmons, B, Hunnisett, S and Dukas, T (2021) 'Where next for people with cognitive disabilities and electronic assistive technology?' Communication Matters Journal, 35 (3). pp. 32-34. Please click the title to check availability.

Simmons, B (2021) 'The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis.' British Journal of Sociology of Education, 42 (5-6). pp. 828-844.

Simmons, B (2020) 'Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: a study of belonging.' In: Nind, M and Strnadova, I, eds. Belonging for people with profound intellectual and multiple disabilities: pushing the boundaries of inclusion. Routledge, Abingdon, pp. 27-40. ISBN 9780367202958

Simmons, B (2020) 'Enacting the international vision of inclusive education: a UK case study of profound and multiple learning difficulties.' In: Simon, C.A and Downes, G, eds. Sociology for education studies: connecting theory, settings and everyday experiences. Routledge, Abingdon, pp. 135-149. ISBN 9780367028404

Simmons, B (2019) Illuminating the fluidity of naturalistic social interactions across educational settings for children with PMLD. In: Where Next for People with Cognitive Disabilities & Electronic Assistive Technology? Communication Matters Study Day, London, UK.

Simmons, B (2018) 'The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences.' In: Twomey, M and Carroll, C, eds. Seen and heard: exploring participation, engagement and voice for children with disabilities. Peter Lang, Oxford, pp. 125-144. ISBN 9781787075160

Simmons, B (2018) The minor gesture [book review]. Disability & Society, 33 (3). pp. 495-497.

Jay, T, Rose, J and Simmons, B (2017) 'Finding “mathematics”: parents questioning school-centered approaches to involvement in children’s mathematics learning.' School Community Journal, 27 (1). pp. 201-230.

Simmons, B and Watson, D (2016) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' In: Kelly, B and Byrne, B, eds. Valuing disabled children and young people: research, policy, and practice. Routledge, Abingdon. ISBN 9781138687080

Rose, J, Jay, T and Simmons, B (2014) '“It’s helping your child experience the world": how parents can use everyday activities to engage their children in mathematical learning.' Proceedings of the British Society for Research into Learning Mathematics, 34 (2).

Simmons, B and Watson, D (2014) The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning disabilities. Karnac Books, London. ISBN 9781780490342

Jay, T, Rose, J and Simmons, B (2013) 'Why parents can’t always get what they (think they) want.' Proceedings of the British Society for Research into Learning Mathematics, 33 (3). pp. 31-36.

Seale, J, Nind, M and Simmons, B (2012) 'Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts.' Scandinavian Journal of Disability Research, 15 (3). pp. 233-248.

Simmons, B, Blackmore, T and Bayliss, P (2008) 'Postmodern synergistic knowledge creation: extending the boundaries of disability studies.' Disability & Society, 23 (7). pp. 733-745.

Simmons, B and Bayliss, P (2007) 'The role of special schools for children with profound and multiple learning difficulties: is segregation always best?' British Journal of Special Education, 34 (1). pp. 19-24.

This list was generated from ResearchSPAce on Wed Oct 9 05:04:04 2024 UTC.