Browse by Authors

Simmons, B, Read, S and Parfitt, A (2025) 'Phenomenology of sociality and relational accounts of personhood: reinstating the moral status of children with profound and multiple learning difficulties.' In: Dyer, H, Bates, A, Gordon, J and Hinchliffe, G, eds. Society, politics, and education in uncertain times: rethinking citizenship and belonging in international contexts. Routledge, Abingdon, pp. 148-161. ISBN 9781032658247 Please click the title to check availability.

Simmons, B and Read, S (2025) 'What does it mean to be a ‘person’ with profound and multiple learning disabilities? Presenting the views of family members and allies.' British Journal of Learning Disabilities. doi: 10.1111/bld.12652

Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77.

Simmons, B, Churchill, B and Crouch, K (2024) 'Creating a resource that captures the social histories and lived experiences of the PMLD community: which stories should be collected and shared, and how?' PMLD Link, 36 (3). p. 42.

Simmons, B and Read, S (2024) 'What does it mean to be a ‘person’ with profound and multiple learning disabilities? Interviews with family members and allies.' PMLD Link, 36 (2). pp. 2-4.

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

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: community fellows' experiences and considerations for disabled people led research, March 2024. Bath Spa University.

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bath workshop findings report, March 2024. Bath Spa University.

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: Bristol workshop findings report, March 2024. Bath Spa University.

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: project development and research methods, March 2024. Bath Spa University.

Simmons, B, Taylor, L, Lamont, B.R, Vernon, H, Richards-Cottell, L and Read, S (2024) Make Room! Creative conversation workshops researching LGBTQIA+ accessibility: survey findings report, March 2024. Bath Spa University.

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.

Simmons, B (2023) 'Mainstream placements for children with PMLD: the perspective of teaching staff and parents.' PMLD Link, 35.2 (105). pp. 15-17.

Read, S, Simmons, B and Parfitt, A (2023) 'Creating authentic and positive stories about personhood for people with profound and multiple learning disabilities: a call for reader expressions of interest.' PMLD Link, 35.1 (104). pp. 37-38.

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

Simmons, B (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' PMLD Link, 33.3 (100). pp. 36-38.

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 (2021) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education, 25 (6). pp. 657-670.

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 (2019) 'Variations in interaction: examining how social engagement is contingent upon context.' PMLD Link, 31.2 (90). pp. 7-9.

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

Jay, T, Rose, J and Simmons, B (2018) 'Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning.' SAGE Open, 8 (2).

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

Simmons, B and Watson, D (2015) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' Child Care in Practice, 21 (1). pp. 50-66.

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

Simmons, B and Watson, D (2014) 'Challenging the developmental reductionism of ‘profound and multiple learning disabilities’ through academic innovation.' PMLD Link, 26 (3). pp. 25-27.

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.