Department of Education

Book/s

Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational theories, cultures and learning: A critical perspective. London: Routledge.

Daniels, H., Lauder, H. and Porter, J., eds., 2009. Knowledge, values and educational policy: A critical perspective. London: Routledge.

Daniels, H., Lauder, H. and Porter, J., eds., 2008. The Routledge Companion to Education. London: Routledge.

Porter, J. and Lacey, P., 2005. Researching Learning Difficulties: A Guide for Practitioners. London: Sage.

Porter, J. and Ashdown, R., 2002. Promoting Learning in Pupils with Complex Learning Difficulties: Using Visual Access Systems. Tamworth: NASEN.

Book Sections

Porter, J., 2011. The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M., eds. Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. London: Continuum, pp. 30-47.

Porter, J. and Daniels, H., 2010. Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V., ed. Contemporary Issues in Intellectual Disabilities. New York: Nova Science.

Daniels, H. and Porter, J., 2009. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R., eds. The Cambridge Primary Review Research Surveys. London: Routledge, pp. 217-240.

Porter, J., 2008. Raising standards in mathematics. In: Tilstone, C. and Rose, R., eds. Strategies to Promote Inclusive Practice. London: Routledge Falmer.

Daniels, H. and Porter, J., 2008. Self Assessment as Preparation for Participation. In: Lascioli, A., ed. Pedagogia speciale in Europa: Problematiche e stato della ricerca. Verona: FrancoAngeli.

Lewis, A. and Porter, J., 2007. Research and Pupil Voice. In: Florian, L., ed. Handbook of Special Education. London: Sage.

Porter, J., 2005. Severe learning difficulties. In: Lewis, A. and Norwich, B., eds. Special Teaching for Special Children: A Pedagogy for Inclusion? Milton Keynes: Open University, pp. 53-66.

Grove, N., Bunning, K. and Porter, J., 2001. Interpreting the meaning of behavior by people with Intellectual Disabilities. Theoretical and Methodological Issues. In: Columbus, F., ed. Advances in Psychology Research. New York : Nova Science.

Porter, J., 2001. Issues in Teacher Training and Development. In: Carpenter, B., Bovair, K. and Ashdown, R., eds. Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). London : Fulton.

Articles

Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S., 2012. The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1), pp. 22-27.

Porter, J., 2012. Forthcoming. Be careful how you ask! Using focus groups and nominal group technique to expore the barriers to learning. International Journal of Research & Method in Education

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., 2012. Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1), pp. 77-98.

Porter, J., Daniels, H., Feiler, A. and Georgeson, J., 2011. Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3), pp. 120-125.

Abdelhameed, H. and Porter, J., 2010. Verbal Short-term memory performance in pupils with Down syndrome. International Journal of Disability Development and Education, 57 (4), pp. 427-438.

Porter, J., Daniels, H., Feiler, A. and Georgeson, J., 2009. Collecting disability data from parents. Research Papers in Education, iFirst, pp. 1-17.

Porter, J., 2009. Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4), pp. 349-360.

Parsons, S., Daniels, H., Porter, J. and Roberston, C., 2008. Resources, Staff Beliefs and Organizational Culture: Factors in the Use of Information and Communication Technology for Adults with Intellectual Disabilities. Journal of Applied Research in Intellectual Disabilities, 21, pp. 19-33.

Porter, J. and Lacey, P., 2008. Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1), pp. 50-62.

Parsons, S., Daniels, H., Porter, J. and Robertson, C., 2006. Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (part 2) (103), pp. 117-132.

Porter, J., Parsons, S. and Robertson, C., 2006. Time for Review: Supporting the Work of an Advisory Group. Journal of Research in Special Educational Needs, 6, 11--16.

Parsons, S., Daniels, H., Porter, J. and Roberston, C., 2006. The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1), pp. 31-44.

Abdelhameed, H. and Porter, J., 2006. Counting in Egyptian Children with Down Syndrome. International Journal of Special Education, 21 (3), pp. 176-187.

Ellins, J. and Porter, J., 2005. Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4), 188--195.

Porter, J., 2005. Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal Of Learning Disabilities, 33 (3), pp. 97-101.

Porter, J., Aspinall, A., Parsons, S., Simmonds, L. and Wood, M., 2005. Time to Listen. Disability and Society, 20, 575--585.

Porter, J., 2005. Special Education in Japan. SLD Experience, 43, pp. 29-30.

Lewis, A. and Porter, J., 2004. Interviewing Children and Young People with Learning Disabilities: Guidelines for Researchers and Multi-Professional Practice. British Journal of Learning Disabilities, 32 (4), 191--197.

Porter, J. and Lewis, A., 2004. Eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4), pp. 157-158.

Lacey, P. and Porter, J., 2004. What might be the future role of special schools? Eye Contact, Spring, pp. 24-26.

Porter, J., 2003. Interviewing Children and Young People with Learning Disabilities. SLD Experience, Summer.

Miller, O. and Porter, J., 2003. Multisensory Environments: Lessons in Practice. Eye Contact, Spring (Supplement).

Porter, J., Downs, C., Morgan, M. and Ouvry, C., 2001. Interpreting Communication of People with Profound and Severe Learning Difficulties. British Journal of Learning Disabilities, 29 (1), pp. 12-16.

Porter, J., 2001. Self Assessment- Encouraging Pupils to reflect on their Learning. SLD Experience, Spring, pp. 12-13.

Reports/Papers

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., 2010. Testing of Disability Identification Tool for Schools. Research Report. Department for Children, Schools and Families, (DFE-RR025).

Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., 2008. Disability Data Collection for Children's Services. Research Report. Department for Children, Schools and Families, (DCSF-RR062/DCSF-RB062).

Daniels, H. and Porter, J., 2001. UNICEF Project Report: Inclusive Education and Assessment Practice in Armenia. Project Report. UNICEF Armenia.

Conference or Workshop Items

Daniels, H. and Porter, J., 2007. Self Assessment as Preparation for Participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, 5-7 May 2006, University of Verona. Libreria Editrice Universitaria Verona.