About
7
Publications
1,675
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
41
Citations
Introduction
Until 2023, I worked as external music education advisor to an ESRC-funded PhD student at the University of Birmingham whose work investigated musical play and its impact upon children and young people with Profound and Multiple Learning Difficulties (PMLD).
Current institution
Additional affiliations
January 2016 - present
Position
- Research Assistant
Description
- I am working with Dr Lila Kossyvaki on a project evaluating the effectiveness of Monoma (a music-based assistive technology device) in fostering the social interaction of primary age children (age 5-6) with severe autism.
Education
October 2011 - February 2016
Publications
Publications (7)
Secondary school music curricula often alienate pupils because of their limited relevance to pupils' future lives and their experiences of music outside school. Moreover, music continues having to justify its place in secondary school settings. With an objective of expanding music educational thinking and increasing music's social relevance and use...
Learning gain in higher education, specifically the development of subject-adjacent skills, abilities and competencies, is of key scholarly and policy relevance. However, little research focuses on students’ broad understandings of learning gain. This paper takes a phenomenographic approach to explore students’ conceptions of learning gain, and how...
Despite the existence of extensive literature on the benefits of either technology or music in children with autism and intellectual disabilities (ID), research studies exploring the impact of interventions combining the two are scant. This paper presents a collaborative multidisciplinary approach between school staff, university researchers and a...
Very little research has explored the impact of interventions combining music and technology on children with a dual diagnosis of autism and intellectual disabilities (ID) incorporating the active involvement of school staff. Video recordings and group interviews were used to collect data in this study. Video recordings of five children with autism...
This article describes, discusses and interprets the ways in which mainstream music teachers and their special school partners worked together, and with their integrated class, in two ten week-long music based projects. It forms part of my doctoral study which also assessed the interaction between the mainstream and special school pupils, and the f...
