Items by Porter, Jill
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Porter, J., 2015. Understanding and Responding to the Experience of Disability. Abingdon Oxon: Routledge Falmer.
Georgeson, J., Porter, J., Daniels, H. and Feiler, A., 2014. Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2), pp. 198-212.
Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A., 2014. Reasonable adjustments for disabled pupils: what support do parents want for their child? : What support do parents want for their child? European Journal of Special Needs Education, 28 (1), pp. 1-18.
Porter, J., 2014. Forthcoming. Какую поддержку хотят родители для своих детей с ОВЗ : What support Do parents want for their Disabled Child? Психологическая наука и образование. (Psychological Science and Education)
Bush, A. J., Silk, M. L., Porter, J. and Howe, P. D., 2013. Disability [sport] and discourse : Stories within the Paralympic legacy. Reflective Practice, 14 (5), pp. 632-647.
Porter, J., 2013. Be careful how you ask! Using focus groups and nominal group technique to expore the barriers to learning. International Journal of Research and Method in Education, 36 (1), pp. 33-51.
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.
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.
Daniels, H., Lauder, H. and Porter, J., 2012. Introduction : from plato to Monday morning. In: Daniels, H., Porter, J. and Lauder, H., eds. Knowledge Values and Educational Policy. London, U. K.: Taylor & Francis, pp. 1-6.
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.
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.
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., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., 2010. Testing of Disability Identification Tool for Schools. Other. Department for Children, Schools and Families.
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.
Daniels, H., Lauder, H. and Porter, J., eds., 2009. Educational Theories, Cultures and Learning : A Critical Perspective. Abingdon, U. K.: Routledge. (Critical Perspectives on Education)
Daniels, H., Porter, J. and Lauder, H., eds., 2009. Knowledge, Values and Educational Policy : A Critical Perspective (Volume 2). Abingdon, U. K.: Routledge. (Critical Perspectives on Education)
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.
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. Other. Department for Children, Schools and Families.
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.
Daniels, H. and Porter, J., 2007. Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. Other. Cambridge: University of Cambridge Faculty of Education.
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, 2006-05-05 - 2006-05-07, University of Verona.
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.
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. and Lacey, P., 2005. Researching Learning Difficulties: A Guide for Practitioners. London: Sage.
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.
Dee, L., Florian, L., Porter, J. and Robertson, C., 2003. Developing Curriculum Guidance for person-centred transitions. In: Rodrigues, D., ed. Perspectivas sobre a Inclusa. Porto: Editora Porto.
Porter, J., 2003. Interviewing Children and Young People with Learning Disabilities. SLD Experience, Summer.
Porter, J. and Ashdown, R., 2002. Promoting Learning in Pupils with Complex Learning Difficulties: Using Visual Access Systems. Tamworth: NASEN.
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.
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.
Porter, J., 2001. Self Assessment- Encouraging Pupils to reflect on their Learning. SLD Experience, Spring, pp. 12-13.
Daniels, H. and Porter, J., 2001. UNICEF Project Report: Inclusive Education and Assessment Practice in Armenia. Other. UNICEF Armenia.