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Brenna Farrow is a Senior Lecturer within the division of SEN and Inclusion at the University of Northampton (UoN). She teaches across Foundation, BA and MA modules with a particular focus on International perspectives of Special Educational Needs and Inclusion. 

Prior to her appointment at UoN, she was a Post Doctorate research Fellow at Palacky University of Olomouc in the Czech Republic. The research, funded by the European Union, focused on Professional partnerships between educational establishments, with a view to improving Inclusive educational practices specifically in the Czech Republic. In addition, she investigated the attitudes of school principals towards inclusion of students with SEN in regular schools, attitudes of peers in relation to students with hearing impairment and early intervention for children with SEN. Her doctoral thesis focused on pedagogy for children with social communication and interaction difficulties.

Before taking up a career in academia she was a teacher for children with SEN for 18 years, pre-school to post 16; provided professional development for across the full range of educational provision  in international schools in Hong Kong, and engaged with teacher educators through seminars and workshops in Indonesia and Vietnam.

She is a peer reviewer for a number of international and Asia Pacific journals, and an international editorial board member of the Asian Journal of Inclusive Education, the Disability Equity Research Network (DERN) UK, and a member of the UNESCO-UNEVOC centre in Hong Kong.

Education/Academic qualification

PhD, Education University of Hong Kong

1 Nov 200916 Nov 2012

Master, University of Manchester

1 Oct 198929 Sep 1990

Bachelor, University of Lincoln

1 Oct 19831 Jul 1987

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autism Social Sciences
Hong Kong Social Sciences
Sierra Leone Social Sciences
educational setting Social Sciences
neurosciences Social Sciences
interaction Social Sciences
research approach Social Sciences
schoolchild Social Sciences

Research Output 2010 2019

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach

Rose, R., Garner, P. & Farrow, B., 20 Mar 2019, Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across the World. Halder, S. & Argyropoulos, V. (eds.). First ed. London: Palgrave Macmillan Ltd., p. 427 - 444 18 p.

Research output: Contribution to Book/Report typesChapterResearchpeer-review

Sierra Leone
research approach
history of education
social stability

The necessity of Policy/legislation for implementation of Early intervention for children with a disability: A case/context for Nigeria.

Igoni, J. & Farrow, B., 1 Jul 2015, In : Paidagogos. 1, 14, p. 171-182 12 p., 14.

Research output: Contribution to journalArticleResearchpeer-review

primary school

Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings: A Literature Review on Interactions With Peers

Yuhan, X., Potmesil, M. & Farrow, B., 21 Jul 2014, In : The Journal of Deaf Studies and Deaf Education,. 4, 19, p. 423-437 14 p.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
educational setting
climate in the classroom
training program
Open Access