Personal profile
Biography
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.
Research Interests
My research interests include Children with Autism, International perspectives of inclusive education, special educational needs, teachers professional persona development, teaching and children with trauma related issues, key adult interventions and online learning for post graduate students
Education/Academic qualification
PhD, Special educational needs and inclusion, Education University of Hong Kong
1 Nov 2009 → 16 Nov 2012
Award Date: 16 Nov 2012
Master, Masters in Special education, University of Manchester
1 Oct 1989 → 29 Sept 1990
Award Date: 1 Nov 1990
Bachelor, Special educational needs, University of Lincoln
1 Oct 1983 → 1 Jul 1987
Award Date: 8 Nov 1987
External positions
School governor, Sands Academy
31 Dec 2022 → …
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
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SDG 4 Quality Education
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An exploration of the usefulness of the Process Model of Emotion Regulation with three children with autism in a primary special school
Moore, S. & Farrow, B., 1 Nov 2024, In: Journal of Exceptional People. 13, 25, p. 49-61 23 p., 4.Research output: Contribution to Journal › Article › peer-review
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“He knows he is safe; you are the safety net”. Key adult intervention with children with attachment difficulties: The TAs perspective.
Blackwood, L. & Farrow, B., 5 Feb 2023, In: Support for Learning.Research output: Contribution to Journal › Article › peer-review
Open AccessFile -
Teachers’ attitudes towards inclusive education in primary schools in Lagos State, Nigeria
Olosudo, F. & Farrow, B., 26 Nov 2021, In: Journal of Exceptional People. 10, 19, p. 29-49 20 p., 3.Research output: Contribution to Journal › Article › peer-review
Open AccessFile -
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 › Chapter › peer-review
Open AccessFile -
A model for enhancing social communication and interaction in everyday activities for primary school children with ASD
Farrow, B., 5 Apr 2016, In: Journal of Research in Special Educational Needs. 16, 2, p. 89 - 101 13 p.Research output: Contribution to Journal › Article › peer-review
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Situation Analysis on Inclusive Education and Children with Autism in the Sultanate of Oman: Ten-Year Autism Strategy and Five-Year Autism Action Plan for children with ASD
Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. & Farrow, B., 3 May 2016, (Accepted/In press)Research output: Book/Report › Commissioned Report
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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 Journal › Article › peer-review
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Developing Inclusive Practices: Case Study of the Model of Inclusion, Management and Leadership in a School in Bengaluru, India
Farrow, B. (Examiner)
26 Jan 2023Activity: Examinations › Examination › Research
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British Students Professional Persona Development through Teaching English in Local Schools in Hong Kong
Farrow, B. (Author) & Caldwell, H. (Author)
13 Dec 2022Activity: Academic Talks or Presentations › Conference Presentation › Research
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The perceptions of how Dyslexia impacts on nursing and midwifery students and the coping strategies they develop/use to manage difficulties associated with dyslexia in clinical practice; an embedded case study
Farrow, B. (Examiner)
17 Jul 2017Activity: Examinations › Examination › Research
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Educational Research and Evaluation (Journal)
Farrow, B. (Reviewer)
22 Oct 2014Activity: Publication Peer-review and Editorial Work › Publication Peer-review › Research