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Personal profile

Biography

Richard Rose is Professor of Inclusive Education at the University of Northampton. He has previously held posts as a teacher, head teacher and inspector in various parts of England. Richard trained as a teacher in Bristol before completing post-graduate studies at the Universities of Bristol, East Anglia and Leicester where he gained his doctorate. Richard held a position as Marden Fellow and Visiting Professor in Hong Kong. Prior to joining the University of Northampton Richard worked as a tutor for the Universities of Birmingham, and Leicester.

Research Interests

Richard’s research interests are in the areas of inclusive education and children’s rights. He is currently directing a project into extending research competences in the area of disability and inclusion for the National Institution for Empowerment of Persons with Multiple Disabilities in India. He was  recently  Principal Investigator on a project investigating knowledge, attitudes and practices towards children with disabilities in Bhutan, funded by UNICEF. He was also director of Project IRIS, a longitudinal study into special educational provision in the Republic of Ireland. Richard has conducted research for research councils, charitable trusts and government organisations in the UK, China, Estonia, Malaysia, Malta, Ireland, Georgia and India.

He is currently supervising PhD students from both the UK and overseas who are conducting research into various aspects of inclusion and children’s rights.

Supervision

Maitreyee Buragohain; Special Education Needs and Inclusion

The Impact of Dance on Sociability skills of CWCN (Children with Complex Needs): A step towards Inclusion.

 

Divya Dubey; Special Education Needs and Inclusion

An investigation into the professional development needs of teachers (Upper primary and secondary level) to meet the diverse learning needs in Indian classrooms.

 

Pooja Haridarshan; Special Education Needs and Inclusion

The influence of the childhood experiences of women in Bangalore, India, upon their aspirations for their children: socio-cultural and academic perspectives. A community based study.

 

Edna Jackson; Special Education Needs and Inclusion

Special Educational Needs.

 

Malathy Krishnan; Special Education Needs and Inclusion

Investigating social emotional learning in children with special educational needs in special and mainstream schools in Bengaluru, India.

 

Eucharia McCarthy; Special Education Needs and Inclusion

A critical investigation into Inclusion Co-ordinators' (InCos') perspectives and experiences of implementing their role in pre-school settings in the mid-west of Ireland.

 

Sumathi Ravindranath; Special Education Needs and Inclusion

‘An investigation into the nature and extent to which methods taught during Montessori teacher training in Bangalore are applied by teachers in Montessori and mainstream schools.’

 

Sulata Sankardas Ajit; Special Education Needs and Inclusion.

Doctoral Research Project

 

Yu Zhao; Special Education Needs and Inclusion

An Investigation of Experiences of Pupils with Autism Spectrum Disorders (ASD) and School Provision during the Transition between Educational Phases in England.

Teaching Interests

Richard teaches modules on the MA in Special Needs and Inclusive Education, and also conducts research methods training for post-graduate students in India.

Education/Academic qualification

PhD, University of Leicester

Master, University of Leicester

Master, University of East Anglia

External positions

Member of the Asia Journal of Inclusive Education

1 Sep 2012 → …

Member of the Advisory Board of Pramiti School, Bangalore, India

1 Apr 2010 → …

Member of the Editorial Board of Reach, Irish Journal of Special Educational Needs

1 Sep 2008 → …

Member of the Editorial Board of The Journal of Emotional and Behavoural Difficulties

1 Jan 2006 → …

Fingerprint Dive into the research topics where Richard Rose is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

  • 86 Similar Profiles
special educational needs Social Sciences
inclusion Social Sciences
pupil Social Sciences
school Social Sciences
education Social Sciences
Ireland Social Sciences
teacher Social Sciences
classroom Social Sciences

Research Output 1996 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/ReportChapter

Sierra Leone
research approach
education
history of education
social stability

Secondary school transition for students with special educational needs in Ireland

Rose, R., Shevlin, M. & McCoy, S., 17 Jun 2019, In : European Journal of Special Needs Education. p. 1-17 17 p.

Research output: Contribution to JournalArticle

school transition
special educational needs
Ireland
secondary school
Students

The Application of Inclusive Principles and Practice in Schools in South India: Successes and Challenges

Rose, R. & Rajanahally, J., 15 Jan 2019, Education and Disability in the Global South: New Perspectives from Africa and Asia. Singal, N., Lynch, P. & Taneja Johansson, S. (eds.). London: Bloomsbury, p. 165 - 182 18 p.

Research output: Contribution to Book/ReportChapter

Open Access
File
India
teacher
school
compulsory education
classroom
Open Access
File
student
drop-out
university drop-out
university policy
university

Coping with interpersonal relationships within higher education (universities)

Bowen, P. W., Rose, R. & Pilkington, A., Apr 2018, In : International Journal of Academic Multidisciplinary Research. 2, 4, p. 1-11 11 p., 4.

Research output: Contribution to JournalArticle

Open Access
File
university education
coping
tutor
instructor
university teacher
Bhutan
disability
learning aptitude
UNICEF
gray literature
Open Access
File
first generation
India
learning
community
school organization
Open Access
File
exclusion
inclusion
cause
disability
teacher attitude

Thesis

A local authority and educational inclusion: an investigation of policy and practice

Author: Wolstenholme, C., 2008

Supervisor: Rose, R. (Supervisor)

Student thesis: Doctoral Thesis

An Exploratory Inquiry into the Adoption of Performance Based Accountability Policies for Public Universities in Vietnam

Author: Tran My, C., Oct 2018

Supervisor: Thomas, E. (Supervisor), Rose, R. (Supervisor) & Visser, J. (External person) (Supervisor)

Student thesis: Doctoral Thesis

File

Attention deficit hyperactivity disorder (ADHD) within a South Indian (Keralian) mainstream school context

Author: Jament, J., 2009

Supervisor: Garner, P. (Supervisor) & Rose, R. (Supervisor)

Student thesis: Doctoral Thesis

File

Emotional and behavioural difficulties in mainstream schools in Ireland: understandings, attitudes and responses

Author: McKeon, D. I., 2013

Supervisor: Rose, R. (Supervisor) & Garner, P. (Supervisor)

Student thesis: Doctoral Thesis

File

Emotional intelligence: coping and well-being amongst higher education academics. Are they related? How are they experienced?

Author: Bowen, P. W., 2016

Supervisor: Pilkington, A. (Supervisor) & Rose, R. (Supervisor)

Student thesis: Doctoral Thesis

File
File

Structured teaching and eclectic classroom practice for children with autism in special schools: a case of mindful blending

Author: Howley, M., 2015

Supervisor: Ralph, S. (Supervisor), Tarry, E. (External person) (Supervisor) & Rose, R. (Supervisor)

Student thesis: Doctoral Thesis

File