Dr Sheena Bell is a Senior lecturer in SEN and Inclusion at the University of Northampton, teaching on a range of undergraduate and Masters level courses. She is a member of the research group CeSNER: Centre for Special Needs Education and Research. Sheena has been involved in a number of national and international research projects, inspired by her own teaching experiences in schools, prisons, community, further and higher education, and working on international projects.
Sheena Bell is course leader for:
- OCR Course leader for the 10218/9 Level 5 and 7 Diplomas in Assessing
- Teaching Learners with Specific Learning Difficulties (Dyslexia) courses
Sheena Bell, is leading the prestigious European bid for a two year project: Employment Links (SENEL), will focus on transition into employment, from vocational education and training (VET) and further education (FE), for young people with special educational needs and disabilities (SEND). We are partnered by colleagues from City of Oxford College of Further Education Oxford, and with international partners in The Czech Republic, Finland and Germany. The key objective of this two-year Erasmus+ Strategic Partnership project is to produce two dynamic tools to support this transition process for students with SEND. In the first year of the project a tool for employers entitled “A Brief Guide for Employers of Young People with Special Educational Needs and Disability” will be produced in 4 languages. This will be followed in the second year by materials aimed at young people with SEND entitled “The Passport to Employment for Young People with Special Educational Needs and Disabilities”. This is will be a self-advocacy tool for FE students with SEND, transitioning from FE to work.
I currently supervise one Phd Student working on spelling difficulties in an international context, and a number of MA SEN students with SEN/Dyslexia themed research.
- Brown, J. and Bell, S. (2014) Supporting young people with dyslexia in international schools: a case study example of current provision in Southeast Asia. Support For Learning. 29(2), pp. 154-166. 0268-2141.
- Bell, S. (2013) Professional development for specialist teachers and assessors of students with literacy difficulties/dyslexia: ‘to learn how to assess and support children with dyslexia’. Journal of Research in Special Educational Needs. 13(1), pp. 104-113. 1471-3802.
- Bell, S. and Maclean, B. (2012) Good practice in training specialist teachers and assessors for people with dyslexia. In: Peer, L. and Reid, G. (eds.) Special Educational Needs: A Guide for Inclusive Practice. London: SAGE Publications. pp. 127-140.
- Bell, S. (2012) Training teachers of children with dyslexia or literacy difficulties for 21st century schools in England. In: Pancocha, K. and Prochazkova, L. (eds.) Education and Support for People with Special Needs. Brno, Czech Republic: Muni Press. pp. 15-24.
- Bell, S., McPhillips, T. and Doveston, M. (2011) How do teachers in Ireland and England conceptualise dyslexia? Journal of Research in Reading. 34(2), pp. 171-192. 0141-0423.
- Burns, E. and Bell, S. (2011) Narrative construction of professional teacher identity of teachers with dyslexia. Teaching and Teacher Education. 27(5), pp. 952-960. 0742-051x (print), 1879-2480 (online).
- Bell, S. (2011) Supporting adults with dyslexia by creating community groups: an examination of three models of provision in the voluntary sector. Occasional Papers in Education and Lifelong Learning (OPELL): An International Journal. 5(1 - 2), pp. 5-28. 9781859242612.
- Bell, S. (2010) Inclusion for adults with dyslexia: examining the transition periods of a group of adults in England: ‘Clever is when you come to a brick wall and you have got to get over it without a ladder’. Journal of Research in Special Educational Needs. 10(3), pp. 216-226. 1471-3802.
- McPhillips, T., Bell, S. and Doveston, M. (2010) Overcoming barriers to the acquisition of literacy in 21st century inclusive classrooms. In: Rose, R. (ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. Abingdon: Routledge. pp. 213-226.
- Burns, E. and Bell, S. (2010) Voices of teachers with dyslexia in Finnish and English further and higher educational settings. Teachers and Teaching: Theory and Practice. 16(5), pp. 529-543. 1354-0602.
- Bell, S. (2009) Exploring support for dyslexic adults in the English workforce: lessons learnt from the story of an adult dyslexia group. Support for Learning. 24(2), pp. 73-80. 1467-9604.
- McPhillips, T., Bell, S. and Doveston, M. (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding a path through the maze. REACH Journal of Special Needs Education in Ireland. 22(2) 0790-8695.
- McPhillips, T., Bell, S. and Doveston, M. (2008) Enabling communication through increased participation: an evaluation of the teaching methods and approaches used in Ireland and England: a comparative study. Paper presented to: 20th Annual Conference of the Irish Association of Teachers in Special Education (IATSE): Enabling Communication, Dublin, 12 - 14 June 2008. (Unpublished)
- McPhillips, T., Bell, S. and Doveston, M. (2008) How do teachers in England and Ireland conceptualise dyslexia? Paper presented to: European Educational Research Association (ECER) New Researchers/Student Conference, Gothenburg, Sweden, 10 - 12 September 2008. (Unpublished)
- Bell, S. (2007) Factors affecting the integration of adult dyslexics in workplace environments in England. Paper presented to: Integration and Education International Conference, Riga, Latvia,, 22– 23 February 2007. (Unpublished)
- Kraftl, P., Horton, J., Armstrong, S. C., Matthews, M. H., Pilkington, A., Mansukhani, N., Bell, S., Derrington, C., Doveston, M., Howley, M., Jones, K., Rose, R., Smith, A., Waine, L. and Wolstenholme, C. (2007) Free Maps for 11 Year Olds: national survey of Special Educational Needs (SEN) schools. Report presented to Ordnance Survey, June 2007 (Unpublished)