Staff Directory: Mr Barry Groom

Barry teaches on the MA Education (SEN and Inclusion) modules. He is also Course Leader for the BA (Hons) SEN and Inclusion course. Barry's research areas include supporting teacher trainees, behaviour management and pupils with social, emotional and behavioural difficulties. ) He has previously undertaken joint international research projects in the USA, Finland and Estonia. His present research includes a comparative study of the self perception of pupils with SEBD in Estonia and the UK. Prior to his role at The University of Northampton Barry worked as a School Improvement Consultant, Advisor for SEN and an Headteacher of EBD special schools.

• Approaches to supporting trainee teachers in higher education
• The development of effective provision and practice for pupils with social, emotional and behavioural difficulties
• The role of the teaching assistant in supporting inclusion

Other publications

Barry Groom - Publications:

• Groom, B. (2006) On the outside looking in? Supporting the re-integration of pupils with EBD to mainstream special school from specialist provision. REACH. Journal of Special Needs Education in Ireland.
• Groom, B. and Manounen-Eskelinen, I. (2006) The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland: Teaching in Higher Education. Vol: 11 (3) p 291-300.
• Groom, B. (2006) Supporting Pupils with Social, Emotional and Behavioural Difficulties: Effective Provision and Practice. London. Paul Chapman.
• Groom, B. (2006) Supporting the Professional Development of Colleagues (in) Soan, S. (Ed) SENCO Handbook. London. Optimus Publishing.
• Groom, B. (2005) Enabling inclusion for pupils with social, emotional and behavioural difficulties: the role of the Teaching Assistant. University of Strathclyde. Inclusive and Supportive Education Congress Report. ISBN 1-903618-29-0.
• Groom, B. and Maunonen-Eskelinen I. (2005) Enabling participation: Involving students with special educational needs in their own learning. in Kaikkonen, L. (Ed.) Jotain Erityista - Something Special. Jyvaskyla, Finland. Jyvaskylan Ammattikorkeakoulu. ISBN 951-830-072-0.
• Groom, B. and Rose, R. (2005) Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants. Journal of Research in Special Educational Needs. Vol.5:1. pp.20-30.
• Groom, B and Manounen-Eskelinen, I. (2005) Peer support and collaboration in teacher education programmes. In Vaitekunas, S. (ed) Changing Education in a Changing Society. Klaipeda. Klaipedos universitetas.
• Derrington, C. and Groom, B. (2004) A Team Approach To Behaviour Management. London. Paul Chapman.
• Groom, B. and Rose, R. (2004) Involving pupils with challenging behaviours in their own learning: A transnational perspective. Chap:20: Yeung, F. et al (eds.) Handbook of Emotional and Behavioural Difficulties. London. Sage.

Peer Reviewed Conference Papers: Barry Groom

September 2005

European Conference of Educational Research (ECER), Dublin, Ireland. (with Koiv, K.) A comparative study of perceptions of self by young people with social, emotional and behavioral difficulties (SEBD) in special schools and specialist provision in Estonia and the UK.

British Education Research Association (BERA) University of Pontipridd, Wales. The role of the teaching assistant in preventing disaffection and supporting inclusion.

August 2005

Inclusive and supportive Education Congress (ISEC) University of Strathclyde, Glasgow. Supporting the inclusion of pupils with SEBD: professional development for teaching assistants.

May 2005

Teacher Education in Europe Spring University (TESU), University of Klaipeda, Lithunia. (with Manounen-Eskelinen, I.) Peer collaboration and support in teacher education programmes: A comparative and co-operative approach between two teacher training providers in Finland and the UK.

September 2004

European Conference of Educational Research (ECER).University of Crete. Supporting excluded pupils with SEBD to return to mainstream school.

May 2004

Teacher Education in Europe Spring University (TESU), Tartu University, Estonia. The use of portfolios to develop reflective practice in teacher training: A comparative and collaborative approach between two teacher training providers in the UK and Finland. (with Manounen-Eskelinen, I.).

September 2003

European Conference of Educational Research (ECER). Hamburg, Germany. Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants

British Education Research Association Conference (BERA) Heriot Watt University, Edinburgh. Teacher perceptions of factors underlying the successful inclusion of pupils experiencing social, emotional and behavioural difficulties at Key Stage 2.