We've introduced a new AI-powered search function on our website. We hope you find it useful. The system will learn as website visitors add searches... so please give it a try.

What are you looking for?

Courses

Events

Staff

Staff Profile

  1. Home
  2. Staff Directory
  3. Brenna Farrow

  • 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.

  • BA Special Educational Needs and Inclusion UON
    • Physical and sensory needs – 2007
    • Comparative and international studies in SEN and inclusion – 2002
    MA SEN026 MASENO21 MASEN022 UON
    • Dissertation supervisor BA SENI;
    • MA SENI and PhD supervisor.

    Brenna has also contributed to the BA Learning and Teaching programmes and ITT placement Sept 2009-Aug 2011 Course tutor for the Masters degree special educational needs HKIED.

    • Rose, R., Garner, P.,& Farrow, B.(2017). The development of a strategy and policy document on inclusive education for children with disabilities in Sierra Leone.
    • Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. & Farrow, B.(2016). 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
    • Peters, B. (2013-2015). Authentic partnerships between educational communities in the Czech Republic. Post-doctoral research project funded by EU
    • Peters, B., & Potmesil, M.V. (2013-2014). School principals’ attitudes towards the inclusion of students with special educational needs in the Moravia region of the Czech Republic. Internal grants agency Palacky University of Olomouc
    • Forlin, C., & Peters, B. (2010-11). I’m not a rice pot! SEC small scale research fund. HKIEd,HK $19,975.
    • Forlin,C., Rose,R., & Yuen,C.(2008 – 2009).A pilot study on implementing educational support for students with special learning needs: Responding to the challenges of education reform in Hong Kong. HK$ 250,000. (of which Brenna was senior research assistant to the project)

  • For publications, projects, datasets, research interests and activities, view Brenna Farrow’s research profile on Pure, the University of Northampton’s Research Explorer.

    • Peters, B., & Forlin, C. (2010). Chinese Children with ASD in Hong Kong: Development of inclusive practice. Journal of Research in Special Education Needs. doi: 10.1111/j.1471-3802.2010.01179.x
    • Peters, B., & Forlin, C. (2011). Informing educational decisions in the early years: Can evidence for improving pedagogy for children with Autism Spectrum Disorder be found from neuroscience? British Journal of Special Education, 38(3), 135-142.doi=10.1111_j.1467-8578.2011.00517
    • Forlin, C., Peters, B., Chan, D., & Lau, E. (2013). “I’m not a Rice Pot”:Disability, Society and Inclusion in Hong Kong. Journal of Exceptional People, 1 (2), 19-29.
    • Peters, B., & Forlin, C. (2013). When children with ASD are part of the learning community: Practical implications for class practice in three international schools in Hong Kong. Asian Journal of Inclusive Education, 1(2), 31-47.
    • Peters, B., & Forlin, C., McInerney, D., & Maclean, R. (2013). Social interaction and cooperative activities: Drawing plans as a means of increasing engagement for children with ASD. International Journal of Whole Schooling, 9(2), 61-88.
    • Kossewska., J., Potmesil, M.V., Peters, B., & Potmesilova, P. (2013).`Value priorities in adolescents with hearing impairment. Psychologica Roswojowa, 18(3)
    • Peters, B. (2014). A model for enhancing social communication and interaction in everyday activities for primary school children with ASD. Journal of Research and Special educational needs.
    • Yuhan, X., Potměšil, M., & Peters, B. (2014). Promoting Peer Interaction of Deaf and Hard-of-Hearing Children in Inclusive Education. The Journal of Deaf Studies and Deaf Education,19(4), 423–437
    • Peters, B.(2014) The implementation of inclusive education in Beijing: exorcizing the haunting spectre of meritocracy. Educational Research and Evaluation: An International Journal on Theory and Practice 20 (5),428-430.
    • Igoni, J & Peters,B.(2015). The necessity of Policy/Legislation for implementation of Early Intervention for Children with Disability: A case/context in Nigeria. Paidagogos,14, 171 – 182.
    • Peters, B., & Potmesil, M.V. (2015). School principals’ attitudes towards the inclusion of students with special educational needs in the Moravia region of the Czech Republic. Palacky University
    • Perepa, P., Howley, M., Garner, P., Preece, D., Rose, R. & Farrow, B. (2016). 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
    • Rose, R., Garner, P., & Farrow, B. (2017). The development of a strategy and policy document on inclusive education for children with disabilities in Sierra Leone.
    • Rose, R., Garner, P., & Farrow, B. (2019). Developing Inclusive Education policy in Sierra Leone: A Research informed approach (Chapter 21) In S. Halder and V. Argyropoulos (Eds), Inclusion, Equity and access for individuals with disabilities. Singapore: Palgrave Macmillan
    • Forlin, C., & Peters, B. (2010-11). I’m not a rice pot! SEC small scale research fund. HKIEd,HK $19,975.
    • Forlin,C., Rose,R., & Yuen,C.(2008 – 2009).A pilot study on implementing educational support for students with special learning needs: Responding to the challenges of education reform in Hong Kong. HK$ 250,000. (of which Brenna was the senior research assistant to the project)