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Research Profile

Dr Helen
Trory

Senior Lecturer in Education (SEN and Inclusion)

  • Since completing her Post Graduate Certificate in Education to qualify as a teacher in 1990, Helen has always sought to work within the inclusive field, particularly with learners who have special educational needs. After completing an Advanced Diploma in Special Needs in Education and her MA in Education, Helen completed the post graduate RSA Diploma in Teaching Learners with Specific Learning Difficulties (Dyslexia). In 2003 Helen successfully achieved the mandatory Post Graduate Diploma to become a Teacher of the Deaf and in 2004 completed a further Post Graduate Certificate in Working with Deaf Children and their Families in the Early Years. Since joining the University of Northampton in 2010 Helen has completed her Post Graduate Certificate in Teaching in Higher Education in 2012 and also achieved Fellowship of the Higher Education Academy. In 2018 she successfully defended her PhD Thesis entitled ‘A Balancing Act’: Perceptions of Communication about Young Children with Special Educational Needs and/or Disabilities in the Early Years. An Interpretative Phenomenological Analysis Study’. Since January 2017 Helen has been Programme Leader for the BA (Hons) Special Educational Needs and Inclusion degree.

  • BA (Hons) Special Educational Needs and Inclusion

    Teaching on the following modules:

    • Introduction to SEN and Inclusion
    • Professional Roles and Contexts in SEN and Inclusion
    • Perspectives on cognition and specific learning difficulties/dyslexia
    • Reflections on SEN and Inclusion through Educational Visits
    • Dissertation

    MA (Special Educational Needs and Inclusion)

    Teaching on the following modules:

    • Understanding the Nature of Literacy Difficulties and Specific Learning Difficulties (dyslexia)

    Postgraduate Diploma in Specific Learning Difficulties and Inclusion

    Teaching on the following modules:

    • Understanding the Nature of Literacy Difficulties and Specific Learning Difficulties (dyslexia)
    • Approaches to Supporting Learners with Literacy Difficulties and Specific Learning Difficulties (Dyslexia)
  • Helen was part of the successful 2015-2017 Erasmus+ funded project Special Educational Needs Employment Links (SENEL) working with colleagues in Finland, the Czech Republic and Germany. The key objective of this two-year Erasmus+ Strategic Partnership project was to support an effective transition process for students with SEND from VET into employment, by producing and evaluating three unique communicative and informative tools: a portable exhibition of documentary photographs and videos of best practices on partner countries; a tool for employers entitled “A Mini-Guide for Employers of Young People with Special Educational Needs and Disability”; and a tool for young people with SEND entitled “The Passport to Employment for Young People with Special Educational Needs and Disabilities”.

    Helen is also interested in researching undergraduate student experience and is keen to use the perceptions of Deaf/ Hearing Impaired (HI) students at the University of Northampton to inform understanding of student progression and delivery of Active Blended Learning.

    Helen supervises student dissertations at Undergraduate, Masters and PhD level in the fields of inclusion and special educational needs.

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

  • 2019

    Sharma, J. and Trory, H. (2019) Parents’ attitudes to inclusive education: a study conducted in early years settings in inclusive mainstream schools in Bangkok, Thailand. International Journal of Special Education, 33 (4) pp 877 – 893.2018

    Trory, H. (2018) ‘A Balancing Act’: Perceptions of Communication about Young Children with Special Educational Needs and/or Disabilities in the Early Years.  An Interpretative Phenomenological Analysis Study. PhD. University of Northampton.

    2017

    McLean, B. and Trory, H. (2017) SENEL. Patoss Bulletin, 30 (2) pp. 46-50.

    Trory, H. and Bell, S. (2017) Transitions from education to work for young people with Special Educational Needs and Disabilities (SEND) in the UK and Europe: a project for valuing diversity. Sriwanyong, S., Bhummarin, M., Rodkew, A. and Pruantonsai, H. (eds) (2017) The 1st International Conference on Special Education Conference Proceedings.

    Bell, S. and Trory, S. (2017) (Aug) IPSEPSN 2017 Conference: The 1st International Conference on Special Education, Bangkok, Thailand. Co-author/Presenter: Transitions from education to work for young people with Special Educational Needs and Disabilities (SEND) in the UK and Europe: a project for valuing diversity (Unpublished)

    2016

    Bell, S. and Trory, H. (2016) (Nov) EAPRIL 2016 Conference: Challenges of the Digital Era for Education, Working and Learning: Researchers and Practitioners in Dialogue. ISEP University of Porto, Portugal. Co-author: Supporting young people with SEN and disabilities from vocational training into employment by linking with employers (Unpublished)

    2015

    Trory, H. and Bell, S. (2015) Conceptualisations of inclusive practice in English vocational and educational training systems: meeting challenges and identifying strengths. M.Gessler and L.Freund (eds) (2015) Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century Conference Proceedings 6  176-180 ISSN:1861-6828

    2014

    Devecchi, C., Trory, H., Murray, J. and Evans, R. (2014) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. Symposium presented to: 24th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Humboldt University, Berlin, Germany, 09-12 March 2014. (Unpublished)

    Bell, S. and Trory, H. (2014) (Nov) University of Applied Sciences (JAMK), Jyvaskala, Finland. Co-Presenter: Perspectives on inclusion in current vocational education (VET) and higher education (HE) settings in England (Unpublished)

    Trory, H. (2014) (Jun) Artevelde Hogeschool International Week, Ghent, Belgium. Presenter: Reflection – Teaching and Research within the BA (Hons) Early Childhood Studies at the University of Northampton (Unpublished)

    2013

    Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013. (Unpublished)

    Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association Conference, London, 2014-09-24 – 2014-09-24 (Unpublished)

    Trory, H., Devecchi, C. and Murray, J. (2013) Inclusive daily childcare for children with disabilities (0-5) in England: a policy and practice overview from 1997 to present day. Symposium presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 28-31 August 2013. (Unpublished)

    Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice.

    2011

    Smith, C. and Trory, H. (2011) Using board games in the Global Classroom project: providing differentiated learning and curriculum within general and special education. Paper presented to: International Association of Special Education (IASE) 12th Biennial Conference, Windhoek, Namibia, 10-14 July 2011. (Unpublished)

    Smith, C. and Trory, H. (2011) (Sept) European Early Childhood Education Research Association, University of Geneva, Geneva, Switzerland. Co-presenter: Forming Perceptions of Migrant Children in English Early Years Settings (Unpublished).