Photo of Dr. Mary DOVESTON


  • Job title: Senior Lecturer in Education (SEN and Inclusion)
  • Department: Special Education Needs & Inclusion

General information

Mary Doveston obtained her B. Ed (Hons) at the University of Leicester and an OCR Diploma for Teachers of Learners with Specific Learning Difficulties and an MA in Education at the University of Northampton. Prior to joining the university, she was a Special Needs Co-ordinator before joining a Local Authority Support Service advising schools on the teaching and support of pupils with SEN.


Teaching on the following programmes :

  • MA SEN and Inclusion
  • National Award for SEN Coordination
  • BA SEN and Inclusion


Mary’s main research interest is the development of inclusive classrooms using an appreciative inquiry approach. She has conducted research into the roles of professionals working in schools, including Special needs Co-ordinators, Teaching Assistants and Learning Mentors, and supporting learners with dyslexia in primary classrooms.


Jump to: 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006


  1. Doveston, M. and Lodge, U. (2017) Reflections of staff and students on the introduction of Reciprocal Teaching as an inclusive literacy initiative in an English secondary school. In: Milton, M. (ed.) Inclusive Principles and Practices in Literacy Education. Bingley, West Yorkshire: Emerald Publishing Limited. pp. 231-247.


  1. Doveston, M. (2016) Building relationships for learning: the role of professionals and paraprofessionals in supporting pupils’ learning and social inclusion. Doctoral thesis. The University of Northampton.


  1. Rose, R. and Doveston, M. (2015) Collaboration across cultures: planning and delivering professional development for inclusive education in India. Support For Learning. 30(3), pp. 177-191. 0268-2141.


  1. Brown, J. and Doveston, M. (2014) Short sprint or an endurance test: the perceived impact of the National Award for Special Educational Needs Coordination. Teacher Development. 18(4), pp. 495-510. 1366-4530.
  2. Rose, R., Doveston, M., Rajanahally, J. and Jament, J. (2014) What is effective inclusion? Interpreting and evaluating a western concept in an Indian context. In: Forlin, C. and Loreman, T. (eds.) Measuring Inclusive Education. London: Emerald. pp. 37-51.


  1. Rose, R. and Doveston, M. (2013) Inclusion through learning: what do we mean by inclusive pedagogies? Invited Keynote presented to: Learn 2013: Inclusion through Education and Vocation, Taj Connemara Hotel, Chennai, India, 13-14 September 2013. (Unpublished)
  2. Rose, R., Doveston, M., Rajanahally, J., Jament, J. and Visser, J. (2013) Supporting inclusive classrooms: can Western approaches to teaching be applied within an Indian context? Paper presented to: 21st Conference of The Asian Federation on Intellectual Disabilities (AFID): Towards Dignity & Quality of Life - Evolving Individual Capacity with Family & Community Participation, New Delhi, India, 07-11 October 2013. (Unpublished)


  1. Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.


  1. 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.


  1. Doveston, M. and Keenaghan, M. (2010) Improving group dynamics to support learning and social inclusion: developing and enhancing CPD tutor capacity (Growing Talent for Inclusion, GTI). (Unpublished)
  2. 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.
  3. Doveston, M. and Keenaghan, M. (2010) Teachers and educational psychologists working together: what can we learn? Support for Learning. 25(3), pp. 131-137. 0268-2141.


  1. 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.
  2. Jones, K., Doveston, M. and Rose, R. (2009) The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education. 27(1), pp. 41-51. 0264-3944.


  1. 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)
  2. 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)
  3. Rose, R. and Doveston, M. (2008) Pupils talking about their learning mentors: what can we learn? Educational Studies. 34(2), pp. 145-155. 0305-5698.


  1. Doveston, M. (2007) Developing capacity for social and emotional growth: an action research project. Pastoral Care in Education. 25(2), pp. 46-54. 0264-3944.


  1. Doveston, M. and Kenaghan, M. (2006) Growing talent for inclusion: using an appreciative inquiry approach to investigating classroom dynamics. Journal of Research in Special Educational Needs. 6(3), pp. 153-165. 1471-3802.
  2. Doveston, M. and Keenaghan, M. (2006) Improving classroom dynamics to support students' learning and social inclusion: a collaborative approach. Support for Learning. 21(1), pp. 5-11. 1467-9604.
This list was generated from NECTAR on Sat Aug 18 19:56:27 2018 BST.

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