Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.
She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.
Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.
- Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
- Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
- Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
- Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
- Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
- Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
- Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
- Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
- Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
- Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
- Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
- Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
- Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720