Publications and Media

Peer-Reviewed Publications:

• Ross, Helen (2021), ‘Between Home and School: Exploring Parents’ Experiences of Educating in a Pandemic’ in Parenting: Challenges of Child Rearing in a Changing Society (Forthcoming book) by S. Ali Samadi (ed) DOI: 10.5772/intechopen.101408
• Ross, Helen (2021). ‘I’m Dyslexic but What Does That Even Mean?’: Young People’s Experiences of Dyslexia Support Interventions in Mainstream Classrooms. Scandinavian Journal of Disability Research, 23(1), pp. 284–294. DOI: https://doi.org/10.16993/sjdr.782
• Ross, H., Rudd, J., Skains, R. L. and Horry R. (2021), ‘How Big is My Carbon Footprint: Understanding Young People’s Engagement with Climate Change’, Sustainability, 13 (4): 1961. DOI: 10.3390/su13041961
• Ross, H (2020) ‘“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia’ In Dyslexia by J. Glazzard (ed), pp 289-311 . DOI: 10.5772/intechopen.93948
• Ross, H (2020) ‘Review 2: The support systems for individuals with SpLDs’ in Council for Science and Technology, Current Understanding, Support Systems, and Technology-led Interventions for Specific Learning Difficulties Evidence reviews commissioned for work by the Council for Science and Technology London: The Council for Science and Technology Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/926052/specific-learning-difficulties-spld-cst-report.pdf [Accessed 12 October 2020]
• Ross, H. 2019. ‘A case study: developing a safe space for vulnerable young people at school’. Support for Learning 34 (2) pp 162-178.
• Ross, H., 2018. ‘Supporting a child with dyslexia: how parents/carers engage with school-based support for their children’. British Journal of Special Education. DOI: 10.1111/1467-8578.12254
• Ross, H., 2017. ‘An exploration of teachers’ agency and social relationships within dyslexia-support provision in an English secondary school’. British Journal of Special Education 44 (2) pp 186-202.

Invited and Guest Publications

• Ross, H. (2021). ‘Working with your child’s school’ invited chapter in British Dyslexia Association, Guide to Dyslexia for Parents.
• Webinar presenter: Ross, H. (2021) ‘Let’s talk about dyslexia’: Seminar with Bowen, J. for Scanning Pens [Online Broadcast] 24March. [online] Available on request from www.scanningpens.co.uk
• Ross, H. (2021) ‘From A to B and all the way to Z, but what do you do when they can’t get there?: Supporting your child at school. ‘ Invited chapter in the British Dyslexia Association, Dyslexia Handbook 2021. Bracknell, UK: British Dyslexia Association
• Ross, H, (2020). Creativity in the Curriculum – An Exam Production-Line’ [online] Available from:  https://www.nicole-brown.co.uk/exam-production-line/
• Ross, H., (2020). ‘Lockdown Life: Dyslexia at a Distance’ [online] Available from:  https://www.bdadyslexia.org.uk/news/lockdown-life-dyslexia-at-a-distance , Invited blog for the British Dyslexia Association Website.
• Ross, H., 2019. ‘Are We Supporting All of Our Children? The Cost of Dyslexia to Families’, University of Bath IPR Blog, 24 April. Available at:  https://blogs.bath.ac.uk/iprblog/2019/04/24/are-we-supporting-all-of-our-children-the-cost-of-dyslexia-to-families/ 

Other Publications/Conferences:

• Ross, H (2021) ‘Mind the Gap: Bridging the gap between teaching practice and parental expectations for children with Specific Learning Difficulties’ Conference Paper. UKEdChat 2021 Online Conference [Online] 3/4/2021
• Ross, H (2021) ‘Mind the Gap: Understanding teacher’s and parents’ differing views of dyslexia-friendly practice in COVID-19 remote-learning’ Conference Paper. QuickFIRE Conference [Online] 24/03/2021.
• Ross, H., ‘ It’s impossible to read the pupils and the pupils can’t read the work: Teachers’ and Parents’ experiences of remote learning’ (2021) [A Presentation to the All Party Parliamentary Group on Dyslexia and Specific Learning Difficulties]. London: All Party Parliamentary Group on Dyslexia and Specific Learning Difficulties. 4 March 16.00-18.00.
• Ross, H. 2021. ‘Where do we slot in? Teaching migration in an English secondary school.’ Invited talk. How to Talk About Migrations: Current Academic Research in Migration Studies and its Relevance for School Curriculum in Scotland and Further Afield Workshop I: Mapping the State of Affairs Between Research and Educational Needs in Scotland’ The Royal Society of Edinburgh Research Workshops. Online Event. 25 February 2021.
• Ross, H (2021) ‘Book Review: Young people’s development and the great recession: Uncertain transitions and precarious futures , Ingrid Schoon and John Bynner Cambridge: Cambridge University Press, 2019’ In Social Policy and Administration Early View https://doi.org/10.1111/spol.12699
• Ross, H (2020) ‘The COVID-19 School Closures: Effects on Learning and Teaching for Students with Special Educational Needs and Disabilities.’ [online] Available from https://committees.parliament.uk/writtenevidence/5464/pdf/ Response to Call for Evidence from The Department for Education Select Committee on Effects of COVID-19.
• Ross, H., 2019. ‘The Dyslexia Challenge.’ [online]. Available from: https://senmagazine.co.uk/home/articles/senarticles-2/the-dyslexia-challenge
• Ross, H., 2019. ‘Testing. Testing’, The Little Things Magazine. 31 May pp 10. [online]. Available from https://issuu.com/thelittlethingsmagazine/docs/ltm09_final_issuu_edition
• Ross, H., 2019. ‘I’m not hiding, you just can’t see me: understanding how schools help learners with hidden learning needs.’ [online]. Available from https://my.chartered.college/2019/05/im-not-hiding-you-just-cant-see-me-understanding-how-schools-help-learners-with-hidden-learning-needs/
• Ross, H., 2019. ‘How can education be inclusive when we’re not sure what inclusion is?’ UKEd Magazine. 15 May, pp 12 , [online]. Available from https://ukedchat.com/asp-products/ukedmagazine-issue-55/
• Ross, H., and Hicks, J., 2019. ‘Mangaging Dyslexia as a Family’ in Hodgson, S., Addington Lord, & Smith, H., The Human Cost of Dyslexia: The Emotional and Psychological Impact of Poorly Supported Dyslexia. A Report from the All-Party Parliamentary Group for Dyslexia and other SpLDs April 2019. London: All Party Parliamentary Group on Dyslexia and other Specific Learning Difficulties, pp.14-24.
• Ross, H., 2019. ‘Surviving SATs Season’, The Little Things Magazine. 16 March, pp 25. [online]. Available from: https://issuu.com/thelittlethingsmagazine/docs/ltm09_final_issuu_edition
• Ross, H., 2018. ‘Bored Games’, The Little Things Magazine. 12 December, pp 12. [online]. Available from: https://issuu.com/thelittlethingsmagazine/docs/ltm08_32pp_master_final_issuu
• Ross, H., 2018. ‘Wobbly Transitions’, The Little Things Magazine. 23 October, pp 29. [online]. Available from: https://issuu.com/thelittlethingsmagazine/docs/littlethings_issue07_issuu
• Ross, H., 2018, ‘How do we view young people with hidden disabilities in educational discourse?’ Available on line at https://chartered.college/hidden-disabilities-educational-discourse
• Ross, H., 2017, ‘Am I a Good Teacher?: How Teachers Construct Themselves.’ Available online at https://chartered.college/good-teacher-teachers-abilities-professional-status
• Ross, H., 2016, ‘Dyslexia in the Classroom: Accessing Support.’ [Poster], University of Bath, Faculty of Health and Social Sciences Post Graduate Research Showcase: April 12. Available online at: https://www.bath.ac.uk/publications/humanities-social-sciences-postgraduate-research-showcase-entries-2016/attachments/helen-ross-dyslexia-in-the-classroom-accessing-support.pdf

Explore Helen’s research projects

Find out more about the projects Helen has been working on.