Helen is an active freelance qualitative researcher, working on small-scale projects in schools and larger national projects with charities and other organisations. Here are details of her recent work:
Dyslexia CodeBreakers: Programme Evaluation
Helen is working with Georgina Smith, creator of Dyslexia CodeBreakers, to evaluate the programme, understand people’s views of it and delineate their hopes and aims for using it with their children and students. She is providing support for qualitative data construction through her expertise of research design and data analysis to explore teachers’, parents’ and learners’ views of the programme and its successes.
This information will then be used to develop the programme further and disseminated to professionals via industry and other publications.
Helen has provided professional advice relating to educational settings and resource development alongside her expertise in qualitative data analysis for this project, involving work with young people’s understanding of climate change. Helen analysed young people’s responses to a short series of workshops as demonstrated through their online digital fictions. She then developed a theoretical model and presented findings to the project team in the form of PowerPoint Presentations (interim and final) and short interim and then final reports.
Helen and the team hope to write up these findings as formal journal papers, with a view to potentially presenting them at academic and industry conferences.
British Dyslexia Association and John Hicks- the Human Cost of Dyslexia
Helen has worked as a consultant with John Hicks of Spectacles Coaching and the British Dyslexia Association on their recent project the ‘Human Cost of Dyslexia‘. She undertook analysis of qualitative data gathered as part of a semi-structured survey undertaken on line. Findings of the project were then presented at the All Party Parliamentary Group for Dyslexia and Other SpLDs on 24th April 2019 and Helen contributed to the final report, where evidence and recommendations arising from the survey were documented.
Helen has worked within schools to support the development of practice to support young people with Special Educational Needs. In her own places of work she has developed provision for young people with needs, revising procedures and policies linked to those procedures.
Her own research has explored young people’s experiences of dyslexia and other neurodiversities. Helen subsequently made recommendations to the host-schools regarding their policies based on the evidence gathered from her research and other good practice. Links to publications and other output can be found here.