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All Outputs (9)

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD) (2024)
Journal Article
Doak, L. (2024). Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD). Journal of Early Childhood Literacy, https://doi.org/10.1177/14687984241235124

Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less i... Read More about Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD).

Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators (2023)
Book Chapter
Doak, L. (2023). Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators. In A. E. Beckett, & A. Callus (Eds.), The Routledge International Handbook of Children's Rights and Disability (281-299). Routledge. https://doi.org/10.4324/9781003056737-22

It is now internationally accepted that children have the ‘right to express views’, but detailed discussion is needed of how this right can be realised in practice for children with complex communication needs. This chapter explores some of the issue... Read More about Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators.

Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship (2023)
Journal Article
Doak, L. (2023). Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship. Literacy, 57(3), 315-326. https://doi.org/10.1111/lit.12317

Digital technologies such as iPads are now ubiquitous in classrooms and family homes, enabling new possibilities for all learners but particularly for those with disabilities. Existing literature explores how children with learning disabilities creat... Read More about Rethinking the contributions of young people with learning disabilities to iPad storymaking: a new model of distributed authorship.

‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities (2021)
Journal Article
Doak, L. (2024). ‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities. Pedagogy, Culture and Society, 32(1), 41-59. https://doi.org/10.1080/14681366.2021.2010121

Children and young people with learning disabilities may not acquire the independent reading and writing skills which are con-flated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘s... Read More about ‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities.

Rethinking family (dis)engagement with augmentative & alternative communication (2021)
Journal Article
Doak, L. (2021). Rethinking family (dis)engagement with augmentative & alternative communication. Journal of Research in Special Educational Needs, 21(3), 198-210. https://doi.org/10.1111/1471-3802.12510

Augmentative and Alternative Communication (AAC) is a core component of special education for many children with learning disabilities and/or autism who have minimal or no speech. Much literature focuses on implementation of AAC in the classroom or t... Read More about Rethinking family (dis)engagement with augmentative & alternative communication.

Realising the ‘right to play’ in the special school playground (2020)
Journal Article
Doak, L. (2020). Realising the ‘right to play’ in the special school playground. International Journal of Play, 9(4), 414-438. https://doi.org/10.1080/21594937.2020.1843805

In this paper I mobilise a multimodal ethnographic data fragment depicting a moment of play in a UK ‘special school' playground to unpack the challenges of realising the ‘right to play' (Article 31, UN Convention on the Rights of the Child) in a non-... Read More about Realising the ‘right to play’ in the special school playground.

‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism (2018)
Journal Article
Doak, L. (2019). ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism. Qualitative Research, 19(1), 30-54. https://doi.org/10.1177/1468794117752115

This article explores a ‘hybridized approach’ to multimodal research drawing on video data of classroom communication involving children diagnosed with Autism Spectrum Disorder. The focus is a short video of ‘Luke’, aged six, who at snack time declin... Read More about ‘But I’d rather have raisins!’: Exploring a hybridized approach to multimodal interaction in the case of a minimally verbal child with autism.