Ben Simmons

Personal statement

Dr Ben Simmons is a Senior Lecturer at the Institute for Education and co-directs the Centre for Research in Equity, Inclusion and Community (CREIC). His area of expertise lies in special and inclusive education, with particular reference to children with profound and multiple learning disabilities (PMLD). Ben leads three undergraduate modules in the SEND field, teaches research methodology and currently supervises doctoral students in the fields of mental health and disability.

Ben’s research examines the social and educational inclusion of children with PMLD. He was a British Academy Postdoctoral Fellow in this field (2014-2017) and led a three-year project examining the social interaction of children with PMLD who attended mainstream school. This work significantly built upon Ben’s ESRC-funded doctoral research (2010) and book, co-authored with Debbie Watson, titled The PMLD Ambiguity: Articulating the Life-Worlds of Children with Profound and Multiple Learning Disabilities (London: Routledge, 2014).

Prior to his fellowship, Ben held research posts in the fields of Health and Education at the University of Bristol, University of Oxford, University of Exeter, Plymouth University, and Bangor University. He also worked as a researcher or support worker for third sector disability organisations, including Scope and Mencap.

Academic qualifications

BA (Hons), English Studies and History, Oxford Brookes University
MEd, Special Educational Needs, University of Exeter
PGCE, Early Years, University of Exeter
MSc, Educational Research, University of Exeter
PhD, The PMLD Ambiguity - Articulating the Lifeworlds of Children with Profound and Multiple Learning Disabilities, funded by the ESRC, University of Exeter.

Professional qualifications

Fellow - Higher Education Academy (FHEA)

Subjects

EDU4101: Controversial Issues in Special and Inclusive Education
EDU5101: Supporting Learners with Additional Needs
EDU5102: Critical Approaches to PMLD Education
EDU6001: Education Dissertation
PhD Supervision

Areas of expertise

Special Educational Needs
Inclusive Education
Profound and Multiple Learning Disabilities (PMLD)
Phenomenology
Research Methodology.

Research supervision

Ben is interested in supervising students in the field of special and inclusive education, profound and multiple learning disabilities (PMLD) and disability studies.

Research and academic outputs

Go to ResearchSPAce

The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning disabilities

book

Simmons, B and Watson, D (2014) The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning disabilities. Karnac Books, London. ISBN 9781780490342

Enacting the international vision of inclusive education: a UK-PMLD case study

book_section

Simmons, B (2020) 'Enacting the international vision of inclusive education: a UK-PMLD case study.' In: Downes, G and Simon, C.A, eds. Sociology of education. Routledge, Abingdon. (Forthcoming)

Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: a study of belonging

book_section

Simmons, B (2020) 'Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: a study of belonging.' In: Nind, M and Strnadova, I, eds. Belonging for people with profound intellectual and multiple disabilities: pushing the boundaries of inclusion. Routledge, Abingdon. (Forthcoming)

The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences

book_section

Simmons, B (2018) 'The phenomenology of intersubjectivity and research with profoundly disabled children: developing an experiential framework for analysing lived social experiences.' In: Twomey, M and Carroll, C, eds. Seen and heard: exploring participation, engagement and voice for children with disabilities. Peter Lang, Oxford, pp. 125-144. ISBN 9781787075160

From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities

book_section

Simmons, B and Watson, D (2016) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' In: Kelly, B and Byrne, B, eds. Valuing disabled children and young people: research, policy, and practice. Routledge, Abingdon. ISBN 9781138687080

Variations in interaction: examining how social engagement is contingent upon context

article

Simmons, B (2019) 'Variations in interaction: examining how social engagement is contingent upon context.' PMLD Link, 31.2 (90). pp. 7-9. ISSN 2042-5619

From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities

article

Simmons, B (2019) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education. ISSN 1360-3116

Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning

article

Jay, T, Rose, J and Simmons, B (2018) 'Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning.' SAGE Open, 8 (2). ISSN 2158-2440

Finding “mathematics”: parents questioning school-centered approaches to involvement in children’s mathematics learning

article

Jay, T, Rose, J and Simmons, B (2017) 'Finding “mathematics”: parents questioning school-centered approaches to involvement in children’s mathematics learning.' School Community Journal, 27 (1). pp. 201-230. ISSN 1059-308X

From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities

article

Simmons, B and Watson, D (2015) 'From individualism to co-construction and back again: rethinking research methodology for children with profound and multiple learning disabilities.' Child Care in Practice, 21 (1). pp. 50-66. ISSN 1357-5279

“It’s helping your child experience the world": how parents can use everyday activities to engage their children in mathematical learning

article

Rose, J, Jay, T and Simmons, B (2014) '“It’s helping your child experience the world": how parents can use everyday activities to engage their children in mathematical learning.' Proceedings of the British Society for Research into Learning Mathematics, 33 (3).

Challenging the developmental reductionism of ‘profound and multiple learning disabilities’ through academic innovation

article

Simmons, B and Watson, D (2014) 'Challenging the developmental reductionism of ‘profound and multiple learning disabilities’ through academic innovation.' PMLD Link, 26 (3). pp. 25-27.

Why parents can’t always get what they (think they) want

article

Jay, T, Rose, J and Simmons, B (2013) 'Why parents can’t always get what they (think they) want.' Proceedings of the British Society for Research into Learning Mathematics, 33 (3). pp. 31-36.

Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts

article

Seale, J, Nind, M and Simmons, B (2012) 'Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts.' Scandinavian Journal of Disability Research, 15 (3). pp. 233-248. ISSN 1501-7419

Postmodern synergistic knowledge creation: extending the boundaries of disability studies

article

Simmons, B, Blackmore, T and Bayliss, P (2008) 'Postmodern synergistic knowledge creation: extending the boundaries of disability studies.' Disability & Society, 23 (7). pp. 733-745. ISSN 0968-7599

The role of special schools for children with profound and multiple learning difficulties: is segregation always best?

article

Simmons, B and Bayliss, P (2007) 'The role of special schools for children with profound and multiple learning difficulties: is segregation always best?' British Journal of Special Education, 34 (1). pp. 19-24. ISSN 0952-3383

The minor gesture [book review]

other

Simmons, B (2018) The minor gesture [book review]. Disability & Society, 33 (3). pp. 495-497. ISSN 1360-0508

Conferences and reviews

Conference Presentations and Invited Talks

Simmons, B. (2017)," The phenomenology of intersubjectivity and research with profoundly disabled children: Developing an experiential framework for analysing lived social experiences", Profound Intellectual Disability Symposium, Helsinki, Finland, 15 June 2017
Simmons, B. (2016), "Examining the situated and emerging sociability of children with PMLD", Centre for Researching Education Across Boundaries (CREAB), University of Bristol, 22 March 2016
Simmons, B. (2015), "Qualitatively mapping the social interaction opportunities of children with profound and multiple learning difficulties in educational contexts", Australian Association for Research in Education (AARE), University of Notre Dame, Fremantle, Australia, 30 November 2015
Simmons, B. (2015), "Assessing the social skills of children with PMLD through 'inclusive education'", SEND Teach Meet, University of Oxford, United Kingdom, 18 February 2015
Jay, T., Rose, J., & Simmons B. (2014), " 'It’s helping your child experience the world': How parents can use everyday activities to engage their children's mathematical learning", Centre for Mind and Brain in Educational and Social Contexts (MBESC), University of Bristol, United Kingdom, 29 September 2014
Rose, J. Simmons, B. & Jay, T. (2014)" 'It’s helping your child experience the world': How parents can use everyday activities to discuss maths with their children", European Conference of Educational Research (ECER), University of Porto, Portugal, 4 September 2014
Simmons, B. (2013), "Understanding children with profound and multiple learning disabilities (PMLD) in research, theory and practice (invited paper)", Centre for Mind and Brain in Educational and Social Contexts (MBESC), University of Bristol, United Kingdom, 25 October 2013
Simmons, B. (2012), "Changing the agenda: reflections about the research landscape for children with profound and multiple learning difficulties" (invited keynote paper), 1st UK Disabled Children’s Research Network Conference (UKDCRNC), University of Bristol, 16 May 2012
Simmons, B. (2011), "The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning difficulties", Nordic Network on Disability Research (NNDR) 11th Research Conference, Reykjavik, Iceland, 28 May 2011
Simmons, B. (2010), "Personhood, participation, and the PMLD conundrum" (invited paper), presented at the Cornwall Disability Research Network (CDRN) 5th Annual Conference, Cornwall College, United Kingdom 29 October 2010
Simmons, B. (2008), "Sam's Story" (invited paper), Cornwall Disability Research Network (CDRN) 3rd Annual Conference, Cornwall College, United Kingdom, 27 December 2008
Blackmore, T., Simmons B. & Vakirtzi, E. (2006), "Postmodern rhizomatics and synergistic knowledge creation: the case for rejecting grand narratives in educational research", European Conference of Educational Research (ECER), University of Geneva, Switzerland, 13 September 2006
Simmons, B. & Bayliss, P. (2005), "Developing intersubjectivity in children with profound and multiple learning difficulties through inclusive education", International Conference of Inclusive Education, Institute of Education, Tai Po, Hong Kong, 09 December 2005.

Book Reviews

Simmons, B. (2018) Review of Manning, E. (2016) The minor gesture - thought in the act, for Disability & Society
Simmons, B. (2017) Review of Paterson, M. (2015) Review of Seeing with the hands, for Disability & Society, 32 (2): 280-281
Simmons, B. (2013) Review of Hesse-Biber, S. & Patricia, L. (2010) Handbook of Emergent Methods, New York: The Guildford Press, for British Educational Research Journal 39 (5): 947–949
Simmons, B. (2010) Review of Armstrong, A., Armstrong, D., & Spandagou, I. (2010) Inclusive Education: International Policy and Practice, London: Sage Publications, for Journal of Research in Special Educational Needs, 10 (3), 256.