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Dr

Ben Simmons

  • Lecturer
  • Email: b.simmons@bathspa.ac.uk
  • School or Department: Institute for Education
  • Campus: Newton Park
  • Office: NP.TN.G05
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Personal statement

Dr Ben Simmons is a Lecturer at the Institute for Education, Bath Spa University. He was formerly a British Academy Postdoctoral Fellow and tutor at the Graduate School of Education, University of Bristol (2014-2017). At Bristol he led a three-year project researching the social cognition, agency, and educational inclusion of children with profound and multiple learning disabilities (PMLD). This work significantly built upon Ben’s doctoral research (2010) and book co-authored with Debbie Watson (The PMLD Ambiguity: Articulating the Life-Worlds of Children with Profound and Multiple Learning Disabilities. London: Karnac, 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. 

Ben is currently working on his second book, entitled The Experience of Being and Belonging: A Phenomenological Account of Inclusion for Children with Profound and Multiple Learning Disabilities. The book will be published by Sense Publishers in late 2018.

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. 

Subjects

  • ED4001 Education for Change
  • ED5001 Issues in Education Studies
  • ED5014 Supporting Learners with Additional Support Needs
  • ED6001 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.

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.

 

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


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


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


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