Currently browsing: Items authored or edited by Jane Seale https://orcid.org/0000-0002-4279-7463

48 items in this list.
Generated on Sun Dec 8 15:30:15 2024 GMT.

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Carr, Jessica E; Holliman, Richard; Seale, Jane; Scanlon, Eileen; Shaw-Williams, Ruth and Banbury Self Advocacy Group, My Life My Choice (2024). Reimagining citizen science as inclusive praxis. Research for All (In press).

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Foundations. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 51–73.

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

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Eshleman, Julie; Seale, Jane; Lunness, Kate; Blackburn, Ellie; Gaunt, Jane; Hammond, Alistair and Waldron, Sean (2023). [Book Review] Supporting people with learning disabilities to use technology, frameworks and toolkits, By Jane Seale. British Journal of Learning Disabilities, 51(2) pp. 279–282.

Ed-ICT International Network (2018). Symposium Four: New Practices. Proceedings from the Ed-ICT International Network.

Ed-ICT International Network (2018). Proceedings of the Ed-ICT International Network. Israel Symposium: In Search of New Designs.

Ed-ICT International Network (2017). Proceedings of the Ed-ICT International Network Montreal Symposium:
Stakeholder Perspectives.

Ed-ICT International Network (2017). Symposium One: Effective Models, Frameworks, and Approaches. Proceedings from the Ed-ICT International Network: Disabled students, ICT, post-compulsory education & employment: In search of new solutions.

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Garcia Carrizosa, Helena; Sheehy, Kieron; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2020). Designing technologies for museums: accessibility and participation issues. Journal of Enabling Technologies, 14(1) pp. 31–39.

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Herodotou, Christothea; Twiner, Alison; Scanlon, Eileen; McLeod, Kevin and Seale, Jane (2022). From participants to creators: Considerations for community-led citizen science. In: Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (Chinn, C.; Tan, E.; Chan, C. and Kali, Y. eds.), International Society of the Learning Sciences, Hiroshima, Japan, pp. 11–18.

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Jane, Seale (2020). Were we right? A re-evaluation of the perceived potential of technology to transform the educational opportunities and outcomes of learners with special educational needs. History of Education, 49(2) pp. 247–264.

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Lister, Kate; Andrews, Kyle; Buxton, Jo; Douce, Christopher and Seale, Jane (2023). Assessment, life circumstances, curriculum and skills: barriers and enablers to student mental wellbeing in distance learning. Frontiers in Psychology, 14, article no. 1076985.

Lister, Kate; Seale, Jane and Douce, Christopher (2021). Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing. Open Learning: The Journal of Open, Distance and e-learning, 38(2) pp. 102–116.

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Nind, Melanie; Seale, Jane; Chapman, Rohhss and Tilley, Liz (2016). The Conundrum of Training and Capacity Building for People with Learning Disabilities Doing Research. Journal of Applied Research in Intellectual Disabilities, 29(6) pp. 542–551.

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Rix, Jonathan; Garcia Carrizosa, Helena; Sheehy, Kieron; Seale, Jane and Hayhoe, Simon (2022). Taking risks to enable participatory data analysis and dissemination – A research note. Qualitative Research, 22(1) pp. 143–153.

Rix, Jonathan; Garcia Carrizosa, Helena; Hayhoe, Simon; Seale, Jane and Sheehy, Kieron (2021). Emergent analysis and dissemination within participatory research. International Journal of Research & Method in Education, 44(3) pp. 287–302.

Rix, Jonathan; Garcia Carrizosa, Helena; Seale, Jane; Sheehy, Kieron and Hayhoe, Simon (2020). The while of participation: A systematic review of participatory research involving people with sensory impairments and/or intellectual impairments. Disability and Society, 35(7) pp. 1031–1057.

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Seale, Jane (2024). Addressing the main challenges of future assistive technology research by building a community of practice. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 227–242.

Seale, Jane (2024). Scoping a future research agenda for disability and technology: issues to consider. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 19–60.

Seale, Jane ed. (2024). A Research Agenda for Disability and Technology. Edward Elgar Publishing.

Seale, Jane (2024). Constructions of disability and technology and the shaping of future research. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 1–18.

Seale, Jane (2024). Methods for achieving greater involvement of people with disabilities in the design of technologies. In: Seale, Jane ed. A Research Agenda for Disability and Technology. Edward Elgar Publishing, pp. 195–226.

Sánchez-Díaz, Maria de las Nieves; Beatriz, Morgado and Seale, Jane (2024). Access and Participation: The use of Technologies as tools for Inclusion by Spanish University Lecturers. Australasian Journal of Educational Technology, 40(1) pp. 94–109.

Seale, Jane (2024). The potential contribution of ethical frameworks in guiding the development of digitally inclusive support practices for adults with learning disabilities. In: Bianchi, Andria and Vogt, Janet A. eds. Intellectual Disabilities and Autism: Ethics and Practice. The International Library of Bioethics, 108. Cham, Switzerland: Springer, pp. 195–207.

Seale, Jane (2023). It’s not all doom and gloom: what the pandemic has taught us about digitally inclusive practices that support people with learning disabilities to access and use technologies. British Journal of Learning Disabilities, 51(2) pp. 218–228.

Seale, Jane (2022). Technology Use by Adults with Learning Disabilities: Past, Present and Future Design and Support Practices. Routledge Research in Special Educational Needs. Abingdon: Routledge.

Seale, Jane; Burgstahler, Sheryl and Havel, Alice (2022). One model to rule them all, one model to bind them? A critique of the use of accessibility-related models in post-secondary education. Open Learning: The Journal of Open and Distance Learning, 37(1) pp. 6–29.

Seale, Jane; Colwell, Chetz; Coughlan, Tim; Heiman, Tali; Kaspi-Tsahor, Dana and Olenik-Shemesh, Dorit (2021). "Dreaming in colour’: disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies". Education and Information Technologies, 26(2) pp. 1687–1719.

Seale, Jane; Garcia Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2021). A participatory approach to the evaluation of participatory museum research projects. International Journal of Research and Method in Education, 44(1) pp. 20–40.

Seale, Jane; King, Laura; Jorgensen, Mary; Havel, Alice; Asuncion, Jennison and Fichten, Catherine (2020). Engaging Ignored Stakeholders of Higher Education Accessibility Practice: Analysing the experiences of an international network of practitioners and researchers. Journal of Enabling Technologies, 14(1) pp. 15–29.

Seale, Jane (2020). Keeping connected and staying well: the role of technology in supporting people with learning disabilities during the coronavirus pandemic.

Seale, Jane (2019). Wilderness and resistance: Illuminating the digital inequalities experienced by adults with learning disabilities between 1970 and 1999. Disability & Society, 34(9-10) pp. 1481–1503.

Sheehy, Kieron; Garcia Carrizosa, Helena; Rix, Jonathan; Seale, Jane and Hayhoe, Simon (2019). Inclusive museums and augmented reality. Affordances, participation, ethics and fun. The International Journal of the Inclusive Museum, 12(4) pp. 67–85.

Seale, Jane (2019). In search of a decision-making framework for involving users who have learning disabilities or sensory impairments in the process of designing future technologies. In: Proceedings of the Future Technologies Conference (FTC) 2019, Advances in Intelligent Systems and Computing, Springer, pp. 844–861.

Seale, Jane; Choksi, Ajay and Spencer, Karen (2019). ‘I’ve been a whizz-kid since I’ve been at college’: Giving voice to the collective memories of adults with learning disabilities about the role that technology has played in their lives. Disability Studies Quarterly, 39(4), article no. 6621.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonty; Sheehy, Kieron and Hayhoe, Simon (2018). A proposal for a unified framework for the design of technologies for people with learning difficulties. Technology and Disability, 30(1-2) pp. 25–40.

Seale, Jane; Garcia-Carrizosa, Helena; Rix, Jonathan; Sheehy, Kieron and Hayhoe, Simon (2017). What common design principles can be distilled out from literature in the field of technologies and learning difficulties that might inform the design of technologies within the EU funded ARCHES Project?

Seale, Jane K (2017). From the voice of a ‘Socratic Gadfly’: a call for more academic activism in the researching of disability in postsecondary education. European Journal of Special Needs Education, 32(1) pp. 153–169.

Seale, Jane and Chadwick, Darren (2017). How does risk mediate the ability of adolescents and adults with intellectual and developmental disabilities to live a normal life by using the Internet? Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(1), article no. 2.

Seale, Jane (2016). How can we confidently judge the extent to which student voice in higher education has been genuinely amplified? A proposal for a new evaluation framework. Research Papers in Education, 31(2) pp. 212–233.

Seale, Jane; Georgeson, Jan; Mamas, Christoforos and Swain, Julie (2015). Not the right kind of ‘digital capital’? An examination of the complex relationship between disabled students, their technologies and higher education institutions. Computers & Education, 82 pp. 118–128.

Seale, Jane; Nind, Melanie; Tilley, Liz and Chapman, Rohhss (2015). Negotiating a third space for participatory research with people with learning disabilities: an examination of boundaries and spatial practices. The European Journal of Social Science Research, 28(4) pp. 483–497.

Seale, Jane; Gibson, Suanne; Haynes, Joanna and Potter, Alice (2015). Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education. Journal of Further and Higher Education, 39(4) pp. 534–552.

Seale, Jane; Nind, Melanie and Parsons, Sarah (2014). Inclusive research in education: contributions to method and debate. International Journal of Research & Method in Education, 37(4) pp. 347–356.

Seale, Jane (2014). The role of supporters in facilitating the use of technologies by adolescents and adults with learning disabilities: a place for positive risk-taking? European Journal of Special Needs Education, 29(2) pp. 220–236.

Seale, Jane K. (2014). E-Learning and Disability in Higher Education: Accessibility Research and Practice. Second Edition. New York: Routledge.

Seale, Jane (2013). When digital capital is not enough: reconsidering the digital lives of disabled university students. Learning, Media and Technology, 38(3) pp. 256–269.

Seale, Jane; Nind, Melanie and Simmons, Ben (2013). 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.

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