جستجوی استاد راهنمای دانشگاهی

Penny Royمشاهده پروفایل

استاد

• Developmental Psychology
• Educational Psychology
• Language Acquisition
• +۶ مورد دیگر

Penny Roy is a Professor at City St George's, University of London, specializing in developmental and educational psychology. With a career spanning over three decades since joining in 1983, her research focuses on early psychosocial disadvantage, language/literacy development, and deaf education. She works part-time on collaborative research projects and supervises students, while maintaining clinical ties through the Sign Language Assessment outreach service. PhD in Psychology Member, Association for Child and Adolescent Mental Health Member, Society for Research in Child Development Research Interests: Dr. Roy investigates how early experiences shape verbal/nonverbal abilities, including studies on institutionalized children, socioeconomically deprived populations, and deaf individuals using British Sign Language (BSL). Her work includes developing standardized assessments like the Early Repetition Battery and Early Sociocognitive Battery , with recent focus on dyslexia in deaf children and phonological predictors of communication disorders. Key Article Trends: Recent publications emphasize clinical tools for early ASD detection, cross-linguistic vocabulary adaptation, and swallowing outcomes post-laryngectomy. Collaborations with Shula Chiat, Ros Herman, and James Law drive her research, particularly through Nuffield Foundation and ESRC grants. Students & Grants: Supervised students explore topics like Saudi children's sociocognitive skills, 22q11 deletion syndrome discourse, and socioeconomic effects on phonological awareness. Major grants include Nuffield Foundation funding for deaf literacy research (2010-14) and ESRC projects on early processing skills.

• Equality and Anti-Discrimination Law
• Disability Discrimination
• Deaf Legal Theory
• +۷ مورد دیگر

Dr Rob Wilks is a Senior Lecturer in Law at the Bristol Law School, University of the West of England (UWE Bristol). Fluent in British Sign Language (BSL) and English, he teaches Employment Law, Equality, and Legal Skills through BSL across undergraduate and postgraduate programmes. He is an active researcher in equality law as it affects Deaf people and is pioneering the development of Deaf Legal Theory as a new legal framework. Education: PhD, University of Leicester (2020) LLM in Law of Employment Relations with Distinction PGCDPPHE PGDipLP PGDipL BA (Hons) Rob Wilks' research centers on transformative equality for Deaf communities, focusing on legal recognition of sign languages, anti-discrimination law, and Deaf epistemology in jurisprudence. His work bridges legal theory, education policy, and social justice for marginalized linguistic communities. He has conducted comparative studies on BSL education in Wales, alongside Gaelic- and Welsh-medium education, and analyzed the impact of the BSL (Scotland) Act 2015. His current research outputs include a forthcoming monograph, Challenging Equality Law: The Deaf Legal Dilemma (Hart Publishing, March 2026), and leadership of the AHRC IAA-funded project Co-Producing Deaf Legal Theory . He is also Co-Investigator on a £1.04 million AHRC project addressing health inequalities in Deaf BSL-using communities in Wales, collaborating with Bangor University and others. Though recent publications are not listed here, his scholarly focus consistently explores structural inequities and legal reform for Deaf people. Scientific Awards and Honors: Fellow of the Higher Education Academy (FHEA) Dr Wilks has held prior academic roles as Senior Lecturer and Legal Practice Course Leader at the University of South Wales and Lecturer in Professional Law at Cardiff University. His collaborative research includes partnerships with the University of Edinburgh (with Rachel O’Neill) and Bangor University (with Dr Christopher Shank). He is actively involved in advising on curriculum development for BSL in the new Curriculum for Wales and exploring ethical challenges in deaf education. While no formal students are listed, his supervisory and co-research roles suggest mentorship of junior researchers and students in legal and educational research. Research Groups and Collaborations: Co-Producing Deaf Legal Theory (Principal Investigator) Tackling Health Inequalities with and for the Deaf BSL-using Communities in Wales (Co-Investigator, AHRC) Collaboration with University of Edinburgh (Rachel O’Neill) Collaboration with Bangor University (Dr Christopher Shank)

• Language development in deaf children
• Literacy development in deaf children
• British Sign Language acquisition
• +۷ مورد دیگر

Dr. Kate Rowley is a Lecturer in Deafness, Cognition & Language at University College London (UCL), where she also serves as deputy director of the UCL Deafness, Cognition & Language Research Centre (DCAL) since February 2023. A Deaf researcher raised in a deaf family in Cornwall, Dr. Rowley brings both personal and professional expertise to her work, maintaining active involvement in the deaf community. Her research and teaching focus primarily on language and literacy development of deaf children, with strong advocacy for bilingual education approaches that recognize both sign language and written/spoken language as essential components. Dr. Rowley's educational background includes: Bachelor of Science in Deaf Studies from University of Bristol (2004) Master of Arts in Linguistics from University College London (2006) Master of Science in Psychology Research from University College London (completed with merit) PhD in Experimental Psychology from University College London (2018), with thesis titled 'Visual Word Recognition in Deaf Readers: the interplay between orthographic, semantic & phonological information' Her research spans language acquisition and literacy development among deaf children, examining how deaf children learn and process British Sign Language (BSL) and English. Dr. Rowley has conducted significant research on language attitudes within the British Deaf community, regional variations in BSL, and the impact of external factors like face masks on deaf communication. Her work consistently bridges theoretical psycholinguistics with practical applications for deaf education. Dr. Rowley's publication record demonstrates sustained focus on deaf language development across multiple dimensions, integrating experimental methods with community-based research to ensure practical relevance. Her recent work shows increasing attention to language attitudes, sign language variation, and the social dimensions of deaf communication alongside her foundational work on reading processes in deaf individuals. Dr. Rowley has secured significant research funding, including leading the ESRC project 'Language Comprehension in Deaf Children' (2021-2024), which collected data from 200 deaf people across the UK. She is also collaborating as co-investigator on another ESRC project 'Understanding Variation in Reading Progress in Deaf Children' (commencing April 2024). She provides consultancy services through Language Wise Consultancy and develops language modules for professionals working with deaf children. As an active community member, Dr. Rowley serves as governor for Hamilton Lodge (a deaf school in Brighton), maintains strong relationships with deaf schools in Southeast England, and regularly delivers training on sign language acquisition, cognitive development, and literacy intervention strategies. She is on the editorial board of First Language journal and serves as trustee for several deaf community organizations.

• Sign Language Linguistics
• Sociolinguistics
• Deaf Studies
• +۳ مورد دیگر

Dr Robert Adam serves as an Honorary Lecturer in the Division of Psychology and Language Sciences at University College London, where he coordinates Continuing Professional Development at the Deafness, Cognition and Language Research Centre (DCAL). A Deaf native British Sign Language (BSL) signer, he directs academic modules including the MSc course Deafhood and MA modules on interpreting theory, while teaching BSL courses for medical students and linguistics programs. His educational background includes a Master of Arts from Monash University (2005), and dual Bachelor degrees in Arts and Education from La Trobe University (1997, 1992). Prior to UCL, he coordinated sign language teaching at London's City Lit and conducted research at Australia's National Institute for Deaf Studies and the Australian Sign Language Lexicography Project. Adam's research centers on sign language sociolinguistics, particularly unimodal bilingualism in Deaf communities using multiple sign languages. His work examines mental health disparities among Deaf adults, language contact phenomena, and interpreter-deaf professional relationships. He directed documentation of Australian Irish Sign Language (AISL) through Endangered Languages Documentation Project funding, creating vital archival resources for endangered sign varieties. His 15 most recent publications reveal interdisciplinary engagement spanning public health (deaf mental health studies), computational linguistics (sign language processing), and neurodegenerative disorders (collaborative cognition research), while maintaining core focus on Deaf community perspectives and linguistic rights. Provost's Award for Public Engagement (2010) for DCAL Deaf Open Day/Roadshow initiatives Nominated for UCL Students' Union Teaching Award (2017) Adam actively engages Deaf communities through knowledge dissemination projects and serves as Vice Chair of Governors at Frank Barnes School, Co-ordinator of the World Federation of the Deaf Expert Group, and Trustee of the British Deaf Association. His DCAL leadership emphasizes participatory research models where Deaf communities co-design studies and access findings through BSL resources.

• British Sign Language Development
• Language Acquisition in Deaf Children
• Reading Skills in Deaf Children
• +۵ مورد دیگر

Professor Ros Herman is a distinguished academic at City St George's, University of London, where she works part-time teaching, conducting research, and running the Sign Language & Reading Assessment Clinic. As a Professor in the Language & Communication Science Division within the School of Health Sciences, she has established herself as a leading expert in British Sign Language development and communication with deaf children. Her educational background includes qualifying as a Speech and Language Therapist at Reading University, completing an MSc in Human Communication at the University of London, and earning her PhD at City, University of London. This strong clinical and academic foundation has informed her decades-long career bridging theory and practice. Professor Herman's research focuses primarily on language development in British Sign Language (BSL), communication and reading skills in deaf people, and assessment methodologies for deaf children. She has made groundbreaking contributions by developing the BSL Receptive Skills Test (1999) and BSL Production Test (2004), which remain the only norm-referenced sign language assessments globally. Her work has significantly influenced deaf education and assessment practices worldwide, with her tests translated into multiple sign languages. Analysis of her recent publications reveals a consistent focus on advancing assessment tools for deaf children, understanding reading development in deaf populations, and developing effective communication interventions. Her research increasingly incorporates multidisciplinary approaches, collaborating with experts in psychology, linguistics, and education to address complex challenges in deaf education and language development. Developed the only norm-referenced BSL assessment tools globally (BSL Receptive Skills Test, BSL Production Test) Played key role in UK National Monitoring Protocol for Deaf Infants & Children (2004) Recipient of significant research funding including Nuffield Foundation and Heather van der Lely Foundation grants Research affiliate of Deafness, Cognition & Language Research Centre at UCL Professor Herman actively supervises numerous research students focusing on deaf children's language development, communication interventions, and assessment methodologies. Her leadership extends to major funded projects investigating reading and dyslexia in deaf children. She runs the Sign Language and Reading Assessment Clinic at the Roberta Williams Speech and Language Therapy Centre, providing clinical assessments for child and adult BSL users. Her collaborative research network includes prominent scholars like Prof Penny Roy, Prof Gary Morgan, and Prof Bencie Woll, reflecting her central position in the international deaf research community.