Mr Jonathan Reid PGCE, PGDES, PCTHE, MSc.Oxon, MBPsS, FHEA

Senior Lecturer in Child Development and SEN/ Inclusion

Jon joined Oxford Brookes University following a teaching career in both Primary and Secondary Education. 
 
Having initially undertaken an Undergraduate Degree in the Psychology of Education (University of Wales), he completed the Post Graduate Certificate in Education at Westminster Institute of Education.
 
During the first few years of Teaching, Jon completed a Post Graduate Diploma in Educational Studies and MSc Education at the University of Oxford. Associated research involved investigating the impact of introducing a strategic approach to teaching and learning which incorporated reconceptualisations of effective practice in light of psychological perspectives, applied meta-cognition and neuroscience. The aim of the research was to investigate meta-cognitive development and thinking in younger learners following explicit intervention and instruction.
 
During his mainstream educational experiences, Jon developed an interest in supporting pupils with additional learning needs. Subsequently he spent time working in a therapeutic residential school catering for pupils who had experienced severe emotional trauma due to the accumulation of adverse experiences in infancy and early childhood. Jon then joined the Local Authority as a Behavioural Support Teacher, a role which involved visiting schools across the age range and working with a variety of professionals. 
 
Prior to joining Oxford Brookes University, Jon spent time as a Deputy Head Teacher of an Independent Secondary Special School which specialises in meeting the needs of a diverse group of pupils who primarily have needs associated with complex educational needs, communication difficulties and challenging behaviours.

Teaching

Undergraduate

  • BA Educational Studies/Early Childhood Studies
    • Introduction to Child Development
    • Child Development 1: The Developing Child
    • Child Development 2: Researching Child Development
    • Constructions of Childhood
    • Inclusion: Special Educational Needs and Disabilities
    • Inclusion: Diverse Perspectives
    • Psychology of Learning
    • Dissertation Supervision
  • BA Primary Teacher Education
    • Child Development and Learning (Year 1)
    • Behaviour and Motivation (Year 2)
    • Inclusion Pathway (Year 3)

Postgraduate

  • Post Graduate Certificate in Education (Primary/Secondary)
    • Overviews of SEND, Diverse and Additional Learning Needs & Inclusion
    • SEMH and alternative perspectives on understanding pupil behaviour in Educational settings
    • Developing Professional Practice
  • PGCert
    • Alternative Perspectives on Challenging Behaviour
    • Young people in challenging circumstances
  • MA Education/Childhood Studies
    • Mind and Brain
    • Children, Families and Communities
    • Dissertation Supervision

Research

Research interests

  • Special Educational Needs/ Disabilities and Inclusion
  • Pupil Voice
  • The role of Initial Teacher Education in supporting professional development in relation to SEND/ Inclusion
  • The role of 'special schools' in supporting professional development in relation to SEND/ Inclusion
Jon is a registered Doctoral student at the University.
 

Reid, J. (2015) Contribution to the European Agency for Special Needs and Inclusive Education and UNESCO ‘Inclusive Education in Action: Empowering Teachers: Empowering Learners’ Series. https://t.co/EqNy4wwGJl

Reid, J. (2015) An attempt to theorise the interrelationship between Inclusion, Special Educational Needs/ Disabilities and Beginning Teachers Learning.(Unpublished)

Conferences

Reid (2017) Perspectives on SEND and Inclusion: A Critical Realist Exploration of Social, Emotional and Mental Health and behaviours that may challenge. #ResearchSEND. University of Wolverhampton. Link here

Reid (2016) Supporting the Social, Emotional and Mental Health needs of children and young people: Is it what we know or what we show ? National Education Trust (NET) Vulnerable Learners: Creating Excellent Education for All Conference.

Reid (2016) How can Initial Teacher Education support beginning teachers’ understanding of behaviour and discipline in schools? A critical response to recent policy guidance. Universities Council for the Education of Teachers (UCET) Annual Conference.

Reid, J. (2016) How do beginning teachers learn to support pupils with additional and diverse learning needs ? 7th Teacher Education Advancement Network (TEAN) Annual Conference: Cultivating Learning. 

Reid, J. (2015) What does Inclusion mean in Education ?  Invited Lecture: Oxford Brookes University: School of Education.

Reid, J. (2015) “It changed the way I think about Inclusion” Experiences, opportunities and challenges: A reflection on an ‘Inclusive teaching’ Initial Teacher Training development. Oxford Brookes University Teaching and Learning Conference.   

Reid, J. (2014) Special Educational Needs and Disabilities: A UK Perspective. Invited Lecture: Orebro University. Sweden.

Inclusion and Well-being Research Group Lead link here

Brookes Teaching Fellow

Subject Coordinator for Education Studies (WE/WD link here) and SENDI Named Award link here

Professional bodies:

  • Member of the British Psychological Society
  • Fellow of the Higher Education Authority
  • Local Secondary Special School (SEMH) Governor

Additional Roles:

CECD Consultancy: School Improvement: Behaviour 

NQT Training: Effecttive Behaviour for Learning - Creating Learning Focused Classrooms 

ITE Mentor Training: Behaviour for Learning 

Brookes Engage: Project support and session development for 'under-represented' Year 12 students to gain an insight into Education studies and Intial Teacher Eduction.

Young Adult/ Student Carers Steering Group Member

Initial Teacher Training 'behaviour advocate' 

 

@JonReidOBU

Publications

  • Books
  • Conference papers

Books

Reid (2017) Emotional Development and approaches to Classroom Management. In Colley & Cooper (Eds). Emotional Development and Attachment in the Classroom: Theory and Practice for Students and Teachers. London: Jessica Kingsley (Forthcoming)

 

Reid (2017) Inclusive Assessment for children with Special Educational Needs and Disabilities. In Briggs et al (Eds) Assessment for Learning and Teaching in Primary Schools: Achieving QTS Series (3rd Ed.). London: Sage. (Forthcoming)

Conference papers

Reid (2017) Perspectives on SEND and Inclusion: A Critical Realist Exploration of Social, Emotional and Mental Health and behaviours that may challenge. #ResearchSEND. University of Wolverhampton. Link here

Reid (2016) Supporting the Social, Emotional and Mental Health needs of children and young people: Is it what we know or what we show ? National Education Trust (NET) Vulnerable Learners: Creating Excellent Education for All Conference.

Reid (2016) How can Initial Teacher Education support beginning teachers’ understanding of behaviour and discipline in schools? A critical response to recent policy guidance. Universities Council for the Education of Teachers (UCET) Annual Conference.

Reid, J. (2016) How do beginning teachers learn to support pupils with additional and diverse learning needs ? 7th Teacher Education Advancement Network (TEAN) Annual Conference: Cultivating Learning.