My research centres on children and young people with S/PMLD (severe learning difficulties/profound and multiple learning disabilities). Most of my work focuses on issues of communication, interaction and interpersonal connection, particularly where spoken language is limited or absent. This communication may involve formal modes of Augmentative & Alternative Communication (AAC) and idiosyncratic embodied communication such as particular gestures, vocalisations or facial expressions which a familiar person can interpret. 

I am also particularly interested in everyday experiences of families of disabled children, and how they draw on valuable tacit knowledge accrued over many years to enable successful and satisfying communication and interaction with their young person. 

Another more recent research interest is the reception and implementation of national education policy in special schools in England, and the difficulties they experience when the wording of policy is a poor fit and seemingly written for the non-disabled majority. My current project examines headteacher perspectives on this issue and the workarounds they have to devise to make policy 'fit'.