| Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning T Jay, J Rose, B Simmons Sage Open 8 (2), 2158244018775466, 2018 | 118 | 2018 |
| The PMLD Ambiguity: Articulating the life-worlds of children with profound and multiple learning disabilities B Simmons, D Watson Routledge, 2018 | 79 | 2018 |
| Transforming positive risk-taking practices: the possibilities of creativity and resilience in learning disability contexts J Seale, M Nind, B Simmons Scandinavian Journal of Disability Research 15 (3), 233-248, 2013 | 79 | 2013 |
| Postmodern synergistic knowledge creation: Extending the boundaries of disability studies B Simmons, T Blackmore, P Bayliss Disability & Society 23 (7), 733-745, 2008 | 60 | 2008 |
| The role of special schools for children with profound and multiple learning difficulties: is segregation always best? B Simmons, P Bayliss British Journal of Special Education 34 (1), 19-24, 2007 | 59 | 2007 |
| From individualism to co-construction and back again: Rethinking research methodology for children with profound and multiple learning disabilities B Simmons, D Watson Valuing Disabled Children and Young People, 71-87, 2018 | 56 | 2018 |
| Finding ‘mathematics’: parents questioning school-centred approaches to involvement in children’s mathematics learning T Jay, J Rose, B Simmons School Community Journal 27 (1), 201-230, 2017 | 39 | 2017 |
| JMP 8 introductory guide SAS Institute SAS Institute, 2009 | 28 | 2009 |
| From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities B Simmons International Journal of Inclusive Education 25 (6), 657-670, 2021 | 17 | 2021 |
| The phenomenology of intersubjectivity and research with profoundly disabled children: Developing an experiential framework for analysing lived social experiences B Simmons Peter Lang, 2018 | 16 | 2018 |
| Challenging the developmental reductionism of ‘profound and multiple learning disabilities’ through academic innovation B Simmons, D Watson PMLD Link 26 (3), 25-27, 2014 | 11 | 2014 |
| Why parents can’t always get what they (think they) want T Jay, J Rose, B Simmons Proceedings of the British Society for Research into Learning Mathematics 33 …, 2013 | 9 | 2013 |
| The PMLD ambiguity: articulating the life-worlds of children with profound and multiple learning difficulties BR Simmons Nordic Network on Disability Research (NNDR) 11th Research Conference, 2011 | 9 | 2011 |
| The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis B Simmons British Journal of Sociology of Education 42 (5-6), 828-844, 2021 | 5 | 2021 |
| “It’s helping your child experience the world": how parents can use everyday activities to engage their children in mathematical learning J Rose, T Jay, B Simmons Proceedings of the British Society for Research into Learning Mathematics 34 (2), 2014 | 5 | 2014 |
| A call to action for conducting research with people with profound and multiple learning disabilities S Read, B Simmons, MP Levinson, T Bush PMLD Link 33 (100), 6-7, 2021 | 3 | 2021 |
| Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: A study of belonging B Simmons Belonging for People with Profound Intellectual and Multiple Disabilities, 27-40, 2020 | 3 | 2020 |
| Disabled people’s experiences of the coronavirus pandemic: a call to action for social change S Read, A Parfitt, T Bush, B Simmons, M Levinson Social Inclusion 11 (1), 38-47, 2023 | 2 | 2023 |
| Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts B Simmons Belonging for people with profound intellectual and multiple disabilities …, 2020 | 2 | 2020 |
| Transforming the discourse of positive risk taking in special and inclusive education' J Seale, M Nind, B Simmons Scandinavian Journal of Disability Research 15 (3), 233-248, 2014 | 2 | 2014 |
Tim JayProfessor of Psychology of Education, Loughborough UniversityVerified email at lboro.ac.uk
