2022

Porter, J. (2022) Evaluating performance on a bespoke maths game with children with Down syndrome. Journal of Computer Assisted Learning, 38 (5). pp. 1394-1407. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12685

Porter, J. (2022) Can children with Down Syndrome judge relative quantity? International Journal of Disability, Development and Education, 69 (6). pp. 2059-2073. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2020.1830952

2021

Porter, J. ORCID: https://orcid.org/0000-0002-8507-6260, McDermott, T., Daniels, H. and Ingram, J. (2021) Feeling part of the school and feeling safe: further development of a tool for investigating school belonging. Educational Studies. pp. 1-17. ISSN 1465-3400 doi: https://doi.org/10.1080/03055698.2021.1944063

2019

Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208

2018

Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables, A. and Cox, S. (eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.

Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412

Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome. Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246

2016

Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605

2015

Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972

Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972

Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909

Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915

2014

Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ. Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse

Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

2013

Porter, J. (2013) Be careful how you ask! Using focus groups and nominal group technique to explore the barriers to learning. International Journal of Research & Method in Education, 36 (1). pp. 33-51. ISSN 1743-7288 doi: https://doi.org/10.1080/1743727X.2012.675554

Bush, A., Silk, M., Porter, J. and Howe, P. D. (2013) Disability [sport] and discourse: stories within the Paralympic legacy. Reflective Practice, 14 (5). pp. 632-647. ISSN 1470-1103 doi: https://doi.org/10.1080/14623943.2013.835721

Porter, J., Georgeson, J., Daniels, H., Martin, S. and Feiler, A. (2013) Reasonable adjustments for disabled pupils: what support do parents want for their child? European Journal of Special Needs Education, 28 (1). pp. 1-18. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2012.742747

2012

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J. (2012) Supporting schools in identifying and safeguarding the needs of disabled children: the challenges for data collection. Educational Review, 64 (1). pp. 77-98. ISSN 1465-3397 doi: https://doi.org/10.1080/00131911.2011.571766

2011

Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Collecting disability data from parents. Research Papers in Education, 26 (4). pp. 427-443. ISSN 1470-1146 doi: https://doi.org/10.1080/02671520903281625

Porter, J., Daniels, H., Feiler, A. and Georgeson, J. (2011) Recognising the needs of every disabled child: the development of tools for a disability census. British Journal of Special Education, 38 (3). pp. 120-125. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2011.00509.x

Porter, J. (2011) The challenge of using multiple methods to gather the views of children. In: Daniels, H. and Hedegaard, M. (eds.) Vygotsky and Special Needs Education: Rethinking Support for Children and Schools. Continuum, London, pp. 30-47. ISBN 9781441198587

Feiler, A., Porter, J., Daniels, H., Georgeson, J., Hacker, J. and Martin, S. (2011) The use and usefulness of a parent questionnaire to help schools identify disability. Journal of Research in Special Educational Needs, 12 (1). pp. 22-27. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2011.01199.x

2010

Porter, J., Daniels, H., Martin, S., Hacker, J., Feiler, A. and Georgeson, J., (2010) Testing of disability identification tool for schools. Report. University of Bath/Department of Education

Porter, J. and Daniels, H. (2010) Using non-directive research methods to explore the barriers and supports to learning. In: Prasher, V. P. (ed.) Contemporary Issues in Intellectual Disabilities. Nova Science, New York, pp. 191-196. ISBN 9781616680237

Abdelhameed, H. and Porter, J. (2010) Verbal short‐term memory performance in pupils with Down Syndrome. International Journal of Disability, Development and Education, 57 (4). pp. 427-438. ISSN 1034-912X doi: https://doi.org/10.1080/1034912x.2010.524446

2009

Porter, J. (2009) Diversity and equity: introduction. In: Daniels, H., Porter, J. and Lauder, H. (eds.) Knowledge Values and Educational Policy. Routledge, pp. 111-113. ISBN 9780415491198

Daniels, H., Lauder, H. and Porter, J., eds. (2009) Educational theories, cultures and learning : a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp256. ISBN 9780415491181

Daniels, H., Lauder, H. and Porter, J. (2009) Introduction: from Plato to Monday morning. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Knowledge, Values and Educational Policy. Routledge, London, U.K., pp. 1-6. ISBN 9780415491198 doi: https://doi.org/10.4324/9780203378595

Daniels, H., Lauder, H. and Porter, J., eds. (2009) Knowledge, values and educational policy: a critical perspective. Critical Perspectives on Education. Routledge, Abingdon, U. K., pp320.

Daniels, H. and Porter, J. (2009) Learning needs and difficulties among children of primary school age: definition, identification, provision and issues. In: Alexander, R., Doddington, C., Gray, L., Hargreaves, L. and Kershner, R. (eds.) The Cambridge Primary Review Research Surveys. Routledge, London, U. K., pp. 217-240. ISBN 9780415548694

Porter, J. (2009) Missing out? Challenges to hearing the views of all children on the barriers and supports to learning. Education 3-13, 37 (4). pp. 349-360. ISSN 0300-4279 doi: https://doi.org/10.1080/03004270903099892

Porter, J. (2009) The person in education: introduction. In: Daniels, H., Lauder, H. and Porter, J. (eds.) Educational Theories, Cultures and Learning. Routledge, Abingdon, U. K., pp. 51-53. ISBN 9780415491181 doi: https://doi.org/10.4324/9780203379417

2008

Porter, J., Daniels, H., Georgeson, J., Feiler, A., Hacker, J., Tarleton, B., Gallop, V. and Watson, D., (2008) Disability data collection for children's services. Report. UNSPECIFIED

Daniels, H., Lauder, H. and Porter, J. (2008) The Routledge companion to education. Routledge, London.

Porter, J. and Lacey, P. (2008) Safe-guarding the needs of children with a visual impairment in non-VI special schools. British Journal of Visual Impairment, 26 (1). pp. 50-62. ISSN 0264-6196 doi: https://doi.org/10.1177/0264619607083834

Daniels, H. and Porter, J. (2008) Self assessment as preparation for participation. In: Lascioli, A. (ed.) Pedagogia speciale in Europa. FrancoAngeli, Verona, Italy. ISBN 9788846496331

2007

Lewis, A. and Porter, J. (2007) Research and pupil voice. In: Florian, L. (ed.) The Sage Handbook of Special Education. Sage, London U. K., pp. 222-232.

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2007) Resources, staff beliefs and organizational culture: factors in the use of information and communication technology for adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 21 (1). pp. 19-33. ISSN 1468-3148 doi: https://doi.org/10.1111/j.1468-3148.2007.00361.x

Daniels, H. and Porter, J. (2007) Self assessment as preparation for participation. In: Proceedings of the Symposium on Special Pedagogy: State of the Art in Practical Work, Research and Education, University of Verona.

2006

Abdelhameed, H. and Porter, J. (2006) Counting in Egyptian children with Down Syndrome. International Journal of Special Education, 21 (3). pp. 176-187. ISSN 0827-3383

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) Organisational factors in the use and implementation of ICT in day services for adults with learning disabilities. The British Journal of Developmental Disabilities, 52 (103). pp. 121-136. ISSN 2047-3877 doi: https://doi.org/10.1179/096979506799103587

Porter, J., Parsons, S. and Robertson, C. (2006) Time for review: supporting the work of an advisory group. Journal of Research in Special Educational Needs, 6 (1). pp. 11-16. ISSN 1471-3802 doi: https://doi.org/10.1111/j.1471-3802.2006.00055.x

Parsons, S., Daniels, H., Porter, J. and Robertson, C. (2006) The use of ICT by adults with learning disabilities in day and residential services. British Journal of Educational Technology, 37 (1). pp. 31-44. ISSN 1467-8535 doi: https://doi.org/10.1111/j.1467-8535.2005.00516.x

2005

Porter, J. (2005) Awareness of number in children with severe and profound learning difficulties: three exploratory case studies. British Journal of Learning Disabilities, 33 (3). pp. 97-101. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2005.00328.x

Ellins, J. and Porter, J. (2005) Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32 (4). pp. 188-195. ISSN 1467-8578 doi: https://doi.org/10.1111/j.1467-8578.2005.00396.x

Porter, J. and Lacey, P. (2005) Researching learning difficulties: a guide for practitioners. Sage, London, pp189. ISBN 9780761948506

Porter, J. (2005) Severe learning difficulties. In: Lewis, A. and Norwich, B. (eds.) Special Teaching for Special Children: A Pedagogy for Inclusion? Open University, Milton Keynes, pp. 53-66. ISBN 9780335214051

Porter, J. (2005) Special education in Japan. SLD Experience, 43. pp. 29-30. ISSN 2046-553X

Porter, J., Aspinall, A., Parsons, S., Simmonds, L., Wood, M., Culley, G. and Holroyd, A. (2005) Time to listen. Disability & Society, 20 (5). pp. 575-585. ISSN 1360-0508 doi: https://doi.org/10.1080/09687590500156386

2004

Porter, J. and Lewis, A., eds. (2004) Editorial: eliciting the views of children and young people. British Journal of Learning Disabilities, 32 (4). Wiley. ISBN 1354-4187

Lewis, A. and Porter, J. (2004) Interviewing children and young people with learning disabilities: guidelines for researchers and multi-professional practice. British Journal of Learning Disabilities, 32 (4). pp. 191-197. ISSN 1354-4187 doi: https://doi.org/10.1111/j.1468-3156.2004.00313.x

Lacey, P. and Porter, J. (2004) What might be the future role of special schools? Eye Contact, Spring. pp. 24-26.

2003

Porter, J. (2003) Interviewing children and young people with learning disabilities. SLD Experience, Summer. ISSN 2046-553X

Miller, O. and Porter, J. (2003) Multisensory environments: lessons in practice. Eye Contact, Spring (Supplement).

Dee, L., Florian, L., Porter, J. and Robertson, C. (2003) O Desenvolvimento do Aconselhamento Curricular para Transições Centradas na Pessoa (Developing curriculum guidance for person-centered transitions ). In: Rodrigues, D. (ed.) Perspectivas sobre a Inclusa. Editora Porto, Porto, pp. 167-182. ISBN 9789720345141

Porter, J. (2003) Raising standards in mathematics. In: Tilstone, C. and Rose, R. (eds.) Strategies to Promote Inclusive Practice. Routledge, London, pp. 117-118. ISBN 9780415254847

2002

Porter, J. and Ashdown, R. (2002) Promoting learning in pupils with complex learning difficulties: using visual access systems. NASEN, Tamworth.

2001

Porter, J., Ouvry, C., Morgan, M. and Downs, C. (2001) Interpreting communication of people with profound and severe learning difficulties. British Journal of Learning Disabilities, 29 (1). pp. 12-16. ISSN 1354-4187 doi: https://doi.org/10.1046/j.1468-3156.2001.00083.x

Grove, N., Bunning, K. and Porter, J. (2001) Interpreting the meaning of behavior by people with intellectual disabilities: theoretical and methodological issues. In: Columbus, F. (ed.) Advances in Psychology Research. Nova Science, New York.

Porter, J. (2001) Issues in teacher training and development. In: Carpenter, B., Bovair, K. and Ashdown, R. (eds.) Enabling Access: Effective Teaching and Learning for Pupils with Learning Difficulties (2nd ed). Fulton, London, pp. 305-316. ISBN 9781853466762

Porter, J. (2001) Self assessment: encouraging pupils to reflect on their learning. SLD Experience, Spring. pp. 12-13. ISSN 2046-553X

Daniels, H. and Porter, J., (2001) UNICEF project report: inclusive education and assessment practice in Armenia. Project Report. UNICEF Armenia