Dr Helen Ross

Dr Helen Ross is a fully qualified special needs teacher and former SENCO, working as an independent educational research consultant, specialist assessor and SEND expert.

Helen is a Co-Vice Chair of the British Dyslexia Association and is Chair of the Wiltshire Dyslexia Association. She has consulted for the British Dyslexia Association, The Committee for Science and Technology, and Wiltshire Local Authority. She also works with various third sector and commercial organisations with evaluation, consultancy and resource development.

Helen’s research explores stakeholder experiences of SEND provision within the mainstream education sector, focussing on the empowerment of those supporting young people, to help them to take ownership of their own learning. Her research uses methods grounded within Bourdieu’s sociological project to explore barriers to participation in learning and engagement with institutions.  She supports independent scholarly activity in her role as Board Member of the National Coalition of Independent Scholars.

Helen tweets as @drhelenross and regularly speaks on dyslexia and special educational needs.

ACHIEVEMENTS

• Member of the Board of the National Coalition of Independent Scholars (Since November 2022)
• Board Member (since March 2021) and Co-Vice Chair (since September 2022) of the British Dyslexia Association.
• Chair of the Wiltshire Dyslexia Association (since 2019) and Committee member since 2014.

• PhD Social and Policy Sciences | University of Bath, Bath, UK [2017]
• MRes in Social Policy (merit) | University of Bath, Bath, UK [2013]
• MA (Open) (Pass) | The Open University, Milton Keynes, UK [2011]
• PGCE in Secondary MFL | Sheffield Hallam University, Sheffield, UK [2007]
• MEng (hons) in Mechanical Engineering with French (2:1) | University of Sheffield, Sheffield, UK [2005]

• APC (Assessment Practicing Certificate) | Issued by the British Dyslexia Association [2020-2023]
• AMBDA (Associated Member of the British Dyslexia Association | Issued by the British Dyslexia Association [2020-2023]

• PgCert +30 credits Dyslexia/SpLD (grade B)| Bath Spa University, Bath, UK [2020]
• PgCert National Award for Special Educational Needs Coordination (Merit) | University of Bedfordshire, Bedford, UK [2018]

• Professional Member of the British Dyslexia Association (AMDBA) (Since 2020)
• Member of the Chartered College of Teaching (since 2013)
• Member of BERA (Since September 2019)
• Member of the National Coalition of Independent Scholars (Since 2021)
• Member of the Board of the National Coalition of Independent Scholars (Since November 2022)
• Co-Vice Chair of the British Dyslexia Association (since September 2022)
• Trustee of the British Dyslexia Association (March 2021-September 2022)
• Chair and Trustee of the Wiltshire Dyslexia Association (Since Jan 2019)

Owner and Founder  |  Helen’s Place Education Consultancy, Wiltshire, UK [September 2018  –Present]

• Commercial and academic research design, implementation and data analysis, working with Central and Local Government and the British Dyslexia Association.
• Working internationally on evaluation of technology (OrCam Learn; Israel) and resources for young people (Legasthenie hat auch coole Seiten; Austria and Germany)
• Provision of consultation services for You and CO2, a cross-curricular project based at Swansea University and OrCam, an Ed Tech Company in Israel.
• Speaking at Events such as TES SEN Show Virtual, UKEdChat Conference and the Dyslexia Show
• Preparation of documentation for review, consultation and professional audiences
• Diagnostic assessment of learners for Specific Learning Difficulties and needs evaluations.

SEND Teacher  |  The Stonehenge School, Wiltshire, UK. [September 2018 – April 2022]

• Developing programmes of work for whole-class teaching of KS3 mathematics, English and science
• Completion of reporting, monitoring of attainment data and differentiation of learning materials appropriately including Access Arrangements for public examinations
• Providing guidance to staff members relating to dyslexia and specific learning difficulties
• 1:1 and small group intervention to develop learners’ literacy and numeracy.

Volunteer SEND Consultant, SENDCo  |  Oasis Academy Longmeadow, Wiltshire UK. [Sept 2018 – April 2020]

• Undertake duties as SENDCo such as annual reviews, liaison with outside agencies and parents.
• Support young people with literacy difficulties 1 morning per week with specialise 1:1 and small- group interventions

Head of Learning Support and SenCo  |  Stonar School, Wiltshire UK [Sept 2016 -August 2018]

• Line management and appraisal of Learning Support team (3 teachers and 3 TAs). Including management of timetables, collection of billing data and up-dating of ‘finance’ spreadsheet every term, liaising with Bursar/accounts manager and management of departmental review: statistics, development plan and budget Liaison with feeder schools and management of professional networks and relationships
• Support admissions process in both Senior and Prep schools by liaising with admissions registrar, meeting prospective parents and pupils and Liaison with feeder schools
• Maintaining learning support list; management of pupil profiles; identification of pupils’ learning needs; analysing EP reports, arrange in-house assessment and make recommendations to head/other staff members
• Reviewing pupils' progress and holding meetings with stakeholders as necessary, including EHCP annual reviews and access arrangements

Part Time Mathematics Coach and Teacher | Stonar School, Wiltshire UK. [Sept 2014 -August 2016]

• Successfully designing and implementing new programme of study for entry level mathematics in 2014-2015, including schemes of work, liaison with teaching assistants and administration of coursework. Providing feedback to parents and maintaining records of progress and teaching.

• In Production: Ross H., Haste, A. and Baines, L. (eds) (2022) Global Cuisines by Independent Scholars A Learned Cookbook. Vermont: National Coalition of Independent Scholars

• Ross, H (2022) ‘Helen Ross’ in Women in Academia Support Network (WIASN), ResearcHer. Bingley: Emerald Publishing. pp 101-104.
• Ross, Helen (2021). ‘Between Home and School: Exploring Parents’ Experiences of Educating in a Pandemic.’ In S. Ali Samadi, (Forthcoming) (ed) Parenting - Challenges of Child Rearing in a Changing Society pp TBC DOI: 10.5772/intechopen.101408
• Ross, H '“It’s a Battle!”: Parenting and Supporting a Child with Dyslexia' In Dyslexia by J. Glazzard (eds) and S. Stone ) (2021) pp73-92. DOI: 10.5772/intechopen.93948
• Ross, H. (2021). ‘Working with your child’s school’ invited chapter in British Dyslexia Association, Guide to Dyslexia for Parents.
• Ross, H. (2021) ‘Supporting your child at school. ' Invited chapter in the British Dyslexia Association, Dyslexia Handbook 2021.

• In Review: Ross, H. Educating Post COVID-19: Moving on From Pandemic Pedagogy. The Independent Scholar.
• Skains, R. L., Rudd, J. A., Horry, R., and Ross, H. (2022) Playing for Change: Teens’ Attitudes Towards Climate Change Action as Expressed Through Interactive Digital Narrative Play’ Frontiers in Communication (6) DOI: 10.3389/fcomm.2021.789824

• Ross, Helen (2021). ‘I’m Dyslexic but What Does That Even Mean?’: Young People’s Experiences of Dyslexia Support Interventions in Mainstream Classrooms. Scandinavian Journal of Disability Research, 23(1), pp. 284–294. DOI: https://doi.org/10.16993/sjdr.782
• Ross, H. (2021) ‘Remote Learning: the Not-so-New Normal’, The Professional Association of Teachers of Students with Specific Learning Difficulties Bulletin Summer 2021. 34 (1) : 2-10.
• Ross, H., Rudd, J., Skains, R. L. and Horry R. (2021), ‘How Big is My Carbon Footprint: Understanding Young People’s Engagement with Climate Change’, Sustainability 13 (4) DOI: 10.3390/su13041961
• Ross, H (2020) ‘Review 2: The support systems for individuals with SpLDs’ in Council for Science and Technology, Current Understanding, Support Systems, and Technology-led Interventions for Specific Learning Difficulties Evidence reviews commissioned for work by the Council for Science and Technology London: The Council for Science and Technology Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/926052/specific-learning-difficulties-spld-cst-report.pdf [Accessed 12 October 2020]

• Panel Member: Ross, H. (2022) ‘Matt Hancock does the dyslexic community 'no good whatsoever' for Times Radio [Online Broadcast] 11 November. Available from https://www.youtube.com/watch?v=PBdWtpJtnMo (Accessed 15 November 2022)
• Webinar presenter: Ross, H. (2022) ‘Supporting our students towards independence’: Seminar with Smith, A. for The Send Group [Online Broadcast] 13 October. [online] Available on request from https://www.sendgroup.co.uk/webinars/
• Ross, H. (2022) quoted in Nicola Davis (20th October 2022) “Host of genes and genetic variants linked to dyslexia identified”, The Guardian, [Online] Available: https://www.theguardian.com/society/2022/oct/20/host-of-genes-and-genetic-variants-linked-to-dyslexia-identified (Accessed 12 November 2022)
• Ross, H (2022), “Breaking down barriers in mental health.” Conference Talk. Breaking down Barriers Master Class. Positive Dyslexia supported by Succeed with Dyslexia. [Online broadcast] 30 September [online] Available from: https://www.youtube.com/watch?v=k4HbmY07T-g
• Chair Member: Ross, H (2022) of The British Dyslexia Association with Curia Dyslexia Commission Inquiry Session: SEND Review and Schools Bill’ [Online Broadcast] 20 September. [online] Available from: https://www.youtube.com/watch?v=gRiFppihcE4&t=1892s
• Webinar presenter: Ross, H. (2022) ‘What is dyslexia and what do we do about it?’: Seminar with Bowen, J. for Scanning Pens [Online Broadcast] 8 June. [online] Available on request from www.scanningpens.co.uk
• Interview: Ross, H (2022) “Navigating Through Mental Health and Dyslexia In Your Educational Journey” for Succeed with Dyslexia [Online Broadcast] June [Online] Available from: https://www.youtube.com/watch?v=aBtMXhWBr1Q (Accessed 12 November 2022)
• Panel Member: Ross, H (2022) ‘Disparity in Dyslexia Service Provision’ For The British Dyslexia Association with Curia Dyslexia Commission Inquiry Session: Reducing Inequalities’ [Online Broadcast] 19 May. [online] Available from: https://www.youtube.com/watch?v=mFmEb0vLXHs
• Interviewee: Ross, H. (2022) ‘In Conversation with Dr Helen Ross’: Podcast Interview with Brown, N. for Practice as Research [Online Broadcast] 4 May. [online] Available from https://practiceasresearch.nicole-brown.co.uk/helen-ross/
• Ross, H. (2022) “Support for Dyslexia: practical and pragmatic school-based strategies”. Conference Paper. The Dyslexia Show, NEC Birmingham, England. 25-26 March.
• Ross, H. (2022) “Towards Empowerment: Supporting your child to be their best self”. Conference Paper. The Dyslexia Show, NEC Birmingham, England. 25-26 March.
• Webinar presenter: Ross, H. (2021) ‘Literacy in Schools: the whys, whats and hows of supporting our students!’: Seminar with Smith, A. for The Send Group [Online Broadcast] 4 November. [online] Available on request from https://www.sendgroup.co.uk/event/literacy-in-schools-the-whys-whats-and-hows-of-supporting-our-students/
• Webinar presenter: Ross, H. (2021) ‘Let’s talk about dyslexia’: in ALL ABOARD! Assistive Technology and Student Empowerment Putting the student voice at centre stage. Seminar with Bowen, J. for Scanning Pens and Text Help [Online Broadcast] 30 June. [online] Available on request from www.scanningpens.co.uk
• Ross, H (2021) ‘Mind the Gap: Understanding teacher’s and parents’ differing views of dyslexia-friendly practice in COVID-19 remote-learning’ Conference Paper. QuickFIRE Conference [Online] 24/07/2021. Online
• Ross, H., 'The Human Cost of Dyslexia' (2019) [A Presentation to the All Party Parliamentary Group on Dyslexia and Specific Learning Difficulties]. London: All Party Parliamentary Group on Specific Learning Difficulties. 24 April 17.00-19.00.

• Ross, H. (2022, November) ‘Dyslexia: from the Inside and Out.’ Dystinct Magazine 12: 41-56.
• Ross, H. (2021) ‘Speaking and writing quietly into the abyss: SEND and inclusion training for teachers’. SEN Magazine 114: 32-33
• Ross, H (2022) “Towards independence: blazing your trail as a freelance researcher” Times Higher Education [Online] Available at https://www.timeshighereducation.com/campus/towards-independence-blazing-your-trail-freelance-researcher (Accessed 12 November 2022)
• Ross, H (2022, October) “A grand day out: Shifting a narrative in Swindon” British Dyslexia Association Contact Magazine, pp24-25
• Ross, H (2022) ‘Dyslexia challenges: What teachers need to know!’ Studying with Dyslexia Blog. 2 September [Online] Available from: https://studyingwithdyslexiablog.co.uk/blog/dyslexia-challenges-what-teachers-need-to-know-helen-ross (Accessed 12 November 2022).
• Ross, H. (2022) “Teachers Who Wobble: What Can We Do To Support Teachers With SEND” UKEd Magazine 57 pp 18 [Online] Available https://ukedchat.com/2022/03/29/uked-magazine-issue-57/9/
• Ross, H., (2020). ‘Lockdown Life: Dyslexia at a Distance’ [online] Available from: https://www.bdadyslexia.org.uk/news/lockdown-life-dyslexia-at-a-distance , Invited blog for the British Dyslexia Association Website.
• Ross, H., 2019. ‘Are We Supporting All of Our Children? The Cost of Dyslexia to Families’, University of Bath IPR Blog, 24 April. Available at: https://blogs.bath.ac.uk/iprblog/2019/04/24/are-we-supporting-all-of-our-children-the-cost-of-dyslexia-to-families/
• Ross, H., 2018, 'How do we view young people with hidden disabilities in educational discourse?' Available on line at https://chartered.college/hidden-disabilities-educational-discourse
• Ross, H., 2017, ‘Am I a Good Teacher?: How Teachers Construct Themselves.’ Available online at  https://chartered.college/good-teacher-teachers-abilities-professional-status