Overview
In addition to his role in Exeter, Simon is also an Associate of the Scottish Sensory Centre, University of Edinburgh.
Simon’s current work focuses on visual impairment and visual culture, accessible and inclusive technologies, philosophies of sensory impairment and inclusion, and social science research methodology. His most significant project investigated the use of mobile technologies as tools of inclusion for adults, particularly older adults, with disabilities, which was sponsored by a Horizon 2020 grant from the European Union (2016-2020). The project was led by VRVis (based in Vienna) and its partners included the Open University, national museums in London, Madrid and Vienna and technology companies in Vienna and Belgrade.
Simon has previously conducted research projects in the US, Canada, United Arab Emirates and the UK, and he is co-editor of the Routledge book series, Qualitative and Visual Methodologies in Educational Research, an associate editor of Discover Global Issues and on the editorial boards of the British Journal of Visual Impairment and Social Inclusion. Simon has also won several awards and fellowships, including a Fulbright All Disciplines Scholar's Award, fellowships of the British Computer Society and the Metropolitan Museum of Art (New York, USA), a centre associate position at the London School of Economics. He has also been an advisor to the World Health Organisation and the Latvian Research Council.
Simon has delivered keynotes and guest lectures for the Royal National Institute of the Blind, MAXXI (Rome), the Wellcome Collection (London), the Sidur Museum (Moscow), Tate Modern, Manege Central Exhibition Hall (St Petersburg), the Metropolitan Museum of Art (New York), the Institute of Child Health at Great Ormond Street Hospital, Central Saint Martin's School of Art (London), University College London, Central European University (Vienna), KU Leuven, Toronto University, Harvard University, the London School of Economics, MIT, University of California Berkeley, Vrije Universiteit (Brussels) and the Government of the Province of Milan amongst others. He has also been an invited speaker at conferences at the University of Cambridge, the Royal National Institute for the Blind and the University of Oxford.
Qualifications
2006: PhD in Education, University of Birmingham, UK
1997: PGCE in Secondary Technology, University of Bath, UK
1995: MEd by Research, University of Leicester, UK
1993: BA (Hons.) in Technical Communication, Coventry Polytechnic / University, UK
1990: ESF Certificates for Unemployed People in Information Technology & Microbiology, University of Leicester, UK
Career
2016-2023: Department of Education, University of Bath, UK - (2018-2023) Reader in Education / (2016-2018) Lecturer in Education
2014-2016: Faculty of Education, Canterbury Christ Church University, UK - (2014-2015) Senior Lecturer in Education / (2015-2016) Director of Studies, MA Special Needs and Inclusion
2011-2014: Department of Education, Sharjah Women’s College, UAE - Lecturer (Faculty) in Educational Technology
2011: Metropolitan Museum of Art, USA - Fellow (Sponsored by a Fulbright All Disciplines Scholars Award)
2005-2011: Leicester Grammar School, UK - Head of ICT & Computing
2004-2005: Orchard House Primary School (London), UK - Head of ICT
2004: Department of Cognitive Sciences, University of Toronto, Canada - Research Associate
2001-2003: University of London, UK - Research Officer
1999-2001: Prince Henry’s High School (Worcestershire), UK - Second in Department of ICT and Computing
1997-1999: Eastbrook Comprehensive School, UK - Teacher of ICT and Graphic Art
Prior to roles in education and academia, Simon had labouring jobs from the age of 16. He also worked in a press agency following his MEd.
Links
Research group links
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Research
Research interests
Visual Impairment and Visual Culture
Accessible and Inclusive Technology
The Philosophy of Sensory Impairment and Inclusion
Disability Arts
- Ageing and the Arts
- Access to Cultural Heritage
Social Science Research Methodology
- Philosophical Foundations of Social Science
- Grounded Theory and Grounded Methodology
- Participatory Research and Co-Design
Research projects
CPNSS LSE: Philosophy of Inclusion: Sensory Impairment and Cultural Inclusion: 2010-2023
AHRC Research Network: Beyond the Visual: Non-Sighted Modes of Engaging Art - 2021-2022
Rationale Method: Development of a tactile soundpad for visually impaired dancer - 2019-2020
British Council: Design and Implementation of a FabLab in a Marginalised District in Monterrey, Mexico - 2019
NCCE - SW Partnership: National Centre for Computing Education - South West Partnership - 2019
St. Petersburg Committee for Culture / Menage Exhibition Hall - Creating an Inclusive Environment Cultural Institutions - 2019
National Heritage Lottery Fund: Founding a Community of Practice for Sensing Culture Through Inclusive Capital - 2018
National Council for the Blind of Ireland - A Survey of Older Adult Services and Sight Loss in Ireland - 2017-2019
Public Engagement Fund, University of Bath: River is the Venue - 2017-2018
Barbican-CID: Open Lab: Curating in the Dark - 2017
Teaching Innovation Award, LSE: Developing Inclusive Technology Practices for Students with Access Needs - 2016-2017
European Union Horizon 2020 (research and innovation programme under grant agreement Nº 693229): Accessible Resources for Cultural Heritage EcoSystems - 2016-2019
v-a-c Foundation: Human Commonalities - 2016
RNIB / National Heritage Lottery Fund - Sensing Culture - 2016-2018
Canterbury Christ Church University: Developing an International Collaborative Photography Course for Sighted and Visually Impaired Participants in Canterbury and Margate - 2015-2016
US-UK Fulbright Commission: How Do People Who are Blind Engage With Paintings at the Metropolitan Museum of Art - 2011
Unfunded: Computing and Blindness in Education - 2008-2011
University of Toronto - Blindness and Art in Education - 2004
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Publications
Books
Hayhoe S (2025).
The Psychology of Blindness and Visual Culture: Towards a new psychological model of visual impairment. Abingdon, UK, Routledge.
Abstract.
Barton J, Hayhoe S (eds)(2022).
Emancipatory and Participatory Research for Emerging Educational Researchers: Theory and Case Studies of Research in Disabled Communities. Abingdon, UK, Routledge.
Abstract.
Hayhoe S (2022).
Principles and Concepts of Social Research, a Critical Examination of Methodology, Methods and Analysis for Emerging Researchers. Abingdon, UK, Routledge.
Abstract.
Hayhoe S (2021).
Accessible Vacations (II): an Insider’s Guide to 10 National Parks. USA United States, Rowman & Littlefield.
Abstract.
Hayhoe S (2020).
Accessible Vacations (I): Twelve US Cities. USA United States, Rowman & Littlefield.
Abstract.
Hayhoe S (2020).
An Introduction to Grounded Methodology for Emerging Educational Researchers. UK United Kingdom, Routledge.
Abstract.
Hayhoe S, Garcia Carrisoza H (2019).
Accessible Resources for Cultural Heritage EcoSystems (ARCHES) Deliverable 6.5: Evaluation of Pilot Exercises., European Commission.
Abstract.
Hayhoe S, Garcia Carrisoza H (2019).
Accessible Resources for Cultural Heritage EcoSystems (ARCHES) Deliverables 2.4: Recommendations, Guidelines & Policy Briefing., European Commission.
Abstract.
Hayhoe S (2019).
Cultural heritage, ageing, disability, and identity: Practice, and the development of inclusive capital. Abstract.
Hayhoe S, Cahill D (2019).
Report on Current and Future Older Adult Services for People with Sight Loss in Ireland: Report for the National Council for the Blind of Ireland. UK United Kingdom, Centre for the Philosophy of Natural and Social Science, London School of Economics.
Abstract.
Hayhoe S (2019).
River is the Venue (RiV): Evaluation of the Public Engagement Project, Involving Artists, Educational and Arts Agencies Working Collaboratively to Educate the Public on the History of Flooding in Bath Through Accessible Public Artworks. UK United Kingdom, University of Bath.
Abstract.
Hayhoe S (2017).
Blind Visitor Experiences at Art Museums. USA United States, Rowman & Littlefield.
Abstract.
Hayhoe S (2015).
Philosophy as Disability & Exclusion: the Development of Theories on Blindness, Touch and the Arts in England, 1688-2010. USA United States, Information Age Publishing.
Abstract.
Dowling S, Raven J, Gunn C, Donaghue H, Hayhoe S (2014).
eLearning in Action: Learning by Doing. Abu Dhabi, United Arab Emirates, HCT Press.
Abstract.
Dowling S, Raven J, Gunn C, Hayhoe S (eds)(2013).
eLearning in Action: Redefining Learning. Abu Dhabi, United Arab Emirates, HCT Press.
Abstract.
Hayhoe S (2012).
Grounded Theory and Disability Studies: an Investigation into Legacies of Blindness. USA United States, Cambria Press.
Abstract.
Hayhoe S (2008).
Arts, Culture, and Blindness: a Study of Blind Students in the Visual Arts. USA United States, Cambria Press.
Abstract.
Hayhoe S (2008).
God, Money, and Politics: English Attitudes to Blindness and Touch, from the Enlightenment to Integration. USA United States, Information Age Publishing.
Abstract.
Journal articles
(In Press). Book Review: Diversity’s promise for Higher Education: Making it Work.
Abstract.
Hayhoe S, Cahill D (2023). A Survey of Older Adult Services and Sight Loss in Ireland and Eight Similar Jurisdictions.
Research Square (Preprint Repository) Abstract.
Hayhoe S (2022). Supporting Neurodiversity Using Mainstream Mobile Technologies: a Proposed Fourth Generation Model.
Advances in Online Education,
1, 45–56-45–56.
Abstract.
Rix J, Carrizosa HG, Sheehy K, Seale J, Hayhoe S (2022). Taking risks to enable participatory data analysis and dissemination: a research note.
Qualitative Research,
22(1), 143-153.
Abstract.
Seale J, Garcia Carrizosa H, Rix J, Sheehy K, Hayhoe S (2021). A participatory approach to the evaluation of participatory museum research projects.
International Journal of Research and Method in Education,
44(1), 20-40.
Abstract.
Rix J, Garcia-Carrizosa H, Hayhoe S, Seale J, Sheehy K (2021). Emergent analysis and dissemination within participatory research.
International Journal of Research and Method in Education,
44(3), 287-302.
Abstract.
Hayhoe S (2021). Sight Correction: Vision and Blindness in Eighteenth-Century Britain.
JOURNAL OF INTERDISCIPLINARY HISTORY,
51(4), 631-633.
Author URL.
Garcia Carrizosa H, Sheehy K, Rix J, Seale J, Hayhoe S (2020). Designing technologies for museums: accessibility and participation issues.
Journal of Enabling Technologies,
14(1), 31-39.
Abstract.
Rix J, Carrizosa HG, Seale J, Sheehy K, Hayhoe S (2020). The while of participation: a systematic review of participatory research involving people with sensory impairments and/or intellectual impairments.
Disability and Society,
35(7), 1031-1057.
Abstract.
Garcia Carrizosa H, Hayhoe S (2019). Arches Project: Validation of Technological Outcomes of Gaming Software based on a Participative Research Methodology.
Technology and Disability,
31, 16-17.
Abstract.
Andjić B, Cvijetićanin S, Hayhoe S, Grujičić R, Stešević D (2019). Dichotomous keys in the botanical learning of non-visual (Blind) people.
Journal of Baltic Science Education,
18(5), 668-680.
Abstract.
Sheehy K, Garcia-Carrizosa H, Rix J, Seale J, Hayhoe S (2019). Inclusive museums and augmented reality: Affordances, participation, ethics, and fun.
International Journal of the Inclusive Museum,
12(4), 67-85.
Abstract.
Hayhoe S, Cohen R, Garcia-Carrisoza H (2019). Locke and Hume’s Philosophical Theory of Color is Investigated through a Case Study of Esref Armagan, an Artist Born Blind.
Journal of Blindness Innovation and Research,
9, 0-0.
Abstract.
Hayhoe S, Díaz de León Lastras A, Cortes Capetillo A, Briony T, Montgomery C, Reynaga Pe na C, Fernandez Cardenas JM, Lotz N (2019). Participatory Methodology, Inclusive Control Systems and Inclusive Technical Capital Developed by Engineering Undergraduates and Teenagers from a Marginalised Community in Mexico.
Technology and Disability,
31, 17-17.
Abstract.
Hayhoe S, Díaz de León Lastras A, Cortes Capetillo A, Thomas B (2019). Participatory Methodology, Inclusive Control Systems and Inclusive Technical Capital Developed by Engineering Undergraduates and Teenagers from a Marginalised Community in Mexico.
Technology and Disability,
31, 17-17.
Abstract.
Seale J, Garcia-Carrisoza H, Rix J, Sheehy K, Hayhoe S (2018). A proposal for a unified framework for the design of technologies for people with learning difficulties.
Technology and Disability,
30(1-2), 25-40.
Abstract.
Hayhoe S (2018). Book Review: Diversity’s Promise for Higher Education: Making it Work (2nd Edition). Journal of Research in International Education, 17(1), 91-94.
Hayhoe S (2018). Epistemological Trends in the Literature on Mobile Devices, Mobile Learning, and Learners with Visual Impairments.
Optom Vis Sci,
95(9), 889-897.
Abstract.
Author URL.
Hayhoe S (2017). Book Review Blind Workers Against Charity: the National League of the Blind of Great Britain and Ireland, 1893 - 1970. Cultural and Social History, 15
Hayhoe S (2017). Initial analysis from a grounded methodology study of risk taking and avoidance by students with visual impairments during visual art projects.
MuseumEdu,
5, 135-154.
Abstract.
Hayhoe S (2016). Helen Keller: a Remembrance, vol 74.
JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS,
110(3), 212-U73.
Author URL.
Hayhoe S (2016). The epistemological model of disability, and its role in understanding passive exclusion in eighteenth and nineteenth century protestant educational asylums in the USA and Britain.
International Journal of Christianity and Education,
20(1), 49-66.
Abstract.
Hayhoe S (2016). This Mattered to Me - Book Review: “Helen Keller: a Remembrance,”. Journal of Visual Impairment & Blindness, 110, 212-213.
Hayhoe S (2015). Christianity, John M Hull and notions of ability, disability and education. International Journal of Christianity and Education, 19(3), 171-180.
Hayhoe S, Roger K, Eldritch-Böersen S, Kelland L (2015). Developing inclusive technical capital beyond the disabled students’ allowance in England.
Social Inclusion,
3(6), 29-41.
Abstract.
Hayhoe SJ (2014). An enquiry into passive and active exclusion from unreachable artworks in the museum: Two case studies of final-year students at California School for the Blind studying artworks through galleries and on the web.
British Journal of Visual Impairment,
32(1), 44-58.
Abstract.
Hayhoe S (2014). Towards a greater dialogue on disability between muslims and christians.
Journal of Disability and Religion,
18(3), 242-263.
Abstract.
Hayhoe S (2013). A practice report of students from a school for the blind leading groups of younger mainstream students in visiting a museum and making multi-modal artworks.
Journal of Blindness Innovation and Research,
3 Abstract.
Hayhoe S (2013). Expanding our vision of museum education and perception: an analysis of three case studies of independent blind arts learners.
Harvard Educational Review,
83(1), 67-86.
Abstract.
Hayhoe S (2013). The Philosophical, Political and Religious Roots of Touch Exhibitions in 20th Century British Museums.
Disability Studies Quarterly,
33, 7-25.
Abstract.
Hayhoe S (2000). The effects of late arts education on adults with early visual disabilities.
Educational Research and Evaluation,
6, 229-249.
Abstract.
Chapters
Hayhoe S (2025). Philosophical and pedagogical theories on the creative play of children with visual impairments. In Wilder K, McPeake A (Eds.)
Beyond the Visual, London: UCL IoE Press.
Abstract.
Hayhoe S (2024). An autoethnography of a hearing impaired researcher in a participatory research study on disability and museum access. In (Ed)
Sage Research Methods: Diversifying and Decolonizing Research, Thousand Oaks, CA: Sage.
Abstract.
Geering N, Hayhoe S (2023). The Sound Pad Project. In (Ed) Music for Inclusion and Healing in Schools and Beyond, Oxford University Press (OUP), 219-242.
Hayhoe S, Bhowmick P, Pena Sanchez N, Bentley K (2022). Canterbury, revisited: Reflections on a collaborative photography course for sighted and visually impaired participants. In uller MN (Ed)
The Routledge Companion to Photography, Representation and Social Justice, UK United Kingdom: Routledge.
Abstract.
Hayhoe S (2022). The Representation of Disability in Higher Education Institutions in the Cooperation Council for the Arab States of the Gulf. In Baikady R, Sajid SM, Przeperski J, Nadesan V, Islam MR, Jianguo G (Eds.)
The Palgrave Handbook of Global Social Problems, Springer Nature Switzerland, 1-23.
Abstract.
Hayhoe S (2020). The cult of the born completely blind man, revisited. In (Ed)
Molyneux’s Question and the History of Philosophy, 168-180.
Abstract.
Hayhoe S (2019). Classic Philosophies on Blindness and Cross-Modal Transfer, 1688-2003. In Ravenscroft J (Ed)
The Routledge Handbook of Visual Impairment, UK United Kingdom: Routledge.
Abstract.
Hayhoe S (2019). Inclusive technical capital in the twenty-first century. In (Ed) Inclusion, Equity and Access for Individuals with Disabilities: Insights from Educators across World, 223-241.
Hull JM, Hayhoe S (2019). Touching the Rock: an Experience of Blindness (1990). In Thomas Couser G, Mintz SB (Eds.)
Disability Experiences, USA United States: Macmillian, 759-762.
Abstract.
Hayhoe S, Pena Sanchez N, Bentley K (2017). Evaluation of a collaborative photography workshop using the iPad 2 as an accessible technology for participants who are blind, visually impaired and sighted working collaboratively. In (Ed)
The 14th Annual IEEE Consumer Communications & Networking Conference Proceedings, USA United States: IEEE, 1089-1094.
Abstract.
Hayhoe S (2017). Reflexive strategies developed during part-time field work in an English school for the blind, Worcester, 2000-2001. In (Ed)
SAGE Research Methods, USA United States: Sage Publications.
Abstract.
Hayhoe S (2017). When Gucci make hearing aids, I’ll be deaf: Sensory impairment in later life and a need to define it according to identity. In Holder S, Assaf L (Eds.)
Inclusion, Disability and Culture, Springer, 77-88.
Abstract.
Hayhoe S (2015). Afterword - Visual impairment, photography and art. In Bhowmick P (Ed)
See As No Other, India: Partridge Publishing.
Abstract.
Hayhoe S (2015). Utilising mobile technologies for students with disabilities. In (Ed)
Commonwealth Education Partnerships 2015/16, 81-83.
Abstract.
Hayhoe S (2014). Chapter 18 Development of a Sustainable Disabled Population in Countries of the Cooperation Council for the Arab States of the Gulf. In (Ed) Global Sustainable Communities Handbook, Elsevier, 451-468.
Hayhoe S (2014). Development of a Sustainable Disabled Population in Countries of the Cooperation Council for the Arab States of the Gulf. In (Ed)
Global Sustainable Communities Handbook: Green Design Technologies and Economics, 451-468.
Abstract.
Hayhoe S (2014). The need for inclusive accessible technologies for students with disabilities and learning difficulties. In Burke L (Ed)
Learning in a Digitalized Age, UK United Kingdom: John Catt Educational Ltd. 257-274.
Abstract.
Sultan N, Hayhoe S (2013). Assistive technologies for students with special needs at the Higher Colleges of Technology. In Dowling S (Ed)
E-Learning in Action, HCT Press.
Abstract.
Hayhoe S (2012). Using an iPad with a blind student: a case study at Sharjah Women’s College. In Dowling S (Ed)
E-Learning in Action, HCT Press.
Abstract.
Hayhoe SJ (2011). Blindness, computing, cognition and culture: Four case studies of blind programmers. In Bhattacharya M, Mach N, Moallem M (Eds.)
Emerging Technologies in Learning, USA United States: AACE, 159-170.
Abstract.
Hayhoe S (2011). Non-visual programming, perceptual culture and MulSeMedia: Case studies of five blind computer programmers. In (Ed)
Multiple Sensorial Media Advances and Applications: New Developments in MulSeMedia, 80-98.
Abstract.
Hayhoe S (2009). Blind Boys of Alabama. In Susan B (Ed) Encyclopedia of American Disability History, Facts on File, 118-119.
Hayhoe S (2009). National Exhibits by Blind Artists, Inc. In Burch S (Ed) Encyclopedia of American Disability History, Facts on File, 649-650.
Hayhoe S (2009). National Federation of the Blind. In Burch S (Ed) Encyclopedia of American Disability History, Facts on File, 650-651.
Hayhoe S (2009). Theater Breaking Through Barriers / Theater By the Blind. In Burch S (Ed) Encyclopedia of American Disability History, Facts on File, 901-902.
Hayhoe S (2003). The development of the research in the psychology of visual impairment in the visual arts. In Axel E, Nina L (Eds.) Art beyond sight, USA United States: American Foundation for the Blind, 84-95.
Conferences
Hayhoe S (2022). Experiencing Visual Art Having Never Experienced Vision.
Abstract.
Hayhoe S (2022). Western Human Classification and the Closed Society.
Abstract.
Hayhoe S (2021). Supporting Neurodiversity and Students with Sensory and Communication Impairments Using Mainstream Mobile Technologies.
Abstract.
Hayhoe S (2020). Access Issues in the Development of Technologies and Inclusive Strategies.
Abstract.
Seale J, Carrizosa HG, Rix J, Sheehy K, Hayhoe S (2020). In Search of a Decision-Making Framework for Involving Users Who Have Learning Disabilities or Sensory Impairments in the Process of Designing Future Technologies.
Abstract.
Hayhoe S (2020). Inclusive technology, artificial intelligence and Internet of Things (IoT).
Abstract.
Hayhoe S (2020). Why Do We Think That People who are Visually Impaired Don’t want to Know About the Visual Arts II?.
Abstract.
Hayhoe S (2020). Why Do We Think That People who are Visually Impaired Don’t want to Know About the Visual Arts?.
Abstract.
Hayhoe S, Carrisoza HG, Rix J, Sheehy K, Seale J (2019). A survey of networked and Wi-Fi enabled practices to support disabled learners in museums.
Abstract.
Rix J, Garcia Carrisoza H, Sheehy K, Seale J, Hayhoe S (2019). Another Beautiful Risk?: Emergent Data Analysis and Dissemination in Four Participatory Research Groups Within Six Cultural-Heritage Institutions in Three Countries.
Abstract.
Lotz N, Briony T, Fernandez Cardenas JM, Reynaga Pe na C, Díaz de León Lastras A, Cortes Capetillo A, González Nieto N, Santamaría-Cid de León D, López F, Machado R, et al (2019). Co-creating FabLab La Campana: Empowering a marginalised community in the North of Mexico.
Abstract.
Hayhoe S (2019). Inclusive Technologies to Help People with Visual Impairments.
Abstract.
Garcia Carrisoza H, Rix J, Hayhoe S, Sheehy K, Seale J (2019). The Beautiful Risk of Participation: the Development and Organisation of Four Participatory Research Groups Within Six Cultural-heritage Institutions.
Abstract.
Hayhoe S (2019). The Representation of Disability in the Higher Education Institutions of the Cooperation Council for the Arab States of the Gulf (GCC).
Abstract.
Hayhoe S, Garcia Carrizosa H, Rix J, Sheehy K, Seale J (2018). Accessible Resources for Cultural Heritage EcoSystems (ARCHES): Initial Observations from the Fieldwork.
Abstract.
Hayhoe S (2018). An autoethnography of a hearing-impaired researcher in museum-based participatory research.
Abstract.
Hayhoe S (2018). Blind Visitor Experiences at Art Museums, 2: Key note presentation.
Abstract.
Hayhoe S (2018). Inclusive Capital & Deaf Services - Yosemite National Park.
Abstract.
Hayhoe S, Tonin C, Lunardi G (2017). A Model of Inclusive Capital for Analysis of Non-Economic Human Capital.
Abstract.
Hayhoe S, Pena-Sanchez N, Bentley K (2017). Evaluation of a collaborative photography workshop using the iPad 2 as an accessible technology for participants who are blind, visually impaired and sighted working collaboratively.
Abstract.
Hayhoe S, Pena-Sanchez N (2017). Interactive demonstration on the use of existing apps on mobile technologies to teach basic photographic techniques to participants who are blind, visually impaired and sighted together: a demonstration of an exercise using apps and cameras on iOS and Android platforms to image 'the body' and handwriting.
Abstract.
Hayhoe S (2017). Mobile Devices, M-Learning & Learners with Visual Impairment: Epistemological Trends Analysed Through a Grounded Methodology Literature Review.
Abstract.
Hayhoe S (2017). The open society and its continual enemies: the need to re-balance education and develop a more critical attitude to knowledge and accepted practice.
Abstract.
Hayhoe S (2015). A PEDAGOGICAL EVALUATION OF ACCESSIBLE SETTINGS IN GOOGLE'S ANDROID AND APPLE'S IOS MOBILE OPERATING SYSTEMS AND NATIVE APPS USING THE SAMR MODEL OF EDUCATIONAL TECHNOLOGY AND AN EDUCATIONAL MODEL OF TECHNICAL CAPITAL.
Author URL.
Hayhoe S (2014). A PHILOSOPHY OF INCLUSIVE TECHNOLOGY FOR PEOPLE WITH SPECIAL NEEDS, AND ITS APPLICATION IN a COURSE USING MOBILE COMPUTING DEVICES FOR UNDERGRADUATES AT THE LONDON SCHOOL OF ECONOMICS, UK.
Author URL.
Hayhoe S (2013). A Literature Review on the Use of Inclusive Mobile Devices by People with Disabilities.
Author URL.
Hayhoe S (2013). A literature review on the use of inclusive mobile devices by people with disabilities with particular reference to educational uses in the countries of the cooperation council of the Arab states of the Gulf (GCC).
Abstract.
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External Engagement and Impact
Associate Editor, Discover Global Society, Springer Nature - 2023-Present
Governor, Coopted SEND, Christ Church C of E (VC) Primary School - 2022-Present
University of Bath Director, Bath Royal Literary and Scientific Institution - 2022-2023
External Examiner, University of Edinburgh - 2022-Present
Temporary Advisor, World Health Organization - 2019-2021
Centre Associate, Scottish Sensory Centre - University of Edinburgh - 2019-Present
Co-Editor, Routledge Focus Series - Qualitative and Visual Methodologies in Educational Research, Routledge - 2019-Present
Centre Associate, Centre for the Philosophy of Natural and Social Science, London School of Economics - 2010-2023
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