Mariela Fordyce

Background

Mariela has completed her undergraduate and postgraduate studies in the field of Special Needs Education, and has had the opportunity to work with children and young people with a variety of disabilities.  Her main research interests are deaf literacy, deaf bilingualism, language assessment, as well as educational outcomes and transitions to adulthood of young people with disabilities. Mariela joined CREID in June 2012 to coordinate a project on the post-school transitions of young people with hearing impairment.

Principal interests

• Deaf literacy
• Deaf bilingualism
• Language assessment
• Educational outcomes and transitions to adulthood of young people with disabilities

Recent research

• Post-school transitions of young people with additional support needs: Developing a new research agenda
• Post-school transitions of young people with hearing impairments: A proposal for research
• Evaluation of education provision for children and young people educated outside the school setting

Publications

• Journal articles

Fordyce, M., Riddell, S., O’Neill, R., & Weedon, E. (2014). Educational outcomes of young people in Scotland who are deaf or hard of hearing: intersections of deafness and social class. International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2014.929749.

McCluskey, G., Lloyd, G., Riddell, S., Weedon, E. & Fordyce, M. (in press). Exclusion from School: compounding or tackling inequality? Discourse: Studies in the Cultural Politics of Education.

Iurascu, M. A. (2010). The relationship between deaf students’ Japanese Sign Language and Japanese language proficiency. Bulletin of the Graduate School of Education, Hiroshima University, 58, 159-168.

Iurascu, M. A., & Tanimoto, T. (2005). A study of the English language acquisition of deaf high school students: The effectiveness of sign language and written Japanese. Journal of Asia-Pacific Special Education, 4, 67-85.

• Book chapters

Fordyce, M., & Riddell, S. (in press). Employment experiences and outcomes of young people in Scotland who are deaf or hard of hearing: intersections of deafness and social class.  In C. Grover, & L. Piggott (Eds.), Work, welfare and disabled people: UK and international perspectives. Bristol: Policy Press.

• Commissioned reports

Fordyce, M., Riddell, S., O'Neill, R., & Weedon, E. (2013a). Post-school transitions of people who are deaf or hard of hearing: Final report. Report commissioned by the National Deaf Children's Society. Centre for Research in Education, Inclusion and Diversity.

Fordyce, M., Riddell, S., O'Neill, R., & Weedon, E. (2013b). Post-school transitions of people who are deaf or hard of hearing: Appendices. Report commissioned by the National Deaf Children's Society. Centre for Research in Education, Inclusion and Diversity.

McCluskey,G., Lloyd, G, Riddell, S., Weedon, E., & Fordyce, M. (2013). Evaluation of education provision for children and young people educated outside the school setting. Report commissioned by the Welsh Government. Centre for Research in Education, Inclusion and Diversity.

Teaching

MSc supervision