Faculty Profiles

Dr. Phyllis Jones

Dr. Phyllis Jones, Ph.D., Professor

Jones headshot

Email: PJones7@usf.edu
Phone: 813-974-6588
Curriculum Vitae

Dr. Phyllis Jones is a professor in the department of Teaching & Learning at the University of South Florida. Phyllis taught and was an administrator in schools in the UK for fifteen years before she became a faculty member in the College of Education at Northumbria University for five years. Her Masters is from Durham University, UK and her doctoral work was completed with Professor John Swain at Northumbria University, UK. She developed and teaches on the masters ASD and/or Severe Intellectual Disabilities program and Curriculum and Instruction doctoral program in the department.

She is author of Inclusion in the Early Years: Stories of good practice, co author of Collaborate Smart and lead editor of “A Pig Don't Get Fatter the More You Weigh It": Balancing assessment for the classroom, Leading for Inclusion, Creating Meaningful Inquiry in the Inclusive Classroom, Pushing the Boundaries: Developing Inclusive Practices through Integration of Insider Perspectives and co editor of The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Phyllis is published widely in international journals related to inclusive practices, teacher learning for teachers of students with complex disabilities. She is editor of International Journal of Whole Schooling, sits of the editorial board of Disability & Society and is a regular reviewer for British Journal of Special Education, Journal of Child and Family Studies, International Journal of Inclusive Education, Journal of Teacher Education and International Review of Education. She was PI of SAGE (Successfully Accessing General Education) an OSEP grant that supports teachers to gain a Masters in Autism Spectrum Disorder and Severe Intellectual Disabilities, along with coursework for FLDOE endorsement in ASD and Severe Disabilities.

Phyllis was the first UK recipient of the joint AACTE/UCET travel grant that allowed her to travel around the USA to analyze professional learning for teachers of students with low incidence disabilities. She is also recipient of the Outstanding Undergraduate Teaching Award at USF. Phyllis currently enjoys a number of international research collaborations with the UK, New Zealand, Australia and Hong Kong.

Publications:

  • Jones, P. (2017). Standards Referenced Curriculum and Students with Severe Disabilities: Narratives of good practice. New York: Routledge.
  • Jones, P., & Danforth, S. (2015). Foundations of Inclusive Education Research. Volume 6, London: Emerald. ISBN: 978-1-78560-417-1
  • Lacey, P., Ashdown, R., Jones, P., Lawson, H. & Pipe, M. (Eds.). (2015). The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. London: Routledge
  • Chambers, D., Jones, P., McGhie-Richmond. D., Riley, M., May-Poole, S., Orlando, A. M., & Wilcox, C. (2017). Teachers’ use of iPads for students with a range of learning support needs: An international exploration. Journal of Special Education Needs Research (JORSEN).
  • Lawson, H. & Jones, P. (2017). Teachers’ pedagogical decision-making and influences on this when teaching students with severe intellectual disabilities. Submitted, November 2016, Journal of Special Educational Needs Research (JORSEN).
  • Jones, P. & Riley, M. (2017). “Trying, failing, succeeding, and trying again and again”:  Insights into teacher learning from teachers of pupils with severe profound and multiple learning difficulties. European Journal of Teacher Education.  Vol. 40 , Issue 2 http://www.tandfonline.com/toc/cete20/40/2
  • Jones, P., Churilla, I., Demes, A.,Sadlo, R., Sweeney, M., & Pastore, H. (2015). Finding Ferdy: A Collaborative Inquiry About a Student with Complex Disabilities, The Canadian Journal for Teacher Research, 3, http://www.teacherresearch.ca/blog/article/2015/12/27/283-finding-ferdy-a-collaborative-inquiry-about-a-student-with-complex-disabilities.
  • Jones, P., De Kock, J., Jourdan, N., Copeland, S., Charles, D., & Willis, S. (2015). Insider perspectives on mentoring teachers of students with complex disabilities: A New Zealand story. Journal of International Special Needs Education.18 (2),41-50.
  • Jones, P. & Lawson, H. (2015). Insights into teacher learning about pedagogy from an international group of teachers of pupils with severe intellectual disabilities. European Journal of Special Education. DOI: 10.1080/08856257.2015.1023000.