BA; PGCE; Certificate of Teacher for the Deaf; MA; PhD

Profile

Stephen has been active in the field of deaf education since 1976, first as a teacher in special and mainstream contexts, and since 1990 as a lecturer and researcher. Funded research has included a literature review for the DfEE on the achievements of deaf children, a review of good practice in deaf education (funded by RNID), and a study of high achieving deaf pupils (RNID). Stephen has published widely on the inclusion of deaf children and their educational achievements.

Research Interests

Research interests and publications relate to the education of deaf children and young people, their educational achievements, and educational inclusion. Current work focuses on high achieving deaf young people and the transition from school to work of deaf young people.

Teaching and administration responsibilities

His main teaching is on the programme leading to the Mandatory Qualification for teachers of the deaf. He also teaches PGCE students as well as other CPD programmes. He supervises MEd students and is examinations officer for CPD.

Publications (selection)

Powers, S. (in press) Learning from success: high achieving deaf students, American Annals of the Deaf

Powers, S. (2009) Figuring out the attainment, BATOD Magazine, May, pp.38-40

Powers, S. (2006) Learning from Success: High Achieving Deaf Pupils. Birmingham: University of Birmingham. http://www.education2.bham.ac.uk/documents/projects/lfs/LFS_Report_July06.pdf

Powers, S. (2003) Influence of student and family factors on academic outcomes of mainstream secondary school deaf students, Journal of Deaf Studies and Deaf Education, 8: 57-78.

Powers, S. (2002) From concepts to practice in deaf education: a UK perspective on inclusion, Journal of Deaf Studies and Deaf Education, 7: 230-243.

Publications 2001 - 2008 [complete, pdf]