Simon Hayhoe

University of Bath, Department of Education, Faculty Member

London School of Economics and Political Science, Centre for Philosophy of Natural and Social Science (CPNSS), Adjunct

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Simon is a Reader in the Department of Education and admissions tutor for the MA Education, University of Bath, UK. He is also a centre research associate in the Centre for the Philosophy of Natural and Social Science, London School of Economics. Prior to his post in Bath, Simon was Programme Director for the MA Special Needs and Inclusion and supervisor for the EdD Special Educational Needs cohort at Canterbury Christ Church University, and a member of Faculty at Sharjah Women’s College, UAE.Simon’s current work focuses on the epistemology of disability and ability, with special reference to education, inclusion, technology and the arts. His other research interests include inclusive and assistive technology (specialising in mobile technologies), religion and disability - with a focus on Christianity and Islam - and museums and disability. He is also currently involved in an international project investigating the use of mobile technologies as tools of inclusion for disabled people in museum environments. This project is sponsored by a Horizon 2020 grant from the European Union. The research is partnered with TreeLogic (based in Madrid), the Open University, and numerous museums, associations and companies in London, Madrid and Vienna.Simon has also previously conducted projects in this field in the US, Canada, United Arab Emirates and the UK. He has also won a number of awards in his field, including a Fulbright All Disciplines Scholar's Award for a fellowship at The Metropolitan Museum of Art (New York, USA) and he was a finalist in the London 2012's Great Briton's Prize. Simon has also delivered guest lectures at the Sidur Museum (Moscow), the Metropolitan Museum of Art (New York), Institute of Child Health at Great Ormond Street Hospital, Harvard University, London School of Economics, MIT, University of California Berkeley, Vrije Universiteit (Brussels) and the Government of the Province of Milan.
Address: Department of Education
University of Bath
Claverton Down
Bath BA2 7AY
UK

Centre for the Philosophy of Natural and Social Science
London School of Economics
Houghton Street
London WC2A 2AE
UK

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Books by Simon Hayhoe

Canterbury, revisited: Reflections on a collaborative photography course for sighted and visually impaired participants

The Routledge Companion to Photography, Representation and Social Justice

This chapter discusses the design, development, and implementation of a photography course that e... more This chapter discusses the design, development, and implementation of a photography course that encouraged visually impaired and sighted students to work collaboratively. The teaching and collaborative tasks on the course were designed to encourage soft skills through the development of photographic skills, an understanding of students’ experience of objects and environments, and to test the use of mainstream inclusive technologies in educational and real-life settings. The course was designed using the principles of inclusive technical capital and inclusive capital, and it was hypothesized that all participants would find working collaboratively with ubiquitous, mainstream photographic technologies accessible. During the evaluation, it was found that collaboration stretched the students’ learning, motivated future creative work and that smartphone and tablet computers had useable introductory photographic technologies, but experienced students with visual impairments and with sight preferred specialized cameras.

Inclusive Design

The presentation discusses two postinclusive arts projects. These projects use participatory co-d... more The presentation discusses two postinclusive arts projects. These projects use participatory co-design to create artworks and technology, and grounded methodology as a means of developing learning and evaluation. The first project is a community education project on flooding in Bath, UK, and features co-created interactive installations, music and sculptures. The second project is a community design project, which features the development of co-designed breakdance choreography, performance and a multi-sensory dance beat technology in Yorkshire, UK.

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Epistemological Trends in the Literature on Mobile Devices, Mobile Learning, and Learners with Visual Impairments. Optometry and Vision Science, vol. 95, no. 9, pp. 889-89

Optometry and Vision Science

This study is significant because learning with mobile devices is increasing as a method of educa... more This study is significant because learning with mobile devices is increasing as a method of educating and training learners with visual impairments, but evaluation of its method is rare. In addition, the epistemological model used in this study is designed to improve future research designs. This article reviews the literature on the use of mobile devices by learners with visual impairments in a variety of learning environments. The study's three objectives are to pursue avenues of research in m-learning and visual impairment, stimulate debate on the nature and role of mobile technologies in the education of learners with visual impairments, and develop a debate on the best use of technologies in m-learning. The study uses an epistemological model of visual impairment as an instrument to critically analyze different ontologies and paradigms of research. The epistemological model is also analyzed as an analytical instrument. The study identifies three academic paradigms in this field: (1) conceptual, (2) design and user testing, (3) m-learning in situ. The study also finds these three paradigms ontologize visual impairment in different ways, meaning that there is little cohesion in research and practice. The study finds that research on the development and use of technologies by learners with visual impairments is restricted by a lack of cohesion in theory and practice. This lack of cohesion is thought to be largely due to the immature nature of this topic as a field of study.

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Principles and Concepts of Social Research: A Critical Examination of Methodology, Methods and Analysis for Emerging Researchers

"Principles and Concepts of Social Research is a text covering the foundations of social science ... more "Principles and Concepts of Social Research is a text covering the foundations of social science research, outlining the history and core elements of Western social research. The text covers a variety of topics, ranging from the history of scientific beliefs from Ancient Greece to the contemporary world. It outlines the basics of the development of knowledge systems and logic, the definition of science and its processes, the progression of classifying humans, and research ethics, amongst other underlying elements of research"

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A.P.T. CONFERENCE 2015, FLIPPING THE CLASSROOM 6 TH JULY 2015

"You're disabled under the Equality Act 2010… if you have a physical or mental impairment that ha... more "You're disabled under the Equality Act 2010… if you have a physical or mental impairment that has a 'substantial' and 'long-term' negative effect on your ability to do normal daily activities. What substantial and long-term mean 'substantial' is more than minor or trivial-eg it takes much longer than it usually would to complete a daily task like getting dressed 'long-term' means 12 months or more-eg a breathing condition that develops as a result of a lung infection" (HM Government, 2014: 0nline) DEFINITIONS AND TECHNOLOGY Accessible technology:  "Any item, piece of equipment, or system, whether acquired commercially, modified, or customized, that is commonly used to increase, maintain, or improve functional capabilities of individuals with disabilities." (Architectural and Transportation Barriers Compliance Board, 2000 : P. 80504) Inclusive technology:  Mainstream technology that can be used with either no or minimal adaption by a person with a disability as an accessible technology. It is also seen as technology that provides social inclusion, such as communication and interaction, for people with disabilities (Hayhoe,

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Non-Visual Programming, Perceptual Culture and Mulsemedia: Case studies of five blind computer programmers

This chapter describes an investigation into the premise that blind programmers and webdevelopers... more This chapter describes an investigation into the premise that blind programmers and webdevelopers can create modern Graphical User Interfaces (GUI) through perceptions of MulSeMedia, and whether perceptual culture has a role in this understanding. Its purpose it to: 1) investigate whether the understanding of computer interfaces is related to perceptual culture as well as perceptual ability; 2) investigate whether it is possible for a person who has never seen to understand visual concepts in informational technology through non-visual senses and memories; and 3) provoke questions as to the nature of computer interfaces, and whether they can ever be regarded as MulSeMedia style interfaces. Beyond this, it proposes to: 1) inform accessible MulSeMedia interface design; and 2) investigate the boundaries of accessing computer interfaces through non-visual perceptions and memories. In order to address these aims and objectives, this chapter discusses the following two research questions: 1) Is the perceptual culture of a blind person as important as physical level of blindness in being able to understand, work with, learn how to use or create and program Graphical User Inerfaces (GUIs)? Simon Hayhoe: 2 2) Can a cultural model of understanding blindness in part explain the difficulties in adapting Windows MulSeMedia applications for blind people? The study found that programmers who had been introduced to, and educated using a range of visual, audio and / or tactile devices, whether early or late blind, could adapt to produce code with GUIs, but programmers who were educated using only tactile and audio devices preferred to shun visual references in their work.

format_quoteBlind programmers educated with visual references adapted to coding with GUIs better than those trained solely with tactile-audio methods.format_quote

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Locke and Hume's Philosophical Theory of Color is Investigated through a Case Study of Esref Armagan, An Artist Born Blind

Her specialism is tactile cloth and tactile clothes.

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Emancipatory and Participatory Research for Emerging Educational Researchers

"Emancipatory and Participatory Research for Emerging Educational Researchers is a concise fundam... more "Emancipatory and Participatory Research for Emerging Educational Researchers is a concise fundamental guide on two related models of education research - emancipatory and participatory. In addition to providing an introduction to these research models, this book also studies them through the lens of critical practice as well as pure research and provides case studies as examples. It highlights a variety of data collection techniques that are used in education research, from visual methods to interviews, and the strategies researchers apply to ensure the research process involves and benefits the participants. Emancipatory and Participatory Research for Emerging Educational Researchers functions as a useful "how to" guide for first time and less experienced researchers and also highlights how participatory research is by its nature emancipatory, and the overlaps between the two models' approach to data collection"

God Money And Politics: English attitudes to blindness and touch, from the Enlightenment to integration

Blind Visitor Experiences at Art Museums

Through case studies and findings from participant observations in classes and touch tours for bl... more Through case studies and findings from participant observations in classes and touch tours for blind and visually impaired people at the Met, Blind Visitor Experiences at Art Museums explores both passive and active social exclusion from the museum's facilities giving readers an understanding on how to provide the best services and experience.

Expanding Our Vision of Museum Education and Perception: An Analysis of Three Case Studies of Independent Blind Arts Learners

Harvard Educational Review, 2013

In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context ... more In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences. The three case studies he presents support his hypothesis that, for blind visitors, proximity to works of art is at least as important as perceiving the art itself. This finding questions Gombrich's theory of the economy of vision and Jay's theory of scopics and supports the notion that exclusion from art in this context is more passive than active.

Computing & Blindness in Education Project (COMBINE): Five Case Studies of Blind Web Developers

• Literature identifies methods of adapting programming languages and teaching methods for blind ... more • Literature identifies methods of adapting programming languages and teaching methods for blind programmers (Siegfried 2002, Gildea 1970, Vaspori & Arato1994, Riccobono 2004,) • There have been some evaluations of individual pieces of software, used to overcome assumed difficulties in using GUIs, and visually based tests for programmers (Bax 1982, Siegfried 2006, Franqueiro & Siegfried 2006) • No psychological studies have been conducted into non-visual programming of 2D visual computing concepts, such as Windows Icons Menus and Pointers (WIMPs) used in Graphical User Interfaces (GUIs), or the creative process of programmers who are blind

format_quoteEarly blind programmers prefer outdated interfaces, rejecting GUIs even with some visual memory; they favor text-based languages solely.format_quote

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THE CULT OF THE BORN COMPLETELY BLIND MAN, REVISITED

format_quoteThe authors argue that Western understanding of blindness is based on a false syllogism, misunderstanding blind individuals' cognition and concept of visual awareness.format_quote

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Cultural Heritage, Ageing, Disability, and Identity: Practice, and the development of inclusive capital

Identity examines the effects of disability and ageing on engagement with cultural heritage and a... more Identity examines the effects of disability and ageing on engagement with cultural heritage and associated cultural identity formation processes. Combining theory with detailed case study research, it unpicks both the current state of play and future directions. The book is based upon detailed case example research on both the selfreported individual experiences of people with disabilities engaging with cultural heritage, and the accessibility approaches of cultural heritage institutions themselves. Hayhoe grounds the analysis in a theoretical and historical overview of disability and inclusion. He interrogates the various ways in which identity is formed through interaction with cultural heritage, and considers the differences in engagement with cultural heritage amongst those who develop disabilities early in life compared to those who acquire disabilities later in life. His conclusions offer insights that can help improve the provision of cultural heritage engagement to all people, but particularly those with disabilities. Cultural Heritage, Ageing, Disability, and Identity is key reading for students and scholars of cultural heritage, visitor studies, and disability studies, and will also be of interest to other subject areas engaging with issues of accessibility. It should also be read by institutions looking to improve their accessibility strategy to engage broader audiences.

eLearning in action (Volume 2.): Redefining learning

http://shc-edutech.hct.ac.ae/elearning/edtechseries/book2/, May 1, 2013

eLearning in action (Volume 3.): Learning by doing

The development of a sustainable disabled population in the countries of the Cooperation Council for the Arab States of the Gulf (GCC)

In W. Clark (Ed.). Global sustainable communities design handbook: From green policy design, engineering, health to technologies, education, economics, contracts, law and entrepreneurship, Mar 1, 2014

The need for inclusive accessible technologies for students with disabilities and learning difficulties

n L. Burke (Ed.). Research, Reflections & Arguments on Teaching & Learning in a Digitalized Age. , Apr 1, 2014

All professional learning communities agree that there is added value in utilizing technologies t... more All professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age?

Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.

These contributors, from around the world and across all sections and levels of the educational sector, share their experiences of working with educational technologies,
mobile and digital learning in their day-to-day lives in schools, colleges and universities.

The main themes, arguments and reflections found highlight the dramatic effects and changes technology is having on the human experience generally and in teaching and learning in particular.

Assistive technologies for students with special needs at the Higher Colleges of Technology, UAE

In S. Dowling, C. Gunn, J. Raven, and S. Hayhoe (Eds.). eLearning in action (Volume 2.): Redefining learning. , May 1, 2013

Using an iPad with a blind student: A case study at Sharjah Women’s College

In Dowling S. et. al. (Eds.). eLearning in action (Volume 1.): Opening up learning, May 1, 2012

Simon Hayhoe

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