Nazarbayev University
Graduate School of Education

Graduate School of Education

Филиз Полат

Профиль

Филиз Полат
Положение:
Профессор
Рабочий телефон:
+77172706395
Specializations:
Higher education
назад

Образование

Ph. D.       Человеческая коммуникация и глухота

Школа образования, Манчестерский университет, Манчестер, Великобритания. (1998 г.)

M.Ed.      Центр образовательных потребностей

               Школа образования, Манчестерский университет. (1994 г.)

M.Sc.      Психологическое консультирование и руководство

Факультет образования, Ближневосточный технический университет (METU), Анкара, Турция. (1994 г.)

B.Sc. (с отличием) Психологическое консультирование

Факультет образования, Ближневосточный технический университет (METU), Анкара, Турция. (1991 г.).

Преподаваемые дисциплины в ВШО

  • EDUC740: Семинар для соискателей докторской степени
  • EDIE691: Семинар по теме II

Тематические области

Инклюзивность в образование

Специальное образование

Инклюзивностье и социальная справедливость

Школьная психология

Подтемы исследования

Социальная справедливость и социальная интеграция; Права инвалидов; Права детей; Инклюзивность в сообществе детей младшего возраста; Инклюзивность и использование образовательных технологий для студентов с особыми потребностями, включая ОСР, дислексию и нарушения слуха; Отношение и изменение отношения к маргинальным группам; Стратегии инклюзивности и преподавания; Инклюзивность и достижение; Школьная психология; Психологическое консультирование; Социальное и эмоциональное благополучие.

Географические области

Европа, Ближний Восток, Азия, Африка

Избранные финансируемые проекты

  • «Образование в области прав ребенка в начальных и средних школах Гонконга». Основной со-исследователь. Гонконгский комитет ЮНИСЕФ (300 000 гонконгских долларов).
  • «Мнения ключевых заинтересованных сторон по реализации образования в области прав детей в Гонконге». Основной исследователь. Фонд малых исследований, Университет Гонконга (73 000 гонконгских долларов).
  • «Символическая игра и социальное развитие детей младшего возраста с аутизмом в инклюзивных классах». Малый исследовательский грант, Университет Гонконга (58 000 гонконгских долларов)
  • «Эффективное использование учебных ассистентов в рамках общешкольного подхода: роль, управление и подготовка преподавателей. Основной исследователь. Финансирование фундаментальных исследований, Университет Гонконга (119 773,5 гонконгских долларов)
  • «Разработка индекса инклюзивности в Танзании». Финансируется Консорциумом исследовательской программы по внедрению качественного образования в странах с низким доходом (EdQual). Основной исследователь. Департамент международного развития (DFID) и EdQual. (20,000 £)
  •  «Преподавание научных дисциплин STEP-IN для содействия инклюзивности». Основной со-исследователь. Финансируется Агентством по обучению и развитию школ (TDA). (19405 £)
  • «Научное исследование в психологическом консультировании для детей и молодежи в Уэльсе». Финансируется правительством Уэльской Ассамблеи (DELLS). Основной со-исследователь. (70422 £).
  • «Институт финансовых исследований, оценка сертификационных и дипломных дисциплин по финансовым исследованиям и их влияние на жизнь молодежи». Финансируется Институтом финансовых исследований. Исследовательская команда. (370000 £).
  • «Партнерское исследование: обсуждение участия пользователей в исследовательском проекте». Финансируется Европейским советом социальных исследований (ESRC) . Основной со-исследователь. (61,914.2 £)
  •  «Предоставление индивидуальных терапевтических консультационных услуг в средних школах Англии и Уэльса». Финансируется Манчестерским университетом. Основной со-исследователь. (£ 10,000)
  • «Успеваемость учеников и инклюзивность». Финансируется Департаментом образования и профессионального обучения (DfES). Основной со-исследователь. (160 000 £).
  • «Стратегии и подходы к обучению учеников со специальными образовательными потребностями: обзорное исследование». Финансируется Департаментом образования и профессионального обучения (DfES). Исследовательская группа (40 000 £).
  • «Обзор обучения и подготовки учащихся 16-19 лет с трудностями в обучении и / или инвалидностью в Бирмингеме и Солихалле». Финансируется Бирмингемским и Солихаллским советом по образованию и профессиональному обучению, Англия. Основной исследователь. (30 000 £).
  • «Переход учащихся с особыми образовательными потребностями старше 16: волна 1». Финансируется Департаментом образования и профессионального обучения (DfES). Основной со-исследователь и руководитель. (650 000 £).
  • «Долгосрочное воздействие стационарного ухода за бывшими учениками школы-интерната для юношей с эмоциональными, поведенческими и социальными трудностями (EBSD)». Со-исследователь. Финансируется Обществом комплексной помощи Ньюджента, Ливерпуль, Англия. Со-исследователь: (25 000 £).
  • «Управление, роль и подготовка помощников по обучению». Финансируется Департаментом образования и занятости (DfEE). Ведущий исследователь. (47,500 £) 

Рецензент для финансирующих органов:

  • Рецензент гранта Ближневосточного технического университета, Турция, рецензент небольших грантов, 2018 год.
  • Рецензент гранта Стамбульского Техногородка, Стамбульский университет, 2015 год.
  • Рецензент гранта автономной провинции Больцано, Северная Италия (Provincia Autonoma Di BolzanoAlto Adige / Autonome Provinz BozenSÜDTIROL) (2012 год).
  • Рецензент гранта австрийского научного фонда (Der Wissensehaftsfonds - FWF) (2011 г.)
  • Рецензент гранта Совета по экономическим и социальным исследованиям (ESRC) (2006/2007 г.)
  • Рецензент гранта Wellcome Trust (2006 г.)

Избранные публикации

  • Polat, F. & Erduran, S. (2016). It Takes a Village: Including Diversity of Pupils’ Needs in Science Classes. Journal of Education for Life (Yaşadıkça Eğitim Dergisi), 30 (1), 1 -20.
  • Polat, F., (2011). Inclusion in Education: A Step Towards Social Justice? An invited Journal article in Special Issue (Education Quality for Social Justice: Addressing Disadvantage) of International Journal of Educational Development, 31(1), 50-58.
  • Polat, F. (2010). Dare to Dream? Towards a Social Model of Disability. Hong Kong Special Education Forum, Vol.12, April, 49-59.
  • Patison, S., Rowland, N., Cromarty, K., Richards, K., Jenkins, and Polat, F. (September, 2009). School counselling in Wales: Recommendations for good practice. Counselling and Psychotherapy Research Journal, 9(3), 169-173
  • Erduran, S., Polat, F., Raveaud, N. (2008). Science teaching for promotion Inclusion (Step-In): professional development through evidence-based peer collaboration (40pp). Booklet and DVD. Bristol: University of Bristol.
  • Farrell, P., Dyson, A., Polat, F., Hutcheson, G. and Gallanaugh, F. (2007). Special educational needs and pupil achievement in English Schools. Journal of Research in Special Educational Needs (JORSEN), Vol. 7(3), 172-178.
  • Polat, F. (2006). The Turkish adaptation of the Meadow / Kendall social-emotional assessment inventories for deaf and hearing-impaired students. American Annals of the Deaf, Spring Issue, 151 (1), 32-41.
  • Farrell, P., Dyson, A., Polat, F., Hutcheson, G. and Gallanaugh, F. (2007). The relationship between inclusion and academic achievement in English mainstream schools. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, Vol. 18(3), 335-352.
  • Farrell, P., Dyson, A., Polat, F., Hutcheson, G. and Gallanaugh, F. (2007). Inclusion and achievement in mainstream schools. European Journal of Special Needs Education, 22 (2), 131-145.
  • Jenkins, P. and Polat, F. (2006). The Children Act 2004 and implications for counselling in schools. Invited publication to Special Issue - (Every Child Matters and Children Act 2004)- of Pastoral Care in Education, 24 (2), 7-14.
  • Dyson, A., Farrell, P., Polat, F., Hutcheson, G. and Gallanaugh, F. (2006). But what about others? Patterns of student achievement in inclusive schools. In 'Included or Excluded', pp.115-128. Forwarded by Baroness Warnock and Edited by Ruth Cigman. London: Routledge.
  • Polat, F. and Jenkins, P. (2005). Provision of counselling services in secondary schools: A survey of LEAs in England and Wales. Pastoral Care in Education, 23 (4), 17-24/
  • Dyson, A., Farrell, P., Polat, F., Hutcheson, G., and Gallanaugh, F. (2004). Inclusion and Pupil Achievement. London: DfES Publications (ISBN 1 84478 319 7).
  • Polat, F., Kalambouka, A., and Boyle, B. (2004). After secondary school, what? The transition of deaf young people from school to independent living. Deafness and Education International, 6(1), 1-18.
  • Davis, P. and Florian, L. in association with Ainscow, M., Byers, R., Dee, L., Dyson, A., Farrell, P., Hick, P., Humphrey, N., Jenkins, P., Kaplan, Kershner, R., I., Palmer, S., Parkinson, G., Polat, F., Reason, R., and Rouse, M. (2004-Contributers are listed alphabetically). Teaching strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. London: DfES Publications (ISBN 1 844478 183 6).
  • Polat, F. (2003). Factors affecting psychosocial adjustment of deaf students. Journal of Deaf Studies and Deaf Education, 8(3), 325-339.
  • Farrell, P. and Polat, F. (2003). The long term impact of residential provision for pupils with emotional and behavioural difficulties. European Journal of Special Needs Education, 18(3), 277-292.
  • Polat, F., Kalambouka, A., and Boyle, B. (2002). Building tomorrow together: Planning effective transition for pupils with special needs. In P. Farrell and M. Ainscow (Eds.), Making Special Education Inclusive. London: David Fulton Press (pp. 195-204).
  • Kalambouka, A. and Polat F. (2002). Review of ‘Smoothing the transfer for pupils with learning difficulties’ by Dorothy Smith. British Journal of Special Education, 29(1), 55.
  • Polat, F., Kalambouka, A. and Boyle, Bill (2002). What schools do to facilitate the transition of students with special educational needs from school to adult life: Findings from the first phase of a longitudinal study. Invited publication to the Special Edition of The Journal of the International Association of Special Education, 4(2), 17-41.
  • Polat, F. and Farrell, P. (2002). What was it like for you? Former pupils’ reflections on their placement at a residential school for pupils with emotional and behavioural difficulties. Journal of Emotional and Behavioural Difficulties, 7(2), 97-108.
  • Polat, F., Kalambouka, A., Boyle, B. and Nelson, N. (2001). Post – 16 Transition of Pupils with Special Educational Needs: Wave one of the National Longitudinal Study. London: DfES Publications (ISBN 1 84185 636 3).
  • Farrell, P., Balshaw, M. and Polat, F. (2000). The work of learning support assistants in mainstream schools: Implications for educational psychologist. Educational and Child Psychology, 17(2), 66-76.
  • Polat, F. (2001). Changing attitudes of school psychologists towards pupils with special educational needs in Turkey. European Journal of Special Needs Education, 16(1), 55-64.
  • Farrell, P., Balshaw, M. and Polat, F. (1999). The Management, Role and Training of Learning Support Assistants. London: DfEE Publications (ISBN 1 84185 068 3).
  • Polat, F. (1995). “İşitme engellilerin eğitiminde kullanılan yöntemler (Communication approaches used in education of hearing-impaired students – in Turkish). Özel Eğitim Dergisi (Special Education Journal), 2 (1), 24-32.

Research reports:

  • Polat, F., and Pang, H. (2010). The Effective Use of Teaching Assistants within Whole School Approach: The Role, Management and Training of Teaching Assistants. Unpublished Research Report (62 pages). University of Hong Kong, Hong Kong.
  • Polat, F. (2010). Tackling barriers to inclusion caused by attitudes towards inclusion in Tanzania. Special Issue on Inclusive Education, Education Insights: Research Findings for Development Policymakers and Practitioners, June, Issue 81, p.4.
  • Polat, F and Kisanji, J. (September, 2009). Inclusive Education: A Step Toward Social Justice. A Research Programme Consortium on Implementing Quality Education in Low Income Countries (EdQual) Working Paper. EdQual (www.edqual.org) (19pp).
  • Patison, S., Rowland, N., Cromarty, K., Richards, K., Jenkins, P., Cooper, M., Polat, F., and, Couchman, A. (2007). Counselling in Schools: A Research Study into Services for Children and Young People in Wales (commissioned by the Welsh Assembly Government). Leicestershire: British Association for Counselling and Psychotherapy.
  • Dyson, A., Farrell, P., Polat, F., Hutcheson, G., and Gallanaugh, F. (2004). Inclusion and Pupil Achievement Research Brief (No: RB578). London: DfES Publications (ISBN 1 84478 319 7).
  • Jenkins, P. and Polat, F. (2004). Provision of individual therapeutic counselling at secondary schools in England and Wales. University of Manchester: Manchester.
  • Davis, P. and Florian, L. in association with Ainscow, M., Byers, R., Dee, L., Dyson, A., Farrell, P., Hick, P., Humphrey, N., Jenkins, P., Kaplan, Kershner, R., I., Palmer, S., Parkinson, G., Polat, F., Reason, R., and Rouse, M. (2004-Contributers are listed alphabetically). Teaching strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. Research Brief (No:516). London: DfES Publications.
  • Polat, F., While, D., Pearson, D., Haynes, T., Webb, C. and Boyle, B. (2002). Review of Education and Training for Learners aged 16-19 with Learning Difficulties and/or Disabilities in Birmingham and Solihull. A research report submitted to Birmingham and Solihull Learning Skills Council.
  • Polat, F., Kalambouka, A. and Boyle, Bill (2001). Transition of young people with hearing difficulties from school to independent living. Bridging Research in Deafness and General Education (BRIDGE), 20(2) November, 7.
  • Polat, F. and Farrell, P. (2000). Long-term impact of residential provision for former pupils of Nugent House School. Report submitted to Nugent Care Society.
  • Polat, F., Kalambouka, A., Boyle, B. and Nelson, N. (2001). Post – 16 Transition of Pupils with Special Educational Needs. Research Brief (No: 315). London: DfES Publications.
  • Farrell, P., Balshaw, M. and Polat, F. (1999). The Management, Role and Training of Learning Support Assistants. Research Brief (No: 166). London: DfEE Publications.

Media

  • Digital Life programme on Cine 5 Channel (Turkey) on ‘Barrier free technology’ with two other guests. The programme lasted for 1 hour 20 minutes. March 2015.

https://www.youtube.com/watch?v=BNq34wOtAUM

  • Interview by Euronews TV Channel, Learning World programme aired on 3rd December 2010. (Euronews is broadcasted in 30 countries below are the links for the programme aired in 4 courtries in 4 different languages)

http://www.euronews.net/2010/11/23/special-kids-need-special-education/

http://de.euronews.net/2010/11/23/wie-behinderte-lernen-koennen/

http://tr.euronews.net/2010/11/23/engelli-ogrencilere-engelsiz-egitim/

http://es.euronews.net/2010/11/23/educacion-especial-para-ninos-especiales

  • Al-Seyassah Journal, Kuwait (in Arabic), 12 April 2010, page 11.
  • Freedom Journal, Kuwait (in Arabic), Monday 12 April 2010, page 6.
  • The Edge (December, 2009) Volume 1, Issue 5, page 65.
  • World Innovation Summit in Education (WISE) BBC interview
  • “Schools need not fear Inclusion” 4th November 2004). BBC News (can be accessed at: http://news.bbc.co.uk/1/hi/education/3980405.stm)
  • Appraisal made by General Teaching Council in England on ‘Inclusion and Pupil Achievement” report on 7th February 2007.
  • Review of the Inclusion and Pupil Achievement Project by Allison Goddard for Teacher Training Resource Bank on 16.08.2007.
  • Counselling, Times Education Supplement, 24th March 2006.

Selected Keynotes/ Invited Talks:

  • Promoting inclusive education: Current practices and challenges ahead. Invited seminar at University of Brunei Darussalam, Brunei. 17 August 2015, Faculty of Education, Brunei.
  • Polat, F. (2015). Role of technology on education of hearing-impaired students in Turkey. An invited speaker at İnternational Ear Care Day (Dünya Kulak ve İşitme günü), Organized by Child Education Association (Çocuk Eğitim Derneği) & Şişli Municipality (Şişli Belediyesi), 3 March 2015, Şişli Kent Kültür Merkezi, İstanbul, Turkey.

http://www.haberturk.com/yasam/haber/1048400-sisli-isitme-engelli-cocuklarin-sesi

http://www.haberler.com/sisli-belediyesi-isitme-engelli-cocuklarin-sesi-7014633-haberi/

  • Polat, Filiz & Gallagher, Peggy (2014). Foundations of Early Learning: Social and Emotional Aspects of Learning. New Trends in Education: Early Childhood Conference. 13-15 August, Bahçeşehir University in collaboration with Georgia State University, İstanbul, Turkey.
  • Polat, Filiz (2011). Passing from Freedom to Happiness: Inclusion in Education as a Key? Invited plenary speaker at 20th Asian Conference on Intellectual Disabilities (ACID), Ramada Plaza Jeju Hotel, Jeju, Korea, 21-26 August, Korea.
  • Polat , Filiz (2011). Diversity in Education: Disability. An invited Forum presentation at Diversity Strategies Research Theme, University of Hong Kong, 24 May 2011.
  • Polat, Filiz (2010). Continued Professional Development for Education Professionals Teaching at Inclusive Schools. An invited paper presented at a Special Education Conference held by University if Kuwait, 10-14 April. Kuwait.
  • Polat, Filiz (2009). Dare to Dream: The social model of disability. An invited key note at the ‘Rock and Row of NSS’, organized by Hong Kong Special Education Society, 5th December, Hong Kong.
  • Polat, Filiz (2009). An Inclusion in Education, ICT and Social Justice: An invited presentation at 1st World Innovation Summit for Education (WISE), organized by Qatar Foundation for Education, Science and Community Development, 16-18 November, Doha, Qatar.
  • Polat, Filiz (2009) Invited Panel member on implementing inclusion: Education perspective. Inclusion in Education: The Implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities. Conference Jointly organized by the Centre for Comparative and Public Law, University of Hong Kong; The Centre for Advancement in Inclusive Education and Special Education (CAISE), University of Hong Kong; and, the Spark M. Matsunaga Institute for Peace and Conflict Resolution, University of Hawaii, USA, 28th November, 2009, University of Hong Kong, Hong Kong SAR, China.
  • Polat, Filiz (2009). Inclusion in Education: A Step towards Social Justice? An invited presentation at the Second Beijing International Forum on Special Education, 20-24 October. Beijing, China.
  • “Transition of young people with hearing difficulties from school to independent living”. Keynote session presented at Annual Conference of American Educational Research Association (AERA), Deaf Education and Deaf Studies Special Interest Group (SIG), April 2002, New Orleans, USA.
  • ‘Transition experiences of Year 11 deaf young people’, May 2006, Centre for Deaf Studies, University of Bristol, England.
  • Use of quantitative research methods in educational research: focusing published
  • Special Educational Needs (SEN) Policy Options-Children’s seminar’. Invited as a delegate to contribute to the seminar. May 4th 2006, Meeting Room B, Regents College, London, England.