Dr. Ellen Reynor is an Assistant Professor in the School of Inclusive and Special Education. Ellen qualified as a primary school teacher and originally worked in mainstream primary schools, but spent many years teaching children with dyslexia in a special reading school. Ellen is Programme Chair of the MEd in Specific Learning Difficulties/Dyslexia. She is an associate member of the British Dyslexia Association (AMBDA), and an associate member of the Professional Association of Teachers of Students with Specific Learning Difficulties (PATOSS). Ellen teaches across a number of undergraduate and postgraduate courses including the Graduate Diploma in Inclusive, Learning Support and Special Education (GDILS), the B.Ed programme, the M.Ed in Specific Learning Difficulties and the online Professional Certificate/Diploma in Special and Inclusive Education. Her doctoral research entitled Beyond the Double Deficit Hypothesis: An Investigation of Phonological Processes, Rapid Automatised Naming, and Executive Processes in Children with ReadingDisabilities examined the role of phonological processes, naming speed, and executive processes in children with dyslexia and reading difficulties, and investigated the reading profiles of subgroups of children with reading difficulties. Research interests include the area of dyslexia and reading difficulties among children and adults, the role of rapid naming speed in reading difficulties, the development of a social model of dyslexia, universal design for learning (UDL) in primary, post primary and higher education. She is an occasional lecturer in dyslexia on the Masters Programme in the School of Education in UCD.
Specific Learning DisabilitiesDyslexia and the Social ModelEquity in the education of students with disabilities Rapid Naming Speed and DyslexiaContinuous Professional Development for teachersInclusive educationUniversal Design for learning in planning and practice