Tilly Mortimore - also known as Tilly Wdowski.
Senior Lecturer in Inclusion at Bath Spa University
E-mail: t.mortimore@bathspa.ac.uk
Blog: http://www.tillymortimore.blogspot.com
College:
Reading University - BA in Modern History and English Literature
Goldsmith's College - Postgraduate Certificate in Education (Secondary English and drama)
Cardiff University - Part-time Masters in Education and Psychology
Birmingham University - Post-Graduate Cerficiate in speech and language difficulties
Cardiff University - ESRC funded PHD on the relationship between learning style, dyslexia
Professional Certificates:
AMBDA, PG Cert Speech and Language (Birmingham)
Career:
I taught English and drama in a comprehensive school.
I then moved into special education and set up and ran the English departments at two UK secondary specialist schools for dyslexic learners, Shapwick School and Mark College, both in Somerset.
In 2002 I took on the role of Distance Learning Course Director, and revised and relaunched the Hornsby Distance Learning Courses, post-graduate training programmes to prepare professionals to work with dyslexic learners.
I also lectured at Bath Spa University on Special Needs.
I joined the School of Education in Southampton University in 2005 to lecture on PG MSc courses in dyslexia and on inclusion for initial teacher education
Moved to Bath Spa University in 2007.
Professional Bodies:
I am a founder member of the research Centre for Inclusion and Vulnerable Learners (CRIVL);
NASEN;
BERA;
Dyslexia Action;
British Psychological Society;
PATOSS.
Member of advisory board for journal Teaching and Learning in Higher Education;
Member of BDA accreditation board.
Published Work:
Mortimore, T. (2000) Learning Styles and Dyslexia. In (I.Smythe, Ed.) The Dyslexia Handbook. London: Whurr
Mortimore, T. (2003) Dyslexia and Learning Style. A practitioner's handbook. London: Whurr
Mortimore, T. (2003) (ed.) Hornsby International Dyslexia Centre Distance Learning Course Modules 1-4. London:HIDC
Mortimore, T. (2003) The impact of dyslexia and cognitive style upon students' study experiences in Higher Education. Hull: ELSIN
Mortimore, T. (2004) Widening opportunity for dyslexic learners - is learning style theory the answer? Dyslexia Review, 16 (1), 15-17
Mortimore, T. (2005) Dyslexia and Learning Style: A Note of Caution. British Journal of Special Education, 32 (3), 145-149
Mortimore,T. and Crozier, W.R. (2006a) Dyslexia and difficulties with study skills in higher education; Studies in Higher Education 31, 2, 235-251
Mortimore. and Crozier,W.R. (2006b) The impact of dyslexia and cognitive style upon male students' performance in utilising information delivered in lecture format. Oslo: ELSIN
Mortimore, T. (2007) The Secret Life of a Research Project: intentions, outcomes and the gap in between. Qualitative Researcher
Mortimore,T. (2007) Of babies, bathwater and the need for labels: Should we jump off the style bandwagon? Patoss Bulletin, June
Mortimore, T. (2008) Dyslexia and Learning Style: A Practitioner's Handbook. Second edition. Chichester: Wiley
Mortimore, T. (2008) Social and Educational Inclusion. In S.Ward (ed.) Education Studies: A Student's Guide. Second Edition. London: Routledge
Mortimore, T. and Dupree, J. (2008) Dyslexia-friendly Practice in the Secondary Classroom. Exeter: Learning Matters
