Early Years Programmes
2+2 degree programmes
024 7652 2160
Room WCE1.6, Centre for Lifelong Learning, Westwood Campus
Emma is a Teaching Fellow on the Early Childhood and 2+2 and Part-time degrees, leading modules which link to her background in education and psychology. Her teaching interests include developmental and neuropsychology, special educational needs, inclusion, families, and mixed-methods research.
Prior to joining the centre, Emma worked as a Research Assistant on national and international education projects at the University of Derby. She also has experience of supporting children and young people with complex disabilities and behavioural needs as a Learning Mentor and Family Support Advisor in a local education authority in the West Midlands. Emma initially completed her degree in Early Childhood Studies at the University of Warwick and then a Masters degree in Psychology of Education at the University of Manchester.
Emma’s research explores the psychological wellbeing of families of children with Intellectual Disabilities and/or Autism Spectrum Disorders, with a focus on parental relationship satisfaction, family functioning, and the outcomes of fathers and single mothers. Emma completed her PhD in Education and Psychology at the Centre for Educational Development, Appraisal and Research (CEDAR) in 2018 (Thesis titled: ‘A systems approach to understanding families of children with Intellectual Disability/Autism’). A core part of Emma’s PhD included a collaboration with the children’s charity Cerebra and working within the Family Research Group to design and conduct a large-scale quantitative study of parents of children with intellectual disabilities in the UK (called the ‘1000 families study’). Until recently, Emma has also been working on a qualitative research project at Coventry University which explored the experiences of young, disabled, LGBT+ individuals.
Potential PhD candidates are welcome to contact regarding research proposals related to one or more of the following topics:
- Psychological outcomes of families of children with ID/autism
- Autism, transition, parent and professional experiences
- Disability, identity, and sexuality
- Mixed methods research (quantitative and qualitative)
- Primary and secondary datasets
• Psychological outcomes of families of children with ID/autism
• Autism, transition, parent and professional experiences
• Disability, identity, and sexuality
• Mixed methods research (quantitative and qualitative)
• Primary and secondary datasets
Langley, E., Totsika, V., Hastings, R.P. (upcoming). The psychological wellbeing of fathers with and without a child with Intellectual Disability (ID): A population-based study.
Hayden, N.K., Hastings, R.P., Totsika, V., & Langley, E. (2019). A population-based study of the behavioral and emotional adjustment of older siblings of children with and without Intellectual Disability. Journal of Abnormal Child Psychology, 1-11.
Toft, A., Franklin, A., & Langley, E. (2019). Young disabled and LGBT+: negotiating identity. Journal of LGBT Youth, 1-16.
Langley, E., Totsika, V., & Hastings, R.P. (2017). Parental relationship satisfaction in families of children with Autism Spectrum Disorder (ASD): A multilevel analysis. Autism Research, 10, 1259-1268.