Michelle Evans

Dr Michelle Evans

20172024

Research activity per year

Personal profile

Overview

My expertise relates to qualitative phenomenological sensory research relating to Usher syndrome (congenital deafblindness). Prior to joining the London South Bank University (LSBU) academic team (2010), I worked with adults/children with sensory needs/disabilities and child/adult protection. I have BSL level 3 and deaf-blind communication Level 2. I am a doctoral Director of Studies, doctoral supervisor/panel member/ examiner, external examiner for Universities of Lincoln and Birmingham City and Senior Fellow of the Higher Education Academy. I have BA first class (Hons) in social work, post-graduate certificate in higher education (Learning and Teaching), MA in Methods of Social Research and PhD.

Research Interests

I have co-published books which include ‘Sensory awareness and social work’, ‘Social work with people with learning difficulties' and 'Social work law, applying the law in practice (Evans, M and Harvey, D, 2022)' and completed a PhD entitled ‘Usher syndrome: A phenomenological study of adults across the lifespan’. I have published journals relating to this study, Multiple Sensory Communication and Interview Methods (MSCIM), which focuses on empowering people with Usher syndrome as participants in research published in the British Journal of Social Work (2017) and another relating to Usher syndrome as an unseen hidden disability (Evans, M and Baillie, L (2021) Usher syndrome an unseen hidden disability: A phenomenological study of adults across the lifespan living in England, Disability and Society https://www.tandfonline.com/eprint/ZZ73HFXHAVQEVNBV8GIA/full?target=10.1080/09687599.2021.1889981). I have co-written, produced and directed a short film (drama) between Health and Social Care and Arts and Creative Industries/Film and Media at LSBU to raise Usher awareness based on findings from my PhD entitled ‘Seeing me through my eyes’ which explores being diagnosed, the experiences of, and living with Usher syndrome; this film was internationally screened at the American Public Health film festival (2021). I have also presented at international conferences to raise Usher awareness and presented at the European Social Work Research Conference (ESWRC) held in Amsterdam (2022). I have written an article relating to reasonable adjustments within disability/impairment (2018) and co-written an article pertaining to the decision-making experiences of young adults with kidney disease and other long-term conditions (2021).

Dissertations
‘Usher syndrome: A phenomenological study of adults across the lifespan living in England’ (2018) London South Bank University - PhD study
‘Factors that affect student engagement in the classroom: A study of final year student experiences on the intellectual/developmental disability social work/nursing joint program’ (2012) London South Bank University
‘Developmental journey from student social worker and beyond: A study of the lived experiences of student and qualified social workers/care managers’ (2011) University of Kent
‘To what extent are older people’s services aware of the meaning of dual sensory loss, the effect of it on a person’s quality of life and equipped to address dual sensory needs when they arise? : A study of dual sensory loss in older people’s services’ (2008)
London South Bank University
I am is interested to hear from prospective PhD students/others who are interested in engaging in research relating to qualitative, phenomenological sensory related issues, especially Usher syndrome.

Additional Responsibility


Head of Division

Subjects Taught


Social work Research methodology, phenomenology and qualitative research Communication Sensory/ Sensory Disability/Disability awareness (Children and Adults) Ethics and values Social work law

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education

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