Lindsay Pennington

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Professor of Childhood Disability

Newcastle University

United Kingdom

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Professor Lindsay Pennington is a Professor of Childhood Disability at Newcastle University, UK. Her research focuses on the experiences of disabled children and their families, particularly in the context of health, education, and social care services during emergencies like the COVID-19 pandemic. Recent articles include studies on the validity of assessments for children with severe motor disorders and reviews of health-related quality of life measures for children with congenital heart disease.

Recent Grants

Grant: Close

Recovery, Renewal and Reset of Services to Disabled Children

Open Date: 2021-06-01

Close Date: 2022-10-01

Grant: Close

Collaborative Research Network on Children’s Communicative Participation

Open Date: 2021-02-01

Close Date: 2022-03-01

Grant: Close

Mechanisms of change underlying increased intelligibility for children with cerebral palsy following speech and language therapy focusing on breath support and speech rate.

Open Date: 2020-11-01

Close Date: 2021-10-01

Grant: Close

Introducing telehealth in children’s therapy services: learning from Covid-19 innovations to inform future practice

Open Date: 2020-06-01

Close Date: 2021-04-01

Grant: Close

Validation of a UK low motor assessment of language comprehension – the UK C-BiLLT

Open Date: 2020-04-01

Close Date: 2022-03-01

Articles (19)

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Judith Rankin

Professor of Maternal & Child Health

Newcastle University

UNITED KINGDOM

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Joaquim Alvarelhão

PORTUGAL

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Ge Yu

Senior Lecturer in Health Economics and Econometrics

King’s College London

UNITED KINGDOM

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Catherine Exley

Newcastle University

UNITED KINGDOM

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Catherine Arnaud

FRANCE

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Niina Kolehmainen

Reader in Allied Child Health

Newcastle University

UNITED KINGDOM

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Virginie Ehlinger

FRANCE

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Stuart Cunningham

Senior Lecturer

University of Sheffield

UNITED KINGDOM

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Lindsay Pennington

Research Interests

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About

Recent Grants

Articles (19)

Policy and practice recommendations for services for disabled children during emergencies: Learning from COVID‐19

The UK C‐BiLLT: Validity and reliability of an online assessment of spoken language comprehension for children with severe motor disorders

Assessing the Adequacy of the Physical, Social, and Attitudinal Environment to the Specific Needs of Young Adults With Cerebral Palsy: The European Adult Environment Questionnaire

Professional perspectives on facilitators and barriers for high quality provision of health, education and social care services to disabled children in England during the COVID-19 pandemic: a qualitative study.

A systematic review and meta‐analysis of school and cognitive function domains of health‐related quality of life measures for children and young adults with congenital heart disease

Informing creation of the FEEDS Toolkit to support parent-delivered interventions for eating, drinking and swallowing difficulties in young children with neurodisability: Intervention use by neurodevelopmental diagnosis and healthcare professional role

Parent carer and disabled young people’s perspectives on the impacts of changes to service provision for children and young people in England during the COVID-19 pandemic: a qualitative study

The experience of children with disabilities and their families during the COVID-19 pandemic: what lessons can we learn?

Maternal age and the prevalence of congenital heart defects in Europe, 1995-2015: A register-based study.

Impacts of health care service changes implemented due to COVID-19 on children and young people with long-term disability: A mapping review.

The impact of the Speech Systems Approach on intelligibility for children with cerebral palsy: a secondary analysis

Advancing cluster randomised trials in children’s therapy: a survey of the acceptability of trial behaviours to therapists and parents

Prevalence of congenital heart defects in Europe, 2008-2015: A registry-based study.

Psychometric properties of the Viking Speech Scale-Turkish version for children with cerebral palsy aged 4-18 years based on live and video-based observation.

Reliability and validity of the Dutch-language version of the Viking Speech Scale in children with cerebral palsy.

Developing the FEEDS toolkit of parent-delivered interventions for eating, drinking and swallowing difficulties in young children with neurodisability: findings from a Delphi survey and stakeholder consultation workshops.

School-based allied health interventions for children and young people affected by neurodisability: a systematic evidence map.

Mini-EDACS: Development of the Eating and Drinking Ability Classification System for young children with cerebral palsy.

Determinants of participation and quality of life of young adults with cerebral palsy: longitudinal approach and comparison with the general population – SPARCLE 3 study protocol

Collaborators (13)

Christopher Morris

Rob Webster

Jeremy Parr

Rob Brooks

Jenny L. Gibson

Judith Rankin

Joaquim Alvarelhão

Ge Yu

Catherine Exley

Catherine Arnaud

Niina Kolehmainen

Virginie Ehlinger

Stuart Cunningham

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