Inclusion and Special Educational Needs Research Cluster

• Dr Ali Akbar - Lecturer
• Sharon Bell - Head of Discipline for Education, Childhood, and Inclusion
• Dr Hannah Blake - Senior Lecturer 
• Andy Bloor - Senior Lecturer
• Dr Adam Brett - Lecturer
• Chris Bristow- Senior Lecturer
• Dr Sarah Charles - Head of Institute of Education 
• Professor Geraldene Codina - Professor of ISEND 
• Wendy Conrad - Lecturer
• Trevor Cotterill- Senior Lecturer
• Dr Ihsan Foster - Senior Lecturer
• Kayte Haselgrove - Lecturer 
• Professor Brian Lamb - Visiting Professor
• Dr Liam Maloy - Senior Lecturer
• Professor Christopher Robertson - Visiting Professor
• Professor Deborah Robinson - Professor of Special Educational Needs, Disability, and Inclusion
• Sarah Roeschlaub - Lecturer
• Mel Smith - Senior Lecturer
• Tom Staunton - Lecturer
• Jo Tolley - Research Administrator
• Julia Trickey - Senior Lecturer
• Emma Twigg - Senior Lecturer
• Su Wall - Senior Lecturer 
• Dr Kulsoom Yusuf Pridmore - Head of Discipline for Continuous Professional Development

• Wykeham Bosworth-Nightingale - PhD Scholarship Student. An Ethnographic Study of a Supported Internship Programme
• John Brown - PhD Student. Uncovering Teachers' Lived Experience Accounts of Hidden Disability and Being Professional
• Wendy Conrad - EdD Student. Sanctuary Families' Perspectives on Accessing Education for Children with SEND in England
• Kayte Haselgrove - PhD Student. How do the Orientations of the Subject Specialist Teacher in the Further Education and Skills Sector in England Change Over Time and in Response to Institutional and External Forces and Factors?
• Alison McIntosh - EdD Student. Spaces of Punishment: A Foucauldian analysis of removal rooms in UK secondary schools
• Sarah Roeschlaub - PhD Student. An Investigation into how Same-Sex Families Conceptualise their Family Unit and the Influence of External and Internal Factors on Them
• Ifza Shakoor - PhD Student. Equality and Inclusive Practice in Career Development: Diversifying the pipeline
• Maria Szreder - PhD Student. Scholarship Student. Investigating Supported Internships in England and the United States: The discursive construction of supported internships and implications for the social inclusion of people with disabilities
• Alex Tomkins - EdD Student. Exploring assessment practices informed by Hermeneutic Phenomenology in special education

Learn more about doctoral study at the University of Derby

The ITT: Team Programme Alumni Evaluation (funded by the Young Enterprise) is aimed at engaging young people aged 15-19 with mild to moderate learning difficulties. It provides them with a structured enterprise learning opportunity based on running an actual business.

In the East Midlands, children and young people with learning disabilities are struggling to find opportunities for them and their families to experience exceptional arts and a lack of job opportunities for disabled artists means creative opportunities are limited.

The Mighty Creatives commissioned the University of Derby for the educational evaluation of the project. SPLASH! is a project funded by the Arts Council of England.

• Foundation Degree - Special Educational Needs and Disabilities 
• BA (Hons) - Special Educational Needs and Disability with Foundation Year
• BA (Hons) - Special Educational Needs and Disability

For further details contact: Trevor Cotterill T.Cotterill@derby.ac.uk 

• BA (Hons) - Education Studies with an optional pathway in SEND or TESOL
• BA (Hons) - Education Studies with Foundation Year

For further details contact: Dr Ruth Mieschbuehler R.Mieschbuehler@derby.ac.uk

• PG Cert - National Award for SEN Co-ordination: Leading Effective, Inclusive Practice in SEN

For further details contact: Jo Baines J.Baines@derby.ac.uk or Julia Trickey J.Trickey@derby.ac.uk

• MA - Education (with Optional Pathway, including ISEND)

For further details contact: Dr Jennifer Marshall j.marshall@derby.ac.uk or Wendy Conrad w.conrad@derby.ac.uk 

2024

• Brett, A. (2024). Space, surveillance, and stress: a Lefebvrian analysis of heteronormative spatial production in schools. Sex Education. 

2023

• Cotterill, T. (2023). A Student Guide to the SEND Code of Practice: Exploring key areas of need. London: Routledge.
• Cotterill, T. (2023). Autism: A Student’s Guide. London: SAGE

2022

• Codina, G. and Szenasi, J. 2022. Educational Provision for Newly Arrived Unaccompanied Sanctuary Seekers aged 15-16. International Journal of Inclusive Education. pp. 1-19. 
• Hanson, J., Robinson, D., & Codina, G. (2022). What makes supported internships an effective approach to VET?. Nordic Journal of Comparative and International Education (NJCIE), 6(3). 
• Mycock, K. and Gowers, S. 2022. Eliciting Looked After Children’s Views and Relationships Through Card-based Participatory Research Methods. Children and Childhoods Conference. University of Suffolk 12 - 13 Jul 2022 University of Suffolk.

2021

• Beaton, M.C., Codina, G. and Wharton, J. (ed.) 2021. Leading on Inclusion: The role of the SENCO. Abingdon Routledge.
• Beaton, M.C., Codina, G. and Wharton, J. 2021. In Response - Reply to John Paul Donnelly. Wiley. 
• Beaton, Mhairi C., Codina, Geraldene N. and Wharton, Julie C. 2021. Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. 
• Blake, Hannah, Hanson, Jill and Clark, Lewis 2021. The importance of an inclusive alumni network for ensuring effective transitions into employment and future destinations for people with learning disabilities. British Journal of Learning Disabilities. 
• Codina, Geraldene and Wharton, Julie C. 2021. The Language of SEND: Implications for the SENCO. in: Leading on Inclusion Routledge.
• Hanson, Jill, Robinson, Deborah and Codina, Geraldene 2021. Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. 
• Robinson, Deborah 2021. Teacher education for SEND inclusion in an international context: The importance of critical theoretical work. in: Routledge.
• Robinson, Deborah 2021. The SENCO as a leader of professional learning for inclusive practice. in: Routledge.
• Robinson, Deborah, Codina, Geraldene, Strogilos, Vasilis and Dimitrellou, Eleni 2021. Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. 

2020

• Charles, S. (2019) 'Dyslexia Spells Trouble' in V. Chiou, O. Holz, N. Oruç & F. Shelton, F. (Eds) International Insights: Equality in Education. Waxmann: Germany
• Cotterill, T. (2019) Principles and Practices of Working with Pupils with Special Educational Needs and Disability, London: Routledge
• Dimitrellou, E. and Hurry, J. (2019) ‘School belonging among young adolescents with SEMH and MLD: The link with their social relations and inclusivity’, European Journal of Special Educational Needs. Doi: 10.1080/08856257.2018.1501965
• Dimitrellou, E. and Male, D. (2019) ‘Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?’ Journal of Research in Special Educational Needs. Doi: 10.1111/1471-3802.12457
• Dimitrellou, E., Hurry, J. and Male, D. (2019) ‘Assessing the inclusivity of three mainstream secondary schools in England: Challenges and dilemmas’, International Journal of Inclusive Education. Doi: 10.1080/13603116.2018.1511757
• IFF Research and Robinson, D. (2019) Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation: Research report: London: DfE
• Lamb, B. (2019) ‘Statutory Assessment for Special Educational Needs and the Warnock Report; the First 40 Years’, Front. Educ., 22 October 2019  
• Robinson, Deborah, Moore, Nicki and Harris, Catherine 2019. The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort. British Journal of Learning Disabilities.
• Wharton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2019. SENCO induction pack: Supporting you at the start of your journey. Whole School SEND/DfE/LLSENDCiC/nasen.

2019

• Charles, S. (2019) 'Dyslexia Spells Trouble' in V. Chiou, O. Holz, N. Oruç & F. Shelton, F. (Eds) International Insights: Equality in Education. Waxmann: Germany
• Cotterill, T. (2019) Principles and Practices of Working with Pupils with Special Educational Needs and Disability, London: Routledge
• Dimitrellou, E. and Hurry, J. (2019) ‘School belonging among young adolescents with SEMH and MLD: The link with their social relations and inclusivity’, European Journal of Special Educational Needs. Doi: 10.1080/08856257.2018.1501965
• Dimitrellou, E. and Male, D. (2019) ‘Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?’ Journal of Research in Special Educational Needs. Doi: 10.1111/1471-3802.12457
• Dimitrellou, E., Hurry, J. and Male, D. (2019) ‘Assessing the inclusivity of three mainstream secondary schools in England: Challenges and dilemmas’, International Journal of Inclusive Education. 
• IFF Research and Robinson, D. (2019) Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation: Research report: London: DfE
• Lamb, B. (2019) ‘Statutory Assessment for Special Educational Needs and the Warnock Report; the First 40 Years’, Front. Educ., 22 October 2019  
• Robinson, Deborah, Moore, Nicki and Harris, Catherine 2019. The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort. British Journal of Learning Disabilities.
• Wharton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2019. SENCO induction pack: Supporting you at the start of your journey. Whole School SEND/DfE/LLSENDCiC/nasen.

2018

• Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Codina, Geraldene 2018. Education, health and care plans: A qualitative investigation into service user experiences of the planning process. Department for Education.
• Lamb, B. (2018) ‘The SEND Reforms and Parental Confidence: are the reforms achieving greater parental confidence in the SEND system?' J. Res. Spec. Educ. Needs 18, 157–182. doi: 10.1111/1471-3802.12403
• Lamb, B. (2018) 'Working with Learners, Parent and Carers' in Bartrum, D. (Ed) Great Expectations, 2018. Catt Educational.   
• Robinson, Deborah, Moore, Nicki and Hooley, Tristram 2018. Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England. British Journal of Guidance & Counselling.
• Shepherd, C., Hanson, J., Dodd, V. (2018) Experiences of Education, Health and Care Plans: a multivariate analysis, London: Department for Education

2017

• Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Shepherd, Claire 2017. Experiences of education, health and care plans: A survey of parents and young people. Department for Education.
• Charles, Sarah 2017. Can’t spell, can’t teach? An exploration of stakeholder attitudes towards students, with dyslexia, training to be primary classroom teachers. Thesis
• Cotterill, T. (2017) ‘Marketization in Education’ in J. Marshall (Ed) Controversial Issues in Education Studies, London: Routledge
• Cotterill, T. (2017) ‘Sexuality in Education’, in Marshall, J, (Ed) Controversial Issues in Education Studies, London: Routledge
• Hanson, Jill, Codina, Geraldene and Neary, S. 2017. Transition programmes for young adults with SEND. What works? Careers and Enterprise Company.
• Robinson, D. (2017). 'Inclusion and special educational needs: key messages for early years.' In Nahmad-Williams, C. and Oates, R. (eds) Early childhood education. London: Routledge, pp191-205.
• Robinson, D. (2017). 'Thinking differently about difference: the problem with categories.' In Marshall, J, (ed) Controversial issues in education studies. London: Routledge, pp55-72.
• Robinson, D. Hanson, J. and Esmond, B. (2017). Improving teaching on apprenticeships: evaluation for the Education and Training Foundation. University of Derby: Centre for Educational Research and Innovation, with project extended to 2017-18
• Robinson, Deborah 2017. Developing the effectiveness of teacher education for inclusion.
• Robinson, Deborah and Goodey, Chris 2017. Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion. International Journal of Inclusive Education.

2016

• Cotterill, T. (2016) ‘Accountability in Education’, in A. O’Grady & V. Cottle (Eds) Exploring Education at Postgraduate Level, Abingdon:  Routledge
• Cotterill, T. (2016) Assessment, Learning and Evaluation in A. O’Grady & V. Cottle (Eds) Exploring Education at Postgraduate Level, Abingdon: Routledge
• Lamb, B. (2016) ‘Achieving best value from your Pupil Premium allocations’,  Every Child Journal. Vol 6.1. 
• Moore, N., Sahar, A., Robinson, D. and Hoare, M. (2016). Evaluation of the impact of the Team Programme. University of Derby: ICeGS. 
• Robinson, Deborah 2016. Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education.
• Robinson, Deborah, Moore, Nicki and Parker, Gordon 2016. An evaluation of BookTrust additional needs resources. Institute of Education, University of Derby.

2015

• Lamb, B.  (2015) ‘Accountability the Local Offer and SEND Reform: a Cultural Revolution?’ Journal of Research in Special Educational Needs, 15(1)
• Robinson, D. (2015). 'The difficulty with inclusive pedagogy in teacher education: some more thoughts on the way forward.' Teaching and Teacher Education, 61, pp 164-178.
• Robinson, Deborah and Trussler, Sarah 2015. Inclusive practice in the primary school. Sage.