The Speakers
The Speakers
Inclusive education has given power to private sector organisations in terms of meeting the needs of children with special needs to some extent, but it can be expensive for less privileged individuals in Ghana, and addressing these issues can make education more accessible. There is increasing demand for early-stage provision for children with special needs, 4 to 6 years old, in Ghana, yet the limited provisions in educational settings in the Ghanaian community, is a matter of concern. The research aims are to investigate Ghanaian mainstream school provision towards inclusive education for young children (4-6 years) and to address participants’ perspectives and voices: to understand teachers’, children's, and parents’ perspectives on quality inclusion for children with special needs in Ghana. Further to this, to bring in implications for practice, research, and policy-making in inclusive education for young children in Ghana. The research will focus on understanding the provisions available and the outstanding gaps in existing literature and practices in inclusive education in the early years. It will use a qualitative research methodological approach underpinned by ethnographic principles to examine inclusion, concepts, theories and practice of inclusive education in mainstream settings in the Greater Accra Region of Ghana. Data will be collected through observations, interviews, and surveys to understand practices from participants’ perspectives. The outcome and its associated recommendations would feed into suggestions for implementing suitable strategies to support inclusion in mainstream school settings.
Vida Agyapong-Kodua has been an educationist and practitioner for over 15 years, mainly in the early years domain. She has been in the field both in the UK and internationally. She is very passionate about children with special needs and obtained her first degree in Early Years Teaching and Learning at Kingston University and her master’s degree in education at the University of Hertfordshire. Her current role is as a consultant to different schools in the area of inclusion of children with additional needs in the mainstream system, developing EHCP plans for schools, and training teachers and parents to adapt the curriculum to meet the needs of the children in West Africa.She is pursuing a full-time PhD in education at Roehampton University, and her research focus is on children with special needs: “Educational provisions for young children with special needs focusing on autism in mainstream schools in the Greater Accra Region of Ghana.
An increasing proportion of pupils in England are being identified as having special educational needs and disabilities (SEND). Despite policy commitments to inclusion, many schools continue to struggle to provide genuinely inclusive learning experiences, resulting in segregation and poorer outcomes for pupils with SEND. Central to promoting inclusive practice within schools is the Special Educational Needs Coordinator (SENCO), a statutory role that has become increasingly complex and demanding. High levels of SENCO attrition indicate significant challenges in sustaining this essential aspect of school leadership, resulting in loss of experienced and knowledgeable professionals. The recently introduced National Professional Qualification for SENCOs (NPQ SENCO) replaces the former mandatory National Award for SENCOs (NASENCO). However, limited research has examined the long-term impact of the NASENCO programme, particularly in relation to SENCOs’ professional development, role satisfaction, and retention. This mixed-methods study explored the experiences of both current and former SENCOs through analysis of over 850 survey responses and 14 semi-structured interviews. The research investigated SENCOs’ motivations for undertaking the role, the influence of school leadership and culture, and the transferability of skills gained through SENCO practice. Findings indicate that SENCOs seek explicit training in SEND law: addressing schools’ statutory duties but also those of other stakeholders, such as Local Authorities, whose actions affect their capacity to provide effective pupil support. Participants further identified the development of leadership attributes, particularly skills for fostering positive relationships with parents, as essential yet insufficiently addressed in current professional development offers. Introducing basic coaching and counselling approaches could enhance SENCOs’ confidence managing complex interactions. The study concludes that school leaders play a pivotal role in fostering cultures that value and support SENCOs, and in prioritising SENCO wellbeing through shared responsibility. Such practices have the potential to mitigate the current SENCO retention crisis, strengthening inclusive education across schools in England.
Naomi has taught in primary schools for 18 years, now overseeing SEND and EAL provision. As a former foster carer and an adoptive parent, she is passionate about championing vulnerable children and facilitating opportunities for pupils to overcome disadvantage. She is no expert and much of what she has learned has been from experience - from and through her children! Naomi is enthusiastic about implementing evidence-informed practice herself and translating research into meaningful support for colleagues. She is currently studying part-time toward an EdD at University College London, with her current research focusing on the professional development needs of SENCOs.
This study explores how accent-based discrimination shapes the educational and professional experiences of female graduates aged 25 and above in the West Midlands. Despite growing attention to equality, accent bias remains a subtle yet persistent form of exclusion that influences confidence, belonging, and employability. Using a qualitative, interview-based design with participants across the further and higher education sectors, the research investigates how linguistic profiling affects women’s transitions from higher education into the workplace. Grounded in Bourdieu’s concept of linguistic capital and informed by theories of intersectionality (Crenshaw, 1989), the study examines how accent, gender, and social class interact to reproduce inequality and restrict opportunity.
Preliminary findings suggest that regional and non-native accents are often perceived as markers of lower competence or authority, contributing to self-censorship, reduced confidence, and limited career progression. The study’s outcomes aim to inform practical interventions that promote linguistic equity in educational and professional settings. Specifically, it highlights the need for accent-awareness training in teacher education, inclusive recruitment and communication practices, and mentoring schemes to support women navigating linguistic bias. These insights will contribute to inclusive policy development across the FE and HE sectors, advancing sociolinguistic discussions on diversity, fairness, and professional identity.
Mursal Barekzai is a PhD candidate in Linguistics at the University of Birmingham. Her research focuses on accent discrimination, linguistic identity, and educational equity. She also lectures in Computing, ICT, and ESOL at Sandwell College, promoting inclusive and digitally enriched learning environments.
2021
Whilst piloting might be considered a necessary part of planning a research project, perhaps, due to time constraints, piloting often gets sidelined to small aspects such as questionnaires. I had the privilege of piloting the use of novel technology as data collection tools with people with profound and multiple learning difficulties (PMLD). As expected, this enabled me to make informed decisions in my research project and rehearse standard elements such as ethical approval. But there was also unexpected learning about my own biases.
This was written up an submitted as part of my Educational Doctorate.
People with PMLD are an under-researched population which adds to their marginalisation. The information and knowledge I learnt would have been assigned to my ‘bottom-drawer’ without Rosie Rushton suggesting that she would co-author a paper with me. Together with our supervisor Lila Kossyvaki we embarked on the journey of publication. An assignment is not a journal article. Deciding on the new narrative was necessary prior to the pruning of the text. Decisions on where to publish were made on ethical grounds as well as context.
2024
Submission resulted in the mixed, and in places potentially incompatible, voices of three reviewers adding to the sculpting of the text. Resubmission then ensued in the editors’ requesting a reduction in length, addition of a new concept and ethical considerations. When to acquiesce and when to defend?
2025
Acceptance of a much-improved accessible article which will hopefully add to the knowledge of researching with people with PMLD.
Julia is an experienced senior teacher at a special needs school in the North of England and in her 8th year parttime of an Educational Doctorate at the University of Birmingham. She has an interest in touch as an integral aspect of the human experience especially for those with propound and multiple learning difficulties (PMLD). Her doctoral research explores the human touches 3 of her teenage pupils with PMLD encountered whilst in school, and potentially what they prehend of these touches. Feminist underpinnings allow her to attend to her embodied experiences and embrace her pre-existing relationships with her participants.
The political concept of democratic pluralism is a central feature of my thesis Pluralism, Professionalism and Pedagogy: The Schools Council and Teachers 1964–1984. My study asks how democratic pluralism can be conceptualised and applied to understand the Schools Council’s role in shaping education policy and practice during a period of significant challenge to democracy brought about by political, social, and economic upheaval. Established by the Department of Education and Science in 1964, the Council sought to enable a pluralist education system to influence the English and Welsh curriculum and examination system through research and development.
To support this work, I developed a conceptual framework that fulfils three criteria: (i) as an epistemological tool to codify relevant elements of pluralism in the context of state education and democracy; (ii) as an ontological tool to explain the kind of education system that emerged; and (iii) as a means of testing existing knowledge claims and generating new understanding of the Council’s work within its shifting political and democratic context.
Rooted in the work of Robert Dahl, the pre-eminent political scientist of pluralism, my framework applies his conception of dispersed power, competing interests, and institutional balance to the educational domain. Developing the framework has broadened my understanding of the role of educational pluralism in sustaining democratic societies and its potential effects on education systems. The framework may be useful for making sense of issues of democratic control, professional autonomy, the role of independent organisations and conflict in education systems.
Marcus is a doctoral researcher at the University of Birmingham, exploring Pluralism, Professionalism and Pedagogy: The Schools Council and Teachers 1964–1984. His research investigates the historical relationship between democratic pluralism, educational policy, and teacher professionalism during times of social and political change. With a professional background in teacher education and curriculum development, he brings a practitioner’s perspective to his work. Marcus is particularly interested in how education systems promote democratic values, collaboration, and social transformation. When not studying, he is Head of the School of Education, Midwifery and Social Work at Kingston University London.
In this paper, I argue that two debates in character education reduce to questions concerning the relationship between (A) the habituation of virtue and (B) autonomy. The first debate concerns R. S. Peters’ famous “paradox of moral education”: the question of how autonomy can arise from heteronomous training. The second debate concerns Benjamin Miller’s recent attack on Aristotelian character education as paternalistic and therefore incompatible with political liberalism. Drawing on Harry Frankfurt’s work, I proceed to argue that the relationship between A and B is in fact one of presupposition: one cannot become autonomous without first having been habituated, that is, brought to care about something by circumstances beyond one’s control. This suggests, first, that the paradox of moral education must be addressed on its own terms, rather than trying to revise its underlying assumptions; and, second, that if everyone is to have an equal chance of deciding what matters to them, the liberal state must offer a form of education whereby every child is provided the opportunity to find themselves caring about something – in other words, a moral education. These conclusions suggest practical implications for moral and character education: if autonomy presupposes habituation, then educators must design curricula that first cultivate virtues and moral attention, and then create reflective spaces for students to critically engage with their own values.
James studied Maths and Philosophy as an undergraduate at Lancaster, then an MPhil in Philosophy at Warwick. He then decided to retrain as a maths teacher (PGCE at Warwick). He got a job at Barr's Hill School in Coventry and completed a part-time MA in Character Education at Birmingham (Jubilee Centre) over the last three years. Now, he is a part-time teacher (still at Barr's Hill) and a full-time PhD student. His research looks at the role of reflection in character education.
Autism research has predominantly focused on Western contexts, with limited studies on Vietnamese cultural settings. Autism is not legally recognised as a disability in Vietnam, affecting access to services for many. This study aimed to map existing autism research within Vietnamese cultural contexts, assess research quality, and determine autism community involvement within the research. A systematic scoping review was conducted, following a pre-registered protocol. Literature searches were performed across multiple international and Vietnamese databases, using both English and Vietnamese search terms. Studies were screened for relevance, with 137 meeting inclusion criteria. Data extraction focused on study characteristics, themes, and methodological quality. Findings show a significant increase in autism research in Vietnam since 2019, though methodological quality is mostly poor (as evaluated by the Mixed Methods Appraisal Tool; Hong et al., 2018). Often, studies were missing details on study design and participant characteristics, including: stating of research questions, demographic information, and method of analysis. Most studies focused on services and support (39%), followed by interventions (20%) and genetic/environmental factors (13%). Autism community involvement was low, explicitly included in only 3% of studies. Three common themes emerged: the centrality of family, the importance of school and education, and identifying a cause of autism. Future research should ensure community collaboration, and improve methodological rigor. Strengthening partnerships with the autism community and conducting culturally sensitive research will contribute to better understanding and support for autistic individuals in Vietnam. This could lead to public pressure for the legal status of autism in Vietnam to be addressed, to improve service access.
Leoni is a part-time PhD student at the Autism Centre for Education and Research (ACER), and is undertaking research exploring autism in Viet Nam, with a focus on support and services available to this community. Leoni holds an MSc in Child Development and Education from the University of Oxford, and a BA in Education from the University of Cambridge. Alongside her studies, Leoni works at the Wellbeing Research Centre at the University of Oxford.
In the Post-digital age, the media environment has become more complex with the explosion of social networks, algorithms, AI, and the phenomenon of disinformation (Web 3.0). However, children do not always know how to navigate this media environment safely, even if they are constantly exposed. Providing children with media education and helping them develop critical thinking is crucial for them to become active audiences and citizens. Research on news literacy remains in its early stages; therefore, my study addresses a central question: What is the relationship between media literacy education and secondary school pupils’ news literacy practices at home? Media literacy education refers to teaching individuals to critically access, analyze, evaluate, and create media messages, while news literacy practices are the everyday ways people seek, assess, and engage with news information. My research uses three theoretical lenses - the ideological literacy model (Street, 2003), post-digital literacy ecologies (Bhatt, 2023) and third space theory (McDougall and Potter, 2018) - to understand these practices. This research is original in its methodology, which combines focused ethnography (Knoblauch, 2005) and a mosaic approach (Clark and Moss, 2011) adapted for older children. This methodology is more ethical and child-friendly because it effectively explores children's perceptions of their lives and democratises their voices by involving them actively in the research process as experts and actors of their own lives. Using various methods gives children the space to express themselves in different ways and create an image of their world through these different pieces. Therefore, I conducted observations, interviews and Workshops (Mind maps and drawings) with teachers and pupils, in a school selected through convenience sampling. Preliminary results show that the relationship between media literacy education and news consumption at home occurs on several levels. Pupils bring challenges and insights from news consumed at home into the classroom and take home concepts related to media literacy education, helping them to consume news critically. This exchange of information between the teacher and the pupil fosters the creation of a third space in the classroom, with both parties learning from each other, in line with the ideological literacy model. Secondly, still in line with the ideological literacy model, the data showed that students had different news consumption habits and levels of engagement. The use of social media as a source of information is significant, particularly through incidental exposure and opinion, which is part of post-digital literacy ecologies. These consumption habits, strongly influenced by the home environment, are often marked by negative feelings towards the news. Finally, while the curriculum is often limited in terms of media and news, creating a gap between practices at school and at home, initiatives by passionate teachers and students make it possible to respond to new challenges, such as AI and make news omnipresent within the school. Creating several third spaces within the school based on an ideological literacy model. Through this research, I intend to provide recommendations for teachers and policymakers to contribute to media literacy 3.0. and the pedagogy necessary for teaching news literacy through this third space and the ideological literacy model.
Louise is a French PhD student in the Culture, Communication and Media programme at the UCL Institute of Education, supervised by John Potter and Sara Hawley (UCL Knowledge Lab). Her research investigates the relationship between media education in English secondary schools and pupils’ news literacy practices at home. Before beginning her doctoral studies, she completed a double bachelor’s degree in law and history at the University of Angers, followed by a master’s in international relations at the University of Strasbourg. She also holds a master’s degree in journalism and communication from Wuhan University in China.
Mathematically more able(MMA) students who perform well above their age need guidance, opportunities, and encouragement. Setting (ability grouping), which is also used to meet the educational needs of these students, is a widespread practice in secondary schools in England. This study aims to investigate how the needs of MMA students are met in comprehensive secondary schools through ability grouping in England. A qualitative case study design, utilising semi-structured interviews, was applied to explore how ability grouping was undertaken, rationalised, and evaluated in a single secondary school. Interviews confirmed that key reasons for setting include facilitating teaching and supporting GCSE outcomes, alongside confirming both encouraging and discouraging psychological effects. Student allocation to sets is typically made at the end of semesters, with the year offering flexibility for movement between groups. Regarding course content, it was found that the core content remained consistent across the different sets, but differentiation was applied in terms of pace, challenge, and depth. Sets catering to MMA students specifically incorporated resources with more challenging questions, past exams, exploratory learning, and problem-solving activities. Participants ultimately reported that the provision of enriched educational settings for mathematically able students, while being devoid of segregation and stigmatisation, is key. This approach serves to eliminate the negative social and psychological effects often associated with setting, thereby enhancing the students' learning potential and offering a model for more effective and inclusive ability grouping practices.
Duygu Dogus Tandirci is a PhD student in Education at the University of Birmingham, working under the supervision of Professor Graeme Douglas. She graduated from the same university with a master's degree. Her research focuses on special education and more ability, with a particular interest in how educational systems support students with special educational needs from diverse socio-cultural backgrounds. Combining academic research with a commitment to inclusive practice, Duygu aims to contribute to developing equitable learning environments that nurture both high ability and additional learning needs within comprehensive educational settings.