Southampton Education School

Research Group: Inclusion and Special Education

Inclusive education, social inclusion and social justice are central to the research interests of a number of staff in the Pedagogy and Curriculum Research Centre.

Currently Active: Yes

Group Overview

We are concerned with inclusion in its widest sense and are unique as a team of researchers in attending to multiple indices of difference (and their intersection) including dis/ability, race, ethnicity, culture, gender and sexuality. We have particular interests in inclusive pedagogy and curricula, raising the attainment of all students in multi-ethnic contexts, the education of Gypsy Traveller communities, and constructions of identity and difference.

We maintain close links with policy makers and with national and local inclusion and ethnic minority achievement services. Internationally we are linked with the Intercultural Education Department in the University of Hamburg and with UTS, Sydney, Australia. Our consultancy work has included staff development in interactive teaching approaches nationally and internationally, the production of the TTA/TDA document ‘Teaching pupils from diverse backgrounds: what do trainee teachers need to know?’(2002), input to the DfES Revision of the national Initial Teacher Training Standards (2001) in drafting the Inclusion sections, and producing for the National Literacy Strategy a research overview of ‘The Importance of the first language for literacy learning in a second language’ (2001).

Convenor: Professor Melanie Nind.

This research area comes under the Social Justice and Inclusive Education Research Centre.

Professor Melanie Nind

Professor

Thumbnail photo of Professor Melanie Nind
 

Publications

Selected publications associated with this group from the University of Southampton's electronic library (e-prints):

Article

Nind, Melanie and Wearmouth, Janice (2006) Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review. Journal of Research in Special Educational Needs, 6, (3), 116-124. (doi:10.1111/j.1471-3802.2006.00069.x).
Nind, Melanie, Benajamin, Shereen, Sheehy, Kieron, Collins, Janet and Hall, Kathy (2004) Methodological challenges in researching inclusive school cultures. Educational Review, 56, (3), 259-270. (doi:10.1080/0013191042000201172).
Bhopal, Kalwant (2004) Gypsy Travellers and education: changing needs and changing perceptions. British Journal of Educational Studies, 52, (1), 47-64. (doi:10.1111/j.1467-8527.2004.00254.x).
Benjamin, S., Nind, M., Hall, K. and Collins, J., Sheehy, Kieran (ed.) (2003) Moments of inclusion and exclusion: pupils negotiating classroom contexts. British Journal of Sociology of Education, 24, (5), 547-558. (doi:10.1080/0142569032000127125).
Culham, Andrew and Nind, Melanie (2003) Deconstructing normalisation: clearing the way for inclusion. Journal of Intellectual and Developmental Disability, 28, (1), 65-78. (doi:10.1080/1366825031000086902).
Nind, Melanie and Kellett, Mary (2002) Responding to individual with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era. European Journal of Special Needs Education, 17, (3), 265-282. (doi:10.1080/08856250210162167).
Rhamie, Jasmine and Hallam, Susan (2002) An Investigation into African Carribbean Academic Success in the UK. Race Ethnicity and Education, 5, (2), 151-170. (doi:10.1080/13613320220139608).
Nind, Melanie and Cochrane, Steve (2002) Inclusive curricula? Pupils on the margins of special schools. International Journal of Inclusive Education, 6, (2), 185-198. (doi:10.1080/13603110110067217).

Book

Rhamie, Jasmine (2006) Eagles who soar: how African Caribbeans achieve academic success, Stoke on Trent, UK, Trentham Press, 168pp. (Submitted).
Nind, Melanie, Rix, Jonathan, Sheehy, Kieron and Simmons, Katy (eds.) (2005) Curriculum and pedagogy in inclusive education, London, GB, New York City, US, Routledge, 272pp. (Values into Practice).

Book Section

Bourne, Jill (2007) Focus on literacy: ELT and educational attainment in England. In, Cummins, Jim and Davison, Chris (eds.) The International Handbook of English Language Teaching. Norwell, USA, Springer-Verlag, 199-210. (Springer International Handbooks of Education, 15).
Bourne, Jill (2003) Remedial or radical? Second language support for curriculum learning. In, Bourne, Jill and Reid, Euan (eds.) Language Education. London, UK, KoganPage/RoutledgeFalmer, 21-34. (World Yearbook of Education 2003).
Bhopal, Kalwant (2001) Specialist support for Gypsy Traveller children in primary and secondary schools. In, Jones, Crispin and Wallace, Catherine (eds.) Making EMAG Work. Stoke on Trent, UK, Trentham, 63-72.

Research projects

No research projects are currently associated with this group.