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The University of Southampton
Southampton Education School

Research Group: Centre for Research in Inclusion

Currently Active: 

Southampton’s Centre for Research in Inclusion (CRI) is committed to internationally significant research that will develop understanding, and support the inclusion of, children, adults, families, and practitioners in education.

CRI logo

The CRI is a vibrant and dynamic community of educational researchers working to further the understanding and practice of inclusive, participatory, practitioner-based or emancipatory methodologies.

CRI newsletters – Issue 9 Autumn 2020 available now

For Centre news please download our newsletters below.

CRI is seeking applicants for 3 ESRC-funded South Coast Doctoral Training Centre studentships:

Understanding belonging for people with profound intellectual disabilities (S2112) 

Responding to student diversity in schools: the use of Inclusive Inquiry (S2127) 

Falling through the gaps? Investigating the experiences of autistic young people within Care and Education Treatment Reviews (S2104)

The Centre is headed by Professor Melanie Nind. Centre members work with a strong network of collaborators who value and conduct research that addresses inclusion and engages with the needs of participants and research users.

The Centre differs from its counterparts around the UK because of its emphasis on developing research that fosters and enhances inclusive practice in an inclusive way, often by working with teachers and young people to carry out the research. Our valuing of inclusion goes beyond education, out into the community and embraces using social media to support social inclusion.

You can get a flavour of the Centre from our Centre for Research in Inclusion video

The CRI aims to:

  • Provide a base for colleagues working in inclusive education; inclusive research methods and approaches; inclusive practices, pedagogies and technologies; inclusive approaches to new media practices and methods; marginalisation; and fostering positive approaches to diversity, student voice and social and emotional well-being
  • Build a world-leading reputation for inclusion research in the Institute of Educational Effectiveness and Equity by supporting the conduct of high quality conceptual, empirical and practice-based local, national and international research
  • Act as an intellectual and organisational focus by providing stimulus and career support for its doctoral researchers
  • Develop an effective research culture
  • Build links across the University and further develop cross-disciplinary, boundary-pushing, innovative work
  • Develop inclusive approaches to new media practices
  • Generate grant income and staffing to build the Centre’s long-term sustainability
  • Work collegiately on shared projects, publications, bids and modules

The Centre for Research in Inclusion welcomes inquiries and applications from people interested in researching in the following areas:

  • Teaching approaches to support meaningful inclusion of all learners, particularly in inclusive classrooms in schools. We have particular expertise in differentiation, collaborative working, social and emotional dimensions of learning, classroom interaction and using technology. We have particular interests in learners experiencing marginalisation, social disadvantage or poverty and those with autism or learning disabilities.
  • Inclusive assessment practices that facilitate student and staff agency in all dimensions of the assessment process, particularly in higher education and as a way of building inclusive pedagogies with assessment as the driver.
  • Experiences of educational and youth transitions, marginalised identities and learning cultures, informal learning and technical education.

We are looking to recruit a doctoral researcher for a project on the role of belonging at home and school in young people's learning experiences and social and emotional wellbeing. See our recruitment page for details or contact We also welcome applications for doctoral study in the areas of focus on this webpage. There are two kinds of studentship funding available, see Southcoast DTP and the Presidential Scholarship page for more details

Links to related projects on external sites:

Responding to diversity by engaging with students' voices: a strategy for teacher development (Messiou) (dormant)
(2011- 2014) – Comenius Multilateral Projects, European Union

INTO: Intercultural Mentoring tools to support migrant integration at school (Messiou) (dormant)
(2013-2015), – Comenius Multilateral Projects, European Union

ESRC-funded seminar series focusing on innovative technologies for autism
(Parsons) (active)

Horizon2020-funded project ProSocialLearn
(Parsons) (active)

Pilot evaluation of the use of more accessible information for people in police custody
(Parsons) (dormant)


List of related projects to Centre for Research in Inclusion
Related ProjectsStatus
Understanding of epilepsy by children and young people with, or without, epilepsy (Parsons)Active
Duty to promote disability equality (Parsons)Active
Inclusive design and development of virtual environments for social understanding of children with Autistic Spectrum Disorders (Parsons)Active
International review of the literature of evidence of best practice provision in the education of persons with autistic spectrum disorders (Parsons)Active
Home-education of children with disabilities or special educational needs: parental views (Parsons)Active
Teaching Accessibility in the Digital Skill SetActive
Views and experiences of disabled children and their families about educational provision (Parsons)Active
The pedagogy of methodological learning (Nind)Active
SPIRIT (Southampton Platform for Inclusive Research and Ideas Transaction)Active
What do IT technicians do? The roles and qualifications of IT professionals at intermediate levels.Active
Evaluating Extended Services Provision in a large, urban Local Authority (Parsons)Active
‘Retail Sector Competencies’ (ReSeCo): Developing self and social competencies in vocational training for the retail sector (Brockmann)Active
Pedagogical approaches for including pupils with special educational needs in mainstream classrooms (Nind) - DormantDormant
PRICE (Participation and Responsible Innovation in Co-Design for Exchange)Dormant
Towards equal and active citizenship: pushing the boundaries of participatory research with people with learning disabilities (Nind) - DormantDormant
Quality and capacity in inclusive research with people with learning disabilities (Nind) - DormantDormant
Parents' choice of special and inclusive early years settings (Nind) - DormantDormant
Experiences of young children with learning disabilities attending both special and inclusive preschools (Nind) - DormantDormant
Concepts of access for people with learning disabilities: towards a shared understanding (Nind) - DormantDormant
Capacity building in social science research methods: Researching teaching and learning processes - DormantDormant
Methodological Innovation in the Social Sciences (Nind) - DormantDormant
What are the educational aims of modern foreign language teaching in primary schools in England? (Woodgate-Jones) - DormantDormant
How should education be provided to children and young people with autism to prepare them for good adult outcomes? (Parsons) - DormantDormant
On-the-job training in apprenticeship in EnglandDormant
Developing an educational model for girls with complex special educational needs (Nind) - DormantDormant
Evidence-based programmes for promotion and prevention in mental health (Nind) - DormantDormant
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