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The University of Southampton
Southampton Education School

Research Group: Centre for Research in Inclusion

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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.

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.

Links to related projects on external sites:

Self-building our Lives (active)

Changing Research Practice: Undertaking social science research in the context of Covid-19 (active) 

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

The most recent CRI presentations:

CRI newsletters – Issue 11 Summer 2021 available now.

For Centre news please download our newsletters below.

List of related projects to Centre for Research in Inclusion
Related ProjectsStatus
A European co-operative Framework for dual Learning in Higher Education (EuroDuaLE)Active
Learner Identities and High-Quality Apprenticeships in England and GermanyActive
Shaping the future of technology use in the classroomActive
The voices and experiences of children with autism, and their families, in their transitions from nursery to primary school Active
Creating comic books in collaboration with autistic students to support the transition from primary to secondary schoolActive
School Belonging: Experiences and challenges from high school students in MexicoActive
'Our Stories...': co-constructing Digital Storytelling methodologies for supporting the transitions of autistic children Active
Reaching the hard to reach: inclusive responses to diversity through child-teacher dialogueActive
Teaching Accessibility in the Digital Skill SetActive
Co-teaching Between Mainstream and Special Schools: A Partnership to Promote the Inclusion of Pupils with Special Needs and/or DisabilitiesActive
Views and experiences of disabled children and their families about educational provision (Parsons)Active
The neurocognition of writing to learnActive
Innovative technologies for autism: critical reflections on digital bubbles Active
The pedagogy of methodological learning (Nind)Active
Changing Research Practice: Undertaking social science research in the context of Covid-19Active
Responding to diversity by engaging with students’ voices: A strategy for teacher developmentActive
ProsocialLearn: Gamification of prosocial learning for increased youth inclusion and academic achievement.Active
Epilepsy Surgery Pathway: The Lived Experience of Children with Epilepsy, their Parents and Siblings 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
Moving beyond the label: using digital stories in transition planning to improve awareness and understanding of autistic children’s capabilitiesActive
Pedagogical approaches for including pupils with special educational needs in mainstream classrooms (Nind) - DormantDormant
Understanding of epilepsy by children and young people with, or without, epilepsy (Parsons)Dormant
PRICE (Participation and Responsible Innovation in Co-Design for Exchange)Dormant
Duty to promote disability equality (Parsons)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
Inclusive design and development of virtual environments for social understanding of children with Autistic Spectrum Disorders (Parsons)Dormant
International review of the literature of evidence of best practice provision in the education of persons with autistic spectrum disorders (Parsons)Dormant
Home-education of children with disabilities or special educational needs: parental views (Parsons)Dormant
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
INTO: Intercultural mentoring tools to support migrant integration at schoolDormant
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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