The University of Southampton
Southampton Education School

Research Group: Centre for Research in Inclusion

Currently Active: 
Yes

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.

Group Overview

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.

Job opportunities

PhD Studentship (ESRC South Coast DTP) 
Lifelong, informal and community learning in the lives of adults with learning disabilities. Information and application HERE.

PhD Studentship (ESRC South Coast DTP)
Exploring the learning trajectories of students in higher education: the role of individual and contextual variables in impacting student learning outcomes (CRI and LEEP). Information and application HERE.

PhD Studentship
The Inclusion of Students with Severe Learning Difficulties in Early Childhood Settings.  Information and application HERE.

CRI news – Spring 2018
For Centre news please download our newsletter below.

We have a vacancy for a Research Fellow to work with Prof Melanie Nind looking at the informal learning of adults with learning disabilities who are involved in rebuilding care and support, see Job.soton for more details about the vacancy.

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:

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)

 

Useful Downloads

Need the software?PDF Reader

Research Staff

Related Projects

Related ProjectsStatus
Duty to promote disability equality (Parsons)Active
Evaluating Extended Services Provision in a large, urban Local Authority (Parsons)Active
Home-education of children with disabilities or special educational needs: parental views (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
‘Retail Sector Competencies’ (ReSeCo): Developing self and social competencies in vocational training for the retail sector (Brockmann)Active
SPIRIT (Southampton Platform for Inclusive Research and Ideas Transaction)Active
The pedagogy of methodological learning (Nind)Active
Understanding of epilepsy by children and young people with, or without, epilepsy (Parsons)Active
Views and experiences of disabled children and their families about educational provision (Parsons)Active
What do IT technicians do? The roles and qualifications of IT professionals at intermediate levels.Active
Capacity building in social science research methods: Researching teaching and learning processes - DormantDormant
Concepts of access for people with learning disabilities: towards a shared understanding (Nind) - DormantDormant
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
Experiences of young children with learning disabilities attending both special and inclusive preschools (Nind) - DormantDormant
How should education be provided to children and young people with autism to prepare them for good adult outcomes? (Parsons) - DormantDormant
Methodological Innovation in the Social Sciences (Nind) - DormantDormant
Parents' choice of special and inclusive early years settings (Nind) - DormantDormant
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
Quality and capacity in inclusive research with people with learning disabilities (Nind) - DormantDormant
Towards equal and active citizenship: pushing the boundaries of participatory research with people with learning disabilities (Nind) - DormantDormant
What are the educational aims of modern foreign language teaching in primary schools in England? (Woodgate-Jones) - DormantDormant
Share this research group Share this on Facebook Share this on Google+ Share this on Twitter Share this on Weibo

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×