Inclusion and Special Educational Needs Research Cluster


Charles, S. (2019) 'Dyslexia Spells Trouble' in V. Chiou, O. Holz, N. Oruç & F. Shelton, F. (Eds) International Insights: Equality in Education. Waxmann: Germany

Cotterill, T. (2020) Special Educational Needs and Disability: Issues and Debates, London: SAGE

Cotterill, T. (2020) Perspectives on Autism: A student guide, London: SAGE

Cotterill, T. (2019) Principles and Practices of Working with Pupils with Special Educational Needs and Disability, London: Routledge

Cotterill, T. (2017) ‘Sexuality in Education’, in Marshall, J, (Ed) Controversial Issues in Education Studies, London: Routledge

Cotterill, T. (2017) ‘Marketization in Education’ in J. Marshall (Ed) Controversial Issues in Education Studies, London: Routledge

Cotterill, T. (2016) ‘Accountability in Education’, in A. O’Grady & V. Cottle (Eds) Exploring Education at Postgraduate Level, Abingdon:  Routledge

Cotterill, T. (2016) Assessment, Learning and Evaluation in A. O’Grady & V. Cottle (Eds) Exploring Education at Postgraduate Level, Abingdon: Routledge

Dimitrellou, E. and Male, D. (2019) ‘Understanding what makes a positive school experience for pupils with SEND: can their voices inform inclusive practice?’ Journal of Research in Special Educational Needs. Doi: 10.1111/1471-3802.12457

Dimitrellou, E. and Hurry, J. (2019) ‘School belonging among young adolescents with SEMH and MLD: The link with their social relations and inclusivity’, European Journal of Special Educational Needs. Doi: 10.1080/08856257.2018.1501965, eprint:

Dimitrellou, E., Hurry, J. and Male, D. (2019) ‘Assessing the inclusivity of three mainstream secondary schools in England: Challenges and dilemmas’, International Journal of Inclusive Education. Doi: 10.1080/13603116.2018.1511757, eprint:

Lamb, B. (2019) ‘Statutory Assessment for Special Educational Needs and the Warnock Report; the First 40 Years’, Front. Educ., 22 October 2019

Lamb, B. (2018) ‘The SEND Reforms and Parental Confidence: are the reforms achieving greater parental confidence in the SEND system?' J. Res. Spec. Educ. Needs 18, 157–182. doi: 10.1111/1471-3802.12403

Lamb, B. (2018) 'Working with Learners, Parent and Carers' in Bartrum, D. (Ed) Great Expectations, 2018. Catt Educational.   

Lamb, B. (2016) ‘Achieving best value from your Pupil Premium allocations’,  Every Child Journal. Vol 6.1. 

Lamb, B.  (2015) ‘Accountability the Local Offer and SEND Reform: a Cultural Revolution?’ Journal of Research in Special Educational Needs, 15(1)

Robinson, D. (2021) Forthcoming. Effective Teacher Education for Inclusion: Critical perspectives and the role of Higher Education. London: Routledge

Trussler, S. and Robinson, D. (2015) Inclusive practice in the primary school. London: Sage.

Robinson, D. (2017). 'Thinking differently about difference: the problem with categories.' In Marshall, J, (ed) Controversial issues in education studies. London: Routledge, pp55-72.

Robinson, D. (2017). 'Inclusion and special educational needs: key messages for early years.' In Nahmad-Williams, C. and Oates, R. (eds) Early childhood education. London: Routledge, pp191-205.

Robinson, D., Moore, N. and Harris, C. (2019). 'The impact of books on social, emotional and cognitive development: recognising the unrecognised cohort.' British Journal of Learning Disabilities, (1), pp. 1-14. DOI:10.1111/bld.12262. Externally assessed as REF 4*

Robinson, D., Moore, N. and Hooley, T. (2018). 'Ensuring an independent future for young people with special educational needs and disabilities (SEND). The impact of Education, Health and Care Plans (EHCPs).' British Journal of Guidance and Counselling.

Robinson, D. and Goodey, C. (2017). 'Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion.' International Journal of Inclusive Education. DOI: 10.1080/13603116.2017.1370738. Externally assessed as REF 3*+

Robinson, D. (2015). 'The difficulty with inclusive pedagogy in teacher education: some more thoughts on the way forward.' Teaching and Teacher Education, 61, pp 164-178. Externally assessed as REF 3*+

Garner, P. and Robinson, D. (2000). 'Which SEN books do primary school teachers find Influential?' British Journal of Special Education, 27(2) pp.87-98


2019 (under review), Codina, G. ‘Co-operative hermeneutic phenomenology as a methodology for authentic student engagement’, Higher Education Research and Development (HERD)

2019 (under review), Wharton, J., Codina, G., Esposito, R., & Middleton, T. Inclusion Mini-Guide, Tamworth: NASEN

2020 (under review), Codina, G., & Fordham, J. ‘Resilience, Reflection and Reflexive’, S. Soan (Ed) Special and Able and Talented Educational Needs, London: Bloomsbury

2020 Robinson, D., Codina, G., Hanson, J., Dimitrellou, E and Qureshi, S, 'Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities'. Derby: University of Derby.

2021 Book Editor and Chapter Author, Codina, G.N., and Wharton, J.C.,  ‘The language of SEND: Implications for the SENCO’, In Beaton, M.C., Codina, G., N., and Wharton, J.C. (Eds.). Leading on Inclusion: The role of the SENCO. Abingdon: Routledge


Codina. G. Workshop presenter (2019), European Conference Educational Research (ECER), workshop title: Reading Movement: Towards an embodied inclusive pedagogy

Codina. G and Grady, A. Workshop presenters (2019), OA SEND Conference, workshop title: How to prevent exclusion through inclusion

Codina. G. Workshop presenter (2019), 6th Annual ISEND Conference: Looking beyond labels, the pragmatics of uncertainty, workshop title: Reading Movement: Including the Body

Codina. G. Workshop presenter (2018), 5th Annual ISEND Conference: SEND Everyone’s Business, workshop title: The Role of the SENCO

Codina. G. Panel Member (2018), 1st Annual Education Studies Conference: The Battel for Children’s Minds

Dimitrellou, E., Robinson, D. and Codina, G. (2019), Empowering young people with learning disabilities to speak up: experiences of mainstream education and adulthood. American Educational Research Association (AERA), Toronto, Canada, 5-9 April.

Dimitrellou, E. (2018), Does a school with an inclusive ethos enhance the sense of school belonging and encourage the social relations of young adolescents identified as having SEMH and MLD? ICSECD 2018: International Conference on Special Education and Child Development, Rome, Italy, 3-4 May

Lamb, B. 'Not for Profit PR as the Voice of Civil Society.'  in Communicating Causes; Strategic public relations for the non-profit sector edited by Nicky Garsten and Ian Bruce.  Routledge; 1 edition (7 Jun. 2018).

Lamb, B. (2016).  Expert opinion: Can different assessments be used to overcome current candidacy issues?  Cochlear Implants International, 17:sup1, 3-7, DOI: 10.1080/14670100.2016.1161382

O'Neill, C., Lamb, B.  & Archbold, S. (2016) Cost implications for changing candidacy or access to service within a publicly funded healthcare system?, Cochlear Implants International, 17:sup1, 31-35, DOI: 10.1080/14670100.2016.1161123

Robinson, D. Codina, G., Dimitrellou, E. (April 2020) Presenter at the AERA Annual Conference: Developing more inclusive schools for pupils with special educational needs: key messages for school administrators.

Robinson, D. The engagement profile and statutory assessment for SEND. Invited keynote, Optimus Education: Assessment and SEND. London, February 2020

Robinson D. The importance of books to children with profound and multiple learning difficulties. BookTrust Early Years conference, Bridgend, Wales, November 2019

Robinson, D. Designing and implementing effective curricula for SEND pupils: The Engagement approach to assessment. Invited keynote, Inside Government: The new context for SEND Assessment. Education, London, October 2019

Robinson, D. Whole school SEND and inclusion: What have we learned from our evaluation for the programme’s first year and what are the implications for SEND Leaders across the City of Derby? Invited Keynote, Derby City Opportunity Area Conference for SEND: University of Derby, July 2019

Robinson, D. The character of inclusive schools: evidence from the research. Invited Keynote. National SENCO provider partnership meeting. University of Reading, May 2019

Dimitrellou, E. and Robinson, D. Empowering young people with learning disabilities to speak up: Experiences of Mainstream Education and Adulthood. American Educational Research Association annual meeting 2019, Toronto, April 2019

Robinson, D. Inclusive schools and inclusive teachers: calls from the research. Invited Keynote. ResearchSEND midlands conference, Walsall, March 2019

Robinson, D. Keynote presenter (2018), 5th Annual ISEND Conference: SEND Everyone’s Business

Robinson, D. Designing practicum tasks to resist the discourses of disparity. International seminar on teacher education for inclusion. Bolzano, September 2018 (EERA funded in collaboration with the University of Edinburgh)

Robinson, D. The experience of Education Health Care Plans: Developing a future focus. Invited keynote. Moving forward, LDD Centre of Excellence, London, September 2017

Robinson, D. Teacher preparation programmes for inclusive classrooms. European Conference of Educational Research, Copenhagen, August 2017

Robinson, D. Developing effective professional development for special educational needs, disability and inclusive practice: Innovation is not enough: An argument for transformation. Innovations in teacher development research symposium, Kings College, London, June 2017

Robinson, D. The transformational requirements of effective teacher education for Special Educational Needs and Inclusion in a global context. Global Conference for Education and Research (GLOCER), Sarasota, Fl., USA, May 2017

Robinson, D. Teachers’ relationship with their work: why it matters for inclusive practice. Designated teacher conference, University of Derby, Derby, May 2017

Robinson, D. Inclusion as resistance to othering. Invited keynote. Essex Inclusion Conference, Essex, March 2017.

Robinson, D. Being and becoming an inclusive teacher: a masterclass. Invited keynote. Masterclass programme, Katholieke Pabo Zwolle, Zwolle, NL, March 2017 and 2018

Robinson, D with Booktrust. The Bookstart Packs: How to share books with children with additional needs. National Portage Association Annual Conference, 2017, Birmingham, September 2016.

Robinson, D. Developing effective inclusive teacher education. 5th Annual Conference of the Teacher Education Advancement Network (TEAN), Birmingham, May 2014

Robinson, D. and Trussler, S. Developing Initial Teacher Education in the areas of SEN and Inclusion. University Council for the Education of Teachers: 2011 Annual Conference, Hinckley, November 2011

Robinson D. and Trussler, S. In relation to preparedness for SEN and Inclusion, how are the perceptions and practices of student teachers undertaking a four-year undergraduate ITE programme developed during the course of their training? International Council on Education for Teaching 2011 World Assembly, Glasgow, July 2011

Flint, K. and Robinson, D. (2008). The reflective curriculum and triple loop thinking. TEAN 4th Annual Conference 2008: Innovation in teacher education. Lancaster, May, 2008

Szenasi, J. (2019) Workshop delivery of ‘Ceramics project with children (within a context of migration)’ on Thursday 5th December at the International Week

Szenasi, J. (2019) Panel member following the screening of the documentary film; ‘The Movement’ during International Week on Tuesday 3rd December 

Zheng Yen Ng, Brian Lamb, Suzanne Harrigan, Sue Archbold, Sheetal Athalye & Sarah Allen (2016) Perspectives of adults with cochlear implants on current CI services and daily life, Cochlear Implants International, 17:sup1, 89-93, DOI:10.1080/14670100.2016.1157314

Zheng Yen Ng, Brian Lamb, Suzanne Harrigan, Sue Archbold, Sheetal Athalye, (2016) Personal and economic value of cochlear implantation: adults’ perspectives and Sarah Allen.  (Conference Poster). 

Adams, L., Tindle, A., Basran, S., Dobie, S., Thomson, D., Robinson, D., Codina, G. (2018) Education, Health and Care Plans: A qualitative investigation into services user experiences of the planning process, London: Department for Education

Adams, L. Tindle, A. Basran, S. Dobie, S., Thomson, D., (IFF), Robinson, D. and Shepherd, C. (University of Derby). (2017). Education Health and Care Plans: A survey of user experiences: Research report. London: Department for Education. 

Adams, L., Tindle, A., Basran, S., Dobie, S., Thomson, D., Robinson, D., Shepherd, C. (2017) Experiences of Education, Health and Care plans: a survey of parents and young people, research report, London: Department for Education

Adams, L., Tindle, A., Basran, S., Dobie, S., Thomson, D., Robinson, D., Shepherd, C. (2017) Experiences of Education, Health and Care plans: A survey of parents and young people, technical report, London: Department for Education

Hanson, J., Codina, G., Neary, S. (2017) Transition programmes for young adults with SEND: What works? London: The Careers & Enterprise Company

Moore, N., Sahar, A., Robinson, D. and Hoare, M. (2016). Evaluation of the impact of the Team Programme. University of Derby: ICeGS. 

IFF Research and Robinson, D. (2019) Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation: Research report: London: DfE

Robinson, D. Hanson, J. and Esmond, B. (2017). Improving teaching on apprenticeships: evaluation for the Education and Training Foundation. University of Derby: Centre for Educational Research and Innovation, with project extended to 2017-18

Robinson, D, Moore, N. and Parker, G. (2016) Evaluation of BookTrust’s additional needs support and resources. University of Derby: Institute of Education.

Robinson, D. Derby Opportunities Area, Whole School SEND and Inclusion, SENCo forum, annual conferences and rolling programme of school reviews (SEND), Leadership programme for secondary middle leaders (Project Director)

Robinson, D. Leicestershire County Council, Commission to design, validate and deliver two SEND and Inclusion programmes for the early years workforce as follows:

  • L3 and L4 University Certificate of CPD: Developing effective inclusive practice for SEND in the early years: Early Years SENCo qualification
  • L6 and L7 University Certificate of Credit: Effective Area SEND Co-ordination for the Early Years

Shepherd, C., Hanson, J., Dodd, V. (2018) Experiences of Education, Health and Care Plans: a multivariate analysis, London: Department for Education

Wharton, J., Codina, G., Middleton, T., & Esposito, R., (2019) SENCO Induction Pack: Supporting you at the start of your journey, Tamworth: NASEN