About

I am a Professor of Inclusion, Special Educational Needs and Disability (ISEND), as part of this role I lead the University of Derby’s ISEND Research Cluster.

Focussed on inclusion as a human rights issue related to social justice, my work connects research and practice as the basis for improving the lives of children with a label of special educational needs and disability. My research often involves working with school/college leaders of inclusion as close-to-practice researchers. Drawing on hermeneutic phenomenology, an overarching theme of my work concerns the centralising of people’s lived experience accounts and the voices of children/young people and their families. 

As part of my role, I work with a range of organisations and people; for example, international and national government departments, Local Authorities, nasen Whole School SEND, SDSA, multi-academy trusts, schools, Headteachers, SENCOs and school teachers. This work involves me in leading research projects, providing conference keynotes, knowledge exchange activities, and writing for publication. Previously I taught Initial Teacher Education (ITE) students (PGCE and BA) and worked as the Head of Quality for a university Faculty of Education, Health and Social Care.

Prior to working in Higher Education, I worked as a Senior Leader, Special Educational Needs Coordinator (SENCO), and school teacher in both special and mainstream settings.

Past Projects (Recent)

• Investigating the impact of National Council for Special Educational Needs (NCSE) frontline services. Funder: NCSE (2022 – 2023)
• Join Me Two (Principal Investigator). Funder: ERASMUS+ (2021 – 2023)
• End-of-year Three Evaluation of the Access and Inclusion Model (AIM). Funder: Irish Department of Children, Equality, Disability, Integration and Youth (DCEDIY) (2020 – 2022)
• Educational Provision for Unaccompanied Sanctuary Seekers (Principal Investigator). Funder: Derby Local Authority (2020 – 2021)
• Derby Opportunity Area (OA) SEND Peer Challenge (Principal Investigator). Funder: Department for Education (England) (2018 – 2020)

Current Projects

• Change Programme - Regional Young People’s Assembly (Principal Investigator). Funder Leicester, Leicestershire, and Rutland (LLR) Change Programme, Department for Education (2024-2025)
• Action Research and Lesson Study for ISEND (Principal Investigator). Funder: Department of Education (via Whole School SEND) (2022 – 2025)
• Young service users at the heart of policy and practice evaluation: A co-researcher training programme for young people with disabilities. Funder: SEND East Midlands (2022 - 2025)

Teaching responsibilities

• Doctoral students
• MRes Hermeneutic Phenomenology

Research interests

My research interests focus on inclusive education, social inclusion, SENCO Leadership, Supported Internships and employment, communities of practice, teachers as researchers, universal provision and quality first practice.

Doctoral Supervisions: Current students

• Director of Studies for Wykeham Bosworth-Nightingale (PhD scholarship student, University of Derby), title - An ethnographic study of a supported internship programme
• Director of Studies for John Brown (PhD, University of Derby), title - Uncovering Teachers' lived experience accounts of hidden disability and being professional
• Second Supervisor for Sarah Roeschlaub (PhD, University of Derby), title - An investigation into same-sex families and the construction and evolution of personal and family identity.
• Director of Studies for Maria Szreder (PhD scholarship student, University of Derby), title - Investigating Supported Internships in England and the United States: The discursive construction of Supported Internships and Implications for the social inclusion of People with disabilities
• Director of Studies for Alex Tomkins (EdD, University of Derby), title - Investigating the implementation and consequences of assessment practices informed by hermeneutic phenomenology in special education 

Doctoral Supervisions: Completed students

• Dr Wendy Conrad (EdD student, University of Derby), title - Supporting the emotional health and well-being of learning-disabled learners in the mainstream secondary classroom (Director of Studies)
• Dr Rosemary Shepherd (EdD, University of Derby), title - A phenomenological study of students with hidden disabilities in Higher Education: A cross-sectional study of learning support needs in a university in the UK (Second Supervisor)
• Dr Julie Wharton (PhD student, University of Winchester), title -  Welcoming Schools and the Language of inclusion in Schools of Sanctuary (External Supervisor)

Membership of professional bodies

• Awarded Senior Fellow of the Higher Education Academy (SFHEA) in 2015
• Member of the editorial board for the European Journal of Education (2023 - current)
• Co-founder of the SENCO Policy Advisory Group (2024 - current)

Qualifications

• PhD Title: Reading Movement: Towards an embodied understanding of pedagogy
• Postgraduate Certificate in Research Skills 
• Postgraduate Certificate in Professional Studies in Education 
• BA (Hons) QTS with Dance, Science and Mathematics

Recent conferences

Invited Conferences 

• Codina, G. (28^th June 2024) Inspiring Inclusive Practice [keynote presenter] TES SEND North Conference (Times Education), Manchester
• Codina, G. (6^th November 2023) Inclusive mainstream practice for children with SEND [keynote presenter] Cluster of Derbyshire Schools SEND Conference
• Codina G. (26^th April 2023) The Special Educational Needs and Disability (SEND) Conference 2023 [Chair], Government Events
• Codina, G., Brown, E., Scott, K. (9^th Feb 2023) Action Research for ISEND [invited Presenter]. Solihull, Local Authority, Headteachers’ conference
• Codina, G. (19 Oct 2022) Managing and Thriving in the SENCO Role [invited Presenter].  East Ridings SENCO Conference 2022Codina, G. (20 May 2022) SENCO Workload: A focus on thriving in the role [invited Presenter]. B Squared Virtual SEND Conference 2022, The Importance of Wellbeing for All

Refereed Conference Proceedings 

• Codina, G. and Robinson, D. (August 2023) Action Research for ISEND: Analysis of a practitioner researcher. European Conference of Educational Research (ECER), Glasgow, UK
• Codina, G., Robinson, D., Delgado-Fuentes, M., Shepherd, R., Qureshi, S. (April 2023) Funding a Model of Inclusive Pre-School Education: A focus on stakeholder perspectives. American Education Research Association (AERA), Chicago, USA
• Robinson D., and Codina, G. Delgado-Fuentes, M., Shepherd, R. (2023) Implementing Counterhegemonic Research Approaches to Evaluation High Profile, National Policies in Early Childhood Education and Care. American Education Research Association (AERA), Chicago, USA

Experience in industry

• Chair of the Derby Local Area Inclusion Partnership Board 
• Member of the Derby City Inclusion Strategy Committee

Recent publications

Impact Case Study REF 2021

• Robinson, D., Codina, G., Dimitrellou, E. Hanson., Moore., N. Shepherd, C. (2021) Ecologies for the enhancement of social and educational inclusion in England; policy and practice for Special Educational Needs and Disability (SEND), Education (UoA 23). Featuring the OA SEND Peer Challenge work

Peer Reviewed Journals Articles

• Upsher, R., Dommett, E., Carlisle, A., Conner, S., Codina, G., Nobili, A., Byrom, N., (2025) Improving Reporting Standards in Quantitative Educational Intervention Research: Introducing the CLOSER and CIDER Checklists. Journal of New Approaches in Educational Research, https://doi.org/10.1007/s44322-024-00022-9
• Akbar, A., and Codina, G. (2024) Representations of disability in Qur’anic narratives. Journal of Disability and Religion. 1-19 https://doi.org/10.1080/23312521.2024.2353603
• Robinson, D., and Codina, G. (2024) Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies. Educational Sciences Journal Special Issue: Innovative Approaches to Enhance Inclusive Education. 14(4): 414, pp.1-26.https://doi.org/10.3390/educsci14040414
• Codina, G., and Robinson, D. (2024) Teachers’ Continuing Professional Development: Action research for Inclusion and Special Educational Needs and Disability (ISEND). Education Sciences (Special Issue: Innovative Approaches to Enhance Inclusive Education). 14(2), 140. https://doi.org/10.3390/educsci14020140
• Sheridan, D., Robinson, D., Codina, G., Gowers, S.J. O’Sullivan, L., and Ring, E. (Dec. 2022). Frontiers in Education, https://doi.org/10.3389/feduc.2022.1035177
• Hanson, J., Robinson, D., and Codina, G. (Nov. 2022). What makes supported internships an effective approach to VET? Nordic Journal of Comparative and International Education (NJCIE), 6(3). https://doi.org/10.7577/njcie.4861
• Codina, G., and Szenasi, J. (Mar. 2022) Educational provision for newly arrived unaccompanied sanctuary seekers aged 15–16. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2048101            
• Hanson, J., Robinson, D., & Codina, G. (Oct. 2021). Supported internships as a vehicle for social inclusion. British Journal of Learning Disabilities, 49, 433–444. https://doi.org/10.1111/bld.12428
• Beaton, M. C., Codina, G. N., & Wharton, J. C. (Jun. 2021) Decommissioning normal: COVID-19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. 2021;49:393– 402. https://doi.org/10.1111/bld.12399
• Robinson, D., Codina, G., Hanson, J., Dimitrellou, E and Qureshi, S. (2020) '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

Publications in Peer Reviewed Journals

• Robinson, D., Codina, G., Strogilos, V., and Dimitrellou. E. (Dec. 2021) Editorial: Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities, 49(4): 385-39. https://doi.org/10.1111/bld.12432
• Beaton, M. C., Codina, G. N., & Wharton, J. C. (2021). In Response—Reply to John Paul Donnelly. British Journal of Learning Disabilities, 49, 406–408. https://doi.org/10.1111/bld.12427

Books and Chapters

• Codina, G., Ali, Ali, and Shepherd, R. (2023) Equality, Diversity and Inclusion in Higher Education in the UK. In N. Oruc Ertürk, and A. Yürekli (Eds) Inclusive Education: Definition and Conceptual Framework, Münster (Germany): Waxman, pp. 149-148
• Beaton, M.C., Codina, G.N., and Wharton, J.C. (2021 Eds.) Leading on Inclusion: The role of the SENCO. Abingdon: nasen Spotlight, Routledge. (Book)
• Codina, G.N., and Wharton, J.C. (2021) ‘The language of SEND: Implications for the SENCO’.  In M.C. Beaton, G.N. Codina, and J.C. Wharton, (Eds) Leading on Inclusion: The role of the SENCO. Abingdon: nasen Routledge, pp. 15-25 (Chapter 3)
• Codina, G., and Fordham, J. (2021) ‘Resilience, Reflection and Reflexivity’.  In S. Soan (Ed) Why Do Teachers Need to Know about Diverse Learning Needs? London: Bloomsbury, pp. 119-135 (Chapter 8)

Funded Research Reports

• Robinson, D., Gowers, S., Codina, G., Artess, J., Delgago, M., Mycock, K., Qureshi, S., Shepherd, R., and IFF: Luanaigh, A. (2024) End of Year Three Evaluation of the Access and Inclusion Model (AIM): Executive Summary. Inclusion and SEND Research Cluster: University of Derby, Institute of Education. pp.1-28
• Robinson, D., Gowers, S., Codina, G., Artess, J., Delgago, M., Mycock, K., Qureshi, S., Shepherd, R., and IFF: Luanaigh, A. (2024) End-of-year Three Evaluation of the Access and Inclusion Model (AIM): Research and Technical Report. Inclusion and SEND Research Cluster: University of Derby, Institute of Education. pp.1-591
• Robinson, D., Codina, G., and Shepherd, R. (2024) End of Year Three Evaluation of the Access and Inclusion Model (AIM): Easy Read Research Summary. Inclusion and SEND Research Cluster: University of Derby, Institute of Education. pp.1-11
• Codina, G., and Szenasi, J. (2021) Educational Provision for Unaccompanied Sanctuary Seekers in Derby: A focus on Year 11 students in the Spring and Summer Terms. Research Report, Derby: Derby City Council
• 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
• Hanson, J., Codina, G., Neary, S. (2017) Transition programmes for young adults with SEND: What works? London: The Careers & Enterprise Company

Funded Publications for Practising SENCOs and Teachers

• Codina, G., and Robinson, D. (2022) Action Research for Inclusion and Special Educational Needs and Disabilities (ISEND): Guidance Resource and Templates Resource, University of Derby: Derby. DOI:10.48773/9vqvx
• Wharton, J., Codina, G., Middleton, T., & Esposito, R., (2019) SENCO Induction Pack: Supporting you at the start of your journey, Tamworth: NASEN [available at] SENCO Induction Pack: revised edition | SendGateway
• Wharton, J., Codina, G., Middleton, T., & Esposito, R., (2019) Inclusion Mini Guide, Tamworth: NASEN. https://nasen.org.uk/resources/understanding-inclusion

Unfunded Publications for Practising SENCOs and Teachers

• Codina, G., Freeston, J., and Smith, N. (Jul. 2023) Quality First Practice Padlet, Derby: Derby Direction (Quality First Practice (QFP): Padlet)

 Blog/Magazine publication

• Codina, G. (May 2024) Teachers as Researchers: Action Research and Lesson Study for ISEND. nasen Connect. https://nasen.org.uk/resources/nasen-connect-magazine-summer-2024
• Codina, G. (2024) Action Research and Lesson Study for ISEND, nasen and Whole School SEND blog
• Codina, G. (2024) Action Research and Lesson Study for ISEND Project: Halfway point review! Action Research for ISEND project website (ISEND Research Cluster)
• Codina, G., and Shepheard, R. (2022) The reasonableness of reasonable adjustments. JoinMe2 Blog