About
My main areas of research address inclusive education, special educational needs and disability (SEND) and embodied pedagogy. Currently, I am the Principal Investigator for the nasen/DfE-funded Three-Year Action Research and Lesson Study for ISEND Project and recently directed the DfE-funded Opportunity Area (OA) SEND Peer Challenge Project. As part of my civic work, I Chair the Derby Local Authority SEND Board and am a member of the Derby City Inclusion Committee. Recently I worked as the Deputy Director for the End of Three-Year Review of the Access and Inclusion Model (AIM) funded by the Irish government.
A key strand of my work involves leading the ISEND Research Cluster for the Institute of Education (University of Derby). The Cluster engages in high-quality scholarly research in the field of inclusion, special educational needs and disability. The Cluster is particularly focused on supporting leaders of ISEND (schools, SENCOs, Local Authorities, local and national governments, and academics) and also welcomes participation from students, parents/carers of children with additional needs, advocates, and people with a disability. A key aim of the Cluster is widening access to research, as such the Cluster hosts a range of free online symposiums. To hear more about the work of the ISEND Research Cluster please feel free to message me directly.
I am also the co-convenor of the ISEND Research Co-operative and the Programme Lead for the National Award for Special Educational Needs Co-ordinators (NASENCo). Both roles involve working with SENCOs to support the process of conducting Action Research. Currently, the ISEND Research Co-operative is focused on researching quality-first practices.
As part of my Higher Educational (HE) role, I regularly work with the Department for Education, nasen and a number of Local Authorities, providing training, writing for publication and leading research projects. Previously I taught Initial Teacher Education (ITE) students (PGCE and BA) and worked as the Head of Quality in the Faculty of Education, Health and Social Care (University of Winchester).
Prior to working in Higher Education, I worked as a Special Educational Needs Coordinator (SENCO) and school teacher in both special and mainstream settings.
Teaching responsibilities
National Award for SENCOs: Leading effective, inclusive practice in special educational needs (60 Level 7 credits)
Research interests
Focussed on inclusive education, social inclusion, SENCO Leadership, teacher resilience and methods of qualitative data analysis, my research often draws on the work of Gadamer, Heidegger, Merleau-Ponty, Levinas, and Ricoeur. Methodologically my research tends to be qualitative and often employs some form of phenomenology.
Currently, I am a member of the Editorial Board for the European Journal of Education (EJED)
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
- Director of Studies for 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 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
Doctoral Supervisions: Completed students
- 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
- Dr Julie Wharton (PhD student, University of Winchester), title - Welcoming Schools and the Language of inclusion in Schools of Sanctuary
Recent conferences
Invited Presentations
- Codina G. (26th April 2023) The Special Educational Needs and Disability (SEND) Conference 2023 [Chair], Government Events
- Codina, G., Brown, E., Scott, K. (9th 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 2022.
- Codina, 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.
- Codina, G. (2018) 1st Annual Education Studies Conference: The Battle for Children’s Minds, [Invited Panel Member] University of Derby.
- Codina. G. and Browning, K (2021 28 June) Distributive Leadership of SEND [Invited Presenter]. OA (DfE) funded Derby City SEND Conference, University of Derby.
- Codina, G. and Grady, A. (2019 9th July), How to prevent exclusion through inclusion, OA (DfE) funded Derby City SEND Conference, [Invited Presenter]. University of Derby.
- Codina, G. (2015) Talking SEND in the 21st Century [Keynote presenter] Hampshire County Council SENCO Conference, Hampshire.
Refereed Conference Proceedings (selected)
- 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.
- Robinson, D., Codina, G., Hanson, J., Dimitrellou, E and Qureshi, S. (2020 26-28 August) Developing more inclusive schools for pupils with special educational needs: Key messages for school leaders and communities [Presentation]. European Conference for Educational Research, (ECER) Glasgow, Scotland (Conference moved online)
- Robinson, D., Codina, G. Dimitrellou, E., Hanson, J., & Qureshi, S. (2020, Apr 17 - 21) Developing More Inclusive Schools for Pupils with Special Educational Needs: Key Messages for School Administrators [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/ruwlkz2 (Conference moved online).
- Codina, G. (2019, Sept 2 – 6) Reading Movement: Towards an embodied inclusive pedagogy [Workshop session]. European Conference Educational Research (ECER), Hamburg, Germany.
- Codina, G., Walker. M., Wharton. J. (2016) Welcoming Schools: Enabling inclusion, British Educational Research Association (BERA) Leeds, Leeds University.
- Codina, G., Egan, B., Fox., A., Lawrence, P. (2013), Embodied communication in pedagogical relationships: dancing interactions, [Workshop Paper] REID: Revisiting Identity - Embodied Communication across Time and Space, 2013-10-22 Örebro, Sweden.
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).
Peer Reviewed Journals Articles
- Sheridan, D., Robinson, D., Codina, G., Gowers, S., 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
- 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 at] https://www.careersandenterprise.co.uk/media/xqhliamz/what-works-report-transition-send.pdf
- Goodman, J., Key, P., Leach, C., Codina, G., Hardey, C., Williams, A. (2007) Final Report on the Higher Education and the Arts (HEARTS) Extension project: Report on the use of funding, Winchester: University of Winchester
Funded Publications for Practicing 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 Practicing SENCOs and Teachers
Blogs
- Codina, G., and Shepheard, R. (2022) The reasonableness of reasonable adjustments. JoinMe2 Blog.
