About

• Senior Lecturer
• Programme Leader MA Inclusion and Special Educational Needs and Disabilities

Teaching responsibilities

Geraldene's main areas of expertise are in inclusive education, Special Educational Needs and Disability (SEND), embodied pedagogy, and qualitative research skills. She is the Programme Leader for the MA Inclusion and SEND, pathway leader for the SEND option on the MA Education, teaches on National Award for Special Educational Needs Coordinators (NASENCo), and supervises Doctoral students.

Research interests

Drawing on the work of Heidegger, Gadamer, Ricoeur and Merleau-Ponty Geraldene’s own research involves co-operative hermeneutic phenomenology. Her main research interest is embodied pedagogy in an inclusive learning environment. Geraldene’s PhD is entitled: ‘Reading Movement: Towards an embodied understanding of pedagogy. 

Membership of professional bodies

Geraldene is a mumber of:

• SEN Policy Forum
• Working group for the National Award for SEN Coordination Provider Partnership

Qualifications

• Supervision of Doctoral Students
• First Supervisor (EdD) for Kim Smith (University of Derby)
• Second Supervisor (EdD) for Rosemary Shepherd (University of Derby)
  What are students’ perceptions of learning support for their hidden disabilities in Higher Education? 
• Second Supervisor (PhD) for Constantina Anastasiou (University of Derby)
• Inclusion and exclusion for students with Autistic Spectrum Disorders: An exploration of complexity from the perspective of teaching professionals
• External Supervisor (PhD) for Julie Wharton (University of Winchester)
• The Language of Inclusion and the Special Educational Needs Co-ordinator

Recent conferences

• Codina, G. (2016) Welcoming Schools, British Education Research Association (BERA) Conference, University of Leeds
• Codina, G. (2015) Key Note: Talking SEND in the 21st Century, Annual Hampshire SENCo Conference
• Lawrence, P., Codina, G., Egan, B., Fox, A. (2013), Embodied communication in pedagogical relationships: dancing interactions. Paper presented at REID, Revisiting Identity Embodied communication across time and space, Örebro (Sweden)
• Codina, G., Russell, N., Sopp, K.M. (2013), Ways of Being ‘Teacherly’, presentation at 12th International Students' Research Conference, Latvia
• Codina, G (2013) Co-producing Understanding and Interpretation with Students, presentation at The University of Winchester Research and Engagement Week, Winchester 

Experience in industry

Prior to working in Higher Education, Geraldene qualified and worked as a school teacher. Her experience includes working as a SENCo and teaching in a school for children labelled as having complex learning needs.

Recent publications

• Codina, G., Hanson, J., Nearey, S. (2017) What Works? The evidence on transition programming for young adults with Special Educational Needs and Disabilities (SEND)
• Codina, G. et al. (2008), Final Report on the Higher Education and the Arts (HEARTS) Extension project, for the Esmée Fairbairn