My pro-active leadership transformed the teaching for inclusive practice across Education programmes. In response to The Carter Review of Initial Teacher Education, (DfE, 2015), that emphasised the urgent need to improve the Special Educational Needs and Inclusion elements of teacher preparation, I placed the inclusive pedagogical approach, advocated by Florian and Spratt (2013), at its core. Consequently, students on undergraduate and post-graduate primary education programmes became more confident in their understanding of inclusive practice and adaptive teaching from the Core Content Framework for ITE (DfE, 2019). Colleagues in Education also align these fundamentals of inclusive practice in their own subject teaching. OFSTED inspection of Northumbria University ITE in 2024, reported that ‘trainees gain a well-informed understanding of the needs of pupils who have special educational needs and/or disabilities (SEND) and who speak English as an additional language. Trainees consistently draw on their learning to meet the needs of these pupils’. Thirty years’ experience teaching and leading in schools as a SENCo and an Assistant headteacher, and my role as a placement lead has supported the development of practice in ITE, my research on enacting inclusive pedagogy, and my strong communication skills within a network of schools. l aim to facilitate co-production of research between school stakeholders (including children, young people, governors, mentors in schools, school leaders, teachers, teaching assistants) and PGR students, leading to improved outcomes for including all children and young people.
Dr Lucy Barker is an assistant professor in Education in the department of Social Work, Education and Community Wellbeing. Her unique approach to research as an A/R/Tographer, an academic who inquires through her roles as ‘Artist, Researcher, Teacher’, Lucy performs her creative scholarship through the three discrete yet interconnected lenses of the artist, researcher, and teacher. Her research focuses on using visual research methodologies such as collage, which aims to challenge and disrupt traditional paradigms of knowledge acquisition. Lucy develops innovative, theoretically based curriculum's which value both verbal and visual literacies. As an artist educator, Lucy recognizes and celebrates the value and power of bringing diverse knowledge bases into communication with one another. Both Lucy’s artistry and research directly support her curriculum design and teaching. Her passion for education sits within a social justice agenda. She has been dedicated throughout her whole career as a primary teacher, SENCo (Spcial Educational Needs Co-ordinator and Assistand headteacher, and now as assistant professor in higher education, to inclusive practice and changing young people’s lives for the better, as she advocates for the rights for all to participate in education. Through research and teaching she aims to eliminate all forms of discrimination in any learning environment, but especially for children, young people and adults who are neurodivergent and/or may be at risk of marginalization, exclusion or underachievement. As a member of the Inclusion and Social Justice research working party at SWECW she collaborates with others, and as aconvenor for Arts-based Educational Research SIG at British Educational Research Association (BERA), she mentors and supports others through arts-based approaches. She gained her doctorate in education in 2023. Her PhD thesis entitled ‘Myth, Metaphor, Materialism and Metamorphoses: An A/R/Tographic Inquiry Into The Inclusive Pedagogy Of Student Teachers’, explored through a postmodern, feminist, and materialist theoretical framework, the pedagogy of inclusive teaching in classrooms and the development of pre-service teachers’ confidence and skill in this area. The thesis was presented in an innovative way using a unique art and literature-based methodology. The findings give fresh insights and identify how student teachers are not lone agents, but rather embody the space of learning in becoming inclusive. The study identified the challenges student teachers face, including the power dynamics between humans in the space, and the everyday intra-actions, decisions and risks needed for thinking and enacting inclusive pedagogy. Myths, poetry, novellas, and artists’ words and work are put into practice in my research for the agency of inclusive practice. She has disseminated my research methods and findings through international conferences, university-held PGR conferences.
Andrea Carrick Supplementary file for PhD Proposal: Developing a complex intervention focusing on the influence of pupil-teacher-caregiver relationships which shape behaviours related to problematic attendance for SEND pupils in mainstream secondary schools in England. Start Date: 01/10/2024
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