Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability

Journal article


Codina, G. and Robinson, D. 2024. Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability. Education Sciences. 14 (2), pp. 1-18. https://doi.org/10.3390/educsci14020140
AuthorsCodina, G. and Robinson, D.
Abstract

In 2022, the authors of this paper were awarded with three years’ government funding to support seventy-five English schools and Further Education colleges with the running of their own Action Research for inclusion and special educational needs projects (ISEND). Based on the funder’s interest in the identification and scaling-up of the evidence-base for SEND practice, this reflective account analyzes the evidence-base drawn upon and created by the Action Researchers for ISEND and the efficacy of the approach. Adopting an interpretivist, qualitative approach to content analysis, this paper analyzes data from the first seven completed Action Research for ISEND projects. Aligned with Dewey’s scientific model of reflection, analysis shows the Action Researchers for ISEND draw upon a complex synthesis of contextualized understanding, broadened horizons (including collaborative working and study), deepened and/or reshaped understandings, and data analysis to form their theorizations of praxis. Bearing no relation to evidence-based practice, the Action Researchers for ISEND adopt a constructivist ontology towards the inclusion of children with SEND, which challenges positivistic paradigms of “what works” in SEND and embeds a praxis of democracy which frequently includes the voices of learners with disabilities in decision making processes.

KeywordsAction research; Continuing professional development; Evidence-based knowledge; Evidence-informed knowledge; Inclusion; Pupil voice; Special educational needs and disability
Year2024
JournalEducation Sciences
Journal citation14 (2), pp. 1-18
PublisherMDPI
ISSN2227-7102
Digital Object Identifier (DOI)https://doi.org/10.3390/educsci14020140
Web address (URL)https://www.mdpi.com/2227-7102/14/2/140
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online30 Jan 2024
Publication process dates
Accepted12 Jan 2024
Deposited13 Mar 2024
Permalink -

https://repository.derby.ac.uk/item/q45vy/teachers-continuing-professional-development-action-research-for-inclusion-and-special-educational-needs-and-disability

Download files


Publisher's version
education-14-00140.pdf
License: CC BY 4.0
File access level: Open

  • 101
    total views
  • 28
    total downloads
  • 6
    views this month
  • 3
    downloads this month

Export as

Related outputs

Introduction to Effective Teacher Education for Inclusion: Critical perspectives on the role of Higher Education in a Neoliberal Age.
Robinson, D. 2024. Introduction to Effective Teacher Education for Inclusion: Critical perspectives on the role of Higher Education in a Neoliberal Age. London Routledge - Taylor and Francis.
Effective Teacher Education for Inclusion Critical Perspectives on the Role of Higher Education:
Robinson, D. 2024. Effective Teacher Education for Inclusion Critical Perspectives on the Role of Higher Education: London Routledge - Taylor and Francis.
Representations of Disability in Qur’anic Narratives
Akbar, A. and Codina, G. 2024. Representations of Disability in Qur’anic Narratives. Journal of Disability and Religion. pp. 1-19. https://doi.org/10.1080/23312521.2024.2353603
Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies
Robinson, D. and Codina, G. 2024. Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies. Education Sciences. 14 (4), pp. 1-26. https://doi.org/10.3390/educsci14040414
Quick Read and Easy Read Summary - End of Three Year Evaluation of the Access and Inclusion Model
Robinson, D., Codina, G. and Shepherd, R. 2024. Quick Read and Easy Read Summary - End of Three Year Evaluation of the Access and Inclusion Model. Derby, Ireland Department of Children, Equality, Disability, Integration and Youth.
Executive Summary. End of Three Year Evaluation of the Access and Inclusion Model - Investigating implementation and Impact.
Robinson, D., Codina, G., Shepherd, R. and Qureshi, S. 2024. Executive Summary. End of Three Year Evaluation of the Access and Inclusion Model - Investigating implementation and Impact. Dublin, Ireland Department of Children, Equality, Disability, Integration and Youth.
End of Three Year Evaluation of the Access and Inclusion Model: Research and Technical Report
Robinson, D., Gowers, S., Codina, G., Delgado-Fuentes, M., Mycock, K., Qureshi, S. and Shepherd, R. 2024. End of Three Year Evaluation of the Access and Inclusion Model: Research and Technical Report. Dublin Department of Children, Equality, Disability, Integration and Youth .
Equality, Diversity and Inclusion in Higher Education in the UK
Codina, G., Ali, A. and Shepherd, R. 2023. Equality, Diversity and Inclusion in Higher Education in the UK. in: Ertürk, Nesrin Oruç and Yürekli, Aynur (ed.) Inclusive Education Definition and Conceptual Framework Germany Waxmann. pp. 149-178
Funding a Model of Inclusive Pre-school Education: A focus on stakeholder perspectives
Codina, G., Robinson, D., Delgado-Fuentes, M., Shepherd, R. and Qureshi, S. 2023. Funding a Model of Inclusive Pre-school Education: A focus on stakeholder perspectives. AERA 2023 Annual Meeting. Chicago (USA) 13 - 16 Apr 2023
Implementing counter hegemonic research approaches to evaluating high-profile, national policies in Early Childhood Education and Care
Robinson, D., Codina, G., Delgado-Fuentes, M. and Shepherd, R. 2023. Implementing counter hegemonic research approaches to evaluating high-profile, national policies in Early Childhood Education and Care. American Educational Research Association Annual Meeting 2023. American Educational Research Association .
Action Research for ISEND: Guidance Resource and Templates Resource
Codina, G. and Robinson, D. 2022. Action Research for ISEND: Guidance Resource and Templates Resource. Derby University of Derby. https://doi.org/10.48773/9vqvx
Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of 'expertise': the case of the end-of-three- year evaluation of the Access and Inclusion Model
Sheridan, D., Robinson, D., Codina, G., Gowers, S.J., O'Sulivan, L. and Ring, E. 2022. Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of 'expertise': the case of the end-of-three- year evaluation of the Access and Inclusion Model. Frontiers in Education. 7, pp. 1-13. https://doi.org/10.3389/feduc.2022.1035177
What makes supported internships an effective approach to VET?
Jill Hanson, Deborah Robinson and Codina, G. 2022. What makes supported internships an effective approach to VET? Nordic Journal of Comparative and International Education (NJCIE). 6 (3), pp. 1-23. https://doi.org/10.7577/njcie.4861
Educational Provision for Newly Arrived Unaccompanied Sanctuary Seekers aged 15-16
Codina, G. and Szenasi, J. 2022. Educational Provision for Newly Arrived Unaccompanied Sanctuary Seekers aged 15-16. International Journal of Inclusive Education. pp. 1-19. https://doi.org/10.1080/13603116.2022.2048101
Teacher education for SEND inclusion in an international context: The importance of critical theoretical work
Robinson, Deborah 2021. Teacher education for SEND inclusion in an international context: The importance of critical theoretical work. in: Routledge.
The SENCO as a leader of professional learning for inclusive practice
Robinson, Deborah 2021. The SENCO as a leader of professional learning for inclusive practice. in: Routledge.
Resilience, Reflection and Reflexivity
Codina, Geraldene and Fordham, Jon 2021. Resilience, Reflection and Reflexivity. in: Bloomsbury.
The Language of SEND: Implications for the SENCO
Codina, Geraldene and Wharton, Julie C. 2021. The Language of SEND: Implications for the SENCO. in: Leading on Inclusion Routledge.
In Response - Reply to John Paul Donnelly
Beaton, M.C., Codina, G. and Wharton, J. 2021. In Response - Reply to John Paul Donnelly. Wiley. https://doi.org/DOI:10.1111/bld.12427
Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities
Hanson, Jill, Robinson, Deborah and Codina, Geraldene 2021. Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12428
Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities
Beaton, Mhairi C., Codina, Geraldene N. and Wharton, Julie C. 2021. Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. 49 (4), pp. 1-10. https://doi.org/10.1111/bld.12399
Education as a catalyst for the social inclusion of people with learning disabilities
Robinson, Deborah, Codina, Geraldene, Strogilos, Vasilis and Dimitrellou, Eleni 2021. Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12432
Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities
Robinson, Deborah, Codina, Geraldene, Jill, Hanson and Eleni, Dimitrellou 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. University of Derby.
Developing more inclusive schools for pupils with special educational needs: key messages for school leaders and communities
Robinson, Deborah, Hanson, Jill, Codina, Geraldene, Dimitrellou, Eleni and Qureshi, Sarwat 2020. Developing more inclusive schools for pupils with special educational needs: key messages for school leaders and communities.
Understanding inclusion
Wharton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2020. Understanding inclusion. Nasen.
SENCO induction pack: Supporting you at the start of your journey
Whatton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2019. SENCO induction pack: Supporting you at the start of your journey. Whole School SEND/DfE/LLSENDCiC/nasen.
The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort
Robinson, Deborah, Moore, Nicki and Harris, Catherine 2019. The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort. British Journal of Learning Disabilities.
Education, health and care plans: A qualitative investigation into service user experiences of the planning process.
Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Codina, Geraldene 2018. Education, health and care plans: A qualitative investigation into service user experiences of the planning process. Department for Education.
Experiences of education, health and care plans: A survey of parents and young people.
Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Shepherd, Claire 2017. Experiences of education, health and care plans: A survey of parents and young people. Department for Education.
Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.
Robinson, Deborah, Moore, Nicki and Hooley, Tristram 2018. Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England. British Journal of Guidance & Counselling. 46 (4), pp. 1-14. https://doi.org/10.1080/03069885.2017.1413706
Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion
Robinson, Deborah and Goodey, Chris 2017. Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2017.1370738
Developing the effectiveness of teacher education for inclusion
Robinson, Deborah 2017. Developing the effectiveness of teacher education for inclusion.
Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward
Robinson, Deborah 2016. Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2016.09.007
Inclusive practice in the primary school
Robinson, Deborah and Trussler, Sarah 2015. Inclusive practice in the primary school. Sage.
Transition programmes for young adults with SEND. What works?
Hanson, Jill, Codina, Geraldene and Neary, S. 2017. Transition programmes for young adults with SEND. What works? Careers and Enterprise Company.
An evalaution of BookTrust additional needs resources
Robinson, Deborah, Moore, Nicki and Parker, Gordon 2016. An evalaution of BookTrust additional needs resources. Institute of Education, University of Derby.
Young Enterprise: Evaluating the impact of the Team programme
Moore, Nicki, Sahar, Arif, Robinson, Deborah and Hoare, Malcolm 2016. Young Enterprise: Evaluating the impact of the Team programme.