Geraldene Codina


NameGeraldene Codina
Job titleAssociate Professor in Inclusion and Special Educational Needs (ISEND)
Research instituteCollege of Arts, Humanities and Education
ORCIDhttps://orcid.org/0000-0003-3580-1134

Research outputs

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

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

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

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.

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.

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

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 .

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

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

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

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

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

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

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

Leading on Inclusion: The role of the SENCO

Beaton, M.C., Codina, G. and Wharton, J. (ed.) 2021. Leading on Inclusion: The role of the SENCO. Abingdon Routledge.

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.

Resilience, Reflection and Reflexivity

Codina, Geraldene and Fordham, Jon 2021. Resilience, Reflection and Reflexivity. in: Bloomsbury.

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.

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.

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.
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