The DEN was formed in November 2023 to bring together researchers, lecturers, and practitioners to explore and analyse key concepts and themes emerging from research on disability, inclusion, and diversity-related educational issues; to identify research gaps in disability in education and develop initiatives to close the gaps through our research activities. We also work with disabled researchers, parents, and stakeholders interested in disability, inclusion, and diversity in education to create awareness about equality, diversity, and inclusion through collaboration and networking.
The network is underpinned by the UNCRPD Articles, including articles 8 (Awareness Raising), 9 (Accessibility), 24 (Access to Education), and 27 (Work and Employment). It is also influenced by the United Nations Sustainable Development Goals 4 and 10, which focus on ensuring inclusive and equitable education, promoting lifelong learning, and reducing inequality within and amongst countries.
Georgina Nnamani is a final-year Doctoral Researcher in Education at the University of Manchester. Her research evaluates the effectiveness of educational policies in promoting the social inclusion of learners with dyslexia in mainstream schools in England from an ecosystemic perspective. Georgina is particularly interested in how inclusion is understood in different contexts and the implications for learners with Special Educational Needs and Disabilities (SEND).
Georgina has worked in disability services and schools across the UK, Ireland, and Canada for over twenty years, and she has been involved in developing several awareness programmes to raise awareness about the rights of disabled people to access services.
With over 25 years of experience in the field of learning difficulties, Vinette has dedicated her career to empowering individuals to achieve their full potential, regardless of the challenges they face. Vinette specializes in assessing and supporting individuals with learning difficulties across various settings, including schools, universities, and work places. Her work extends beyond direct support, encompassing collaborations with businesses to improve accessibility and inclusion for those with learning needs.
Vinette’s research focuses on developing innovative strategies to assist university students who do not have a formal diagnosis of learning difficulties. This work aims to bridge the gap in support systems and ensure these students receive the resources and accommodations they need to thrive in higher education. Ultimately, her passion lies in creating meaningful change and fostering environments where individuals with learning difficulties can succeed and flourish.
Dr. Kathryn Underwood is a professor in the School of Early Childhood Studies at Toronto Metropolitan University. Dr.Underwood’s research interests are in the experiences and contributions of disabled children and their families to our understanding of social services, social life, and society. Her research has been on how constructions of disability in early childhood programs and care, early intervention, and health and social service contexts are used to organize children, with particular interest in the intersectional identities of all disabled children. Dr.Underwood has conducted several studies on parents' perspectives and the efforts of families to engage with institutions.
Inclusive curriculum, teaching and learning; Disability studies in education and childhood; Special education policy and practice; Early years service planning and delivery.
Ozioma is a final-year PhD candidate at the University of Manchester with a strong background in computing and a research focus on leveraging technology to improve policy-making and social outcomes. Her PhD study is on using technology (specifically AI) to improve school bus travel for SEND (Special Education Needs and Disabilities) students in the North-West of England. She has over seven years of work experience in various industries and technology-focused roles.
Her current career interests lie in exploring the intersection between technology and governance, that is, how technology can be used to inform policy-making and drive better social outcomes. Her career centres on knowledge transfer via teaching and industry collaborations while actively engaging in policy and governance discussions. She has proven expertise in teaching and delivering innovative solutions and results for clients using data analytics, evidence-based narratives, and optimization techniques.