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Publications

(2024)

, Codina Geraldene

Education Sciences Vol 14 (2024)

Codina Geraldene,

Education Sciences Vol 14 (2024)

Sheridan Denise, , Codina Geraldene, Gowers Sofia J, O’Sullivan Lisha, Ring Emer

Frontiers in Education Vol 7 (2022)

Hanson Jill, , Codina Geraldene

British Journal of Learning Disability Vol 49, pp. 433-444 (2021)

Teaching and Teacher Education Vol 61, pp. 164-178 (2017)

Professional Activities

Speaker

18/12/2025

Member

9/4/2025

Projects

Robinson, Deborah (Principal Investigator)

This study is live and explores the following research question: How can lesson study support the development of individual and collective self-efficacy for inclusive practice for ASN in Scotland’s schools? The project will be delivered in partnership with West Dunbartonshire Local Authority, involving one primary and one secondary school. This partnership is already in agreed, with active support from the Director of the West Regional Improvement Collaborative (RIC), Mark Ratter. The intervention will use the lesson study approach—a collaborative, school-based model of professional learning—to support teachers in developing confidence and competence in inclusive practices. The aim is to directly improve learning environments and outcomes for neurodiverse students by empowering teachers through reflective, evidence-informed development embedded in their daily context. A new conceptual framework “collective self-efficacy” will be part of the study’s contribution. It is an opportunity for Professor Robinson’s expertise in inclusive teacher education to benefit schools in Scotland. Teacher development for additional support needs (ASN) is crucial in Scotland due to increasing demand for inclusive education, as highlighted by policies like the Getting it Right for Every Child framework (Scottish Government, 2004) and the Additional Support for Learning Act (Scottish Government, 2004). The COVID-19 pandemic has exacerbated challenges for ASN students, making targeted teacher training essential to address achievement gaps and support diverse learners effectively (Scottish Government, 2020). With teacher shortages and burnout concerns, investing in professional development for ASN is vital to ensure teachers are equipped to provide high-quality, inclusive education for all students (Scottish Government, 2021). As the largest provider of teacher education in Scotland, the Institute of Education must deploy its expertise in ways that solve real world problems.

23-Jan-2026 - 31-Jan-2026

Dobrushina, Olga (Principal Investigator) Delafield-Butt, Jonathan (Co-investigator) Robinson, Deborah (Co-investigator)

The human population is neurodiverse, with about 15% of individuals reaching the threshold for ADHD, autism, dyslexia and other diagnoses, and many more presenting with neurodivergent traits. This diversity in perception, attention, and communication styles necessitates flexible educational approaches. When neurodiverse needs remain unrecognised and unaddressed, they can escalate into difficult-to-manage crises of academic performance, school attendance and mental health.

This project introduces an AI-based technology to identify and meet neurodivergent support needs early, delivered through a child-friendly, smart and fun iPad game. The AI algorithms use motor pattern analysis to detect early indicators of neurodivergent development. They have been developed and tested in 2000 children using gold-standard procedures to provide a user-friendly, scalable, and validated technology, but this approach has not yet been tested in real-world settings.

This project will evaluate the feasibility of smart game neurodiversity assessment in UK educational settings, focusing on children aged 2 to 6. By enabling objective assessment in nurseries and schools, the tool aims to support earlier access to tailored educational interventions for the best lifelong outcomes.

01-Jan-2025 - 30-Jan-2026

Wang, Yuchen (Principal Investigator) Abel, Andrew (Co-investigator) Jia, Laibing (Co-investigator) Noor Ul Ain, N (Researcher) Mevawalla, Zinnia (Co-investigator) Catlin, Jane (Co-investigator) Devasya, Ashwitha (Researcher) Tripathy, Aditi (Researcher) Nikou, Stavros (Co-investigator) Roxburgh, David (Co-investigator) Robinson, Deborah (Co-investigator)

This project is to co-design a professional learning programme on AI and inclusive education with teachers and student teachers, funded by EPSRC (£9,961).

01-Jan-2025 - 31-Jan-2026