Faculty of Education, Arts, Science and Technology
Dr Tereza Aidonopoulou-Read is Associate Professor in Inclusive Education at the University of Northampton, with over two decades of experience across a range of educational settings. Her professional journey began in the late 1990s, working at the UNESCO Centre for Women and Peace in the Balkan Countries, where she organised international cultural exchange programmes for young people across Europe and the Balkans. She went on to work as a TEFL teacher before relocating to England to pursue her long-standing passion for inclusive education.
After qualifying as a secondary school teacher in English and Drama, Tereza taught in a variety of London mainstream schools before completing an MA in Special Needs (Inclusion and Disability Studies) at the Institute of Education, University of London. She also trained in British Sign Language (BSL Levels 1 and 2), further enriching her inclusive teaching practice. Her commitment to transforming provision for neurodivergent learners led her to a specialist teaching role in a school for pupils with autism, severe learning difficulties, and communication needs. She also worked in primary and early years settings before transitioning into higher education.
While teaching full time in special schools, Tereza completed her PhD at UCL, researching formative assessment with nonspeaking, neurodivergent children. Alongside her doctoral studies, she taught modules at various higher education institutions, eventually taking up a full-time academic role at the University of Northampton.
Tereza’s expertise lies in inclusion, neurodivergence, and intersectionality, with a particular interest in how multiple marginalised identities compound disadvantage. Her recent research projects include exploring intergenerational play between adults with dementia and children with SEMH needs, and co-producing research with families of children experiencing School Attendance Problems (SAPs).
She is deeply committed to transforming systems and environments (not individuals) and believes in participatory approaches that prioritise lived experience and dignity. In 2023, she received the Outstanding Lecturer of the Year Award and a Changemaker Award in recognition of her impact in the field of Equality, Diversity and Inclusion.
Tereza’s career goal is to model best practice in inclusive education and contribute to the creation of equitable, responsive services for neurodivergent individuals across education, health, and social care.
Dr Tereza Aidonopoulou-Read is the Course Leader for the MA in Special Educational Needs and Inclusion, a programme delivered in both the UK and Thailand. She also teaches across a wide range of undergraduate and postgraduate programmes, including the Doctorate in Professional Practice (DProf), Initial Teacher Training (ITT), Foundation Degree in Learning and Teaching (FDLT), and health-related disciplines. Her teaching has a strong emphasis on Equity, Diversity and Inclusion (EDI), with a particular focus on inclusive practice and equitable learning environments.
Tereza’s teaching philosophy is grounded in the belief that knowledge is co-created, not transmitted. Her interactive approach invites students to fully immerse themselves in the learning experience, encouraging critical reflection, collaborative inquiry, and practical application. She fosters learning spaces where students feel seen, heard, and valued, particularly those whose voices are often marginalised in mainstream education.
As a Senior Fellow of the Higher Education Academy, Tereza has led cross-university initiatives designed to enhance student belonging and inclusion. This includes embedding inclusive pedagogies and assessment strategies across diverse programmes and championing student voice in curriculum development.
Dr Tereza Aidonopoulou-Read’s research focuses on inclusion, neurodivergence, and the concept of ‘voice’ and ‘belonging,’ particularly in relation to individuals who do not communicate through conventional verbal means. Her work frequently explores how marginalised groups can be recognised, valued, and meaningfully included in systems that are not typically designed for them.
Tereza led the EABE (Educational Access: Barriers and Enablers) project, which explores school attendance difficulties through the lens of lived experience. This participatory study focuses on how families of children experiencing School Attendance Problems (SAPs) navigate and are shaped by educational systems, with particular attention to the emotional and relational dimensions of attendance.
The Intergenerational Play project Tereza was involved in brings together children with Social, Emotional and Mental Health (SEMH) needs and adults living with dementia, creating inclusive spaces that foster empathy, connection, and mutual learning. The work also explores how play and cultural memory intersect in the formation of relationships across generations and neurotypes.
Tereza has also completed a dance-theatre project aimed at improving accessibility for nonspeaking children, using movement and performance to explore alternative forms of expression, self-advocacy, and representation. This work sits within her broader interest in expanding the concept of ‘voice,’ challenging dominant paradigms that equate speech with communication, presence, or belonging.
Across her research portfolio, Tereza adopts inclusive, participatory methodologies that centre co-production and accessibility. Her work bridges academic, educational, and community contexts, with a sustained commitment to systemic change and social justice.
Aidonopoulou-Read, T., Pyer, M., Bodycote, B., Campbell, J. & Pyer, K. (2026). Exploring the early observations of parents supporting their children with school attendance problems (SAPs): A co-produced study. British Educational Research Journal, 00, 1–30. https://doi.org/10.1002/berj.70222
Aidonopoulou-Read, T. (2026). Observation and assessment of play. In J. Waters-Davies (Ed.), Introduction to play in early childhood (2nd ed.). SAGE Publications.
Aidonopoulou-Read, T. (2025). Empowering non-speaking autistic participants and neurotypical researchers in qualitative research through ethical listening: A framework. Neurodiversity, 3. https://doi-org.northampton.idm.oclc.org/10.1177/27546330251336290
Aidonopoulou-Read, A.T. (2021) Can the Engagement Model act as a replacement for the P-scale assessment system? Issues in monitoring the progress of students with autism and severe learning difficulties. Support for Learning. 36, 2, pp. 258-277.
Aidonopoulou-Read, A.T. (2019) The conceptualisation of a modified formative assessment model for non-verbal students with autism and severe learning difficulties. British Journal of Special Education. 47, 1, pp. 88-109.