Staff Profile

  • Alexia is a Senior Lecturer in Education (SEN and Inclusion) at the Faculty of Health, Education and Society. She teaches on various programmes (BA, FDLT PGCE, MA), is a moderating tutor for school placements and supervises students at BA, MA and PhD levels.

    Alexia holds a Bachelor’s degree in Educational Science and Early Childhood Education from the University of Patras (Greece), a Master of Arts degree in Special Needs from the University of Nottingham (UK), a Postgraduate Certificate in Advanced Research Methods and Skills and a PhD in Educational Technology for Autism from the University of Birmingham (UK). Her doctoral research focused on collecting key stakeholders’ perspectives on iPad practices for autistic pupils’ social communication and emotional regulation. For her PhD study, Alexia was awarded a two-year fees and stipend scholarship by the School of Education, University of Birmingham.

    Before joining the University of Northampton, Alexia was a visiting lecturer at the University College Cork (Ireland) and the School of Pedagogical Studies of the University of Nicosia (Cyprus), teaching modules related to Autism and Intellectual Disabilities. While studying for her doctorate, she was also employed as a Teaching Associate in Autism Studies at the School of Education, University of Birmingham (UK). Her professional experience also involves working as a Qualified Teacher in SEN and mainstream early years settings in Greece and the UK. Additionally, between 2017-2020, she served as a co-opted governor and Chair of the Curriculum Committee at a special school in the West Midlands of England.

    Alexia has also been extensively involved as a research associate in various national and international research projects, conducting and leading research on SEN education and Technology Enhanced Learning (TEL). Her research interests lie in the field of autism, specifically the use of innovative digital learning practices to promote autistic individuals’ social communication, emotional regulation and e-inclusion. Alexia has previously worked as a Research Associate at the University of East Anglia (UK) and the Autism Centre for Education and Research (ACER) at the University of Birmingham (UK). She is now a member of the Centre for Active Digital Education (CADE) of the University of Northampton and engages in projects that explore the use of immersive digital technologies for learning and inclusion. Furthermore, Alexia is an Honorary Research Fellow for the Centre for Higher Education Research Practice Policy and Scholarship (CHERPPS) at the University of East Anglia.

    • MA Special Educational Needs and Inclusion (Module Leader: SENM026 ‘Understanding Autism’)
    • PGCE (Module Leader: ITT3052p ‘Placement 2 Primary Education 5-11’)
    • FDLT (Inclusive Provision pathway)
    • BA Inclusive Studies in Special Educational Needs, Disability and Diversity
  • Main research interests:

    • Autism
    • Good autism practice
    • Technology Enhanced Learning (TEL) practices for autism
    • Innovative digital learning environments for SEND
    • Inclusion/E-inclusion for individuals with SEND
    • Participatory research
  • For publications, projects, datasets, research interests and activities, view Alexia Achtypi’s research profile on Pure, the University of Northampton’s Research Explorer.

    • Achtypi, A., Guldberg, K.K. and Papoudi, D. (2023) Using iPads for the social communication and emotional regulation of autistic pupils: An exploration of key stakeholders’ perspectives and practices. British Journal of Special Education. [Preprint]. Available from:
    • Coxon, A., Achtypi, A., Arico, F. and Schildt, J. (2022) The impact of technology enhanced learning on students with specific learning difficulties. Qualitative Methods in Psychology Bulletin. (33), pp.12-20.
    • Achtypi. A., (2021) Perspective of key stakeholders about practices relating to using iPads for autistic pupils’ social communication and emotional regulation. Ph.D. University of Birmingham.
    • Guldberg, K., Achtypi, A. D’Alonzo, L., Laskaridou, K., Milton, D., Molteni, P. and Wood, R. (2019) Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research & Method in Education. 44(1), pp.96-111. Available from:
    • Achtypi, A. (2019) The use of iPads as additional tools to develop the social communication and emotional regulation of autistic children. In: Conference Proceedings of the 7th National Autism Conference. Athens-Greece.
    • Achtypi, A. (2018) Exploring how iPads can be effectively used in the primary classroom to support the social communication and emotional regulation of autistic children. Poster presented to: 50th Scottish Autism Conference. Glasgow, 8-9 November 2018.
    • Guldberg, K., Achtypi, A., Angelidi, E., Baker, L., Bradley, R., Colombo, M., Critchley, S-J., Cumino, R., D’Alonzo, L., Folci,I., Giouroukou, E., Hadjipateras-Giannoulis, K., Huggett, S., Kerem, M., Kokounaras-Liagkis, M., Kossyvaki, A, Laskaridou, K., Milton, D., Molteni, P., Sala, R., Simpson, P., Sofianopolou, K., Wood, R. and Zanfroni, E. (2017) Erasmus plus KA2: Cooperation and Innovation for good practices. Transform Autism Education Final report. [online]. Available at:
    • Achtypi, A. (2016) iPads in the School Setting for Children with Autism. Poster presented to 15th annual School of Education Doctoral Research Conference. University of Birmingham, 26 November 2016. Award: 1st Prize for poster presentation.