Rachel is the programme leader for the BA in SEN and Inclusion and teaches on a range of undergraduate and postgraduate programmes across SEN and Inclusion.
She enjoys supporting students in developing their confidence, assignment writing skills and critical thinking. Her particular areas of interest within Inclusive Education and SEN are the relationship between Inclusive Practice and Social Justice; and Social, Emotional and Behavioural difficulties (SEBD), with a focus on how the ‘S’ contributes to the ‘E’ and the ‘B’! Rachel’s M.Ed. from Birmingham University, in which she gained a distinction, was in SEBD and specifically explored peer attitudes to SEBDs in secondary mainstream.
Rachel moved into Higher Education in 2010 (after heading up a new school for girls (KS3-4) with SEBD) and she has taught in a range of secondary schools. She gained her PGCE (with distinction) from MMU in secondary English.
Rachel’s Doctoral thesis explored the construction of propriety (and impact of those constructions) in teacher-pupil professional boundaries. She has shared this work at conferences both nationally and internationally.
Rachel is the programme leader for the BA in SEN and Inclusion. Within that programme she leads the first year module on ‘Encouraging Voices’ and the third year module on ‘Transitions’. She also co-teaches on the third year module ‘Critical issues for change…’ and the second year module on ‘Social, Emotional and Mental Health’, as well as contributing sessions to other modules when the opportunity arises.
At postgraduate level, within SEN and Inclusion, Rachel teaches on the National award for SEN co-ordination – working with the Leicestershire cohort. She also leads the MA module on Social, Emotional and Behavioural Difficulties with the MA SEN and Inclusion.
Outside of SEN and Inclusion, Rachel leads the Research for practice module on the Foundation framework. She also contributes (has contributed) sessions within teacher training – on behaviour management – and Psychology.
Current research interests remain focused on exploring the construction, performance and pedagogical impact of ‘appropriate’ professional boundaries in the Teacher-student relationship.
Rachel is also actively involved in exploring transformative HE pedagogy in association with international colleagues. Specifically, she is looking to translate Problem-oriented, participant-led project work to the structures of the University of Northampton, working closely with colleagues from the Institute of Learning and Teaching.