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Research Profile

  • Tereza has worked in education for the past 21 years. Initially, Tereza worked in the UNESCO Centre for Women and Peace in the Balkan Countries, where she organised international camps for young students from European and Balkan countries as part of a cultural enrichment programme. She worked as a TEFL teacher in 1998 before moving to England and training as a Teacher of English. Once qualified, she worked as an English and Drama teacher with secondary school students in a variety of mainstream settings in London. When Tereza moved to England it was to pursue her passion to work with special needs students, therefore she studied for and MA in Special Needs (Inclusion and Disability Studies) in the Institute of Education (University of London) and BSL levels 1 and 2. Once fully qualified, Tereza was appointed as a Teacher of Special Needs in a school for students with communication difficulties and worked for a number of years with students that had autism, severe learning difficulties and moderate learning difficulties. She also worked in primary and early years settings before pursuing a career in higher education. Tereza studied for a PhD on formative assessment and students with autism and severe learning difficulties at the time that she was employed as a special needs teacher, while also gaining experience in higher education by working as a module tutor in various higher education establishments. She is currently employed in the University of Northampton as a Senior Lecturer in the SEN and Inclusion department and engages in various projects with focus on individuals with autism in higher education, employment, excluded students and deaf and hard of hearing students.

  • Tereza contributes to a variety of programmes such as the MA and BA SEN and Inclusion, FDLT, ITT and Early Years education. Her modules are related to Autism, Speech Language and Communication, Assistive Technology and Inclusion.

  • Currently working on projects related to the experiences of students with autism and communication difficulties in Higher Education, formative and summative assessment systems for students with autism and severe learning difficulties, student engagement, employability in autism, speech language and communication needs.

  • Aidonopoulou-Read, 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, p. 1-22.

    Aidonopoulou-Read, A.T. (2017) Formative assessment for non-verbal students with autism and severe learning difficulties: a case study. University College London.