COVID-19 Updates: For advice and updates for staff, students, and applicants who may have concerns about the coronavirus outbreak please visit our Situation Updates page.

Research Profile

Senior Lecturer in Education (SEN and Inclusion) Una
Lodge

Faculty of Health, Education and Society

  • Una is a Senior Lecturer in Inclusion and Special Educational Needs and teaches across undergraduate and postgraduate programmes in the ISEN team and is a HEA Fellow. Una is Programme Leader for the Postgraduate Diploma in Specific Learning Difficulties and Inclusion. Una completed her first degree at the University of Durham in English, History and Philosophy. She qualified as a teacher in 1995 and worked as a teacher, and then SENCo, in primary schools until 2007. She completed an MA in Education with the Open University during this time. Before joining the SENI team in Northampton in 2015, she worked as an advisory teacher for Birmingham City Council, supporting mainstream schools in making provision for pupils experiencing difficulties in cognition and learning.

    • Programme leader on Postgraduate Diploma in SpLD and Inclusion
    • Cohort leader on PG CERT SENCO award
    • Module leader on BA SENI first year module: Perspectives on Learning Theories and Approaches (SEN1002)
    • Tutor on BA SENI first year module: Introduction to SEN and Inclusion (SEN 1001)
    • Tutor on BA SENI second year module: Perspectives on Cognition and Learning (SEN 2009)
    • Tutor on MA module: Understanding the nature of literacy difficulties and specific learning difficulties (dyslexia) (SENM035)
    • BA and MA dissertation supervision
  • Una is a part-time PhD student at the University of Birmingham.  She is investigating how ‘disadvantage’ is understood by school teachers and leaders in secondary schools, and how their construction of ‘disadvantage’ affects their response to it.

  • For publications, projects, datasets, research interests and activities, view Una Lodge’s research profile on Pure, the University of Northampton’s Research Explorer.

  • Doveston, M. and Lodge, U. (2017) Reflections of staff and students on the introduction of Reciprocal Teaching as an inclusive literacy initiative in an English secondary school. In: Milton, M. Inclusive Principles and Practices in Literacy Education. Bingley: Emerald Publishing. 231-247.

    Brown, J., Crombie, M. and Lodge, U. (2021) Literacy and the training of professionals who assess and teach individuals with literacy difficulties. In: Peer, L. and Reid, G. Special Educational Needs: A Guide for Inclusive Practice. London: SAGE. 159-178