Dr Alison Black

About me:

Alison is an Associate Professor in the School of Education, working on a range of programmes the school offers. She is specialism lead for the MA Education SEN.

Alison is a researcher and teacher with much experience. She has been involved in a wide range of research projects and publications, in the areas of diversity and inclusion. She has conducted quantitative research in the area of the placement of pupils with SEN in her doctoral study and subsequently in trends analysis. She analysed government data on pupils with SEN and their trajectories through schools. She also utilises mixed methods research, with expertise in semi-structured interviews, observations, survey research, thematic analysis, descriptive and inferential statistical analysis. She supervises PGR students in the area of special educational needs and inclusive education.

The bulk of her teaching since her employment as a lecturer is Postgraduate Masters of Education programmes. She teaches on the online MA Education, and Campus MA Education in Special Educational Needs, and the primary and secondary PGCE. She is also responsible for coordinating provision for teaching our trainee teachers about inclusion and special educational needs. In their most recent inspection of our provision OfSTED reported that “[teacher trainees] learn extremely well how to identify and support pupils with SEND and pupils who speak EAL. By the end of the course, trainees have a deep knowledge and understanding of teaching adaptations they can make to meet the needs of pupils” (OfSTED, 2023, https://files.ofsted.gov.uk/v1/file/50221955.) Alison is a Senior Fellow of the Higher Education Academy.

Alison gained her PhD here at Exeter in 2012, the title: Future secondary schools for diversity : where are we now and where could we be?' She analysed government statistics to reveal an unexplored phenomenon (over-representation of secondary aged students in special schools in England). In addition she developed, carried out and analysed semi-structured interviews and an on-line survey instrument, involving open-ended questions and rating scales. This led to the creation and development of a scenario describing a school of the future (futures studies methodologies), which were subject to the scrutiny of educational experts in number of focus groups, which were used to evaluate and develop the scenario further.

She graduated from Edge Hill University College with Qualified Teacher Status in 2001,and has taught as a year 4 teacher in primary school (with experience as a Science coordinator). She then took up position as Year 7 teacher (and year 9 science teacher) in a new secondary school, gaining promotion to head of year seven.

Interests:

I am an educational researcher who believes that using research to understand education and inclusive/exclusive practices is key to improving the educational experiences of all learners. A key focus of my research (and teaching) is in inclusive education, with particular regards to students with special educational needs and disabilities. I am particularly interested identifying the barriers to inclusive education (and inclusion more generally) and exploring creative ways to resolve those barriers. I explore this from the perspective of children, parents, teachers, and other experts. I use mixed methods in my research, drawing on critical realist approaches to understand the inclusion of children in schools, and disproportionality in exclusion – both in the sense of where a child attends school, but also in exclusion in a disciplinary sense. I conduct quantitative research exploring the placement of pupils with SEN and other at risk groups, analysing government data on pupils and their trajectories through schools. I also adopt creative approaches, such as those used in futures studies, for example, scenario planning.

My research profile is linked to my teaching profile, with interest in equity, diversity and inclusion; inclusive education/schooling; school population trends; disproportionality; special educational needs and disability; stakeholder voice; futures studies, scenario planning and evaluation; mixed methods; personalised learning; educational policy development; curriculum development; teacher education. I have expertise in semi-structured interviews, observations, survey research, thematic analysis, descriptive and inferential statistical analysis.

Qualifications:

Doctor of Philosophy, Inclusive Education, University of Exeter, October 2009 – March 2013 (degree awarded May 2013)

Masters in Education, Special Educational Needs (Distinction), University of Exeter, Sept 2008 - October 2009

BSc (Hons) in Natural and Applied Science and Primary Education with QTS, (2.1) Edge Hill University College, Sept 1997 - June 2001

• Senior Fellow of the Higher Education Academy. August 2020. (Reg. number PR191061).
• Fellow of the Higher Education Academy. January 2017. (Reg. number PR121476).
• Postgraduate Certificate in Academic Practice. (University of Exeter). November 2016.
• Learning to Teach in Higher Education. Awarded Associate of Higher Education Academy. September 2011.