Dr Alexandra Sewell

dr-alexandra-sewell

Lecturer in Special Educational Needs, Disability and Inclusion

Education and Inclusion

Contact Details

email: a.sewell@worc.ac.uk
tel: 01905 542062

Alexandra joined the University in 2018 and lectures on the BA (Hons) course in Special Educational Needs, Disability and Inclusion. Alexandra is a HCPC registered Practitioner Psychologist and prior to embarking on a career in academia held positions as an educational psychologist and trainee educational psychologist across the West Midlands. She completed her Doctorate degree in Applied Educational and Child Psychology at the University of Birmingham in 2016.

Alexandra is passionate about the application of psychology to education to promote evidenced informed, inclusive practice. She focuses her practice and research on the topic of ‘inclusive voice’ and is broadly interested in how traditionally marginalised voices can be listened to and acted upon to promote equality and diversity across a range of contexts. She also has an interest in how we understand and interpret student mental health and how this can be better supported. She has co-written an introductory textbook in Special Educational Needs, Inclusion and Disability for Sage Publications. Her second book, ‘Diverse Voices in Educational Practice’, will be published Spring 2022 with Routledge.

Alexandra is dedicated to widening inclusion in Higher Education, especially through her own teaching and tutoring of students. In 2020 she won the ‘Outstanding Lecturer’ award at the University of Worcester Student Union Awards. She is also a recipient of the University of Worcester Teaching Award, judged by a panel of senior leaders within the institution.

Qualifications

  • Professional Doctorate in Applied Educational and Child Psychology, University of Birmingham
  • MSci in Behaviour Analysis, University of Swansea
  • BA (Hons) in Psychology, University of Swansea
  • Fellow of the Higher Education Academy

Teaching & Research

Teaching Interests

  • Special Educational Needs, Disability and Inclusion
  • Educational psychology
  • Partnerships in education and multi-agency working
  • Values in education
  • Assistive technologies
  • Specific learning difficulties
  • Autism spectrum condition
  • Special Educational Needs and Disability (SEND) history and legislation

Research Interests

  • Student voice and inclusion
  • Social competency development and social skills interventions in Primary Schools
  • Philosophy and ethics in educational psychology
  • Mental health and inclusion in Higher Education

PhD supervision

  • Director of Studies for Anastasia Kennet who is researching development of the Universal Design for Learning Framework in Higher Education, incorporating student voice and student self-authorship for students with additional needs.
  • Supervising post-graduate researcher Mary-Ann Preece who is researching how educational practitioners support positive well-being in Further Education.
  • Supervising post-graduate researcher Tomas Weaver who is researching Higher Education lecturer's self-efficacy in using digital teaching technologies.

 

Professional Bodies

  • Affiliate member of the Association of Educational Psychologists
  • Fellow of the Higher Education Academy

Publications

Books

Sewell, A. (Published Spring 2022) Diverse Voices in Educational Practice: A workbook for promoting pupil, parent and professional voice. London: Routledge, Speechmark.

Sewell, A., and Smith, J. (2020) Introduction to Special Educational Needs, Disability and Inclusion: A Student’s Guide. London: Sage.

Research publications

Sewell, A. and Park, J. (2021) A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective. Support for Learning, 36 (4).

Sewell, A. (2020) In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry-Based Learning by an early career lecturer. Journal of Perspectives in Applied Academic Practice, 8 (1), 85-93.

Sewell, A., Kennett, A and South, H. (2020) Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. Student Engagement in Higher Education Journal, 3 (1), 74-95. 

Sewell, A. (2020) Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38 (2), 1-23. 

Sewell, A. (2019) An adaption of the Good Behaviour Game to promote social skill development at the whole class level. Educational Psychology in Practice, 36(1), 93-109.

Sewell, A. and Hulusi, H. (2016). Preventing radicalisation in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice32 (4), 343 – 354

Sewell A. (2016). A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32 (1), 1 – 12

Sewell A. and Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, I 96 – 104

Conference presentations

Sewell, A., Kennet, A. and South H. (2019) ‘‘Promoting student voice through application of a solution focused approach; outcomes and discussions’ Paper presented at the Teaching and Learning Conference, University of Worcester

Sewell, A. (2018) ‘Young social beings: An investigation into the social behaviours of a Year five class’ The British Psychology Society, Psychology of Education Section Annual Conference, Oxford University

Sewell, A. (2016) ‘Anti- radicalisation. A role for educational psychologists?’ Paper published at West Midlands Educational Psychology CPD Consortium Conference, Walsall

Sewell, A. (2016) ‘Exploring the theoretical application of Epistemological Oppression to the psychological assessment of Special Educational Needs in order to develop emerging concerns and practical implications for anti-oppressive practice.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Holliday Inn, London, Bloomsbury

Sewell, A. (2015) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Radisson Blu Hotel, Durham

Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at Graduate Research Poster Conference, University of Birmingham

Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper presented at Kaleidoscope Graduate Research Conference, Cambridge University