The Disability in Education Network (DEN) was formed in November 2023 to bring together researchers, educators, practitioners, disabled people, parents, and community stakeholders committed to advancing inclusion, accessibility, and equity across education, research, and workplace environments.
Our network creates opportunities for collaboration, dialogue, and knowledge-sharing on disability inclusion and accessibility. We work to identify gaps in research, policy, and practice, while supporting initiatives that improve inclusive experiences and outcomes of disabled people across education and workplace environments.
We are committed to raising awareness of equality, diversity, and inclusion in education and wider society. Through our partnerships,webinars, workshops, and research activities, we share practical insights and promote more inclusive approaches to education, research, and practice.
The network is guided by the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), particularly Article 8 (Awareness Raising), Article 9 (Accessibility), Article 24 (Education), and Article 27 (Work and Employment).
It is also informed by the United Nations Sustainable Development Goals, particularly, Goal 4 (Quality Education) and Goal 10 (Reduced Inequalities).
The DEN believes that accessibility, participation, and belonging should be central across education and workplace environments, as inclusion benefits everyone.
Dr Georgina Nnamani is an academic researcher whose work explores the role of educational policies in promoting the social inclusion of learners with dyslexia in schools from an ecosystemic perspective. She is particularly interested in how inclusion is understood in different contexts and the implications for learners with Special Educational Needs and Disabilities(SEND).
Georgina has worked in disability services and schools across the UK, Ireland, and Canada for over two decades. She has contributed to the development of several awareness programmes to promote the rights of disabled people to access and participate fully in society.
With over 25 years of experience in the field of learning difficulties, Vinette has dedicated her career to empowering individuals to achieve their full potential, regardless of the challenges they face. Vinette specializes in assessing and supporting individuals with learning difficulties across various settings, including schools, universities, and work places. Her work extends beyond direct support, encompassing collaborations with businesses to improve accessibility and inclusion for those with learning needs.
Vinette’s research focuses on developing innovative strategies to assist university students who do not have a formal diagnosis of learning difficulties. This work aims to bridge the gap in support systems and ensure these students receive the resources and accommodations they need to thrive in higher education. Ultimately, her passion lies in creating meaningful change and fostering environments where individuals with learning difficulties can succeed and flourish.
Dr. Kathryn Underwood is a professor in the School of Early Childhood Studies at Toronto Metropolitan University. Dr.Underwood’s research interests are in the experiences and contributions of disabled children and their families to our understanding of social services, social life, and society. Her research has been on how constructions of disability in early childhood programs and care, early intervention, and health and social service contexts are used to organize children, with particular interest in the intersectional identities of all disabled children. Dr.Underwood has conducted several studies on parents' perspectives and the efforts of families to engage with institutions.
Inclusive curriculum, teaching and learning; Disability studies in education and childhood; Special education policy and practice; Early years service planning and delivery.
Dr Ozioma is a researcher with a strong background in computing. Her research interest is in leveraging technology to improve policymaking and social outcomes. Her doctoral research examined the use of technology (specifically artificial intelligence) to improve school bus travel for students with Special Educational Needs and Disabilities (SEND) in the North-West of England.
Her current career interests lie in exploring the intersection of technology and governance, specifically, how technology can inform policymaking and drive better social outcomes. Her career centres on knowledge transfer through teaching and industry collaborations, while she actively engages in policy and governance discussions. Ozioma has proven expertise in teaching and delivering innovative solutions and results for clients using data analytics, evidence-based narratives, and optimisation techniques to improve accessibility for students with Special Educational Needs and Disabilities (SEND) in the North West of England. She has over a decade of professional experience across various industries in technology-focused roles.