Dr Lisa Fernandes
Programme Director: MSc Inclusive Education / Lecturer in Inclusive Education
Contact details
- Email: lisa.fernandes@ed.ac.uk
Address
- Street
-
Moray House School of Education & Sport
Charteris Land 4.14
Holyrood Road - City
- Edinburgh
- Post code
- EH8 8AQ
Background
Prior to coming to Edinburgh, I worked in a large college in the north of England where I had responsibility for programme leadership of the PGCE and the Diploma in Higher Education for specialists in learning difficulties and disabilities. I moved into initial teacher education in 2014 following fifteen years of teaching in the post-compulsory sector in a range of specialist and general education settings. My doctoral thesis focused on student teachers’ perceptions, experiences, and attitudes toward the inclusion of autistic learners.
Qualifications
Doctorate in Education, University of Glasgow
Masters in Autism, Northumbria University
PGCE (FE), University of Sunderland
BA (Hons) Combined Studies in Performing Arts, University of Sheffield
Responsibilities & affiliations
Academic Cohort Lead
Scottish University Inclusion Group UoE Representative
Fellow of the Higher Education Academy
Postgraduate teaching
MSc Inclusive Education
Comparative Approaches to Inclusive and Special Education
Education for All
Additional Support for Learning
Dissertation Course Organiser
Open to PhD supervision enquiries?
No
Research summary
• Inclusive education
• Autism
• Teacher education
• Ethics of care
• Learning support assistants
Papers delivered
Mainstreaming or including Autistic Learners? Exploring teacher Attitudes in England and Scotland (2022), European Conference on Educational Research (ECER), September 2022
An exploration of student teachers’ perceptions, experiences, and attitudes towards the inclusion of autistic learners (2022), Teacher Education Advancement Network (TEAN), May 2022
Exploring student teachers’ perceptions, experiences, and attitudes towards working with Learning Support Assistants (2021), Teacher Education Advancement Network (TEAN), May 2021
Could a focus on ethics of caring within teacher education have the potential to reduce the exclusion of autistic learners? (2019), Teacher Education Advancement Network (TEAN), May 2019
Is Initial Teacher Education (ITE) based on the Capabilities Approach likely to foster inclusion for autistic learners in the Further Education sector? (2018), Teacher Education Advancement Network (TEAN), May 2018
A critical analysis of the SEND Code of Practice: 0-25 years (2017), Newcastle College Higher Education Conference, July 2017
Supporting learners in the classroom (2012), Autism and Technology Conference JISC, April 2012
Fernandes, L. (2024). Preparing student teachers for the inclusion of autistic learners in the further education sector. Research in Post-Compulsory Education, 1–21. https://doi.org/10.1080/13596748.2024.2330780
Fernandes, L. (2021) Exploring student teachers’ perceptions, experiences, and attitudes towards working with Learning Support Assistants, Teacher Advancement Network Journal, 13(1), pp.17-25. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/666
Fernandes, L. (2019) Could a focus on ethics of care within teacher education have the potential to reduce the exclusion of autistic learners?, Teacher Advancement Network Journal, 11(4), pp. 47-56. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/578
Fernandes, L. (2018) Is initial teacher education based on the capabilities approach likely to foster inclusion for autistic learners in the further education sector?, Teacher Advancement Network Journal, 11(1), pp.46-56. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/505