Dr Lisa Fernandes

Programme Director: MSc Inclusive Education / Lecturer in Inclusive Education

Contact details

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. (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