Senior Lecturer in Education
Institute of Education
tel: 01905 542083
Teresa’s career started in the National Health Service, working in a West Midlands hospital for a year. She then worked in five different special schools in Birmingham, Worcestershire and Herefordshire for over 22 years, teaching children aged from 2 to 19. Teresa co-ordinated a range of curriculum subjects in the schools, including English, Design and Technology and R.E. and was Deputy Head of a very successful primary special school for 11 years.
Teresa’s Masters research focused on the classroom experience of a group of young children with profound and multiple learning difficulties. Her doctoral research at Birmingham University focused on the work of experienced Teaching Assistants working with students with ‘special educational needs’ in mainstream secondary schools.
Having completed all but her initial teaching qualification while teaching full-time, Teresa has a particular interest in working with practitioners who are studying part-time while working full-time, especially those working as Teaching Assistants, Learning Support Assistants and class teachers.
Postgraduate Certificate in Teaching and Learning in Higher Education (Distinction)
- Teaching & Research
Teaching & Research
I teach on the M.A. in Special and Inclusive Education, the Foundation Degree in Learning Support, B.A. in Education Studies courses. Teaching topics include:
The work of Teaching Assistants
The work of Teaching Assistants
The use of critical discourse analysis (CDA)
- Professional Bodies
Fellow of the Higher Education Academy
Lehane, T. (2017). “SEN’s completely different now”: critical discourse analysis of three “Codes of Practice” for Special Educational Needs” (1994, 2001, 2015). Educational Review, 69 (1) 51-67. DOI: 10.1080/00131911.2016.1237478
Lehane, T. (2016). “Cooling the mark out”: experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools, Educational Review, 68 (1) 4-23. DOI: 10.1080/00131911.2015.1058753
1993: Section in ‘The Role of Self in Action Research’. Eds. Ghaye,T. and Wakefield, P., Bournemouth: Hyde publications
1993: Section in ‘Assessment and the Management of Learning’
Lehane. T., (2013), Educating children and young people with fetal alcohol spectrum disorders: constructing personalised pathways to learning by Blackburn, C., Carpenter,B., and Egerton, J., (2012), reviewed in European Journal of Special Needs Education (2013), 28 (4), 521-528.
- External Responsibilities
Governor at Fort Royal Community Primary School, Worcester (2007 - 2014)
Governor at St. Joseph’s Catholic Primary School, Malvern
External Examiner, University of East London, B.A. modules in Education and Community, 2012 – 2017
External Examiner, University of Reading, M.A. in Inclusive Education, 2007-2011 (including National SENCo award 2010 - 2011)
External Examiner, Liverpool John Moores University, 2006-2007 (‘cover’ for External Examiner’s sabbatical) ‘Special Needs’ Pathway B.A. Education Studies
External examiner for an Ed. D viva University of Reading 2017
Occasional referee for British Journal of Special Education and for Educational Review