Inclusion by Design Research Group

Young People's Voice and Agency in Worcestershire

Informing policy and practice through learner and social engagement voice, especially for disabled people, but also reflecting more diverse groups.

This initiative will be linked locally with Worcestershire County Council, transnationally it will liaise with INCLUDE and will be closely aligned to our collaboration with UNESP in Brazil. 

Playful Communities

This focus on children and young people informing and shaping playful spaces in Worcestershire and beyond will be linked to our collaborative work with the the Optentia Research Group in Northwestern University South Africa.  

Through decoloniality and social justice research initiatives, it seeks to ensure marginalised voices are better enabled to shape their learning, social, technological and spatial environments. 

Leadership for Inclusion

This initiative is an outcome of a collaboration with the Australian Centre for Student Equity and Success (ACSES) at Curtin University in Perth. Incorporating principles of Universal Design for Learning, it seeks to co-develop a framework for Leading on Inclusion in HEIs in Australia and the UK.

The Leadership team will encourage initaitves to extend this focus geographically to include partners in Brazil, Morocco and South Africa. It will also draw on the emerging Framework Benchmark developed by ACSES to leverage comparative overviews of accessibility in other jurisdictions.   

Intercultural Learning and Identities

The project explores how intercultural learning and identities shape pedagogical practice in higher education, with a particular focus on creating culturally safe and inclusive learning environments.

Drawing on concepts of cultural safety, cultural humility, and Universal Design for Learning (UDL), the work examines how educators understand and respond to cultural diversity, and how teaching practices can be adapted to value students’ identities, experiences, and ways of knowing for diverse student populations. 

Neurodiversity in Learning and Workspaces

Neurodiversity recognises that neurological differences such as autism, ADHD, dyslexia, dyspraxia, Tourette's, Sensory Processing Delay and other cognitive variations are natural forms of human diversity rather than deficits that need correcting. However, if individuals are to flourish in learning environments and workplaces then neuroinclusive and sensorily safe environments should be designed to benefit all users.

Using Inclusion by Design principles improves accessibility, participation, inclusion and supports equal opportunities. It can enhance wellbeing by reducing environmental stressors and fostering cultures that value different communication and working styles. Recognising neurodiversity is not about changing individuals to fit environments; it is about designing learning and workspaces that enable everyone to thrive.

Inclusive environments recognise and harness diverse ways of thinking, learning, and working, benefiting both individuals and organisations.

Information Technologies and Affordances

This research focus will extend understanding of how best to enhance ethical applications of generative artificial intelligences for learning, teaching social accessibility and engagement by diverse end users.

In doing so Inclusion by Design colleagues will strengthen ties with local third sector and industry actors, such as the HIVE and Dolphin Technologies, to create a more inclusive society more widely.

QAA Resource on Accessible Language

In October 2025, The Quality Assurance Agency (QAA), which is responsible for safeguarding standards and improving the quality of UK Higher Education, made available its Student Strategic Advisory Committee’s Guidance on Accessible Language. Dr Anastasia Kennett, who graduated with her PhD earlier this year, was the lead author of the guidance. The document makes an important contribution towards guiding the development of accessible policy and documents across the HEI sector.

Membership

Research Group Coordinator:  Dr Seán Bracken, PFHEA

UW STAFF AND COLLEAGUES
First Name	Affiliation
Nisha Atkins	Academic Learning Technologist
Dr Darren Cooper	School of Sports and Exercise Science (SSES)
Kate Courage	Head of Library and Academic Engagement
Dr Gerard Doyle	Institute of Education
Dr John Francis	School of Sports and Exercise Science (SSES)
Kirsty Fraser	School of Health and Wellbeing (SHW)
Dawn Goodall	School of Health and Wellbeing (SHW)
Dr Christopher Holland	School of Sports and Exercise Science (SSES)
Helen Hope	School of Sports and Exercise Science (SSES)
Kate Howen	Institute of Education (IoE)
Dr. Anastasia Kennett	Institute of Education (IoE)
Damon Lord	Digital Services
Michelle Malomo	Institute of Education (IoE)
Lisa Mauro-Bracken	School of Health and Wellbeing (SHW)
Holly Plante	Institute of Education (IoE)
Sue Poultney	Three Counties School of Nursing and Midwifery (TCSNW)
Jessica Rayner	Institute of Education (IoE)
Isabelle Schafer	Institute of Education (IoE)
Sethu Sundari	Three Counties School of Nursing and Midwifery (TCSNW)
Simon Taylor	Institute of Education
Kirsty Wedgbury	Three Counties School of Nursing and Midwifery (TCSNW)

Doctoral Researchers and Areas of Study

To address current and future inclusive design-based thinking and action, Inclusion by Design welcomes PGR researchers. These are current PhD member students and their areas of research focus:

Ibironke Adubiaro-Ajayi
Exploring the Views of Private Primary School Proprietors on Special Education and Inclusive Practices in Lagos, Nigeria: A Mixed-Methods Study

Nathan Casewell-Price
Interpreting and enacting inclusive teaching strategies in healthcare higher education: A Lesson Study Approach

Thomas Weaver
Higher Education lecturers’ experiences of online teaching: a phenomenographic study

Helen Wilson
How can teachers be supported to plan and deliver the foundations of digital accessibility awareness education in the school classroom?

PhD Opportunities

We welcome proposals from prospective students with interests in any areas aligned to our Research Group. Approaches from self-supporting PhD students are accepted all year round. Please contact Dr Seán Bracken to express an interest along with an outline of your research ideas. Ensure to review the PhD application portal at the University ADD LINK HERE

The following provide details of self-funded studentships currently offered by the Inclusion by Design Research Group:

Application of Universal Design for Learning (UDL) and Artificial Intelligence (AI) in Post Compulsory Education.

Exploring the Application of Universal Design in Social, Digital, and Architectural Learning Spaces.

Researching Teachers' Lives, Identities and Stories.

If you are interested in these projects, please contact the lead supervisor to have a chat about your interests and the project idea. Please see the Doctoral School pages for details on how to apply.

Associate Members and Organisations

Alongside its core membership, IBD welcomes associate members from a wide range of professional backgrounds including educators, , planners, architects, and built‑environment specialists, all of whom share a commitment to inclusive design and equitable learning and public realm spaces. IBD’s work extends across community groups, international HEIs, local authorities, and national policy consultations. We also are committed to learning from our enriching engagement with individuals and partners who comprise our valued associate community. 

Jon Harris
Disability planning perspective alongside his public realm expertise. 

Dr Austin Barber
Associate Professor in Urban Development and Planning Head of Urban and Regional Planning
Discipline Director, MSc Urban and Regional Planning programme School of Geography
University of Birmingham.

Charles Goode
Assistant Professor in Urban and Regional Planning
Postgraduate Planning Dissertation Lead
International and Year Abroad Programme Lead
School of Geography, Earth and Environmental Sciences, University of Birmingham.

Matthijis Van-lente
 Applied Sciences - Team Lead FM Yr 3&4
Creating Resilient Cities Coordinator
International Coordinator
Lecturer linkedin.com/in/matthijs-van-lente. 
University of Rotterdam

Organisations, Research Groups and Companies

Dolphin Technologies
The Optentia Research Unit, North-West University, South Africa is strategically positioned as the anchor institution for a transdisciplinary South Africa–United Kingdom collaborative platform focused on inclusive spatial transformation. In partnership with the University of Worcester, Prof Sean Bracken, and other international collaborators, the platform will advance research, policy innovation, postgraduate training and socially responsive interventions in the areas of universal design, decoloniality, the democratisation of space and inclusive environments for older persons, children and persons with disabilities. This collaboration is premised on the recognition that human environments are never neutral. Campuses, cities, schools, townships, rural communities, care spaces and digital environments can either enable dignity, participation and flourishing, or reproduce exclusion, marginality and institutional invisibility. The proposed platform therefore seeks to reimagine spatial futures through a justice-oriented framework that connects design, policy, lived experience and social transformation.

Key Publications and Presentations

Dr Sean Bracken
Bracken, S Hopkins, A Kennett, A Lawrence, H Richardson, E Wedgbury, K & C. Wilson (2025) Empowering Disabled Learners’ Voices and Agency through Universal Design for Learning. In, Taylor. S. and Bracken, S., Ed.S (2025) Learner Voices, Perspectives, and Positionings: Providing Agency to Empower Learning. London: Routledge (forthcoming).

Taylor. S. and Bracken, S., Ed.S (2025) Learner Voices, Perspectives, and Positionings: Providing Agency to Empower Learning. London: Routledge (forthcoming).

De Souza Lima, C. S., Schlünzen, E. T. M., Bracken, S., & Schlünzen, Junior K. S. (2024). Lesson Study and the Constructionist, Contextualized, and Meaningful approach to facilitate Universal Design for Learning implementations. Revista Brasileira de Estudos Pedagógicos SocArXiv. https://osf.io/423nj/

Bracken, S. (2024). Universal design for learning as an enabling framework for equity, diversity, and inclusion. In, Curriculum in a Changing World. 50 views to celebrate BERA’s 50th Anniversary. London: British Education Research Association in association with the British Curriculum Forum. Troubador Publishing, London, pp. 84-87. ISBN: 9781805144823 • eISBN: 9781836286684

Dalton, E., Jackson, R., Bracken, S, Satar, A., Aabi, M., Khurana, A., Nicholas, L., Power, O. and Ewe, L. (2023) Creating an International Collaboratory for Leadership in Universally Designed Education: INCLUDE as a Global Community of Practice. In: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles. IGI Global, Hershey, Pennsylvania, pp. 1-20. ISBN ISBN13: 9781668473702 • ISBN10: 1668473704 • ISBN13 Softcover: 781668473740 • EISBN13: 9781668473719

Aabi, M. and Bracken, S. (2022) Inclusion through Universal Design for Higher Education in Morocco: A Case Study. In, Kelly, A., Padden, L., and B. Fleming (Eds) Making Inclusive Higher Education a Reality: Creating a University for All London: Routledge (forthcoming).

Dart, G., Bracken, S. and Pinhero de Olivera, J. (2021). Assessment Insights from the Margins: Garnering the views of Disabled Learners through Lesson Study. In, Boughton, P. (Ed.) Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion AdvanceHE.

Bracken, S (2021) What If? Reimagining the Concept of Universal Design for Education. Foreword for: Fovett, F (Ed) Handbook of Research on Applying Universal Design for Learning Across Disciplines. Concepts, Case Studies and Practical Implementation. IGI Global, Pennsylvania, USA, xix-xxii. ISBN 9781799871064

Olivera, J.P, Bracken, S., Nakato, N. (2021). Students’ Strategies Revealed: A Lesson Study Approach to Favour Inclusion in Higher Education. Revista Brasileira de Educação Especial. Revista Brasileira de Educação Especial (Brazilian Journal of Special Education), 27. pp. 371-390. ISSN Print: 1413-6538 Online:1980-5470

Costa Renders, E, Bracken, S and Moco Aparicio, A.S. (2020) O Design Universal Para Apprendizagem e a Pedagogia das Estacoes: As Multiplas Temporalidades / Espacialidades do Aprender nas Escolas. Educação em Revista. ISSN 1982-6621

Bracken, S., (2019) Developing a Systematic Whole School Approach to Inclusive Practice through Universal Design for Learning. Educational Developments, 20 (1). pp. 24-27.
 ISSN 1469-3267

Bracken, S. and Novak, K, (editors) (2019) Transforming Higher Education through Universal Design for Learning: An International Perspective. London: Routledge (March 13th, 2019)

Bracken, S. and Novak, K, (2019) ‘Universal Design for Learning: a global framework for realising inclusive practice in higher education’. In, Bracken, S. and Novak, K, (editors) (2019) Transforming Higher Education through Universal Design for Learning: An International Perspective. London: Routledge (March 13th, 2019)

Soler Costa, R. & Bracken, S. (2019) ‘Creating synergies between UDL and core principles of the European Higher Education Area in planning for pre-service teacher education’ In, Bracken, S. and Novak, K, (editors) (2019) Trans.

Dr G Doyle
Doyle, G. (2025) 'Universal Design for Learning and English as an Additional Language for Pre-service Teachers in England', International Journal of Universal Design and Universal Design for Learning 1(1), 248-257.

Doyle, G. (2025) 'Mind the Gap: Navigating EAL Pedagogy in Initial Teacher Education', EAL Journal 26.

Isabelle Schafer
Ulma, Dominique. and Schafer, Isabelle (2022) L’extrait littéraire dans les nouveaux examens de FLE au secondaire en Angleterre. Repères, 64. pp. 197-215. ISSN 1157-1330; Electronic ISSN 2263-5947

Schafer, Isabelle (2022) Multilingual Through and Through. Tide - Global Learning. (In Press)
 Ulma, D. and Schäfer, I.(2019) ‘L’extrait littéraire dans les nouveaux examens de FLE au secondaire en Angleterre’ Colloque international L’œuvre et l’extrait, lire la littérature à l’école. Université de Cergy-Pontoise, 21-22 November. Available at : https://eprints.worc.ac.uk/id/eprint/9143 (Accessed:15 September 2015).

Ulma, D. and Schäfer, I. (2017) Se former à enseigner la littérature dans le cours de langue étrangère en Angleterre. Les Langues Modernes 1 (18). https://www.aplv-languesmodernes.org/spip.php?article6915.

Dr Anna Kennett
Kennett, A. (2025). Conceptualising an inclusive approach to student voice in higher education: A heuristic inquiry. International Journal for Students as Partners, 9(2), 65 - 89. https://doi.org/10.15173/ijsap.v9i2.5870

Bracken, S., Hopkins, A., Kennett, A., Lawrence, H., Richardson, E., Wedgbury, K., & Wilson, C. (2025). Empowering disabled learners’ voices and agency through universal design for learning. In S. Taylor & S. Bracken (Eds.). Learner Voice. Routledge. https://www.routledge.com/Learner-Voices-Perspectives-and-Positionings-Providing-Agency-to-Empower-Learning/Taylor-Bracken/p/book/9781032523705

Gossman, P., Kennett, A. & Smith, S. (2025). Education’s purpose, conception’s of teaching and learner and voice within it all. In S. Taylor & S. Bracken (Eds.). Learner Voice. Routledge. https://www.routledge.com/Learner-Voices-Perspectives-and-Positionings-Providing-Agency-to-Empower-Learning/Taylor-Bracken/p/book/9781032523705

Smith, J., & Kennett, A. (2025). Transitions in education: The importance of learner voice and identity. In S. Taylor & S. Bracken (Eds.). Learner Voice. Routledge. https://www.routledge.com/Learner-Voices-Perspectives-and-Positionings-Providing-Agency-to-Empower-Learning/Taylor-Bracken/p/book/9781032523705

Kennett, A., Davies, M. and Sewell, A. (2022) Gender and Voice. In Sewell, A. (2022) Diverse voices in educational practice: A workbook for promoting pupil, parent and professional voice. Routledge. Voice Practices to Support Pupils of Diverse Genders | 7 | Diverse Voi (taylorfrancis.com)

Sewell, A., Kennett, A., Williams, R. and South, H. (2022) ‘A phenomenological exploration of the lived experiences of Mature Students with mental health problems studying for an Undergraduate Higher Education degree.’ Journal of Applied Research in higher Education. A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an undergraduate higher education degree | Emerald Insight

Sewell, A., Kennett, A., Pugh, V. (2022) ‘Universal Design for Learning as a theory of inclusive practice for used by educational psychologists.’ Educational Psychology in Practice. doi: 10.1080/02667363.2022.2111677 Universal Design for Learning as a theory of inclusive practice for use by educational psychologists (tandfonline.com)

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), pp. 74-95. Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. | Student Engagement in Higher Education Journal (raise-network.com)

Helen Hope
Hope, H,. & Ritchie, T. (2025) AI Ethics Now: Episode 14: AI and Academic Integrity: Reimaging Education through Innovation. [podcast]. 31st March, 2025. Available at https://open.spotify.com/show/6IkAxJPeNJkLsySLrBh7dU?si=c5c2c0d0cc494a00

Hope, H., & Trumper, W. (2024) 'AI-Powered PE: Crafting and Critiquing a Future-Ready Curriculum', University of Worcester Learning and Teaching Conference. University of Worcester, Worcester, 14th June 2024.
 
Courage, K., Dann, K., Hope, H., & Whiteside, M. (2024) 'GenAI, Feel the Fear and Do It Anyway.' University of Worcester Learning and Teaching Conference. University of Worcester, Worcester, 14th June 2024.
 
Hope, H. (2024) ' Leadership, Employability & AI.' University of Worcester Student Voice conference. University of Worcester. 26 April 2024.
 
Hope, H. and Lewis, J. (2023) ‘Does a moral compass set us on the right path? Rising to the academic integrity challenge of artificial intelligence. ICERI. Seville, 13-15 November 2023.
 
Hope, H. and Lewis, J. (2023) ‘Academic Integrity: how do we stop the plagiarism pandemic.’ Edulearn. Palau de Congressos de Palma, 4th July 2023.
 
Hope, H. and Lewis, J. (2023) ‘Academic Integrity: how do we stop the plagiarism pandemic.’ University of Worcester Learning and Teaching Conference. University of Worcester, Worcester, 13th June 2023.
 
Hope, H. (2019) ‘People not numbers.’ Advance HE Student Retention and Student success symposium. Advance HE, York, 23rd May 2019.
 
Hope, H. and Cooper, D. (2018) ‘Working with vulnerable students to achieve maximum engagement and achievement’, University of Worcester Learning and Teaching Conference. University of Worcester, Worcester, 14th June 2018.
 
Hope, H. and Cooper, D. (2018) ‘Working with vulnerable students to achieve maximum engagement and achievement at level 6’, FACE conference. University of Worcester, Worcester, 4th - 6th July 2018.
 
Hope, H., Williams, K. and Eagles. J. (2017) ‘Authentic Learning Through Assessment’. UW Learning and Teaching Conference. University of Worcester. 15th and 16th June 2017.
 
Guinan, J. and Hope, H. (2017) ‘Supporting Student Transition into Top-up Programmes’. UW Learning and Teaching Conference. University of Worcester. 15th and 16th June 2017.
 
Corke, H., Smith, S. and Breeze, N. (2014) ‘Flipping’ Academic Reading’. Worcester Journal of Learning and Teaching. [online] (9).
 
Corke, H. and Smith, S. (2013) ‘Flipping Academic Reading’. HEA Annual Conference. Warwick University. 5th June 2013.
 
Corke, H. and Smith, S. (2013) ‘Flipping Academic Reading’. UW Learning and Teaching Conference. University of Worcester. June 2013.
 
Corke, H. (2012) 12 moves evaluation project report. Dancefest. Worcester.
 
Corke, H. and Faull, A. (2012) The use of learning technologies to support large group teaching. [Online] Learning and Teaching conference. University of Worcester. 19th June. Available from: http://prezi.com/jol_kagzeifu/teaching-and-learning-conference/ [Accessed: 7th November 2012].
 
Corke, H. (2012) 12 moves evaluation report findings. [Online] Arts and Health Symposium. Malvern Hospital. 25th April. Available from: http://prezi.com/sowvvvw76poh/12-moves-project-helen-corke-participation/ [Accessed: 7th November 2012].
 
Corke, H. (2011) Research into the qualities and competences of teachers. [Online] UCET National Conference. 3rd – 5th November 2011. Available from: http://prezi.com/hxbzpfqsagpr/research-into-the-qualities-and-competences-of-teachers/ [Accessed: 7th November 2012].

Kirsty Wedgbury
Poultney, S. Wedgbury K. (2025) Walking in Someone else’s shoes – Can a transformative simulation help student nurses comprehend sensory overload? Journal Healthcare Simulation. August 2025. https://doi.org/10.54531/KFCD4381,

Bracken, S. Hopkins, A. Kennett, A. Lawrence, H. Richardson, E. Wedgbury, K. Wilson, C. (2025) Chapter 12: Empowering disabled learners’ voices and agency through universal design for learning, in Taylor, S. Bracken, S. (2025) Learner Voices, Perspectives, and Positionings Providing Agency to Empower Learning. Abingdon. Routledge.

Wedgbury, K. Poultney, S. (2024) Using UDL Principles in an Immersive Simulation of Sensory Overload. Power of Potential. Sharing experiences from UDL Journeys. 7th International Conference of Education Quality, Worcester, UK

Wedgbury, K. Poultney, S. (2023) Experiencing Sensory Overload Project (ESOP) : A multi-modal simulation experience. Teaching in the Spotlight: Shaping the future of teaching in HE. Advance HE, Keele, UK
 
Wedgbury, K. Poultney, S. (2022) Experiencing Sensory Overload Project: Developing an immersive simulation experience for healthcare professionals. All things being equitable: Diversity, inclusion and simulation, Association for Simulated Practice in Healthcare. Birmingham, UK
 
Poultney, S. Wedgbury, K. Hunt, A. Holmes, H. (2022) Experiencing Sensory Overload Project (ESOP). A cross-school collaboration. University of Worcester Teaching and Learning conference: Shaping the future of Learning and Teaching, Worcester, UK

Poultney, S. Liddle, C. Wedgbury, K. Brennan, D. Bull, B (2018) Skills Practice and Care Enhancement: Impact, Confidence and Competence. RCN Education Forum National Conference and Exhibition. Newcastle Upon Tyne, UK

Simon Taylor
Creativity in the Early Years: Engaging Children Aged 0–5 (2024) and Learner Voices, Perspectives and Positionings: Providing agency to empower learning (2025) (eds. with Sean Bracken)

Susan Poultney
Lewis, D. O'Boyle-Duggan, M. Poultney, S. (2017) Communication skills education and training in pre-registration BSc Nursing. In: Oxford Textbook of Communication in Oncology and Palliative Care. Oxford University Press. ISBN 9780198736134

Poultney, S. Liddle, C. Wedgbury, K. Brennan, D. Bull, B (2018) Skills Practice and Care Enhancement: Impact, Confidence and Competence. RCN Education Forum National Conference and Exhibition. Newcastle Upon Tyne, UK
 
Poultney, S. Thomas, S. (2022) Fostering and International Learning Community: A collaboration between Helmstad University in Sweden and the University of Worcester. University of Worcester Teaching and Learning conference: Shaping the future of Learning and Teaching, Worcester, UK
 
Poultney, S. Wedgbury, K. Hunt, A. Holmes, H. (2022) Experiencing Sensory Overload Project (ESOP). A cross-school collaboration. University of Worcester Teaching and Learning conference: Shaping the future of Learning and Teaching, Worcester, UK
 
Poultney, S. Berridge, P. Malkin, B. (2014) Supporting pre-registration nursing students in their exploration of death and dying. Nurse education in practice, 14 (4). pp. 345-349. ISSN 18735223
 
Poultney, S. Wedgbury, K (2025) Walking in someone else’s shoes – Can a transformative simulation help student nurses comprehend sensory overload? Journal of Healthcare Simulation. https://johs.org.uk/article/doi/10.54531/KFCD4381
 
Wedgbury, K. Poultney, S. (2022) Experiencing Sensory Overload Project: Developing an immersive simulation experience for healthcare professionals. All things being equitable: Diversity, inclusion and simulation, Association for Simulated Practice in Healthcare. Birmingham, UK
 
Wedgbury, K. Poultney, S. (2023) Experiencing Sensory Overload Project (ESOP) : A multi-modal simulation experience. Teaching in the Spotlight: Shaping the future of teaching in HE. Advance HE, Keele, UK
 
Wedgbury, K. Poultney, S. (2024) Using UDL Principles in an Immersive Simulation of Sensory Overload. Power of Potential. Sharing experiences from UDL Journeys. 7th International Conference of Education Quality, Worcester, UK

Dr John Francis
Francis, John and Owen, Alun and Peters, Derek (2021) Predicting field-goal success according to offensive, defensive and contextual variables in elite men’s wheelchair basketball. PLoS One, 16 (1), e0244257. DOI: 10.1371/journal.pone.0244257(Accepted: 8th December 2020; Published Online: 7th January 2021; Deposited: 14th December 2020)

Loo, Joanna and Francis, John and Bateman, Michael (2020) Athletes’ and coaches’ perspectives of performance analysis in women’s sports in Singapore. International Journal of Performance Analysis in Sport. (Accepted: 3rd September 2020; Published Online: 9th September 2020; Deposited: 8th September 2020)
 
De Martin Silva, Luciana. and Francis, John (2020) "It is like a little journey”: Deaf international futsal players’ and coaches' experiences in collaborative blended learning. International Sport Coaching Journal. (Accepted: 23rd May 2020; Published Online: 27th August 2020; Deposited: 26th May 2020)
 
Francis, John, Owen, Alun and Peters, Derek (2019) Making Every “Point” Count: Identifying the Key Determinants of Team Success in Elite Men’s Wheelchair Basketball. Frontiers in Psychology, 16. pp. 1-14. DOI: 10.3389/fpsyg.2019.01431. (Accepted: 4th June 2019; Published Online: 2nd July 2019; Deposited: 5th June 2019)
 
Francis, John and Owen, Alun and Peters, Derek (2019) A New Reliable Performance Analysis Template for Quantifying Action Variables in Elite Men’s Wheelchair Basketball. Frontiers in Psychology, 10, 1-16. DOI: 10.3389/fpsyg.2019.00016. (Accepted: 7th January 2019; Published Online: 23rd January 2019; Deposited: 7th February 2019)

Francis, John and Sims, Dave and Bendall, Adam and Kelly, Adam and Wood, Andrew (2024) Para-Soccer: Considering the complex and multi-disciplinary factors to talent identification and development in Para-Soccer. In: Talent Identification and Development in Youth Soccer: A Guide for Researchers and Practitioners (edited by Adam L. Kelly). Routledge.
 
Francis, John (2021) Home advantage in Para-Sport. In: Home Advantage in Sport: Causes and the Effect on Performance. Routledge. ISBN 9780367533267 (Accepted: 2021; Date Deposited: 9th July 2021)

Kate Howen
Howen, K., (2023). Families and social change: The evolution of parenting. International Journal of Birth & Parent Education, 10(4).

K Howen (2021) ‘Culturally Responsive Music Education’ in The Elephant Times Tide Global Learning Online Magazine University of Worcester Issue Is. 6 pg 32
 
Howen, K., (2025). Integrating social pedagogy with music education. Social Pedagogy in Education: Re-establishing Relationships and Enriching Learner Experience.

Michelle Malomo
Malomo, Michelle and Purcell, Sarah (2025) Co-creation of an Inclusive Study Skills Portal Removing Barriers through UDL. The International Journal of Universal Design and Universal Design for Learning, 1 (1). pp. 212-223.

Solvason, Carla Allies, Suzanne, Hodgkins, Angela Weston, Rebecca and Malomo, Michelle logo (2023) ‘Occasionally there are moments of light’: the challenges of primary school teaching in England, and the factors that motivate teachers to stay in the profession. Education 3-13 International Journal of Primary, Elementary and Early Years Education. ISSN 0300-4279 Online: 1475-7575
 
Malomo, Michelle and Pittaway, Sarah (2021) ‘So, you want me to read for my degree?’: A Universal Design for Learning approach to reading. Insights: The UKSG Journal, 34 (1). p. 19. ISSN 2048-7754
 
Malomo, Michelle and Pittaway, Sarah (2019) So, You Want me to Read for my Degree? Considering a Universal Design for Learning Approach to Reading Through the Use of Audiobooks and Accessibility Tools. JISC Accessible Organisations: Supporting learning providers in creating inclusive teaching and learning experiences.
 
Conference or Workshop Item
Courage, Kate, Malomo, Michelle , Cooper, Darren , Purcell, Sarah, Taylor, Alison o and Kennett, Anastasia (2025) A practical exploration of the Study Skills Portal. In: Learning and Teaching Conference 2025: Student Belonging at Worcester: Maximising Pastoral and Pedagogical Approaches for Building Success, 17th - 18th June 2025, University of Worcester. (Unpublished)
 
Malomo, Michelle , Courage, Kate Purcell, Sarah and Watkins, Jenny (2024) Empowering Students: Creating a Study Skills Portal through Universal Design for Learning and Community Collaboration. In: 7th International Conference on Education Quality International Conference on Education Quality (ICEQ): Power of Potential: Sharing Experiences from Universal Design for Learning (UDL) Journeys, 26th - 28th June 2024, University of Worcester. (Unpublished)
 
Courage, Kate , Cooper, Darren Malomo, Michelle , Baylis, Sue, Taylor, Alison , Purcell, Sarah, George, Madalene, Bliss, Oliver, Kennett, Anastasia ORCID logo, Wyre, Libby and Doody, Ellie-May (2024) Student-led Evaluation of the Refreshed Study Skills Portal. In: University of Worcester Learning and Teaching Conference 2024: A Community of Learning, 17th - 18th June 2024, University of Worcester. (Unpublished)

Malomo, Michelle , Sundari, Sethu and Amanda, Mccully (2024) Disturbing Practice: How UDL Transformed a Community of Practice Teaching an Early Years Foundation Degree. In: 7th International Conference on Education Quality International Conference on Education Quality (ICEQ): Power of Potential: Sharing Experiences from Universal Design for Learning (UDL) Journeys, 26th - 28th June 2024, University of Worcester. (Unpublished)
 
Pittaway, Sarah and Malomo, Michelle (2021) Creating communities of practice: learning from a UDL project to engage students with academic reading. In: Inclusion by design seminar, 15/01/2021, Online (University of Worcester). (Unpublished)
 
Malomo, Michelle and Laurence, Emma (2025) Embracing Change and Developing Leadership in the Early Years Sector. Routledge, London. ISBN 9781041055358
 
Richards, Hazel and Malomo, Michelle (2022) Developing your Professional Identity - A guide for working with Children and families. Critical Publishing, St Albans. ISBN 9781914171536

Dawn Goodall
Thomas, Y. et al. (2014) ‘The value of writing groups and the barriers to writing: A response’, International journal of therapy and rehabilitation, 21(6), pp. 259–259.

Wood, C., Farmer, M.D. and Goodall, D. (2016) ‘Changing professional identity in the transition from practitioner to lecturer in higher education: an interpretive phenomenological analysis’, Research in post-compulsory education, 21(3), pp. 229–245.
 
Augustus, J., Goodall, D., & Williams, B. (2023). Does the role of personal academic tutor have an impact on staff wellbeing? Research in Post-Compulsory Education, 28(4), 693–719. https://doi-org.apollo.worc.ac.uk/10.1080/13596748.2023.2253656
 
Hewer-Richards, L. and Goodall, D. (2020) ‘Everybody Ss: how defecation stigma reduces care quality in dementia’, Quality in ageing, 21(2), pp. 79–87.
 
Goodall, D. (2025) Chapter 8: Key sociological theories for health and social care. (Ed) C.Sealey The students handbook for studying health and social care. Routledge.

Lisa Mauro-Bracken
Mauro-Bracken, L. (2025) ‘Understanding Health for health and social care practices. in C. Sealey (ed.) The Students’ Handbook for Studying Health and Social Care ( forthcoming ).Routledge, Abingdon.

Sundari, S., Fernandez-Mills, K. & Mauro-Bracken, L. (2025) Constructing Culturally Safe Learning Spaces for International Students. Available at: Intern. Journal Universal Design and Universal Design for Learning Vol 1.1 (pp224-236). Available at: https://journals.imist.ma/index.php/IJUDUDL/index
 
Thomas, Y., Frank, H., Mauro-Bracken, L., Goodall, D. et al (2014) The value of writing groups and the barriers to writing: A response. International Journal of Therapy and Rehabilitation 21:6, 259-259.
 
Mauro-Bracken L. (2008). Shaping Interculturalism for Youth work: A report on consultations for an intercultural strategy for youth work. National Youth Council of Ireland.
 
Sundari, S. and Mauro-Bracken, L. (2025) ‘Exploring the benefits of conducting workshops on constructing culturally safe learning spaces’ paper presented at Learning and Teaching Conference University of Worcester June 2025
 
Mauro-Bracken, L. (2025) ‘Inclusive approach to supporting emotional needs of students in higher education’ discussion presented at the ‘3rd International Conference on Education (ICE3): Embracing Diversity the Intersectional Experience,’ January 9-11, 2025 in Mumbai India.
 
Sundari, S. Fernandez-Mills, K. & Mauro-Bracken, L. (2024) ‘Workshop Constructing Culturally Safe Learning Spaces for International Students’ workshop presented at Power of Potential Conference, University of Worcester/INCLUDE June 2024.
 
Mauro-Bracken, L. (2022)’Creating a community of learners. A whole department approach to inclusive practice’ case study presented to ‘Communication and Media Research Group, University of Ibn Zhor’ July 2022.
 
Mauro-Bracken, L. (2019)’ Cultivating Change for Inclusive Practice: Creating a Community of Learners’ poster presented at Learning and Teaching Conference, University of Worcester June 2019.
 
Mauro-Bracken, L. (2019) ‘Cultivating a culture change: A Department Wide Journey.’ Poster/paper presented a ‘Journey to Oz. Travelling together towards inclusive education. AHEAD Conference’ Dublin, March 2019.
 
Mauro-Bracken, L. & Goodall, D. (2016) ‘The role of the Foundation Degree in enabling students to achieve work place success or progression’ paper presented at University of Worcester Learning and Teaching Conference, June 2016.
 
McGregor, K, Mauro-Bracken, L & Anderson, J. (2016) ‘Survival of the fittest: The impact of post-recession Britain on women and women's services.’ Paper presented at conference: Social Justice: building a fairer, more equal society, University of Worcester, June 2016.