Dr Alexandra Sewell

Alexandra Sewell

Senior Lecturer in Special Educational Needs, Disability and Inclusion

Education and Inclusion

Contact Details

email: a.sewell@worc.ac.uk

Alexandra joined the University in 2018 and is course lead for the BA (Hons) in Special Educational Needs, Disability and Inclusion. Alexandra is a HCPC registered Practitioner Psychologist. Prior to embarking on a career in academia, she held positions as an educational psychologist and trainee educational psychologist across the West Midlands and currently maintains an independent practice. She completed her Doctorate degree in Applied Educational and Child Psychology at the University of Birmingham in 2016.

Alexandra is passionate about the application of psychology to education to promote evidenced informed, inclusive practice. She focuses her practice and research on the topic of ‘inclusive voice’ and is broadly interested in how traditionally marginalised voices can be listened to and acted upon to promote equality and diversity across a range of contexts.

Alexandra’s portfolio of educational research and publications consists of a co-written introductory textbook in Special Educational Needs, Inclusion and Disability for Sage Publications and an edited book titled, ‘Diverse Voices in Educational Practice’, published with Speechmark Routledge. Her research has been published in numerous international educational research journals.

Qualifications

  • Professional Doctorate in Applied Educational and Child Psychology, University of Birmingham
  • MSci in Behaviour Analysis, University of Swansea
  • PGCert in Teaching and Learning in Higher Education
  • BA (Hons) in Psychology, University of Swansea

Teaching & Research

Teaching Interests

  • Special Educational Needs, Disability, and Inclusion
  • Educational psychology
  • Partnerships in education and multi-agency working
  • Assistive technologies
  • Specific learning difficulties
  • Neurodiversity
  • Special Educational Needs and Disability (SEND) history and legislation

Research Interests

  • Student voice and inclusion
  • Philosophy and ethics in educational psychology
  • Mental health and inclusion

 

Professional Bodies

  • Fellow of the Higher Education Academy

Publications

Books

Sewell, A. (In press) Countering with compassion; A guide to compassionate leadership in and beyond school communities. UK: Routledge.

Sewell, A. (Published Spring 2022) Diverse Voices in Educational Practice: A workbook for promoting pupil, parent and professional voice. London: Routledge, Speechmark.

Sewell, A., and Smith, J. (2020) Introduction to Special Educational Needs, Disability and Inclusion: A Student’s Guide. London: Sage.

Journal Articles

Sewell, A., & Thacker-Smith, D. (2024) Childhood bereavement: The role of school leadership in developing inclusive learning environments. Impact, 20. Available at: https://my.chartered.college/impact_article/childhood-bereavement-the-role-of-school-leadership-in-developing-inclusive-learning-environments/

Sewell, A., Kennett, A., Williams, R., & South, H. (2022). A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an Undergraduate Higher Education degree. Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-09-2022-0307

Sewell, A, Kennett, A., & Pugh, V. (2022). Universal Design for Learning as a theory of inclusive educational practice for use by educational psychologists. Educational Psychology in Practice, 38(4), 364-378.

Sewell, A. (2022). Supporting learners with specific learning difficulties from a neurodiverse perspective: A narrative synthesis. Support for Learning, 49(4), 539-560.

Sewell, A. (2022). ‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond. International Journal of Birth and Parent Education, 10 (3).

Sewell, A. & Park, J. (2021). A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective. Support for Learning, 36 (4), 678-694.

Sewell, A. (2020). In search of a personal pedagogy: A self-study narrative on the use of Inquiry Based Learning by an early career lecturer. Journal of Perspectives in Applied Academic Practice, 8(1), 85-93.

Sewell, A., Kennett, A., & 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), 74-95.

Sewell, A. (2020). Utilising Personal Construct Psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38(2), 1-23.

Sewell, A. (2019). An adaption of the Good Behaviour Game to promote social skill development at the whole class level. Educational Psychology in Practice, 36(1), 93-109.

Sewell, A. & Hulusi, H. (2016). Preventing radicalisation in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32(4), 343-354.

Sewell, A. (2016). A theoretical application of epistemological oppression to the psychological assessment of special educational needs; Concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32(1), 1-12.

Sewell, A. & Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, 30(3), 96-104.

Research publications

Sewell, A. (2022). ‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond. International Journal of Birth and Parent Education, 10 (3).

Sewell, A., Kennett, A., and Pugh, V. (2022). Universal Design for Learning as a theory of inclusive practice by educational psychologists. Educational Psychology in Practice, 39, 1-12.

Sewell, A. (2022). Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. British Journal of Special Education, 49, 1-22.

Sewell, A. and Park, J. (2021) A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective. Support for Learning, 36 (4).

Sewell, A. (2020) In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry-Based Learning by an early career lecturer. Journal of Perspectives in Applied Academic Practice, 8 (1), 85-93.

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), 74-95. 

Sewell, A. (2020) Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38 (2), 1-23. 

Sewell, A. (2019) An adaption of the Good Behaviour Game to promote social skill development at the whole class level. Educational Psychology in Practice, 36(1), 93-109.

Sewell, A. and Hulusi, H. (2016). Preventing radicalisation in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice32 (4), 343 – 354

Sewell A. (2016). A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32 (1), 1 – 12

Sewell A. and Ducksbury l. (2013). Exploring educational psychologist’s perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, I 96 – 104

Conference presentations

Sewell, A., & Coley, F. (2024). Making a difference: How do educational psychologists develop compassion satisfaction? British Psychology Society, Division of Educational and Child Psychology Annual Conference, Brighton.

Sewell, A., Kennet, A. and South H. (2019) ‘‘Promoting student voice through application of a solution focused approach; outcomes and discussions’ Paper presented at the Teaching and Learning Conference, University of Worcester

Sewell, A. (2018) ‘Young social beings: An investigation into the social behaviours of a Year five class’ The British Psychology Society, Psychology of Education Section Annual Conference, Oxford University

Sewell, A. (2016) ‘Anti- radicalisation. A role for educational psychologists?’ Paper published at West Midlands Educational Psychology CPD Consortium Conference, Walsall

Sewell, A. (2016) ‘Exploring the theoretical application of Epistemological Oppression to the psychological assessment of Special Educational Needs in order to develop emerging concerns and practical implications for anti-oppressive practice.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Holliday Inn, London, Bloomsbury

Sewell, A. (2015) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at British Psychology Society, Division of Educational and Child Psychology Annual Conference, Radisson Blu Hotel, Durham

Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper published at Graduate Research Poster Conference, University of Birmingham

Sewell, A. (2014) ‘Tanzanian teacher’s constructions and perceptions of inclusive education for girls and girls with disabilities and the potential for improving well-being.’ Paper presented at Kaleidoscope Graduate Research Conference, Cambridge University