I am Professor of Inclusive Practice at The Autism Centre, Sheffield Institute of Education, Sheffield Hallam University. Prior to joining the University in 1998, my professional background was in supporting disabled children and their families in schools for over 15 years. My research interests focus on all issues that impact on the education and well-being of disabled children and young people and their families. Much of my work has involved challenging deficit led models of disability that mark children and young people as disordered and other. I seek to identify and challenge the structural barriers that impede the aspirations of disabled children and young people and their families.
Nick Hodge
Professor of Inclusive Practice
Sheffield Hallam University
From this contributor
Why we should not define autism in terms of ‘deficits’
Autistic children in the United Kingdom are increasingly being suspended or expelled from school because of 'behavioral problems,' official figures show.

Why we should not define autism in terms of ‘deficits’
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First an educator and now an internationally recognized researcher, the Kenyan psychologist is changing autism science and services in sub-Saharan Africa.

Amina Abubakar translates autism research and care for Kenya
First an educator and now an internationally recognized researcher, the Kenyan psychologist is changing autism science and services in sub-Saharan Africa.
Multisite connectome teams lose federal funding as result of Harvard cuts
The teams aim to develop tools to scale up mouse connectomics in preparation for eventually mapping an entire human brain.

Multisite connectome teams lose federal funding as result of Harvard cuts
The teams aim to develop tools to scale up mouse connectomics in preparation for eventually mapping an entire human brain.
Learning in living mice defies classic synaptic plasticity rule
Donald Hebb’s theory—memorably summarized as “cells that fire together, wire together”—does not explain the shifting hippocampal connections in mice learning to navigate a virtual environment, according to a new study.

Learning in living mice defies classic synaptic plasticity rule
Donald Hebb’s theory—memorably summarized as “cells that fire together, wire together”—does not explain the shifting hippocampal connections in mice learning to navigate a virtual environment, according to a new study.