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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It’s past time to stop using the Reading the Mind in the Eyes Test
The widely used measure of “theory of mind” needs to be re-examined, along with the long-standing claim that autism is linked to a lack of this ability.
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Robots boost data consistency in rodent studies reliant on mechanical, optogenetic stimulation
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