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Qualifications and memberships


Member of European Educational Research Association (EERA)

Academic and research interests

Academic and Personal Tutor, BA (Honours) Primary Education (5-11): Inclusion with SEND with QTS 

Tutor/Dissertation Supervision, MA Education Professional Practice

Joint Lead, Community strand, LED Research Centre

Joint Editor, British Journal of Special Education, since 2010

Research Interests: SEND/Inclusion; Role of the SENCo; Comparative Education; Educational Discourses


Conference Papers

  • ECER 2018 (Bolzano)

            1) Reconsidering the Role of the SENCo: A Connective Analysis

            2) Perceptions of Difference: Western Theory and post-Soviet Reality

  • ECER 2020 (Virtual) Destabilising the Role of the SENCo: Conceptual Confusion or Political Cynicism?


  • Hallett, F. & Hallett, G. (2017) Transforming the Role of the SENCo. London: OUP
  • Hallett, G. (2018) Who is valued and what is of value? Prism: Casting New Light on Learning, Theory and Practice, 1, 2, pp. 83 - 88
  • Allan, D., Hallett, F. and Hallett, G. (2019) Reconsidering inclusion: Western theory and post Soviet reality, Disability Studies Quarterly, 39, 2 (Spring 2019) DOI: 
  • Hallett, F., Allan, D. and Hallett, G. (2019) Armenian teachers’ dichotomous perspectives on children with high-functioning autism, JORSEN, 20, 2, pp 109 - 120 DOI: 

Recent external roles

Mentor, Reviewer, Chair; Emerging Researchers Group (ERG) at ECER 2018, 2019, 2020, 2021

Mentor./Assessor, Best Paper Competition; ERG, 2019, 2020

Reviewer, Chair; Network 4, Inclusion at ECER 2018, 2019

Reviewer; JORSEN, European Journal of Special Needs Education

External Validation Panel Member; SEND Degree, University of Sunderland, 2020

Reviewer; Book Proposal, Sage, 2019

Reviewer; Book Manuscript, Routledge, 2020

Invited Lecture; Lancaster University, 2018, 2019, 2020

Invited Speaker; nasenLive, 2018, 2019