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Job Title: Senior Lecturer in Special and Inclusive Education
Phone: 020 8417 5403
Location: Edu-Kingston Hill 17
Paty (Panagiota) Paliokosta is senior lecturer in inclusive education at Kingston University. She has taught across primary, secondary and early years education and was an inclusion manager for a number of years, before becoming a local authority advisor for Inclusion (SEN/D) for Camden Children, Schools and Families. Paty joined KU in September 2009; most recently she has been leading modules and supervising students within a range of undergraduate and postgraduate courses in Initial Teacher Education (BA and PgCert), in work-based learning as well as the Doctor of Education (EdD) programme. Apart from developing and leading programmes in the past with a focus on inclusion, social justice and social pedagogy, she has recently undertaken development work on new programmes for KU school of education (MRes and NASENCO award).
After been awarded her PhD by Canterbury Christ Church University in 2008, her research interests have mainly focused on barriers to inclusive education, social construction and social justice, teachers' and practitioners' professionalism and different types of transitions. Recent studies have included 'exploring the concept of reasonable adjustments in relation to disability and social justice for children and young people in a multi-professional context' (ICCIP grant), and an 'evaluation of initial teacher education students' experiences from 20 day extended placement in a special needs school or resource setting' (TDA grant). Paty has been involved in several other bids for research funding and has project managed a DfE-funded project on Serious Case reviews. Currently she is involved in the multi-disciplinary project 'Fighting for our Rights' in collaboration with KCIL, KU school of nursing and local schools. Her civic engagement is enhanced by the current development and chairing of EUTOPIA charity that aims to advance the education, language and culture of a minority community in London, through a range of services provision for children and parents and engagement with the Arts.
Paty is a peer reviewer for the Teacher Education Advancement Network's academic journal as well as the Journal of Research in Special Educational Needs. She has also been an external examiner for Plymouth University and the University of East London, and was previously an evaluator for selected research programmes at the Greek Ministry of Education (2009-2011).
Barriers to inclusive education; social construction and social justice; teachers' and practitioners' professionalism; different types of transitions in education.
Litten, Deborah and Paliokosta, Paty
The power of peers.
Special Educational Needs(64),
Paliokosta, Paty and Blandford, Sonia
Inclusion in school: a policy, ideology or lived experience? Similar findings in diverse school cultures.
Support for Learning, 25(4),
ISSN (print) 0268-2141
Paliokosta, Paty and Proyer, Michelle
'Behavioural, Emotional and Social Difficulties' im kontext inklusiver bildung in England - eine komplexe kategorie im wandel ['Behavioural, Emotional and Social Difficulties' in the context of inclusive education in England - a complex category in transition].
In: Biewer, Gottfried , Bohm, Eva Theresa and Schutz, Sandra, (eds.)
Inklusive pädagogik in der sekundarstufe [Inclusive education in secondary schools].
Stuttgart, Germany : Kohlhammer.
Rask, Hilma, Paliokosta, Paty, Sivalingam, Lalitha [Contributor] and Mukadam, Yasmin [Contributor]
Fostering speaking and listening in early years and foundation stage setting.
In: Hodson, Pamela and Jones, Deborah, (eds.)
Unlocking speaking and listening.
London, U.K. : Routledge.
Rawlings, Anne and Paliokosta, Paty
Learning for interprofessionalism: pedagogy for all.
In: Trodd, Lynn and Civers, Leo, (eds.)
Interprofessional working in practice: learning and working together for children and families.
London, U.K. : Open University Press.
Paliokosta, Paty and Johnson, Jessica
Training and Professional Development for Safeguarding; ‘Voices from the Field’.
In: Accountability and Blame in Social Work;
09 Apr 2014, Kingston, U.K..
‘Reasonable adjustments’ in relation to disability and social justice: Discourses of inclusive ethos in an inter-professional context.
In: Discourse Power Resistance 14: Research & Practice - Exchange & Change;
08-10 Apr 2014, London, U.K..
Paliokosta, Paty and Cullum, Bronwen
Preparing Student Teachers for 'Inclusion'; Debating Outcomes from Students' Extended Placement in Special Education Settings.
In: European Conference for Educational Research 2012: The Need for Educational Research to Champion Freedom, Education and Development for All;
18-21 Sep 2012, Cadiz, Spain.
Co- constructing productive pedagogies: a transformative experience for students and lecturers?
In: Educational Research Forum;
15 Jun 2012, Kingston upon Thames, U.K..
Paliokosta, Panagiota and Cullum, Bronwen
Preparing student teachers for 'inclusion'; debating outcomes from students' extended placement in a specialist setting.
In: 3rd Teacher Education Advancement Network Annual Conference;
18 May 2012, Birmingham, U.K..
Identification and assessment - introducing Education, Health and Care Plans.
In: The next steps for supporting young people with Special Educational Needs;
26 Jan 2012, London, U.K..
Paliokosta, Panagiota and Kindness, Leonie
"Reasonable adjustments" in relation to disability and social justice for children and young people in an inter-professional context.
In: European Conference on Educational Research 2011, Urban Education;
12-16 Sep 2011, Freie Universitat, Berlin, Germany.
Inclusion: cultures and discourses.
In: 3rd Erasmus Mundus Special Education Needs International Conference (EMSENIC) - Towards inclusion: being with others;
24 -25 June 2010, Roehampton, U.K..
Reading between the lines: rhetoric and policies for inclusive education and the role of the additional adult in English schools.
In: ECER 2009 (European Conference on Educational Research);
28 - 30 Sept 2009, Vienna, Austria.
Inclusive education and special educational needs; the impact of differing school cultures on teachers and other stakeholders' interpretations of these notions and consequent practice within mainstream schools.
In: ECER 2006 (European Conference on Educational Research);
13 - 16 Sept 2006, Geneva, Switzerland.
Inclusive education and special educational needs: the impact of differing school cultures on teachers and other stakeholders' interpretations of these notions and consequent practice within mainstream schools.
In: Transitional Spaces, Transitional Processes and Research;
2 - 5 March 2006, Volos, Greece.
Narrative as a research device for interpreting stakeholders' interpretations of Policy for Special Educational Needs.
In: ESREA Life History and Biography Network Conference;
3 - 6 March 2005, Anghiari, Italy.
Narrative in qualitative research: concerns about bias.
In: ECER 2004 (European Conference on Educational Research);
22 - 25 Sept 2004, Rethymnon, Crete.
Policy for addressing literacy difficulties: interpretations of discourse and resistance with the use of comparative imagination.
In: DPR (Discourse Power and Resistance) Conference;
5 - 7 April 2004, Plymouth, U.K..
Understanding the experience of having literacy difficulties in an English mainstream secondary school.
In: BERA 2003;
11 - 13 Sept 2003, Edinburgh, U.K..
Rawlings, Anne, Paliokosta, Paty, Maisey, Daryl, Johnson, Jessica, Capstick, Jenny and Jones, Ray
Study to investigate the barriers to learning from Serious Case Reviews (SCRs) and identify ways of overcoming these barriers.
Manchester, U.K. : Department for Education.