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Dr Joseph Mintz
UCL Institute of Education, University College London
20 Bedford Way
  • Senior Lecturer in Education
  • IOE - Learning & Leadership
  • UCL Institute of Education

My current role is as Senior Lecturer in Education and Academic Head of Learning and Teaching in the Department of Learning and Leadership, UCL Institute of Education. 

I worked initially in the software industry and then trained as a primary teacher and worked in London schools for a number of years. I joined the Institute of Education in 2012.  The main thrust of my work is focused on autism education, the professional practice of teachers working with children with special educational needs and the use of educational technology for inclusion. I also have an interest in psychoanalytic perspectives on teacher practice and child development. 

Previously I held academic positions at London South Bank University (2005 to 2012) and the University of East London (2004 to 2005).

Research Themes
Research Summary

My research interests are special educational needs, inclusion, and educational technology, with a particular focus on autism education.

I am interested in how teachers conceptualize their practice in relation to working with children with special educational needs (SEN), theoretical debates on inclusion and special education, and teacher education for SEN. I am particularly focused on how knowledge derived from psychology and related domains can be considered and is relevant for the work of teachers working with children with SEN and how such knowledge can (or cannot) be used to inform practice. One aspect of this area of enquiry is how teachers balance theoretical and experiential or tacit knowledge in their work with children with SEN and the linked concept of "productive uncertainty".

Funding for this work has included a 2013-2015 UK Department of Education grant considering best practice approaches for the training of beginning teachers in relation to special educational needs. This also intercalates with recent work on the application of the “knowledge turn” in curriculum studies in considering the tension between inclusive pedagogy and knowledge in policy and practice both in the UK and internationally. This work is now being extended in the context of a longitudinal research project on teacher education and inclusion for the NCSE (Ireland) and an HEIF funded project on how teachers can best make use of “knowledge” derived from psychology and neuroscience in autism education.

I am also interested in the use of educational technology with children with special educational needs. In the EU FP7 HANDS project and the HEI funded Mobile Technology for Autism projects, I was involved in the development of mobile technology to foster social and life skill functioning in children with autism.

The two strands of technology and professional practice in special needs were brought together in the E-Mentors Project which focused on how teachers working with children with special needs can use technology effectively in their practice. In this project we are developing a typology for a pedagogy of ICT use for special educational needs. 

I also have a track record in knowledge exchange, and have worked closely with a number of commercial and third sector organisations on development projects. 

Teaching Summary

I currently contribute to:

MA in Early Years Education (Contemporary Issues in Education and Research Methods modules; and dissertation supervision) 

MA in Special and Inclusive Education (dissertation supervision)

School Direct; Training in Special Educational Needs

Doctoral Supervision including PhD, Education Doctorate and Doctorate in Educational Psychology programmes. 

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