Nick is Professor of Inclusive Practice and a Co-Director of the Sheffield Hallam Autism Research Partnership (SHARP).
Nick is Professor of Inclusive Practice in the Sheffield Institute of Education Prior and leader of the Equality, Diversity and Social Justice Research Group. Prior to joining the University in 1998, he was a special education teacher, supporting disabled children and their families in schools for over 15 years. Nick's research interests focus on the attitudinal and structural barriers that lead to disabled children and their parents and carers becoming marginalised, disempowered and excluded within the educational system. Much of Nick's work has involved challenging deficit led models of disability that mark children and young people as disordered and other. A critical element of his activity is ensuring that his research impacts on school practice. In doing so, Nick works in close partnership with teachers and other educators through research partnerships and professional development to effect change. Nick is currently researching 1) into how school staff conceptualise and respond to the autistic self and 2) how we might think about autism differently.
Nick is a Governor at Rowan School, Sheffield, a trustee of the Sheffield Autistic Society and was previously Director of the Sheffield Hallam Autism Resource Exchange.
You can follow Nick on twitter @goodchap62
Department of Education, Childhood and Inclusion
Social Sciences and Arts
Nick teaches about autism and disability across a range of undergraduate and postgraduate courses. He currently supervises 7 doctoral research students.
Towards a Research Engaged (Schools) Network . Sponsor, SHU HEIF, 2012–13.
'The impact of high-tech AAC on the language and communication of students with autism'. Sponsor, NoRSACA, Nottingham 2008-10
'Disabled people's experiences of anti-social behaviour and harassment in social housing: a critical review' Sponsor, Disability Rights Commission, 2006–7.
Autism and a Sense of Self: How Educators Conceptualise and Respond to the Autistic Self. Sheffield Hallam University, 2016-18.
Development of action research interventions that can help partner schools improve attainment and achievement at the transition of their pupils from primary on to secondary school. Sheffield City Council, Sheffield South East Learning Partnership (SSELP) and Sheffield Institute of Education (SiOE). 2015-2016
Hodge, N., Andrews, T., & Redmore, N. (2019). The potential of the fractions of lifeworld for inclusive qualitative inquiry in the third space. International journal of inclusive education. http://doi.org/10.1080/13603116.2019.1642398
Hodge, N., Rice, E.J., & Reidy, L. (2019). 'They're told all the time they're different': how educators understand development of sense of self for autistic pupils. Disability and Society. http://doi.org/10.1080/09687599.2019.1594700
Hodge, N., & Wolstenholme, C. (2016). 'I didn't stand a chance': how parents experience the exclusions appeal tribunal. International Journal of Inclusive Education, 20 (12), 1297-1309. http://doi.org/10.1080/13603116.2016.1168875
Hodge, N. (2015). Protecting the rights of pupils with autism when meeting thechallenge of behaviour. British Journal Of Learning Disabilities, 43 (3), 194-200. http://doi.org/10.1111/bld.12096
Hodge, N., & Runswick-Cole, K. (2013). 'They never pass me the ball': Exposing ableism through the leisure experiences of disabled children, young people and their families. Children's Geographies, 11 (3), 311-325. http://doi.org/10.1080/14733285.2013.812275
Checkley, R., Reidy, L., Chantler, S., Hodge, N., & Holmes, K. (2012). “Black white zebra orange orange”: How children with autism make use of computer-based voice output communication aids in their language and communication at school. Journal of Assistive Technologies, 6 (4), 245-258. http://doi.org/10.1108/17549451211285744
Checkley, R., Hodge, N., Chantler, S., Reidy, L., & Holmes, K. (2010). What children on the autism spectrum have to ‘say’ about using high-tech voice output communication aids (VOCAs) in an educational setting. Journal of Assistive Technologies, 4 (1), 25-37. http://doi.org/10.5042/jat.2010.0042
Hodge, N., & Chantler, S. (2010). It’s not what you do; it’s the way that you question:that’s what gets results. Support For Learning, 25 (1), 11-14. http://doi.org/10.1111/j.1467-9604.2009.01433.x
Runswick-Cole, K., & Hodge, N. (2009). Needs or rights? A challenge to the discourse of special education. British Journal Of Special Education, 36 (4), 198-203. http://doi.org/10.1111/j.1467-8578.2009.00438.x
Hodge, N., & Runswick-Cole, K. (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647. http://doi.org/10.1080/09687590802328543
Nixon, J., Hodge, N.S., Parr, S., Willis, B., & Hunter, C. (2008). Anti social behaviour and disability in the UK. People, place & policy online, 2 (1), 37-47. http://doi.org/10.3351/ppp.0002.0001.0005
Hodge, N. (2008). Evaluating Lifeworld as an emancipatory methodology. Disability & Society, 23 (1), 29-40. http://doi.org/10.1080/09687590701725575
Hunter, C., Hodge, N., Nixon, J., & Parr, S. (2007). Anti social behaviour and disability: the response of social landlords. People, place and policy online, 1 (3), 37-47. http://doi.org/10.3351/ppp.0001.0003.0005
Hodge, N. (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349. http://doi.org/10.1080/09687590500060810
Hodge, N., & Runswick-Cole, K. (2017). “you say… i hear…": Epistemic gaps in practitioner-parent/carer talk. In The Palgrave Handbook of Disabled Children's Childhood Studies. (pp. 537-555). http://doi.org/10.1057/978-1-137-54446-9_33
Hodge, N. (2016). Schools without labels. In Runswick-Cole, K., Mallett, R., & Timimi, S. (Eds.) Re-thinking autism: diagnosis, identity and equality. (pp. 185-203). London: Jessica Kingsley Publishers
Hodge, N. (2012). Counselling people labelled with asperger syndrome. In Feltham, C., & Horton, I. (Eds.) The SAGE handbook of counselling and psychotherapy. (pp. 554-558). London: SAGE
Hodge, N., & Rutten, A. (2012). Counselling people labelled with asperger syndrome. In The SAGE handbook of counselling and psychotherapy. 4th ed. London: SAGE
Madriaga, M., Goodley, D., Hodge, N., & Martin, N. (2008). Enabling transition into higher education for students with asperger syndrome. Higher Education Academy. http://www.heacademy.ac.uk/assets/York/documents/manuel_madriaga_report.pdf
Theses / Dissertations
Halpin, J.G. (2014). The role of the nurse in preschool autism assessment. (Doctoral thesis). Supervised by Hodge, N., & Furness, P.
Chantler, S.A. (2013). 'Is this inclusive?'; teachers' perspectives on inclusion for children labelled with autism. (Doctoral thesis). Supervised by Dunn, K., & Hodge, N.
Spurin, M. (2012). How commencement of part-time study impacts on the lifeworld of mature students. (Doctoral thesis). Supervised by Hodge, N., & Askham, P.
Andrews, T.R. (n.d.). Exploring the impact of a developing sexuality on adolescents with autism. (Doctoral thesis). Supervised by Hodge, N. http://doi.org/10.7190/shu-thesis-00084
Hunter, C., Hodge, N.S., Nixon, J., Parr, S., & Willis, B. (2007). Disabled people’s experiences of anti-social behaviour and harassment in social housing: a critical review. London: Disability Rights Commission
Nick has written for the Times Educational Supplement (https://www.tes.com/news/author/nick-hodge-0), The Sheffield Telegraph (https://www.sheffieldtelegraph.co.uk/news/opinion/education-education-system-should-help-autistic-pupils-achieve-potential-1-8365121) and The Conversation (https://theconversation.com/profiles/nick-hodge-360167)