Nick Hodge

Professor Nick Hodge

Professor of Inclusive Practice


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

College of 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., & 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.

Hodge, N. (2015). Protecting the rights of pupils with autism when meeting thechallenge of behaviour. British Journal Of Learning Disabilities, 43 (3), 194-200.

Hodge, N. (2014). Unruly bodies at conference. Disability and Society, 29 (4), 655-658.

Hodge, N. (2013). Counselling, autism and the problem of empathy. British Journal of Guidance and Counselling, 41 (2), 105-116.

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.

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.

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.

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.

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.

Hodge, N., & Runswick-Cole, K. (2008). Problematising parent–professional partnerships in education. Disability & Society, 23 (6), 637-647.

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.

Hodge, N. (2008). Evaluating Lifeworld as an emancipatory methodology. Disability & Society, 23 (1), 29-40.

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.

Hodge, N. (2005). Reflections on diagnosing autism spectrum disorders. Disability and Society, 20 (3), 345-349.

Book chapters

Hodge, N., Douglas, P., & Byrne, B. (2023). Developing the Right(s) Approach for Autism. In The Routledge International Handbook of Children's Rights and Disability. (pp. 113-128). Routledge:

Hodge, N., Douglas, P., Kruth, M., Connolly, S., Martin, N., Gowler, K., & Smith, C. (2022). Contemplating teacher talk through a critical autism studies lens. In The Routledge International Handbook of Critical Autism Studies. (pp. 242-254). Routledge:

Hodge, N., Mann, G., Runswick-Cole, K., Gilmore, L., Mavropoulou, S., & Fleming, K. (2019). Developing Productive Partnerships with Parents and Carers (1st). In Graham, L. (Ed.) Inclusive Education for the 21st Century. Routledge:

Hodge, N., & Runswick-Cole, K. (2017). “you say… i hear…": Epistemic gaps in practitioner-parent/carer talk. In Runswick-Cole, K., Curran, T., & Liddiard, K. (Eds.) The Palgrave Handbook of Disabled Children's Childhood Studies. (pp. 537-555). Palgrave Macmillan UK:

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.

Theses / Dissertations

Ebben, H. (2023). Representing autism as a discourse within ableist economies of doubt. (Doctoral thesis). Supervised by Hodge, N., & Speidel, S.

Connolly, S. (2020). How students on the autism spectrum experience higher education. (Doctoral thesis). Supervised by Hodge, N.

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.

Other publications

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 (, The Sheffield Telegraph ( and The Conversation (

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