Dr Ines Alves
- Senior Lecturer (Culture, Literacies, Inclusion & Pedagogy)
telephone:
0141 330 1949
email:
Ines.Alves@glasgow.ac.uk
https://orcid.org/0000-0001-5247-8696Biography
- Senior Lecturer (Associate Professor) in Inclusive Education.
- Director for Postgraduate Taught Programmes (PGT, Postgraduate Certificates, Diplomas and Master) at the School of Education of the University of Glasgow.
- Programme Leader for the PGCert/ PGDip/ MEd in Inclusive Education.
Prior to coming to Glasgow, I have worked as a National Project Coordinator of the EDiTE Project (European Doctorate in Teacher Education), and as a consultant collaborating with schools in disadvantaged areas within a Portuguese Ministry of Education area-based intervention (TEIP).
Qualifications:
- PhD in Education, The University of Manchester, UK
- MA in Special Education (Inclusion and Disability Studies), Institute of Education, London, UK
- MA in Language, Ethnicity and Education from King’s College London, UK
- Qualified primary and lower secondary (Portuguese and French) teacher, Escola Superior de Educação, Lisbon, Portugal
Research interests
I am interested in:
- Inclusive education
- Equity and social justice
- Human Rights and disability
- Autism Spectrum
- Conceptualisations of diversity and difference within educational settings
- Comparative research in education
Publications
2025
Reid, C. , Sutherland, M. and Alves, I. (2025) Additional support for learning in Scotland: rhetoric and reality. British Journal of Special Education, (doi: 10.1111/1467-8578.70017) (Early Online Publication)
2024
Elliot, D. L. , Lido, C. , Evangelista, Z. , Kassous, I. Z., Al Najim, A. and Alves, I. (2024) Mind the gap! International doctoral scholars’ and supervisors’ perspectives of wellbeing and help-seeking behaviour. In: Hammond, Kay and Lemon, Narelle (eds.) Navigating Tensions and Transitions in Higher Education: Effective Skills for Maintaining Wellbeing and Self-care. Series: Wellbeing and self-care in higher education. Routledge: London, pp. 216-229. ISBN 9781032698588 (doi: 10.4324/9781032701349-21)
Alves, I. , Christodoulidis, A., Carpenter, J. and Hogg, V. M. (2024) Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14(3), 268. (doi: 10.3390/educsci14030268)
2023
Nouraldeen, M., Alves, I. and Moskal, M. (2023) Syrian families and Scottish schools: from involvement to participation and partnership. Research Intelligence, 157(Winter), pp. 22-23.
Alves, I. and Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands. Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.
Little, C., Evans, D., Alves, I. and Boath, L. (2023) Exploring Preparedness with Pre-Service Teachers. European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.
2022
Alves, I. and Fernandes, D. (2022) Public policies in Portuguese education: the path to inclusion for all. In: Tierney, Rob, Rizvi, Fazal and Ercikan, Kadriye (eds.) International Encyclopedia of Education. Elsevier. ISBN 9780128186299
2020
Alves, I. , Pinto, P. C. and Pinto, T. J. (2020) Developing inclusive education in Portugal: evidence and challenges. Prospects, 49(3-4), pp. 281-296. (doi: 10.1007/s11125-020-09504-y)
Alves, I. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), pp. 64-82. (doi: 10.1080/02619768.2019.1693995)
2019
Alves, I. , Sutherland, M. , McCulloch, M., Mouroutsou, S. and Priestley, A. (2019) Teacher Education in Scotland: Mapping Inclusive Practice. BERA 2019, Manchester, UK, 10-12 Sep 2019.
Alves, I. (2019) International inspiration and national aspirations: inclusive education in Portugal. International Journal of Inclusive Education, 23(7-8), pp. 862-875. (doi: 10.1080/13603116.2019.1624846)
2018
Szelei, N. and Alves, I. (2018) The missing link: teacher learning for diversity in an area-based initiative in Portugal. Center for Educational Policy Studies Journal, 8(3), pp. 79-98. (doi: 10.26529/cepsj.513)
Alves, I. F. (2018) The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform. In: Hultqvist, Elisabeth, Lindblad, Sverker and Popkewitz, Thomas S. (eds.) Critical Analyses of Educational Reforms in an Era of Transnational Governance. Series: Educational governance research (7). Springer: Cham, Switzerland, pp. 151-168. ISBN 9783319619699 (doi: 10.1007/978-3-319-61971-2_9)
2017
Alves, I. (2017) Diversidade, diferença e planeamento educativo individualizado na escola portuguesa. Medi@coes, 5(1), pp. 116-135.
2016
Alves, I. , Andreasson, I., Karlsson, Y. and Miles, S. (2016) Constructions of student identity in talk and text: a focus on special educational needs in Sweden and England. In: Beach, Dennis and Dyson, Alan (eds.) Equity and Education in Cold Climates, in England and Sweden. The Tufnell Press: London, pp. 137-153. ISBN 9781872767246
2014
Alves, I. (2014) Responding To Diversity, Constructing Difference: A Comparative Case-Study Of Individual Planning In Schools In England And Portugal. ECER 2014 The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 1-5 Sept 2014.
2012
Alves, I. , Fazzi, L. and Griffo, G. (2012) Human rights, UN convention, and the International Classification of Functioning, Disability and Health: collecting data on persons with disabilities? American Journal of Physical Medicine and Rehabilitation, 91(13 Sup), S159-162. (doi: 10.1097/PHM.0b013e31823d5468) (PMID:22193324)
Ajovalasit, D., Cerniauskaite, M., Aluas, M., Alves, I. , Bosisio Fazzi, L., Griffo, G., Leonardi, M. and Pessina, A. (2012) Multidisciplinary research network on health and disability training on the international classification of functioning, disability and health, ethics, and human rights. American Journal of Physical Medicine and Rehabilitation, 91, S168-S172. (doi: 10.1097/PHM.0b013e31823d54a1)
Moretti, M., Alves, I. and Maxwell, G. (2012) A systematic literature review of the situation of the international classification of functioning, disability, and health and the international classification of functioning, disability, and health – children and youth version in education: a useful tool or a flight of fancy? American Journal of Physical Medicine and Rehabilitation, 91, S103-S117. (doi: 10.1097/PHM.0b013e31823d53b2) (PMID:22193317)
Maxwell, G., Alves, I. and Granlund, M. (2012) Participation and environmental aspects in education and the ICF and the ICF-CY: Findings from a systematic literature review. Developmental Neurorehabilitation, 15(1), pp. 63-78. (doi: 10.3109/17518423.2011.633108) (PMID:22256836)
2011
Alves, I. (2011) Who Needs Individual Planning? A Cross-National Comparative Study on the Construction of Educational Difference. In: ECER 2011, Berlin, 13-16 Sept 2011,
2010
Alves, I. , Fazzi, L. and Griffo, G. (2010) Human Rights, Persons with Disabilities, ICF and the Convention on the Rights of Persons with Disabilities - Training Toolkit. Comunita Edizioni: Lamezia Terme.
Articles
Reid, C. , Sutherland, M. and Alves, I. (2025) Additional support for learning in Scotland: rhetoric and reality. British Journal of Special Education, (doi: 10.1111/1467-8578.70017) (Early Online Publication)
Alves, I. , Christodoulidis, A., Carpenter, J. and Hogg, V. M. (2024) Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14(3), 268. (doi: 10.3390/educsci14030268)
Nouraldeen, M., Alves, I. and Moskal, M. (2023) Syrian families and Scottish schools: from involvement to participation and partnership. Research Intelligence, 157(Winter), pp. 22-23.
Alves, I. , Pinto, P. C. and Pinto, T. J. (2020) Developing inclusive education in Portugal: evidence and challenges. Prospects, 49(3-4), pp. 281-296. (doi: 10.1007/s11125-020-09504-y)
Alves, I. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43(1), pp. 64-82. (doi: 10.1080/02619768.2019.1693995)
Alves, I. (2019) International inspiration and national aspirations: inclusive education in Portugal. International Journal of Inclusive Education, 23(7-8), pp. 862-875. (doi: 10.1080/13603116.2019.1624846)
Szelei, N. and Alves, I. (2018) The missing link: teacher learning for diversity in an area-based initiative in Portugal. Center for Educational Policy Studies Journal, 8(3), pp. 79-98. (doi: 10.26529/cepsj.513)
Alves, I. (2017) Diversidade, diferença e planeamento educativo individualizado na escola portuguesa. Medi@coes, 5(1), pp. 116-135.
Alves, I. , Fazzi, L. and Griffo, G. (2012) Human rights, UN convention, and the International Classification of Functioning, Disability and Health: collecting data on persons with disabilities? American Journal of Physical Medicine and Rehabilitation, 91(13 Sup), S159-162. (doi: 10.1097/PHM.0b013e31823d5468) (PMID:22193324)
Ajovalasit, D., Cerniauskaite, M., Aluas, M., Alves, I. , Bosisio Fazzi, L., Griffo, G., Leonardi, M. and Pessina, A. (2012) Multidisciplinary research network on health and disability training on the international classification of functioning, disability and health, ethics, and human rights. American Journal of Physical Medicine and Rehabilitation, 91, S168-S172. (doi: 10.1097/PHM.0b013e31823d54a1)
Moretti, M., Alves, I. and Maxwell, G. (2012) A systematic literature review of the situation of the international classification of functioning, disability, and health and the international classification of functioning, disability, and health – children and youth version in education: a useful tool or a flight of fancy? American Journal of Physical Medicine and Rehabilitation, 91, S103-S117. (doi: 10.1097/PHM.0b013e31823d53b2) (PMID:22193317)
Maxwell, G., Alves, I. and Granlund, M. (2012) Participation and environmental aspects in education and the ICF and the ICF-CY: Findings from a systematic literature review. Developmental Neurorehabilitation, 15(1), pp. 63-78. (doi: 10.3109/17518423.2011.633108) (PMID:22256836)
Books
Alves, I. , Fazzi, L. and Griffo, G. (2010) Human Rights, Persons with Disabilities, ICF and the Convention on the Rights of Persons with Disabilities - Training Toolkit. Comunita Edizioni: Lamezia Terme.
Book Sections
Elliot, D. L. , Lido, C. , Evangelista, Z. , Kassous, I. Z., Al Najim, A. and Alves, I. (2024) Mind the gap! International doctoral scholars’ and supervisors’ perspectives of wellbeing and help-seeking behaviour. In: Hammond, Kay and Lemon, Narelle (eds.) Navigating Tensions and Transitions in Higher Education: Effective Skills for Maintaining Wellbeing and Self-care. Series: Wellbeing and self-care in higher education. Routledge: London, pp. 216-229. ISBN 9781032698588 (doi: 10.4324/9781032701349-21)
Alves, I. and Fernandes, D. (2022) Public policies in Portuguese education: the path to inclusion for all. In: Tierney, Rob, Rizvi, Fazal and Ercikan, Kadriye (eds.) International Encyclopedia of Education. Elsevier. ISBN 9780128186299
Alves, I. F. (2018) The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform. In: Hultqvist, Elisabeth, Lindblad, Sverker and Popkewitz, Thomas S. (eds.) Critical Analyses of Educational Reforms in an Era of Transnational Governance. Series: Educational governance research (7). Springer: Cham, Switzerland, pp. 151-168. ISBN 9783319619699 (doi: 10.1007/978-3-319-61971-2_9)
Alves, I. , Andreasson, I., Karlsson, Y. and Miles, S. (2016) Constructions of student identity in talk and text: a focus on special educational needs in Sweden and England. In: Beach, Dennis and Dyson, Alan (eds.) Equity and Education in Cold Climates, in England and Sweden. The Tufnell Press: London, pp. 137-153. ISBN 9781872767246
Conference or Workshop Item
Alves, I. and Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands. Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.
Little, C., Evans, D., Alves, I. and Boath, L. (2023) Exploring Preparedness with Pre-Service Teachers. European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.
Alves, I. , Sutherland, M. , McCulloch, M., Mouroutsou, S. and Priestley, A. (2019) Teacher Education in Scotland: Mapping Inclusive Practice. BERA 2019, Manchester, UK, 10-12 Sep 2019.
Alves, I. (2014) Responding To Diversity, Constructing Difference: A Comparative Case-Study Of Individual Planning In Schools In England And Portugal. ECER 2014 The Past, the Present and Future of Educational Research in Europe, Porto, Portugal, 1-5 Sept 2014.
Conference Proceedings
Alves, I. (2011) Who Needs Individual Planning? A Cross-National Comparative Study on the Construction of Educational Difference. In: ECER 2011, Berlin, 13-16 Sept 2011,
Grants
- International Partnership Development Fund: ‘Responding to student diversity in inclusive ways in compulsory, tertiary and teacher education with Princess Nourah University’ (2023-24)
-
University of Sydney - University of Glasgow Partnership Collaboration Award: Pre-Service Teacher Preparedness for Understanding Quality Inclusive Education (2022-23)
- Co-National Coordinator on the Walk the Global Walk Project (2019-2021)
- PhD Fellowship (Fundacao Ciencia e Tecnologia) (2010-2014)
- Marie Skłodowska-Curie Fellow/ Early Stage Researcher in the MURINET Project (2007-2010) Working with the Italian Consiglio Nazionale sulla Disabilita, focusing on the Human Rights approach to disability
Supervision
- Cardenas Alarcon, Constanza Andrea
Curriculum circles: a proposal for curriculum making in Chile - Liu, Yuxin
An Ethnographic Inquiry into the Experiences of Inclusion in Chinese Primary Schools: From An Intersectional Lens - Rustamova, Sevinj
Exploring the current status of inclusive education through teacher’s role: Comparative case study between the Republic of Azerbaijan and Scotland.
- Imene Kassous, PhD, Working towards inclusive education for autistic children in Algeria: Analysis of the English as a Foreign Language (EFL) Teacher Preparation Programme
- Yinshu Zhu, PhD, Teachers' perspectives on improving educational inclusion through the performing arts: A qualitative study of primary schools in Shenzhen
- Lisa Fernandes, EdD, Student-teachers’ perceptions, experiences, and attitudes towards inclusion with particular respect to autism
Teaching
- Practitioner Enquiry: Developing Inclusive Pedagogies
- MEd in Inclusive Education Dissertation
- Equity, Diversity and Inclusion in Education/ The Evolving Concept of Inclusion
- Inclusive Classrooms, Inclusive Pedagogies
- Coursera: Diversity and Inclusion in Education (Coursera, Online Open Course)
Professional activities & recognition
Research fellowships
- 2007 - 2010: Marie Curie Early Career Researcher (MSCA/ FP6 ITN)
Grant committees & research advisory boards
- 2019: Commonwealth Scholarship Commission, Commonwealth Scholarship Commission in the UK - Adviser
Editorial boards
- 2021: European Journal of Inclusive Education
Professional & learned societies
- 2011: Full Member, British Educational Research Association
- 2011: Full Member, Sociedade Portuguesa de Ciências de Educação
Supplementary
- Co-convenor for the European Educational Research Association (EERA) Network 4: Inclusive Education.
Additional information
- Co-convenor for the European Educational Research Association, Network 4: Inclusive Education
- Founder and member of the Editorial Board of The European Journal of Inclusive Education
