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Alexandra Sewell

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Sewell, Alexandra (2026) Neurodiversity and Strengths-Based Approaches in Education: A Walker and Avant Concept Analysis. British Journal of Special Education. ISSN Print: 0952-3383 Electronic: 1467-8578 (In Press)
Sewell, Alexandra, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Davies, Samantha (2026) The Impact of Synaesthesia on Inclusive Teaching and Learning: A Systematic Literature Review. British Journal of Special Education, Early (View). pp. 1-11. ISSN 0952-3383
Sewell, Alexandra (2025) Development of a Context-based Formative Feedback Practice Framework: A Higher Education Action Research Project. Journal of Perspectives in Applied Academic Practice, 13 (2). pp. 31-46. ISSN Online: 2051-9788
Sewell, Alexandra, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Davies, S. (2024) The impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes. Project Report. University of Worcester, Worcester. (Unpublished)
Sewell, Alexandra, Kington, Alison ORCID: https://orcid.org/0000-0001-5619-2353 and Davies, Samantha (2024) Systematic literature review of the impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes. International Database of Education Systematic Reviews, IDESR.
Sewell, Alexandra and Thacker-Smith, D. (2024) Childhood bereavement: The role of school leadership in developing inclusive learning environments. Impact, 20. ISSN Online: 2514-6963 • Print: 2514-6955
Sewell, Alexandra, Kennett, Anastasia ORCID: https://orcid.org/0000-0003-2980-7185, Williams, Rebecca and South, Harry (2022) A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an undergraduate higher education degree. Journal of Applied Research in Higher Education. ISSN 2050-7003
Sewell, Alexandra, Boswell, N., Douglas-Osborn, E., Helme, R., Hodgkins, Angela ORCID: https://orcid.org/0000-0003-2464-7848, Park, J., King, J., Fleming, H., Pirttijarvi, K., Sangar, M., Kennett, Anastasia ORCID: https://orcid.org/0000-0003-2980-7185, Davies, M., Zwarthoed, J., Baird, A., Matasovska, K., Kirk, M. and Sterk, P. (2022) Diverse Voices in Educational Practice: A Workbook for Promoting Pupil, Parent and Professional Voice. Routledge, Abingdon-on-Thames. ISBN 9780367761820
Sewell, Alexandra (2022) ‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond. International Journal of Birth and Parent Education, 10 (1). ISSN Print: 2054-0779 Online: 2054-0787
Sewell, Alexandra, Kennett, Anastasia ORCID: https://orcid.org/0000-0003-2980-7185 and Pugh, Victoria (2022) Universal Design for Learning as a theory of inclusive practice for use by educational psychologists. Educational Psychology in Practice. ISSN 0266-7363; 1469-5839
Sewell, Alexandra (2022) Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis. The British Journal of Special Education. ISSN 1467-8578
Sewell, Alexandra and Smith, Joanne ORCID: https://orcid.org/0000-0001-6729-6094 (2020) Introduction to Special Educational Needs, Disability and Inclusion: A Student's Guide. SAGE Publications Ltd, London. ISBN 9781526494825 ; 9781526494832
Sewell, Alexandra (2020) In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer. Journal of Perspectives in Applied Educational Practice, 8 (1). pp. 85-93. ISSN 2051-9788
Sewell, Alexandra ORCID: https://orcid.org/0000-0002-7655-7492, Kennett, Anastasia and South, Harry (2020) Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. Student Engagement in Higher Education Journal, 3 (1). pp. 74-94. ISSN 2399-1836
Sewell, Alexandra ORCID: https://orcid.org/0000-0002-7655-7492 (2020) Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships. Pastoral Care in Education, 38 (2). pp. 93-115. ISSN 1468-0122
Sewell, Alexandra ORCID: https://orcid.org/0000-0002-7655-7492 (2019) An adaptation of the Good Behaviour Game to promote social skill development at the whole-class level. Educational Psychology in Practice, 36 (1). pp. 93-109. ISSN Print: 0266-7363 Online: 1469-5839
Sewell, Alexandra and Hulusi, H. (2016) Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond? Educational Psychology in Practice, 32 (4). pp. 343-354. ISSN Print: 0266-7363 Online: 1469-5839
Sewell, Alexandra (2015) A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice. Educational Psychology in Practice, 32 (1). pp. 1-12. ISSN Print: 0266-7363 Online: 1469-5839
Sewell, Alexandra and Ducksbury, L. (2013) Exploring educational psychologist's perceptions of the use and implications of standardised cognitive assessment and IQ. Educational and Child Psychology, 30 (3). pp. 96-106. ISSN 0267-1611

My Most Viewed As Author

#	Item title
1.	Exploring educational psychologist's perceptions of the use and implications of standardised cognitive assessment and IQ	451
2.	A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an undergraduate higher education degree	343	541
3.	In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer.	283	150
4.	Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context.	251	148
5.	A theoretical application of epistemological oppression to the psychological assessment of special educational needs; concerns and practical implications for anti-oppressive practice	232
6.	Universal Design for Learning as a theory of inclusive practice for use by educational psychologists	213	381
7.	Introduction to Special Educational Needs, Disability and Inclusion: A Student's Guide	195	1
8.	Understanding and supporting learners with specific learning difficulties from a neurodiversity perspective: A narrative synthesis	177	1211
9.	‘A lone voice in the wind’: the importance of listening to the testimonies of women during pregnancy, birth, and beyond	164	3
10.	Utilising personal construct psychology and the repertory grid interview method to meaningfully represent the voice of the child in their social relationships	162	346
11.	Childhood bereavement: The role of school leadership in developing inclusive learning environments	158	76
12.	Systematic literature review of the impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes	148	3
13.	An adaptation of the Good Behaviour Game to promote social skill development at the whole-class level	144	339
14.	Diverse Voices in Educational Practice: A Workbook for Promoting Pupil, Parent and Professional Voice	129
15.	Development of a Context-based Formative Feedback Practice Framework: A Higher Education Action Research Project	119	41
16.	The Impact of Synaesthesia on Inclusive Teaching and Learning: A Systematic Literature Review	113	9
17.	Preventing radicalisation to extreme positions in children and young people. What does the literature tell us and should educational psychology respond?	112
18.	Neurodiversity and Strengths-Based Approaches in Education: A Walker and Avant Concept Analysis	41	1
19.	The impact of Synaesthesia on children’s school experiences: Mapping the field for use in Initial Teacher Education (ITE) programmes	11

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Alexandra Sewell