Melanie Nind is Deputy Head of School for Research and a Professor of Education at the University of Southampton. Her particular areas of interest and expertise lie in the fields of interactive and inclusive pedagogy. She began her teaching career in special schools as a teacher of students with severe and complex learning difficulties. It is here that she developed and evaluated the teaching approach of Intensive Interaction for which she is best known. She has also taught in further education colleges where she has coordinated support for students with learning difficulties and disabilities. In higher education she has worked as an associate research fellow in the Centre for Autism Studies at the University of Hertfordshire and as a senior lecturer in special education at Oxford Brookes University. More recently she worked at The Open University developing and teaching undergraduate and postgraduate distance learning courses in inclusive education and convening the Educational and Social Inclusion research group.

Melanie maintains a keen interest in inclusion and gender, sexuality and disability rights issues within a broad social justice framework. She is reviews editor for the International Journal of Research and Method in Education and on the international advisory board for the Journal of Research in Special Educational Needs. Her current interests focus on issues of access for people with learning difficulties and the experiences of young children moving between inclusive and special early years settings, and curricula for girls at risk of exclusion from school.

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• Significant Publications
• Nind, M. (2006) "Conducting systematic review in education: a reflexive narrative", London Review of Education, 4(2), 2006, pp. 183-95.
• Nind, M. & Wearmouth, J. (2006) Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review, Journal of Research in Special Educational Needs, 6(3), 2006, pp. 1-9.
• Nind, M., Benjamin, S. et al. (2004) Methodological challenges in researching inclusive education, Educational Review. 56(3), 2004, pp.259-70.
• Nind, M. & Kellett, M. (2002) ‘Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era’, European Journal of Special Needs Education, 17(3), pp. 265-282.
• Books
• Seale, J and Nind, M (eds.) (2009) Understanding and promoting access for people with learning difficulties: seeing the opportunities and challenges of risk, London, UK, Routledge, 208pp. (Education/Special Educational Needs)
• Rolph, S., Atkinson, D., Nind, M., and Welshman, J., (eds.) (2005) Witnesses to change: Families, learning difficulties and history, Kidderminster, UK, British Institute of Learning Disabilities, 335pp.

• Nind, M., and Hewett, D., (2005) (2nd edn) "Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties through Intensive Interaction", London, UK, David Fulton, 224pp.
• Nind, M., Wearmouth, J., Collins, J., Hall, K., Rix, J. and Sheehy, K. (2004) A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, Research Evidence in Education Library. London: Eppi-Centre, Social Science Research Unit, Institute of Education, 82pp
• Kellett, M. & Nind, M. (2003) "Implementing Intensive Interaction in Schools." London: David Fulton.
• Nind, M. & Hewett, D. (1994) Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties through Intensive Interaction. London: David Fulton
• Peer Reviewed Papers
• Sheehy, K., Rix, J., Nind, M. & Simmons, K. (2004) ‘Perspectives on inclusion: Learning from each other’, Support for Learning, 19, 3, 137-41.
• Nind, M., Benjamin, S. et al (2004) 'Methodological challenges in researching inclusive education', Educational Review, 56(3), pp.259-70.
• Culham, A. & Nind, M. (2003) 'A Critical Analysis of Normalisation: Clearing the Way for Inclusion', Journal of Intellectual and Developmental Disability, 28(1), pp. 65-78.
• Benjamin, S., Nind, M. et al (2003) 'Moments of inclusion and exclusion: pupils negotiating classroom contexts', British Journal of Sociology of Education, 24(5) pp.547-558.
• Nind, M. (2003) ‘Enhancing the communication learning environment of an early years unit through action research’, Educational Action Research, 11, 3, pp.347-63.
• Nind, M. & Kellett, M. (2002) ‘Response' (to James Hogg, Juliet Goldbart and John Harris re 'Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era’, European Journal of Special Needs Education, 17(3), pp. 299-300
• Nind, M. (2002) ‘Some neglected common ground? Early childhood education and special needs education’, Westminster Studies in Education, 25(1), pp. 77-90.
• Nind, M. & Cochrane, S. (2002) ‘Inclusive curricula? Pupils on the margins of special schools’, International Journal of Inclusive Education, 6(2) pp. 185-198.
• Kellett, M. & Nind, M. (2001) ‘Ethics in quasi-experimental research on people with severe learning disabilities: dilemmas and compromises’, British Journal of Learning Disabilities, 29, 51-55.
• Book Chapters
• Nind, Melanie (2008) Promoting the emotional well-being of people with profound and multiple learning difficulties: a holistic approach through Intensive Interaction. In, Pawlyn, Jillian and Carnaby, Steven (eds.) Profound and Multiple Intellectual Disabilities: Nursing Complex Needs. Oxford, UK, Blackwell, 28pp. (In Press)
• Nind, Melanie (2006) "Stereotyped behaviour: resistance by people with profound learning difficulties". In, Mitchell, Duncan, Traustadottir, Rannveig, Chapman, Rohhss, Townson, Louise, Ingham, Nigel and Ledger, Sue (eds.) Exploring Experiences of Advocacy by People with Learning Disabilities: Testimonies of Resistance. London, UK, Jessica Kinglsey, 202-211.
• Journal Articles
• Flewitt, Rosie, Nind, Melanie and Payler, Jane (2009) 'If she's left with books she'll just eat them': considering inclusive multimodal literacy practices. Journal of Early Childhood Literacy, 9, (2), 211-233. (doi:10.1177/1468798409105587)
• Rix, J, Hall, K, Nind, M, Sheehy, K and Wearmouth, J (2009) What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? a systematic literature review. Support for Learning, 24, (2), 86-94. (doi:10.1111/j.1467-9604.2009.01404.x)
• Samuel, J., Nind, M., Volans, A., and Scriven, I. (2008) An evaluation of Intensive Interaction in community living settings for adults with profound intellectual disabilities. Journal of Intellectual Disabilities,, 12, (2), 111-126
• Nind, Melanie (2007) Supporting lifelong learning for people with profound and multiple learning difficulties. Support for Learning, 22, (3), 111-115. (In Press)
• Nind, Melanie (2008) Learning difficulties and social class: exploring the intersection through family narratives. International Studies in Sociology of Education, 18, (2), 87-98. (doi:10.1080/09620210802351326)
• Nind, Melanie and Seale, Jane (2008) The hard work of access: lessons for education from a smeinar series on concepts of access. The SLD Experience, 51, 11-18.
• Nind, M., Flewitt, R. and Payler, J.K (2007) Combining "special" and "inclusive" settings in the early years: children's experiences of environments in a state of change. In, British Educational Research Association Annual Conference, London, UK, 5-8 Sep 2007. British Education Index, 14pp.
• Nind, M. (2006) "Conducting systematic review in education: a reflexive narrative", London Review of Education, 4(2), pp. 183-195.
• Nind, M. & Wearmouth, J. (2006) "Including children with special educational needs in mainstream classrooms: implications for pedagogy from a systematic review", Journal of Research in Special Educational Needs, 6(3), pp. 116-124.
• Sheehy, Kieron and Nind, Melanie (2005) Emotional well-being for all: mental health and people with profound and multiple learning disabilities. British journal of Learning disabilities, 33(1) 34-38.
• Nind, Melanie (2005) Inclusive education: disclosure and action. British Educational Research Journal, 31 (2), 269-275
• Nind, Melanie and Thomas, Gary (2005) Reinstating the value of teachers’ tacit knowledge for the benefit of learners: Using Intensive Interaction. Journal of Research in Special Educational Needs, 5 (3)
• Hall, Kathy, Collins, Janet, Benjamin, Shereen, Nind, Melanie and Sheehy, Kieron (2004) Saturated models of pupildom: assessment and inclusion/exclusion. British Educational Research Journal, 30 (6), 801-817. (10.1080/0141192042000279512
• Edited Books
• Rolph, S., Atkinson, D., Nind, M. & Welshman, J. (eds) (2005) Witnesses to Change: Families, Learning Difficulties and History. Kidderminster: British Institute of Learning Disabilities.
• Nind, Melanie, Rix, Jonathan, Sheehy, Kieron and Simmons, Katy (eds.) (2005) Curriculum and pedagogy in inclusive education, London: RoutledgeFalmer, 272pp. (Values into Practice)
• Sheehy, Kieron, Nind, Melanie, Rix, Jonathan and Simmons, Katy (eds.) (2005) Ethics and research in inclusive education : values into practice, London, UK, RoutledgeFalmer, 254pp
• Rix, J., Simmons, K., Nind, M. & Sheehy, K. (eds) (2005) Policy and power in inclusive education: values into practice, London: RoutledgeFalmer,227pp
• Selection of International Conference Papers
• Boorman, Georgie, Clarke, Gill and Nind, Melanie (2009) In their own words: the missing voices of girls with behavioural, social and emotional difficulties. In, Gender and Education Association 7th International Conference, London, UK, 25-27 Mar 2009. , 18pp.
• Boorman, Georgina, Nind, Melanie and Clarke, Gill (2009) Seeking educational inclusion and engagement with girls with experiences of disaffection and exclusion: the impact of voice. In, British Educational Research Association Annual Conference, Manchester, UK, 02-05 Sep 2009.
• Nind, Melanie and Weare, Katherine(2009) Evidence and outcomes of school based programmes for promoting mental health in children and adolescents. In, European Conference of Educational Research, Vienna, Austria, 28-30 Sep 2009.
• Nind, M. & Flewitt, F. (13-16 September, 2006) Parents' choice of education for their young children: lessons for inclusive education, ECER Annual Conference, Geneva.
• Nind, M. & Wearmouth, J. (1-4 August 2005) "Pedagogical Approaches that effectively include children with SEN in mainstream classrooms: a systematic literature review", International Special Education Congress, University of Strathclyde
• Nind, M. & Flewitt, R. (15-17 September 2005) ‘Special and inclusive settings: a winning combination in the early years?’, BERA Annual Conference, University of Glamorgan.
  (available at: http://www.leeds.ac.uk/educol/documents/149791.htm)
• Chapters in Edited Books
• Seale, Jane and Nind, Melanie (2009) Access and the concept of risk: preventing bad things from happening or making good things happen? In, Seale, Jane and Nind, Melanie (eds.) Understanding and Promoting Access for People with Learning Difficulties: Seeing the opportunities and challenges of risk. London, UK, Routledge, 165-186.
• Research Reports
• Nind, M., Wearmouth, J., Collins, J., Hall, K., Rix, J. and Sheehy, K. (2004) A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, Research Evidence in Education Library. London: Eppi-Centre, Social Science Research Unit, Institute of Education, 82pp.
• Monographs
• Sheehy, Kieron, Rix, Jonathan, Collins, Janet, Hall, Kathy, Nind, Melanie and Wearmouth, Janice (2009) A systematic review of whole class, subject-based pedagogies with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, Research Evidence in Education Library. London: Eppi-Centre, Social Science Research Unit, Institute of Education, University of London., 84pp. (1701)
• Rix, J, Hall, K, Nind, M, Sheehy, K and Wearmouth, J (2006) A systematic review of interactions in pedagogical approaches with reported outcomes for the academic and social inclusion of pupils with special educational needs. London, UK, EPPI-Centre, Social Science Research Unit, University of London, 82pp. (1411)
• Nind, Melanie, Flewitt, Rosie and Brenda, Johnston (2005) "Parents choosing to combine special and inclusive early years settings: the best of both worlds." Southampton, UK: Dundee, UK, University of Southampton: Mencap City Foundation, 41pp.
• Book Section
• Nind, M and Seale, J (2009) Access for people with learning difficulties: new rhetoric or meaningful concept? In, Seale, J and Nind, M (eds.)Understanding and Promoting Access for People with Learning Difficulties: Seeing the opportunities and challenges of risk. London, UK, Routledge, 3-19.
• Seale, J and Nind, M (2009) Access and the concept of risk: preventing bad things from happening or making good things happen? In, Seale, Jane and Nind, Melanie (eds.) Understanding and Promoting Access for People with Learning Difficulties: Seeing the opportunities and challenges of risk. London, UK, Routledge, 165-186.