Ms Vikki Anderson

School of Education
Teaching Fellow (PGCert Dyslexia and Literacy Difficulties)

Contact details

Email
v.anderson@bham.ac.uk
Address
School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Having begun her career as a teacher of German and English, Vikki went on to specialise in the field of learning difficulties and disabilities, teaching in mainstream, special, further and higher education settings.

Before joining the University of Birmingham, she worked at the University of Wolverhampton as a Senior Lecturer on the BA Special Educational Needs and Inclusion programme. In addition to her current Teaching Fellow role within the Department of Disability, Inclusion and Special Needs, she is a member of the University of Birmingham’s Student Disability Service where she supports a range of students with specific learning difficulties and co-occurring conditions, and delivers professional development.

Qualifications

  • BA (Hons) German
  • PGCE Secondary German and English
  • RSA Diploma for Teachers of Learners with Specific Learning Difficulties (Primary, Secondary and FE/HE AMBDA)
  • MEd Education and Child Psychology.                      

Teaching

PGCert Dyslexia and Literacy Difficulties, ATS/APS and AMBDA

Postgraduate Dyslexia Courses 

Research

Vikki’s research interests lie in the fields of inclusive practice in learning, teaching, assessment and curriculum design, together with listening and responding to the student voice.

Publications

Anderson, V. (2023) How might higher education providers make assessment more inclusive? The potential of Universal Design for Learning. BERA Blog, 13 January. Available at: A new ecology of higher education: Disability, access, participation and belonging BERA

Nightingale, K.P. and Anderson, V. (2019) Establishing the evidence for inclusive curricula: is supplementary lecture capture an effective approach to supporting students? In Krcmar, K. (Ed.) The Inclusivity Gap. Aberdeen, UK: Inspired by Learning.

Nightingale, K.P., Anderson, V., Onens, S., Fazil, Q. and Davies, H. (2019) Developing the inclusive curriculum: Is supplementary lecture recording an effective approach in supporting students with Specific Learning Difficulties (SpLDs)? Computers and Education, 130, pp. 13-25.

Anderson, V. and Lyn-Cook, L. (2016) ‘Teaching Assistants working with Teachers.’ In Richards, G. and Armstrong, F. (Eds.) Key Issues for Teaching Assistants, 2nd edn. London: Routledge.

Anderson, V. and Lyn-Cook, L. (2015) ‘Teachers Working with Teaching Assistants.’ In Richards, G. and Armstrong, F. (Eds.) Teaching and Learning in Diverse and Inclusive Classrooms. Key Issues for New Teachers, 2nd edn. London: Routledge.

Anderson, V. and Onens, S. (2012) ‘How Well Are Students with a Specific Learning Difficulty prepared for Higher Education?’ In Brunswick, N. (Ed.) Supporting Dyslexic Adults in Higher Education and the Workplace. Chichester: Wiley. 

Anderson, V. (2011) ‘Teachers working with Teaching Assistants.’ In Richards, G. and Armstrong, F. (Eds.) Teaching and Learning in Diverse and Inclusive Classrooms. Key Issues for New Teachers. London: Routledge. 

Anderson, V. and Finney, M. (2008) ‘‘I’m a TA not a PA!’ teaching assistants working with teachers.’ In Richards, G. and Armstrong, F. (Eds.) Key Issues for Teaching Assistants. London: Routledge. 

Finney, M., Richards, G. and Anderson, V. (2007) How to make better use of teaching assistants. Special Children, 177: 27-31. 

Richards, G., Drury, P. and Anderson, V. (2007) Responding to Learners’ Views. London: LSC. 

DfES (2004) A Framework for Understanding Dyslexia. London: DfES (author of 'Theories of Dyslexia'). 

Anderson, V, Faraday, S., Prowse, S., Richards, G. and Swindells, D. (2003) Count Me In FE. London: LSDA.