Rate My Professor Gill Rutherford

Rutherford's academic interests center on the lived experiences of disabled students, the roles and influences of teacher aides, relational dynamics in classrooms, and teacher preparation in line with the UN Convention on the Rights of Persons with Disabilities (UNCRPD) Article 24. Her major publications include "Doing right by Teacher aides, students with disabilities, and schools: a relational work perspective" (Harvard Educational Review, 2011), "In, out or somewhere in between? Disabled students’ and teacher aides’ negotiation of language and labelling in classroom" (International Journal of Inclusive Education, 2012), "Teacher education: doing justice to UNCRPD Article 24?" (International Journal of Inclusive Education, 2023), "‘He's actually learning’: an Appreciative Inquiry story of a student with complex learning characteristics" (Cambridge Journal of Education, 2024), and "‘First you have to see me as a human being’: disabled students’ experiences of inclusion" (International Encyclopedia of Education, 2023). In 2023, she was awarded the Disability Information and Support Appreciation Award for her role as a passionate advocate challenging ableist views and fostering inclusive learning environments. She also co-received the OUSA Disability Award in 2017.