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Georgina Nnamani is a researcher in education whose work explores the role of educational policies in promoting the social inclusion of learners with dyslexia in schools from an ecosystemic perspective. She is particularly interested in how inclusion is understood in different contexts and the implications for learners with special educational needs and disabilities (SEND). Georgina has worked in disability services and schools across the UK, Ireland and Canada for more than two decades. She has contributed to the development of several awareness programmes aimed at promoting the rights of disabled people to access and participate fully in services.