Umesh Sharma
University of Nottingham Ningbo China, MONASH UNIVERSITY, University of Melbourne
0000-0002-5198-9379
About
Umesh Sharma is Vice Provost (People and Culture) and Professor in Inclusive Education at the University of Nottingham, Ningbo China. He is an Adjunct Professor in the Faculty of Education at Monash University, Australia. Umesh’s research programs in the area of disability and inclusive education span India, Pakistan, China, Bangladesh, Fiji, Solomon Islands, Vanuatu and Samoa as well as Australia, Canada, USA and New Zealand. He is the chief co-editor of the Australasian Journal of Special Education and the Oxford Encyclopedia of Inclusive and Special Education. He has authored over 175 academic articles, book chapters and edited books that focus on various aspects of special and inclusive education. His co-authored book “A Guide to Promoting a Positive Classroom Environment” was the recipient of the International Book Prize Award from the Exceptionality Education International. He was named the top Special Education Researcher (Field Leader) in Australia in 2019, 2023, and 2024, based on the impact of his work both locally and internationally, by the Australian Chief Scientist. His research program has focussed on how best the system can be reformed and key stakeholders could be adequately prepared to create a society where people with a disability could thrive and make meaningful contributions to society.
Employment
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University of Nottingham Ningbo China Vice Provost (People and Culture)2025 - Present
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MONASH UNIVERSITY
Education
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University of Melbourne Doctor of Philosophy1998 - 2002
Projects & Funding
Projects & funding information is unavailable.
Publications (200)
- Responsive education in conditions of superdiversity: Towards a metric of teacher capabilities Save
- Rethinking teacher professionalism through the capability approach: responding to superdiversity in education Save
- Collaboration as bayanihan : how Filipino primary school teachers and allied health professionals conceptualise interprofessional collaboration in inclusive education Save
- Building inclusive learning communities: the collaborative role of parents and school leaders in supporting students with additional needs Save
- ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures Save
- A scoping review of the components of effective teacher in-service professional development in inclusive education Save
- Key factors influencing the sense of belonging in students experiencing marginalisation: a systematic literature review Save
- Teachers’ intentions to teach in inclusive classrooms in China: does an inclusive school climate make a difference? Save
- “We're all in it together”: School principals' perspectives about the collective efficacy of their staff for inclusive education practices Save
- Integration of 3-H inclusive apprenticeship approach in Pakistani teacher education through forging connections between university and school educators Save