Nazarbayev University
Graduate School of Education

Graduate School of Education

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Dr. Amanda Ajodhia, Assistant Professor

Dr. Ajodhia is an Assistant Professor in the Graduate School of Education, Nazarbayev University. She holds a PhD from the Ontario Institute for Studies in Education of the University of Toronto, an MA from Ryerson University (Early Childhood Studies), and a BSc (Hons) from the University of Toronto (Psychology Specialist). She has extensive clinical experience as a behavioural therapist and consultant for young people with Autism Spectrum Disorder (including Asperger syndrome), global developmental delays, and speech/language delays. Her research interests focus on school inclusion and equity for ethnically diverse young people with disabilities. Additionally, she explores young people with disabilities' participation in research, notions of difference and normalcy, qualitative methods of inquiry, and international perspectives of inclusive education. Dr. Ajodhia also brings international research experience through her work with the Consultative Group on Early Childhood Care and Development, and as Principal Investigator of inclusive education research projects within Guyana and Cambodia. She served as Lecturer and Faculty Advisor for the School of Early Childhood Studies at Ryerson University (BA and MA program) in Toronto, Canada, where she taught courses on inclusive education, disability in childhood, and working with ethnically diverse families and communities (2008-2016). Courses EDUC 600 - Research Methods EDUC 640 - Thesis Seminar EDIE 650 - Theories of Inclusive Education EDIE 620 - Perspectives on Inclusive Education and Special Education EDUC 670/671 - Internship Project Publications Peer Reviewed Journals • Ajodhia-Andrews, A. (2016). Reflexively conducting research with ethnically diverse children with disabilities. The Qualitative Report, 21(2), 252-287. • Ajodhia-Andrews, A.  (2014).  “I don’t think I get bullied because I am different or because I have autism”:  Bullying experiences among middle years children with disabilities and other differences. Canadian Journal of Disability Studies, 3(1), 121-151. • Ajodhia-Andrews, A. (2013).  Official discourses, teachers’ practices, and inclusion for minoritized students: A review of works by critical theorists. Critical Intersections in Education, 1(1), 34-49. • Ajodhia-Andrews, A.  (2011). Reflections of artful experiences in contouring educative and scholarly practices:  Self-study analysis through narrative inquiry.  International Journal of Learning, 17(11), 111-122. • Ajodhia-Andrews, A., & Frankel, E.B.  (2010). Inclusive education in Guyana:  A call for change.  International Journal of Special Education, 25(1), 126-144. • Frankel, E.B., Gold, S., & Ajodhia-Andrews, A.  (2010). International preschool inclusion:  Bridging the gap between vision and practices. Young Exceptional Children, 13(5), 2-16. • Ajodhia-Andrews, A., & Berman, R. (2009). Exploring school life from the lens of a child who does not use speech to communicate. Qualitative Inquiry, 15(5), 931-951. Book Chapters: • Ajodhia, A. (2017).  Arts/Image-Based Creative Co-research with Disabled Children: Practical Dilemmas of the Research Process.   In M. Emme & A. Kirova (Eds.), Good Question! Creative Research Collaborations with Kids.  Victoria, BC:  The Canadian Society for Education through Art. Books: • Ajodhia-Andrews, A. (2016).  Voices and Visions from Ethnoculturally  Diverse Young People with Disabilities.  Rotterdam, Netherlands: Sense Publishers.