Tunde’s previous professional and teaching experience has focused on supporting social and educational inclusion of disabled children and their families, in particular the pedagogical responses to meeting their needs in a range of educational settings.

This interest is drawn from her experience working with children with cerebral palsy and their families in Conductive Education in Hungary and in the UK, also from her contribution to the professional development and training of educational practitioners working with these children in various educational settings.

In 2014 Tunde completed her PhD study at Warwick University. Her thesis examined parental and professional outlooks on the early development of young children with cerebral palsy and on the representation of these perspectives in children’s observed experiences.

Tunde teaches at both undergraduate and postgraduate levels, supervises MA-level dissertations, co-supervises PhD studies and fulfills the role of external examiner.  She continues to contribute to international projects, developing and delivering training for professionals and practitioners who work with children with special educational needs and disabilities in different national contexts.

Inclusive education, Conductive Education, supporting disabled learners, international consultancy and research on  inclusive education,  Bronfenbrenner's bio-ecological model.

Senior fellow - Higher Education Academy

Academic Qualifications

PhD, University of Warwick 2014

Postgraduate Certificate in Education: Teaching and Learning in HE, University of Wolverhampton 2008

MA (Ed), Open University 2001

Professional qualifications and registrations

Senior Fellow of Higher Education Academy 2018

SEDA Online tutoring 2018

Primary Education Teaching, Budapest Pedagogic Institute, Hungary (recognised by GTC as QTS in 2004) 1989

Conductor's Qualification, International Peto Institute, Budapest, Hungary, 1987

Rozsahegyi, T. (2023) SENCos and inclusive pedagogy. In Knowler, H., Richards, H. and Brewster, S. (eds) Developing Your Expertise as a SENCO. St Albans: Critical Publishing.

Rozsahegyi, T. (2019) Observation. In M. Lambert (ed) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.

Rozsahegyi, T. (2019) Case study. In M. Lambert (ed) Practical Research Methods in Education: An Early Researcher’s Critical Guide. Abingdon: Routledge.

Rozsahegyi, T. (2019) 'Foreword: Researching conductive education: Some issues and how they can be addressed'. Conductive College Journal, 2, 4-11.

Rozsahegyi, T. (2018) Bronfenbrenner’s ‘bio-ecological’ model and its application to understanding children’s development. In Z. Brown and S. Ward (eds) Contemporary Issues in Childhood. Abingdon: Routledge.

Rozsahegyi, T. and Lambert, M. (2018) Pedagogical outlooks underpinning early years education and workforce training in England and Hungary. In B. Bartram (ed.) International and Comparative Education: Contemporary issues and debates. Abingdon: Routledge.

Rozsahegyi, T. (2018) Foreword. In D. Jones, R. Amos, F. Faux and T. Rozsahegyi (eds) Look Inside My Life. Research report published by the National Star College. Cheltenham: National Star College.

Rozsahegyi,  T. and Lambert,  M. (2016) Pedagogy for inclusion? In Z. Brown (ed) Inclusive Education. Abingdon: Routledge.

Rozsahegyi, T. (2009) Book review: Beck, E. (2006) 'Feladatsorok a konduktiv nevelesben', Budapest: MPANNI. Recent Advances in Conductive Education, 7(2), 42-43.

Rozsahegyi, T. (2008) 'Training and collaboration: Implications for early years practitioners in England following in-service training on cerebral palsy'. Recent Advances in Conductive Education, 7(1), 17-22.

Rozsahegyi, T. (2007) Book review: Tatlow, A (2006) Conductive Education for children and adolescents with cerebral palsy, Hong Kong: Hong Kong Spastic Association. Recent Advances in Conductive Education, 6(1), 33-34.

Rozsahegyi, T. (2006) Careful planning and routine are key to development. Early Years Educator, 8(4), 52-54.

Rozsahegyi, T. (2006) Developing as professionals in Conductive Education: students’ perception. Recent Advances in Conductive Education, 8(1), 28-33.

Rozsahegyi, T. (2003) A different kind of training. Primary Practice, 34, 45-48.

Rozsahegyi, T. (2001) Critical issues of conductor training in different national settings. Recent Advances in Conductive Education, 4(1), 22-25.

Conference papers

Rozsahegyi, T. and Winwood, J. (2016) Moving from segregation to inclusion: Developing professional practice to enable learning. 1^st National Conference with Intellectual Disabilities, Naypyitaw, Myanmar, 26 November 2016.

Rozsahegyi, T. (2016) A bio-ecological case-study investigation into outlooks on the development and learning of young children with cerebral palsy in the UK. 18^thAnnual International Conference on Education, Athens, Greece, 16-18 May 2016.

Rozsahegyi, T. (2014) Process and product: Using ‘case study’ as a strategy for combined methods educational research. 16th Annual Education Research Conference, University of Wolverhampton, Walsall, 4 July 2014.

Rozsahegyi, T. (2013) ‘Using Bronfenbrenner’s bio-ecological model to inform development of training for special and inclusive education in Burma’. School for Education Futures Annual Research Conference, University of Wolverhampton, June 2013.

Rozsahegyi, T. (2012) Experiences of inclusion: Historical perspectives and current issues in the UK. Kongress fur Konduktive Forderung nach Peto und Inklusion, Rosenheim, Germany, March 2012.

Rozsahegyi, T. (2010) Divergent perspectives on educational priorities for pre-school children with cerebral palsy: a case study. East meets West. 7th World Congress on Conductive Education. Hong Kong, 5-8 December 2010.

Rozsahegyi, T. & Lambert, M. (2009) Second attempts: The secret world of student failure, resit and recovery. 11^th Annual Education Research Conference, University of Wolverhampton, 6 May 2009.

Rozsahegyi, T. and Lambert, M. (2008) Resits: Undergraduate students’ retrieval of failed assessment. 10th International Conference on Education, Athens, Greece, 26-29 May 2008. 

Rozsahegyi, T. (2007) From working alone to working together: Sharing an ethos of Conductive Education with non-conductive professionals in the UK. Partnership, Participation and Environment, Tel Aviv, Israel, 9-10 December 2007.

Rozsahegyi, T. (2006) Developing as professionals in Conductive Education: Students’ perceptions. Professional Development in Conductive Education: CEPEG conference, National Institute of Conductive Education, Birmingham, 11 March 2006.

Rozsahegyi, T. (2004) How can CE contribute to changing early years education? New Conductive Practices, international conference of the National Institute of Conductive Education, Birmingham, 5 November 2004.

Rozsahegyi, T. (2003) Ways forward for conductor training: Influencing conductive practice. International conference of the National Institute of Conductive Education, Birmingham, 27 June 2003.

Rozsahegyi, T. (2001) Critical issues of conductor training in different national environments. 4th World Congress on Conductive Education, London, 13-15 September 2001.

As a qualified conductor-teacher, Tunde has developed conductive education services for children with cerebral palsy and other neurological conditions. She has also worked with parents of these children and with other professionals involved with development and learning support.

Based on these experiences, Tunde has delivered CPD and other training courses for educational and other professionals and for practitioners, both in the UK and abroad, such as in Israel, Germany Myanmar and Indonesia, about how to support the development and learning of children with cerebral palsy and other developmental difficulties in inclusive educational settings.

Professional adviser for the voluntary organistion: 'Megan Baker House' (Moreton Eye, Herefordshire), which provides Conductive Education services for children with motor disorders.

Academic adviser for National Star College, Cheltenham. 2017-2020.

External examiner for the BA (Hons) Conductive Education with QCS - Birmingham City University 2018-2023.