follow Anthony Barnes. Special Educational Needs and School Improvement. Jean Gross. Working Towards Inclusive Education. Peter Mittler. Social Work in Education and Children's Services.
Steve Krawczyk. Every Child Included. Rona Tutt. Nick Frost. Issues in Geography Teaching. Chris Fisher. Social Work in Ireland. Alastair Christie. Contemporary Issues in Learning and Teaching.
Dr Margery McMahon. Curriculum Studies in the Lifelong Learning Sector. Jonathan Tummons. Albert J.
Teaching Learners in the Lifelong Learning Sector. Ms Sheine Peart. What Works in Probation and Youth Justice. Ros Burnett. Special Needs and Early Years. Kate Wall. Howard B. Wigglebottom and the Power of Giiving. Howard Binkow. Shannon Green. Safeguarding Adults. Gillian MacIntyre.
Probation Practice and the New Penology. John Deering. Can't Play Won't Play. Elizabeth Atter. Different Brains, Different Learners. Eric P.
An Introduction to Early Childhood. Geraldine Davis. What Matters in Probation. George Mair. Social Work with Looked After Children. Lucille Allain. Carolyn Blackburn. First Words. Barbara Levine Offenbacher. Interprofessional Collaboration. Audrey Leathard. Understanding Child and Family Welfare. Professor Marie Connolly. Roger Pierangelo. Addressing Tensions and Dilemmas in Inclusive Education. Brahm Norwich.
Angela Anning. Collette Drifte. Dictionary of Probation and Offender Management. Rob Canton. Social Work With Adults.
The book offers guidance on: the role of the SENCO as a teacher and manager; government policy and legislation; self-evaluation, good practice and monitoring; how to relate SEN to school targets and development plans. As well as providing training, she regularly observes and monitors teaching and learning supporting staff to embed and refine good autism and SEND practice. The ADHD Foundation is one of only three organisations in the UK to offer a cradle to grave multi modal service for families and adults affected by ADHD, offering psychoeducative and psychosocial interventions, skills training for families and young people and CBT, counselling, stress reduction and behaviour support programmes.
Colin leads the training department and delivers courses on ADHD, mental health and other neurodevelopmental conditions across the UK and directly to schools. After a year teaching career in the secondary sector up to senior leadership level, Colin was the first specialist leader in education to be appointed in his area and led the Outstanding Teacher Programme and the Improving Teaching programme for the National College in St Helens and Knowsley.
After initially qualifying with a health sector degree as a speech and language therapist, Kate has significant experience in programme delivery, development of materials and close work with practitioners and local authorities. Jane has a wealth of experience and successful SEND and School Improvement leadership of national and international projects which includes government policy advisory support; strategic review and planning for SEND Support at Local Area level.
Jane founded the Autism in Girls Forum whilst at nasen, in , recognising the need for national awareness raising of the overlooked and often invisible population of girls and women who have autism. Jane is co-founder of SEND Radicals, a collective of free-thinking, experienced and motivated leaders who are committed to creating positive change for young people with SEND.
Dr Jamie Galpin is a chartered developmental psychologist who has been working with children and young people with SEN for the past 15 years. His current research focuses on practical, effective interventions for pupils with SEND particularly interventions and support for autistic pupils in school settings — the development of practice-based evidence.
He has a specific interest in supporting minimally verbal pupils with complex needs. Within this the relationship between sensory differences, anxiety and managing uncertainty is an especial focus. Samantha Garner is an education consultant in SEN and mental health. She is a renowned presenter nationally and internationally. She is often called compared to Victoria Wood and Dawn French and is lauded for her ability to entertain as well as to provide excellent content.
Jon has been a qualified speech and language therapist SLT for over 14 years. The Sensory Projects work to share the knowledge and creativity needed to turn inexpensive items into effective sensory tools for inclusion. Joanna has taught in mainstream settings from the Early Years right through to University. She spent the majority of her teaching career in a school for students with severe and profound special educational needs and disabilities, described by Ofsted as outstanding.
Joanna has family members with neurodiversity conditions and disabilities and has been a registered foster career for children with complex needs. Joanna has five books published, on aspects of sensory engagement work, which sell globally. The Sensory Projects itself publishes a range of sensory stories. She trained as a teacher in the s, specialising in ages three to eight, and worked in a primary school for 10 years before joining Kent County Council as an early years adviser.
She has been very privileged to be offered professional development opportunities during her time with Kent, including completing an accredited SENCo training in , and training to become a Makaton Regional Tutor in The part of her day which she still enjoys most above all else is when she gets to play and interact with little children during her visits to early years settings. Sherann is the parent of three young people with SEN and has over 20 years of experience of supporting families with children and young people with SEND.
She is also a representative of parent carers on several local, regional, and national work streams including the Rochford Review and is passionate about ensuring co-production happens with children, young people, and their parent carers in all the services and support they receive. He is a qualified teacher and, prior to joining Ofsted, was executive headteacher of two all-age special schools for children and young people who have severe learning difficulties and complex needs. He has also worked as a senior local authority adviser and school improvement partner.
John is one of the leading innovators in Europe in digital learning. He works with teachers, neuroscientists and software developers to implement digital programmes in the classroom. He is a director of Neuron Learning. Their products include Fast ForWord, a unique cognitive skills development program and Reading Assistant, a reading fluency and pronunciation program with voice recognition. John has previously worked as vice president of operations with Wall Street English and Laureate Education as well as education specialist with the World Bank.
Amanda is determined to raise awareness of neurodiversity and to showcase the strengths of individuals and maximise their talents. She wears several hats: she has personal reasons for her passion as a parent of neurodiverse children; a professional interest and has a chair in developmental disorders at University of South Wales. She has a clinical interest as a GP alongside founding The Dyscovery Centre, a specialist centre for children and adults with developmental disorders, in Wendy has worked as a speech and language therapist for over 30 years in clinical practice, higher education and the third sector.
She was professional director at The Communication Trust until where she led on a number of projects, as well as inputting on national policy and research. Wendy is currently the director of LINGO, which provides consultancy, professional development, resources and speech and language therapy. She works with academy trusts, schools and settings and in partnership with local and national organisations supporting speech, language and communication. Cathal has worked in education for over 25 years, holding numerous senior positions in mainstream schools before becoming the founding headteacher of an independent SEBD primary school.
He subsequently became director of education for a wider group of SEND schools before taking the role of national director of day schools. He regularly gets invited to speak at regional and national conferences, deliver training as an educational consultant and contribute articles to a range of educational publications. He is an associate education expert for The Key website for school leaders and has collaborated with many organisations including English Heritage to produce a staff training video on working with SEND pupils.
He has experience in a wide range of governance roles including as part of an IEB and Chair of multiple governing bodies. Rosie has worked in education for many years both in the UK and abroad. Originally a primary school teacher, Rosie developed her passion for supporting children and young people with SEND through subsequent roles as SENCo and deputy headteacher in two schools. She currently works for Birmingham Local Authority as assistant service lead for pupil and school support, a SEND advisory service that supports schools with children with cognition and learning needs.
Laura completed her training to become a speech and language therapist at University College London in She has worked in a range of settings for both children and adults and has been working in Camden Speech and Language Therapy team, Whittington Health, since , initially as Listen-EAR lead working in a range of schools, and now as a speech and language therapy team Lead role.
Listen-EAR is a strategic whole school approach to supporting and developing language and communication skills for all students. Laura has also appreciated having the opportunity to use her clinical skills and whole school approaches when working with a wide range of young people with social, emotional and mental health, speech, language and communication needs, and their teachers, support staff and parents, at Gloucester House school, since Both his academic and media production work has explored the opportunities for self-advocacy that emerging digital media could provide, especially for socially excluded people.
During this time, she has developed a reputation for successfully managing the most challenging classes and pupils as well as motivating and inspiring staff to help implement change and ensure sustainability. Liz has worked in education for 20 years. She is currently co-director of curriculum support at Priestnall School in Stockport and is also the founder of Spotlight Education Support, an organisation which provides SEND training and consultancy for schools nationally.
Liz sees herself, first and foremost, as a frontline practitioner having worked in SEND leadership roles in a range of school settings including primary, secondary and across the state and independent sectors. Natalie is an independent education consultant, specialising in SEND and school improvement. She develops and delivers a wide range of training and support to schools.
Natalie is an associate consultant for the national association of SEN nasen and a consultant governor for a large school in Dubai. Dr Neelam Parmar is an award-winning professional, international researcher, author, thought leader and speaker on effective technology, pedagogy and curriculum integration within education. Neelam regularly presents as a keynote speaker around the UK and internationally on the role of EdTech in education, providing strategy, roadmaps and CPD programmes for blended and flipped learning approaches.
Neelam has supported schools, local councils, and NGOs and advises organisations how best to develop their digital strategies. Stephen Parsons is a speech and language therapist, trainer and author of practical language development resources for teachers and speech and language therapists.
From Stephen worked as a speech and language therapy service manager in Hackney and the City of London. He currently serves as chair of NAPLIC, the association for professionals working with children and young people with developmental language disorder.