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For Neurodiversity Week, Dr James Galpin, Education Officer at nasen, reflects on the importance of celebrating diversity in SEND.

Authors: The Sea View Trust

Claire Cookson - CEO, DFN Foundation

You are probably aware of the work that Whole School SEND (WSS) has been delivering through funding from the DfE over the last few years – you might have attended a webinar, used one of our resources or linked up with your regional team.

At nasen House today, coffee-time conversation turned to the consultation into Education Health and Care Plan (EHC plan) proposed timescales, which is inviting responses until next Friday (12 August).

I was delighted to deliver the keynote speech at the recent NAHT SEND Conference in Manchester, kicking off a busy day of interesting and insightful sessions with school leaders and SEND professionals from across our sector.

I applied to take part in the 2022/23 PD group at a time when I was considering and developing my action plan for last year. One of the areas identified for action was persistent absence and attendance rates for learners with SEND.

Currently 50% of parents in Britain with a child with disabilities aged four to 18 say their child does not feel comfortable taking part in sports with other children.

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We are excited about the next phase of the project and we know that, if there ever is an option of working on another idea (big idea in SEND, or other), we would be very keen to partner with the Sea View Trust and the Research School again.

Half way through this exciting research project - part of the Universal SEND Services programme, funded by DfE and delivered by the University of Derby, Dr Geraldene Codina, reflects on the progress already being celebrated.

A smooth transition out of education is essential for preparing students for the demands of the professional world and coping with the many new experiences and expectations they will be faced with. Amanda Wright explores ways in which we can help.

A Person Centred approach allows young people a voice in the decisions made about their support. Done well, it empowers, fosters confidence and promotes independence. Caroline Sutton-Reid explores...

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Here, we explore the theme of supporting learners with Down Syndrome and other learning disabilities in the mainstream classroom and consider how inclusion done well reaps rewards for everyone…

In this blog, we take a look at some of the key areas to consider in your practice when working with learners who have additional physical needs.

Speech, language, and communication skills are fundamental to a child’s development, impacting not only academic success but also social skills, self-esteem, and emotional well-being.

The Government’s Curriculum and Assessment Review is a once in a lifetime opportunity to influence the evolution of an education system that works for all young learners, preparing them to thrive at every age and stage and reach their potential as adults.

You can think of working memory as a mental notebook, where we hold information for a short period of time while we carry out other relevant mental activities. Here we reflect on how to identify barriers and support learners with poor working memory...

Learners in schools experience change every day. Here, we explore how understanding these transitions and implementing effective strategies can make a significant difference in helping all learners feel secure and confident in their educational journey.