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The Handbook has been developed to support primary, secondary and specialist teachers, teaching assistants, senior leaders and headteachers who work with children and young people with SEND and learning differences.
A new report from the Children’s Commissioner’s team details the current trends around children and young people’s mental health services. The number of young people being referred for treatment has increased to 734,00 from 498,000.
This webinar will provide an introduction to Acquired Brain Injury (ABI)
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.
Association of Child & Adolescent Mental Health (ACAMH) has recently launched an initiative aimed at teachers, to enable schools to access and put to use resources that can genuinely make a difference to the mental wellbeing and educational outcomes...
New data from National Foundation for Educational Research’s (NFER) annual labour market report shows that the education system is not meeting the teacher supply challenge.
Youth Sports Trust and the ADHD Foundation explore some ideas to help make your club or team an inclusive place for children and young people with ADHD.
The Public Services Committee has launched a new call for evidence for its new inquiry, the transition from education to employment for young disabled people.
The DfE has issued guidance advising local authorities to conduct risk assessments and makes suggestions and recommendations for how that might be done in collaboration with educational settings and parents.
This guide aims to: Introduce the debate around autism and gender Identify key issues for girls with autism spectrum conditions and more
Autism Acceptance Month may be coming to a close but we believe learning should take place all year round. For the next two weeks we are providing FREE access to selected resources to help deepen understanding of autism.
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In this session, Dr Juhayna Taha Institute of Education, UCL’s faculty for Education and Society, will talk about Developmental Language Disorder (DLD).
Learning from evaluating a programme for parents of two-year-old children at risk of SLCN.
In this edition of nasen Connect we will look at sensory wellbeing strategies and how they can help support people with disabilities, we examine the steps schools should consider when supporting children with health conditions and much more
We were thrilled to sponsor the Inclusive Practice Award at the Nursery World 2021 Awards, which took place on Sunday 26 September.
Written by Fran Morgan from Square Peg.
We at nasen believe that – just like access to education – good social, emotional and mental health (SEMH) is an important right of every child and young person in our schools and colleges, as well as every member of the education workforce.
January 2025
Research being conducted by Dr Emmanouela Terlektsi and Dr Lila Kossyvaki from University of Birmingham, aims to identify and characterise effective practice in supporting the inclusion of deaf autistic children in mainstream settings.
The Gypsy, Traveller, Roma, Showmen and Boaters’ in Education group have created a Pledge for schools to show their commitment to improving access, retention and outcomes in education for their communities.
Deputy Regional SEND Lead
Rebecca has more than 15 years’ experience working as a senior school Leader, Deputy Head teacher (Head of Start-up School), Assistant head teacher and a SENCO in several inner city schools. Her areas of expertise include SEND, SEND legislation, creating an inclusive classroom/ quality first teaching, inclusion, SEMH (including ADHD) and Emotional related school refusal (attendance). She holds a Master’s Degree in Education focusing on SEND and Autism Spectrum Conditions. At the heart of it all, she is an outstanding English teacher. Rebecca is a qualified SENCO and registered with British Psychologist society (CCET3).
Her current position is Director of Inclusion for Every Child, Every Day Multi Academy Trust. Her role includes supporting and working in collaboration with Head teachers, senior leaders and SENCO’s in developing a person centred approach to inclusion. She also works as a School improvement partner for schools in her Trust and outside the Trust as directed by her CEO. Her philosophy is centred on the understanding that every teacher is a teacher of SEND and every leader is a leader of SEND.