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Ruth is Head of the Royal College of Speech and Language Therapists Northern Ireland (RCSLT NI), a role she has held since July 2021. She enjoys the opportunities this post brings in representing NI members and advocating for people with speech, language, communication and swallowing needs across Northern Ireland. Ruth is also a Director of the Special Educational Needs Advice Centre (SENAC). Before joining RCSLT NI, Ruth worked within the Belfast Trust, where she led the Clinical Lead Mental Health pilot post established in 2019, which secured permanent funding in 2021. Earlier in her career, she set up the first dementia Speech and Language Therapy post within the Belfast Trust in 2012 and completed her Master’s in Dementia Studies in 2016. Ruth worked as a Speech and Language Therapist across Northern Ireland from 2005 to 2021.
Sue is the Policy Advisor for the Royal College of Speech and Language Therapists Northern Ireland (RCSLT NI), where she works closely with members and stakeholders to advocate for people with speech, language, communication and swallowing needs across Northern Ireland. Sue completed a Master of Science (MSc) in Autism and Neurodevelopmental Conditions, with her thesis focusing on Developmental Language Disorder (DLD) and how prepared post-primary teachers are to support young people with DLD. In recognition of her dedication to raising awareness of Developmental Language Disorder (DLD), she was awarded an Honorary Fellowship from RCSLT in September 2023. She has worked in the field of Special Educational Needs (SEN) for over 10 years, is a Director of the Special Educational Needs Advice Centre (SENAC), and serves on the Boards of Governors for Greenwood House Assessment Centre and Nendrum College.
Dr Gillian Beck is a senior lecturer of Special and Additional Needs and Inclusion studies at Stranmillis University College. Previously she was a teacher and SENCO, supporting the upskilling of teachers and classrooms assistants and the academic and holistic development of pupils with a wide range of SEN from Nursery to P7. She pioneered the first sensory room and 1:1 sensory support programme for children with ASD in an NI mainstream school, extending this to whole school sensory provision. Now her recent PhD research has demonstrated the value of a teacher-led, whole class approach to sensory provision.
Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.
Written by the National Sensory Impairment Partnership
Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee
In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.
Written by The National Network of Parent Carer Forums
Learning from evaluating a programme for parents of two-year-old children at risk of SLCN.
Dr Emily Bennett, Consultant Clinical Psychologist & Dr Gemma Costello, Educational Psychologist National ABI in Learning in Education Forum (N-ABLES)
Written by Alison Ley
Written by Julie Pointer, Children and young people lead, National Development Team for Inclusion
Written by the Anti-Bullying Alliance
Written by Julie Pointer – National Development Team for Inclusion and Simon Lawrence ASDAN.
Thoughts on Curriculum - for pupils and students with profound and multiple learning difficulties (PMLD), severe learning difficulties (SLD) and/or SLD/ASC
Peter Imray
Written by Katie Hickin
Written by Karen Wespieser, educational researcher and COO of Teacher Tapp and Parent Ping.