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From the densely populated major city of Birmingham, to the rural areas of Shropshire and Herefordshire, the West Midlands is a diverse region. Through our work so far, it is clear that there is a dedication to improve outcomes for learners with SEND across our region from families, schools, and professionals. We aim to build on existing effective practice for our population of pupils with SEND so that children experience success in their learning and parental confidence improves.
Join our team of dedicated and ambitious individuals. We are a passionate workforce, who strive to support education professionals, so that they have the opportunity to make a real difference to the lives and outcomes of children and young people with SEND.
Our Trustees have full legal responsibility for nasen but delegate the day-to-day running of the organisation to the Chief Executive Officer and her Executive Leadership Team. The Board is made up of 13 Trustees, each with specialist skills and experience that underpin a streamlined committee structure. The three committees are the Remuneration Committee, the Finance, Risk and Audit Committee and the Strategy and People Committee.
At nasen, we’re committed to making expertise in SEND accessible to everyone supporting children and young people - from educators and school leaders to parents, carers and practitioners. Our tiered membership gives you the flexibility to engage in a way that suits your role, experience and professional goals. Whether you’re looking for trusted guidance, sector insight or deeper professional development, nasen membership connects you to the support you need to strengthen inclusive practice. Together, we’re building a national community dedicated to breaking down barriers and ensuring every child and young person with SEND can thrive - in education and beyond.
nasen is the National Association for Special Educational Needs – a charitable membership organisation that exists to support and champion those working with, and for, children and young people with SEND and learning differences.