Since April 2010, André has worked as the DfE SEN and Disability Professional Adviser, contributing to a range of policy developments, in particular the Children and Families Act and supporting the current Green Paper. André has been a teacher and educational psychologist and held a number of practitioner and leadership roles in local authorities. He was a Regional Director in the National Strategies SEN team, and was an adviser to the Lamb Inquiry into parental confidence.

Jon Severs has been editor of Tes since January 2021. Before that, he was commissioning editor at Tes. He has also worked across trade titles including PropertyWeek, The Grocer and Local Government News.

Jon will chair the main Friday Keynote, deliver presentations in the SEND Futures Theatre and take part in the final session of the Leadership Summit.

Geoff Barton is General Secretary of the Association of School and College Leaders, a trade union representing more than 22,000 educational leaders from all types of schools & colleges across the United Kingdom. Prior to this, for fifteen years he was headteacher at King Edward VI School in Suffolk, an 11-18 comprehensive school of 1600 students. 

Geoff attended Walton High School, a comprehensive school in Stafford (1974-81); read English and Linguistics at Lancaster University (1981-84); then trained as a teacher at Leicester University (1984-5). He has taught in Leeds, York, and Suffolk. 

Geoff has written and edited more than 100 books on literature, grammar and literacy. He is a writer for many publications, and a regular commentator in the media on educational matters. He is patron of the English & Media Centre, a Founding Fellow of the English Association, and a trustee of the Pearson National Teaching Awards, which celebrates the work of teachers and other staff working in education. 

He tweets as @RealGeoffBarton.

Leanne works in Hampshire having previously been the Head teacher in a London Prison School. Leanne is currently Head teacher across two PRUS in Havant and Gosport, collectively named The Key Education Centre. Since beginning at The Key in 2017, Leanne’s vision has been built upon the principles of Attachment and Trauma Informed Practice (ATIP) which the team have been embedding and building upon for the last 5 academic years. Leanne’s commitment to empowering all staff members to feel informed and skilled has exposed them to experts in the field of neuroscience and child development and The Key now work with colleagues in other settings to share their learning.

Rona has taught in state and independent, day and residential, mainstream and special schools. She was the first head teacher from a special school to become President of NAHT, which represents school leaders in every phase and sector of education and is the largest association for school leaders in the UK. 

Rona has a PhD in the education of children with autism.  She is a winner of the Leadership in Teaching Award, received an Outstanding Reviewer Award for her work on the International Journal of Educational Management and an OBE for her services to special needs education. She is a Fellow of UCL’s Centre for Inclusive Education (CIE).

Rona has written and co-authored a number of books including: Educating Children with Complex Conditions - understanding overlapping and co-existing developmental disorders; The SEND Code of Practice: 0-25 years – Policy, Provision & Practice; Rona Tutt’s Guide to SEND and Inclusion; and A Guide to Best Practice in Special Education, Health and Social Care.

Rona is a governor at a secondary school for pupils with learning difficulties and an all-age school for deaf pupils. She has spent several years studying British Sign Language (BSL).

I have 22 years’ experience in education with an emphasis on making a difference for young people to achieve their potential whatever it might be.  I gained my teaching qualifications in Jamaica with specialisms in mathematics and Computer Science and later studied for the National SENCO award. As on aspiring headteacher of a special school, I have started the National Qualification for Headship (NPQH) After my first son was diagnose as autistic in the spring of 2013 my focus shifted slightly to advocacy and a career path in working with young people with special needs.

The educational experiences of many autistic children are not yet at the standard they deserve to have the quality and dignified life. I have presented at numerous conferences over the last 4 years and my sessions tend to focus on making reasonable adjustments for autistic children in mainstream and my family’s journey, highlighting the differences, difficulties and strengths of my autistic boys.

Since April 2010, André has worked as the DfE SEN and Disability Professional Adviser, contributing to a range of policy developments, in particular the Children and Families Act and supporting the current Green Paper. André has been a teacher and educational psychologist and held a number of practitioner and leadership roles in local authorities. He was a Regional Director in the National Strategies SEN team, and was an adviser to the Lamb Inquiry into parental confidence.

Jon Severs has been editor of Tes since January 2021. Before that, he was commissioning editor at Tes. He has also worked across trade titles including PropertyWeek, The Grocer and Local Government News.

Jon will chair the main Friday Keynote, deliver presentations in the SEND Futures Theatre and take part in the final session of the Leadership Summit.

Geoff Barton is General Secretary of the Association of School and College Leaders, a trade union representing more than 22,000 educational leaders from all types of schools & colleges across the United Kingdom. Prior to this, for fifteen years he was headteacher at King Edward VI School in Suffolk, an 11-18 comprehensive school of 1600 students. 

Geoff attended Walton High School, a comprehensive school in Stafford (1974-81); read English and Linguistics at Lancaster University (1981-84); then trained as a teacher at Leicester University (1984-5). He has taught in Leeds, York, and Suffolk. 

Geoff has written and edited more than 100 books on literature, grammar and literacy. He is a writer for many publications, and a regular commentator in the media on educational matters. He is patron of the English & Media Centre, a Founding Fellow of the English Association, and a trustee of the Pearson National Teaching Awards, which celebrates the work of teachers and other staff working in education. 

He tweets as @RealGeoffBarton.

Leanne works in Hampshire having previously been the Head teacher in a London Prison School. Leanne is currently Head teacher across two PRUS in Havant and Gosport, collectively named The Key Education Centre. Since beginning at The Key in 2017, Leanne’s vision has been built upon the principles of Attachment and Trauma Informed Practice (ATIP) which the team have been embedding and building upon for the last 5 academic years. Leanne’s commitment to empowering all staff members to feel informed and skilled has exposed them to experts in the field of neuroscience and child development and The Key now work with colleagues in other settings to share their learning.

Rona has taught in state and independent, day and residential, mainstream and special schools. She was the first head teacher from a special school to become President of NAHT, which represents school leaders in every phase and sector of education and is the largest association for school leaders in the UK. 

Rona has a PhD in the education of children with autism.  She is a winner of the Leadership in Teaching Award, received an Outstanding Reviewer Award for her work on the International Journal of Educational Management and an OBE for her services to special needs education. She is a Fellow of UCL’s Centre for Inclusive Education (CIE).

Rona has written and co-authored a number of books including: Educating Children with Complex Conditions - understanding overlapping and co-existing developmental disorders; The SEND Code of Practice: 0-25 years – Policy, Provision & Practice; Rona Tutt’s Guide to SEND and Inclusion; and A Guide to Best Practice in Special Education, Health and Social Care.

Rona is a governor at a secondary school for pupils with learning difficulties and an all-age school for deaf pupils. She has spent several years studying British Sign Language (BSL).

I have 22 years’ experience in education with an emphasis on making a difference for young people to achieve their potential whatever it might be.  I gained my teaching qualifications in Jamaica with specialisms in mathematics and Computer Science and later studied for the National SENCO award. As on aspiring headteacher of a special school, I have started the National Qualification for Headship (NPQH) After my first son was diagnose as autistic in the spring of 2013 my focus shifted slightly to advocacy and a career path in working with young people with special needs.

The educational experiences of many autistic children are not yet at the standard they deserve to have the quality and dignified life. I have presented at numerous conferences over the last 4 years and my sessions tend to focus on making reasonable adjustments for autistic children in mainstream and my family’s journey, highlighting the differences, difficulties and strengths of my autistic boys.

Gillian completed her PhD at UCL, combining an interest in both memory and language to investigate the relationship between procedural and declarative memory processes and language in children.

Her current research focusses on language assessment and intervention in children, including large-scale randomised control trials of school-based language interventions. She is part of the development team for LanguageScreen (www.languagescreen.com), an App used in schools to assess the language skills of children aged 3-8 years, and is Director of a University of Oxford spin out company, OxEd and Assessment Ltd, created to translate research into children’s language and reading difficulties into practical applications.

Recent projects include evaluations of the Nuffield Early Language intervention (NELI) and the development of an online teacher training and support model for the programme to enable delivery at scale. Watch a video of a NELI intervention session in action on a recent trial here. She led the subsequent rollout of NELI to over 6,500 schools in 2020-21, funded by the DfE as part of its Covid 19-recovery effort. A second year of the rollout included over 10,000 schools with Reception pupils receiving NELI.

She also worked on the development and evaluation via randomised controlled trial of an early language enrichment programme for children in nursery and is currently working on developing a subsequent larger-scale trial of the nursery programme.

Gillian completed her PhD at UCL, combining an interest in both memory and language to investigate the relationship between procedural and declarative memory processes and language in children.

Her current research focusses on language assessment and intervention in children, including large-scale randomised control trials of school-based language interventions. She is part of the development team for LanguageScreen (www.languagescreen.com), an App used in schools to assess the language skills of children aged 3-8 years, and is Director of a University of Oxford spin out company, OxEd and Assessment Ltd, created to translate research into children’s language and reading difficulties into practical applications.

Recent projects include evaluations of the Nuffield Early Language intervention (NELI) and the development of an online teacher training and support model for the programme to enable delivery at scale. Watch a video of a NELI intervention session in action on a recent trial here. She led the subsequent rollout of NELI to over 6,500 schools in 2020-21, funded by the DfE as part of its Covid 19-recovery effort. A second year of the rollout included over 10,000 schools with Reception pupils receiving NELI.

She also worked on the development and evaluation via randomised controlled trial of an early language enrichment programme for children in nursery and is currently working on developing a subsequent larger-scale trial of the nursery programme.

As a specialist use of force consultant and professional trainer, Doug Melia speaks regularly at a multitude of events. He featured at the ASIS Winter AGM at the Bank of America back in 2010, the Tes SEN show annually and at Warwick Medical school as a lecturer for the use force module on their emergency medicine course. Doug DVDs on the use of force now form part of an online reasonable force course, he has written for the Guardian, the Times Education supplement, Special children magazine and for the journal of the British Safety Council.

Doug’s experience of restraint first began as a self defence coach delivering sessions at inner city schools and secure settings back in 1996. Doug is an SIA trainer, holds his close protection licence and operationally, spent many years in his teens and early twenties as a door supervisor working in the North-West and in personal security honing his de-escalation skills. His involvement as a physical skills and as a defensive tactics trainer saw him working operationally within enforcement teams executing high court writs removing activists and protestors from a variety of settings and teaching CQC on the Ronin concepts Close Protection course.

Doug’s involvement with healthcare started when he was a trainer delivering conflict resolution across establishments nationwide back in the Nineties. Since then aside from providing PMVA training, his group of companies have acquired Pro-tactical, formerly part of the Taser business. This business supplies Soft Restraint training and equipment internationally with over three hundred trainers across Police forces, hospitals, secure settings and transportation internationally.
Doug resides in Lytham St-Annes on the Fylde coast in the North-West of England and can often be found in a canoe in the Lakes.

As a specialist use of force consultant and professional trainer, Doug Melia speaks regularly at a multitude of events. He featured at the ASIS Winter AGM at the Bank of America back in 2010, the Tes SEN show annually and at Warwick Medical school as a lecturer for the use force module on their emergency medicine course. Doug DVDs on the use of force now form part of an online reasonable force course, he has written for the Guardian, the Times Education supplement, Special children magazine and for the journal of the British Safety Council.

Doug’s experience of restraint first began as a self defence coach delivering sessions at inner city schools and secure settings back in 1996. Doug is an SIA trainer, holds his close protection licence and operationally, spent many years in his teens and early twenties as a door supervisor working in the North-West and in personal security honing his de-escalation skills. His involvement as a physical skills and as a defensive tactics trainer saw him working operationally within enforcement teams executing high court writs removing activists and protestors from a variety of settings and teaching CQC on the Ronin concepts Close Protection course.

Doug’s involvement with healthcare started when he was a trainer delivering conflict resolution across establishments nationwide back in the Nineties. Since then aside from providing PMVA training, his group of companies have acquired Pro-tactical, formerly part of the Taser business. This business supplies Soft Restraint training and equipment internationally with over three hundred trainers across Police forces, hospitals, secure settings and transportation internationally.
Doug resides in Lytham St-Annes on the Fylde coast in the North-West of England and can often be found in a canoe in the Lakes.

Carolyn was a secondary Science teacher in mainstream schools for 24 years, working in various settings and showing a passion to ensure that all children and young people achieved their full potential with positive experiences during their time in school. Carolyn is passionate about accessible education and is working on a project which aims to remove barriers for young people with deafblindness as well as raising the awareness amongst their peers.

Following her graduation with a BSc (Hons) in Audiology from University College London, Saima obtained her PhD in Auditory Perception at Aston University. She is a RCCP-registered Audiologist and HCPC-registered Hearing Aid Dispenser, with experience in the NHS and private sector. She maintains her clinical practice as a Consultant Audiologist at Cubex Audiology and is a Fellow of the British Society of Audiology (FBSA). Saima’s research interests include improving outcomes for adults and children with deafblindness/multisensory impairment, auditory perception in individuals experiencing hearing loss, the role of healthcare communications in promoting help-seeking behaviour for hearing loss, and hearing technologies for communication in ‘noisy’ environments. She leads ARU's Applied Hearing Research Hub (Vision and Hearing Sciences Research Centre). 

Carolyn was a secondary Science teacher in mainstream schools for 24 years, working in various settings and showing a passion to ensure that all children and young people achieved their full potential with positive experiences during their time in school. Carolyn is passionate about accessible education and is working on a project which aims to remove barriers for young people with deafblindness as well as raising the awareness amongst their peers.

Following her graduation with a BSc (Hons) in Audiology from University College London, Saima obtained her PhD in Auditory Perception at Aston University. She is a RCCP-registered Audiologist and HCPC-registered Hearing Aid Dispenser, with experience in the NHS and private sector. She maintains her clinical practice as a Consultant Audiologist at Cubex Audiology and is a Fellow of the British Society of Audiology (FBSA). Saima’s research interests include improving outcomes for adults and children with deafblindness/multisensory impairment, auditory perception in individuals experiencing hearing loss, the role of healthcare communications in promoting help-seeking behaviour for hearing loss, and hearing technologies for communication in ‘noisy’ environments. She leads ARU's Applied Hearing Research Hub (Vision and Hearing Sciences Research Centre). 

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Cheryl has over 30 years experience within the early years sector and is now a consultant an award winning trainer, working with nurseries and schools across the UK.  Cheryl’s passion and specialism for understanding and acceptance for neurodiversity within early years is impactful and comes from the heart, as a professional and also as parent of two neurodivergent children herself.  She is an advocate for true inclusive practice, enabling ALL children to be heard, to be given the tools and connections to thrive and to be celebrated and accepted for their uniqueness.  Her work includes regular invitations to deliver seminars and training at large sector events and conferences, keynote speeches,  as well as delivering webinars that have been watched worldwide.

Cheryl has over 30 years experience within the early years sector and is now a consultant an award winning trainer, working with nurseries and schools across the UK.  Cheryl’s passion and specialism for understanding and acceptance for neurodiversity within early years is impactful and comes from the heart, as a professional and also as parent of two neurodivergent children herself.  She is an advocate for true inclusive practice, enabling ALL children to be heard, to be given the tools and connections to thrive and to be celebrated and accepted for their uniqueness.  Her work includes regular invitations to deliver seminars and training at large sector events and conferences, keynote speeches,  as well as delivering webinars that have been watched worldwide.

Daniel oversees the contract delivery of NCB's Education and Equalities team, focussing on strands of work that promote best practice around inclusion and special education provision - including the Information, Advice and Support Service Network (IASSN) - enhancing inclusive practice and advancing children and young people's social, emotional and physical wellbeing.

He is also Policy Vice Chair of NCB family member Special Educational Consortium and has represented the SEC giving evidence to parliamentary Select Committees; delivers training on SEND topics, including pedagogy and inclusion; is the National Coordinator for UK (England) on the European Agency for Special Needs and Inclusive Education.

He is a qualified teacher, with previous experience as TA / LSA and has worked predominantly in the further education sector, both in mainstream and specialist provision, with additional experience managing post-16 preparation for work and adult life for young people with SEND in the third sector.

For the nine years before joining NCB in January 2023, he was Education and School Services Manager at a disability charity, with operational and strategic oversight of service delivery and design, working alongside schools and local authorities. He was a visiting lecturer at King’s on SEN and disability and is a Doctor of Education in SEND and literacy.

Daniel oversees the contract delivery of NCB's Education and Equalities team, focussing on strands of work that promote best practice around inclusion and special education provision - including the Information, Advice and Support Service Network (IASSN) - enhancing inclusive practice and advancing children and young people's social, emotional and physical wellbeing.

He is also Policy Vice Chair of NCB family member Special Educational Consortium and has represented the SEC giving evidence to parliamentary Select Committees; delivers training on SEND topics, including pedagogy and inclusion; is the National Coordinator for UK (England) on the European Agency for Special Needs and Inclusive Education.

He is a qualified teacher, with previous experience as TA / LSA and has worked predominantly in the further education sector, both in mainstream and specialist provision, with additional experience managing post-16 preparation for work and adult life for young people with SEND in the third sector.

For the nine years before joining NCB in January 2023, he was Education and School Services Manager at a disability charity, with operational and strategic oversight of service delivery and design, working alongside schools and local authorities. He was a visiting lecturer at King’s on SEN and disability and is a Doctor of Education in SEND and literacy.

Dr Asha Patel (founder of Innovating Minds) is a registered Clinical Psychologist and co-developed the Healing Together facilitators programme. The programme that is supporting children, young people and adults nationally access early trauma informed help within educational and community settings. This is the first trauma informed programme that upskills front line practitioners that are not clinically trained with the knowledge and resources they need to provide early trauma informed interventions. Dr Patel is also the mastermind behind EduPod, the online platform that provides training for designated mental health leads that are implementing a whole school approach to mental health. Her clinical expertise and contribution to developing sustainable intervention models has enabled her to support schools, children, young people and adults nationally.

Dr Asha Patel (founder of Innovating Minds) is a registered Clinical Psychologist and co-developed the Healing Together facilitators programme. The programme that is supporting children, young people and adults nationally access early trauma informed help within educational and community settings. This is the first trauma informed programme that upskills front line practitioners that are not clinically trained with the knowledge and resources they need to provide early trauma informed interventions. Dr Patel is also the mastermind behind EduPod, the online platform that provides training for designated mental health leads that are implementing a whole school approach to mental health. Her clinical expertise and contribution to developing sustainable intervention models has enabled her to support schools, children, young people and adults nationally.

Jane is a former SEND Head Teacher that specialises in strategic leadership support and review for Local Areas, schools and organisations. Services are commissioned co-productively with young people to effect improvement at a local level. Jane has a proven track record in successful school improvement leadership of national and international projects. Her experience includes government policy advisory support, strategic review and planning for SEND at Local Area level and developing and establishing training and education services for teachers, SENCOs, senior leaders and governors. Jane teaches on the Senior Leadership for SEND programme, commissioned by DfE, facilitated by NDTi.

She is an Associate of the Council for Disabled Children and SEND for Change. Jane also provides parent and family advocacy support voluntarily to families who are caring for children and young people with mental health needs. Jane contributes to Local Area SEND Peer Challenge review, LA SEND Sufficiency Review, school inspection and, providing advisory support for children and young people’s mental health. She is Chair of Governors at a community primary school in the heart of Coventry. A total of 38 different community languages are expressed at the school which reflects the culturally rich and diverse community the school serves.

Jane is the author of a wide range of professional articles and DfE funded national guidance. Published articles include Access, Participation & Achievement for Primary & Secondary SENCOs (2012, 2013), three successful editions of SEND & School Inspection Guidance (2012, 2014, 2015) and SEND Handbook, 2013, 2015. During her tenure as Chief Executive at nasen, Jane led and made a significant contribution to the national transition of reform for SEND while leading a comprehensive SEN national events programme to inform educators of change. Jane founded the Autism in Girls Forum in 2013, recognising the need for national awareness-raising of the overlooked and often invisible population of girls and women who have autism. She commissioned the nasen mini guide Autism in Girls: Flying Under the Radar, 2015. Jane co-authored Girls and Autism, Educational, Family and Personal Perspectives (Routledge, 2019), a book published through the Forum and supported by the National Association of Head Teachers. Jane has current Senior Leadership accredited training status in Safeguarding and Keeping Children Safe in Education as a Designated Safeguarding Lead. Jane’s academic qualifications include two Masters level degrees: MEd; Research & Ethics in Inclusive Education; MA; Educational Management; Managing Behaviour in schools.

Jane is a compelling, charismatic communicator and presenter with lived experience of SEND. She cares passionately about raising the quality of provision and support for all, particularly for pupils and families with SEMH needs. Jane is Mental Health First Aid Trainer, has recently undertaken and achieved her Suicide Prevention training award and is a licensed Triple P trainer. Jane continues to work with central government and international partners in an advisory capacity supporting the SEND and wider inclusion agenda.

Jane is a former SEND Head Teacher that specialises in strategic leadership support and review for Local Areas, schools and organisations. Services are commissioned co-productively with young people to effect improvement at a local level. Jane has a proven track record in successful school improvement leadership of national and international projects. Her experience includes government policy advisory support, strategic review and planning for SEND at Local Area level and developing and establishing training and education services for teachers, SENCOs, senior leaders and governors. Jane teaches on the Senior Leadership for SEND programme, commissioned by DfE, facilitated by NDTi.

She is an Associate of the Council for Disabled Children and SEND for Change. Jane also provides parent and family advocacy support voluntarily to families who are caring for children and young people with mental health needs. Jane contributes to Local Area SEND Peer Challenge review, LA SEND Sufficiency Review, school inspection and, providing advisory support for children and young people’s mental health. She is Chair of Governors at a community primary school in the heart of Coventry. A total of 38 different community languages are expressed at the school which reflects the culturally rich and diverse community the school serves.

Jane is the author of a wide range of professional articles and DfE funded national guidance. Published articles include Access, Participation & Achievement for Primary & Secondary SENCOs (2012, 2013), three successful editions of SEND & School Inspection Guidance (2012, 2014, 2015) and SEND Handbook, 2013, 2015. During her tenure as Chief Executive at nasen, Jane led and made a significant contribution to the national transition of reform for SEND while leading a comprehensive SEN national events programme to inform educators of change. Jane founded the Autism in Girls Forum in 2013, recognising the need for national awareness-raising of the overlooked and often invisible population of girls and women who have autism. She commissioned the nasen mini guide Autism in Girls: Flying Under the Radar, 2015. Jane co-authored Girls and Autism, Educational, Family and Personal Perspectives (Routledge, 2019), a book published through the Forum and supported by the National Association of Head Teachers. Jane has current Senior Leadership accredited training status in Safeguarding and Keeping Children Safe in Education as a Designated Safeguarding Lead. Jane’s academic qualifications include two Masters level degrees: MEd; Research & Ethics in Inclusive Education; MA; Educational Management; Managing Behaviour in schools.

Jane is a compelling, charismatic communicator and presenter with lived experience of SEND. She cares passionately about raising the quality of provision and support for all, particularly for pupils and families with SEMH needs. Jane is Mental Health First Aid Trainer, has recently undertaken and achieved her Suicide Prevention training award and is a licensed Triple P trainer. Jane continues to work with central government and international partners in an advisory capacity supporting the SEND and wider inclusion agenda.

Martin Bailey has been a Primary School Teacher in the North East of England for 23 years. He is currently employed in a part-time role as Digital Enrichment Leader at Lanchester EP Primary School in Co.Durham. He combines this role with that of running his own company (Animate 2 Educate Ltd) where he works a Primary Computing Advisor delivering pupil workshops and staff training sessions at schools around the world with the aim of ‘bringing the curriculum to life’. For the past 5 years Martin has also been a lecturer at Durham University, where he delivered the Computing element of the course to BA and PGCE students. He is a BETT Awards judge and is also part of the BETT Advisory Board.

Martin Bailey has been a Primary School Teacher in the North East of England for 23 years. He is currently employed in a part-time role as Digital Enrichment Leader at Lanchester EP Primary School in Co.Durham. He combines this role with that of running his own company (Animate 2 Educate Ltd) where he works a Primary Computing Advisor delivering pupil workshops and staff training sessions at schools around the world with the aim of ‘bringing the curriculum to life’. For the past 5 years Martin has also been a lecturer at Durham University, where he delivered the Computing element of the course to BA and PGCE students. He is a BETT Awards judge and is also part of the BETT Advisory Board.

Sue White is a former primary teacher and SENCo, local government advisor and senior educational specialist at Widgit

Her passion for building children’s vocabulary came after teaching a child with specific learning difficulties. Sue could see that the child’s behaviour in class was born from a frustration of not being able to fully participate in lessons. Determined to help, Sue started a long journey of learning how to help children who process learning differently and may struggle with their mental health. She first became a SENCo and later specialised in a range of developmental disorders where lack of vocabulary development impacted on attainment.   

Sue discovered that symbols – visual representations of words – can help all children comprehend spoken and written text, communicate better, as well as build confidence, independence and vocabulary. She is co-author of Walking the talk: A vocabulary recovery plan for primary schools.

Sue White is a former primary teacher and SENCo, local government advisor and senior educational specialist at Widgit

Her passion for building children’s vocabulary came after teaching a child with specific learning difficulties. Sue could see that the child’s behaviour in class was born from a frustration of not being able to fully participate in lessons. Determined to help, Sue started a long journey of learning how to help children who process learning differently and may struggle with their mental health. She first became a SENCo and later specialised in a range of developmental disorders where lack of vocabulary development impacted on attainment.   

Sue discovered that symbols – visual representations of words – can help all children comprehend spoken and written text, communicate better, as well as build confidence, independence and vocabulary. She is co-author of Walking the talk: A vocabulary recovery plan for primary schools.

Rob is the co-founder of The Dyscalculia Network, which provides training and advice for teachers and parents of pupils who have maths difficulties. (www.dyscalculianetwork.com)

Rob has over 10 years of experience teaching young people with special needs. Over the past eight years, he has focused specifically on helping children struggling with Maths working in both independent and state schools.

As Head of Maths at Emerson House LLP and Head of Learning Support at Westminster Abbey Choir School, Rob works alongside educators and with parents to create and deliver personalised intervention plans for pupils.

Rob is a member of The British Psychological Society, as a Certified Educational Assessor. He holds an OCR Level 5 Diploma in Teaching Learners with Specific Learning Difficulties (Distinction) from Helen Arkell, and is co-author of The Maths Difficulties and Dyscalculia Assessment, designed to identify the strengths and weaknesses of an individual to help formulate a teaching intervention plan.

Rob has recently set up a number of ‘Maths difficulties’ intervention inset classes within schools in London. These are designed to provide teacher training for both the maths and the learning support teams and to provide specialist teaching direct to those pupils who struggle with Maths Anxiety and Dyscalculia.

Cat is the co-founder of The Dyscalculia Network C.I.C and co-author, with Prof. Steve Chinn, of a new series of Dyscalculia workbooks, ‘Succeed with Dyscalculia’.

Cat set up ‘The Little Maths Room’ in 2017 where she tutors leaners of all ages with Dyscalculia and other SpLD’s. She is passionate about ensuring firm maths foundations are built whilst having a lot of fun using manipulatives and playing games!

Cat Eadle holds a B’Ed from Oxford University and is a dyscalculia and maths difficulties specialist teacher. She qualified as a maths learning difficulties specialist in 2003 and has since worked both in schools and privately with learners with dyscalculia and maths difficulties.

Rob is the co-founder of The Dyscalculia Network, which provides training and advice for teachers and parents of pupils who have maths difficulties. (www.dyscalculianetwork.com)

Rob has over 10 years of experience teaching young people with special needs. Over the past eight years, he has focused specifically on helping children struggling with Maths working in both independent and state schools.

As Head of Maths at Emerson House LLP and Head of Learning Support at Westminster Abbey Choir School, Rob works alongside educators and with parents to create and deliver personalised intervention plans for pupils.

Rob is a member of The British Psychological Society, as a Certified Educational Assessor. He holds an OCR Level 5 Diploma in Teaching Learners with Specific Learning Difficulties (Distinction) from Helen Arkell, and is co-author of The Maths Difficulties and Dyscalculia Assessment, designed to identify the strengths and weaknesses of an individual to help formulate a teaching intervention plan.

Rob has recently set up a number of ‘Maths difficulties’ intervention inset classes within schools in London. These are designed to provide teacher training for both the maths and the learning support teams and to provide specialist teaching direct to those pupils who struggle with Maths Anxiety and Dyscalculia.

Cat is the co-founder of The Dyscalculia Network C.I.C and co-author, with Prof. Steve Chinn, of a new series of Dyscalculia workbooks, ‘Succeed with Dyscalculia’.

Cat set up ‘The Little Maths Room’ in 2017 where she tutors leaners of all ages with Dyscalculia and other SpLD’s. She is passionate about ensuring firm maths foundations are built whilst having a lot of fun using manipulatives and playing games!

Cat Eadle holds a B’Ed from Oxford University and is a dyscalculia and maths difficulties specialist teacher. She qualified as a maths learning difficulties specialist in 2003 and has since worked both in schools and privately with learners with dyscalculia and maths difficulties.

Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She has also provided consultancy to the World Bank on reading in developing countries and is a sought-after speaker internationally. Her research has also been featured on BBC, Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, Newsweek, and many others. She was also featured as an expert in the documentary The Observed Life.

Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She has also provided consultancy to the World Bank on reading in developing countries and is a sought-after speaker internationally. Her research has also been featured on BBC, Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, Newsweek, and many others. She was also featured as an expert in the documentary The Observed Life.

Adam Sproston is a specialist adviser for special educational needs and/or disabilities (SEND). He is a qualified teacher and has taught across the full primary age range. Before joining Ofsted, Adam gained extensive school improvement and senior leadership experience in primary schools, including specially resourced provision. He has also worked at local authority level in both strategic early years and SEND development. Adam holds a NPQH and the national award for SEND coordination. He leads inspections of primary, special and independent schools. Adam regularly leads and quality assures area SEND inspections. He has particular subject expertise in geography, design and technology and early reading.

Adam Sproston is a specialist adviser for special educational needs and/or disabilities (SEND). He is a qualified teacher and has taught across the full primary age range. Before joining Ofsted, Adam gained extensive school improvement and senior leadership experience in primary schools, including specially resourced provision. He has also worked at local authority level in both strategic early years and SEND development. Adam holds a NPQH and the national award for SEND coordination. He leads inspections of primary, special and independent schools. Adam regularly leads and quality assures area SEND inspections. He has particular subject expertise in geography, design and technology and early reading.

Michael is currently Head of Education with nasen. His background is in primary education both in the UK and abroad.  He has worked as a class teacher, SENCo and Deputy Head. Since beginning his career in education he has had a keen interest in SEN, ICT and equalities issues. From 2008 Michael worked for a Local Authority as part of the leadership team of a SEND advisory service which gave him the opportunity to broaden his experience into Early Years and Secondary. This role involved working with schools and settings to help them develop their provision for children and young people with SEN.

Michael is currently Head of Education with nasen. His background is in primary education both in the UK and abroad.  He has worked as a class teacher, SENCo and Deputy Head. Since beginning his career in education he has had a keen interest in SEN, ICT and equalities issues. From 2008 Michael worked for a Local Authority as part of the leadership team of a SEND advisory service which gave him the opportunity to broaden his experience into Early Years and Secondary. This role involved working with schools and settings to help them develop their provision for children and young people with SEN.

Reading support requires different approaches depending on age, setting and stage. Julia Clouter designs and delivers training for the Assistive Technology company Scanning Pens and has an excellent knowledge of assistive technology tools and approaches to support diverse learning needs.
She helps educators and trainers to open the door to reading independence and collaborates with local authorities, uniform service providers, and workplaces to develop accessibility pathways for reading. Julia has provided training on an international and national level in the use and implementation of Scanning Pen technology and has helped to develop and share the toolbox approach to literacy accessibility in schools.
Julia has worked with companies including People Plus, BMW and Babcock International to achieve their commitments and responsibilities to deliver accessible reading strategies for employees, and service users and helped them to develop strategies to implement Scanning Pens in educational, commercial, public and service sectors to support for neurodiverse learning needs.

Julia has been a long-serving SENCo and Designated Safeguarding Lead with twenty-five years of teaching and leadership experience in Primary, Secondary, Mainstream and SEN/PRU provision. Her published works include The nasen Assistive Technology MiniGuide, ‘The Helping Hands Detective Agency’ a children’s reading improvement workbook for use with a ReaderPen, ‘The Transition Passport’ a handbook of reading Strategies and transition Documents for Schools’ and ‘D.E.A.R for Dyslexia – Strategies for Parents and Teachers’. She regularly writes and speaks about SEN, dyslexia, hidden learning needs, behaviour, vulnerable adults with learning difficulties, the prison pipeline and Edtech solutions. Julia is a Succeed With Dyslexia Ambassador.

Susie is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed in 1995 as an A Level Biology teacher at The Sixth Form College Farnborough, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since.

As an international speaker, podcaster, exam board moderator and CPD trainer, she thoroughly enjoys sharing her knowledge and experiences about Multi-sensory Teaching. Additionally, she has been filmed by the BDA and Oaka Books in her own classroom; footage is currently available on YouTube.

She has published articles for BBC Bitesize, The BDA and The SEN Magazine. Her innovative methods have been published by Oaka Books in her ‘Multi-sensory Toolkit’ as well as ‘How to Become a Grade Riser’. Currently, she is writing a series of dyslexia friendly GCSE Biology booklets for Oaka Books.

In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award’. This is an honour of which she is immensely proud.

Reading support requires different approaches depending on age, setting and stage. Julia Clouter designs and delivers training for the Assistive Technology company Scanning Pens and has an excellent knowledge of assistive technology tools and approaches to support diverse learning needs.
She helps educators and trainers to open the door to reading independence and collaborates with local authorities, uniform service providers, and workplaces to develop accessibility pathways for reading. Julia has provided training on an international and national level in the use and implementation of Scanning Pen technology and has helped to develop and share the toolbox approach to literacy accessibility in schools.
Julia has worked with companies including People Plus, BMW and Babcock International to achieve their commitments and responsibilities to deliver accessible reading strategies for employees, and service users and helped them to develop strategies to implement Scanning Pens in educational, commercial, public and service sectors to support for neurodiverse learning needs.

Julia has been a long-serving SENCo and Designated Safeguarding Lead with twenty-five years of teaching and leadership experience in Primary, Secondary, Mainstream and SEN/PRU provision. Her published works include The nasen Assistive Technology MiniGuide, ‘The Helping Hands Detective Agency’ a children’s reading improvement workbook for use with a ReaderPen, ‘The Transition Passport’ a handbook of reading Strategies and transition Documents for Schools’ and ‘D.E.A.R for Dyslexia – Strategies for Parents and Teachers’. She regularly writes and speaks about SEN, dyslexia, hidden learning needs, behaviour, vulnerable adults with learning difficulties, the prison pipeline and Edtech solutions. Julia is a Succeed With Dyslexia Ambassador.

Susie is passionate about discovering how children learn and supporting them in ways which enable them to succeed. She was appointed in 1995 as an A Level Biology teacher at The Sixth Form College Farnborough, and subsequently as Curriculum Manager for Health and Social Care where she has worked ever since.

As an international speaker, podcaster, exam board moderator and CPD trainer, she thoroughly enjoys sharing her knowledge and experiences about Multi-sensory Teaching. Additionally, she has been filmed by the BDA and Oaka Books in her own classroom; footage is currently available on YouTube.

She has published articles for BBC Bitesize, The BDA and The SEN Magazine. Her innovative methods have been published by Oaka Books in her ‘Multi-sensory Toolkit’ as well as ‘How to Become a Grade Riser’. Currently, she is writing a series of dyslexia friendly GCSE Biology booklets for Oaka Books.

In recognition of over 21 years continued service at The Sixth Form College Farnborough, Susie has been nominated three times by the College for the ‘Tes FE Teacher of the Year Award’. This is an honour of which she is immensely proud.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Previously Senior Teacher/SENCO in a large secondary school in North Wales and now an independent consultant and trainer, Neil MacKay originated the phrase and the concept “Dyslexia Friendly Schools. As a consultant specialising in Dyslexia and other inclusion issues Neil has worked with Education Departments in Hong Kong, Singapore, Jersey and Malta on teacher training and awareness initiatives and delivered training to international school teachers in Hong Kong, Bangkok and Singapore.

Rachel Wright is a qualified nurse and unqualified parent of three, one of whom has Profound and Multiple Learning Disabilities. She’s the author of The Skies I’m Under, host of the popular and sometimes sweary The Skies We’re Under Podcast, an award-winning blogger, and Founder/Director of Born at the Right Time.

As leader of Born at the Right Time she uses her skills and lived experience to support families, educate practitioners with CPD-certified courses on communication and collaboration, as well as influence policymakers and providers. She has spoken in Parliament, International Conferences as well as a host of grass-roots organisations.

Rachel was a finalist in the National Learning Disability and Autism Awards 2022 (Trainer) and her original Essentials in Communication and Co-production with Parents and Carers course was a finalist in the HSJ Partnership Awards for Best Education Program for NHS 2023.

Rachel is passionate the power of people’s stories to fuel transformation when used alongside data and research to develop systemic change. She can be quite obsessive about 100% Attendance Awards and the Born at the Right Time please “Please Don’t Call me Mum” initiative. 

She’s the parent who sends her children to school in uniform on a non-uniform day, rushes in with the forgotten PE kit and her middle son is writing a book titled, “My mum’s epic fails’. To balance out her infatuation for salt ‘n vinegar crisps, Rachel regularly occasionally puts on trainers and goes for a run jog/exercises.

Rachel Wright is a qualified nurse and unqualified parent of three, one of whom has Profound and Multiple Learning Disabilities. She’s the author of The Skies I’m Under, host of the popular and sometimes sweary The Skies We’re Under Podcast, an award-winning blogger, and Founder/Director of Born at the Right Time.

As leader of Born at the Right Time she uses her skills and lived experience to support families, educate practitioners with CPD-certified courses on communication and collaboration, as well as influence policymakers and providers. She has spoken in Parliament, International Conferences as well as a host of grass-roots organisations.

Rachel was a finalist in the National Learning Disability and Autism Awards 2022 (Trainer) and her original Essentials in Communication and Co-production with Parents and Carers course was a finalist in the HSJ Partnership Awards for Best Education Program for NHS 2023.

Rachel is passionate the power of people’s stories to fuel transformation when used alongside data and research to develop systemic change. She can be quite obsessive about 100% Attendance Awards and the Born at the Right Time please “Please Don’t Call me Mum” initiative. 

She’s the parent who sends her children to school in uniform on a non-uniform day, rushes in with the forgotten PE kit and her middle son is writing a book titled, “My mum’s epic fails’. To balance out her infatuation for salt ‘n vinegar crisps, Rachel regularly occasionally puts on trainers and goes for a run jog/exercises.

Stephen is a Speech and Language Therapist (SaLT), trainer and author of practical language development resources for teachers and SaLT. He has over 30 years’ experience in the field, including 1996–2017 in Hackney and the City of London where he was Speech and Language Therapy Service Manager for a number of years. Stephen is co-author of best-selling resources ‘Language for Thinking’ and ‘Word Aware’ (1, 2 and 3), as well as the recently released ‘Language for Behaviour and Emotions.’ Stephen graduated in Speech Pathology from Flinders University in Australia, before attaining an MSc in Speech and Language Therapy from City University, London in 2000. He currently serves as Chair of NAPLIC, the UK organisation for professionals working with developmental language disorder, and UK representative of RADLD, the international campaign to raise awareness of developmental language disorder. In 2021 Stephen was the recipient of the Royal College of Speech and Language Therapists’ Sternberg Award for clinical innovation.

Stephen is a Speech and Language Therapist (SaLT), trainer and author of practical language development resources for teachers and SaLT. He has over 30 years’ experience in the field, including 1996–2017 in Hackney and the City of London where he was Speech and Language Therapy Service Manager for a number of years. Stephen is co-author of best-selling resources ‘Language for Thinking’ and ‘Word Aware’ (1, 2 and 3), as well as the recently released ‘Language for Behaviour and Emotions.’ Stephen graduated in Speech Pathology from Flinders University in Australia, before attaining an MSc in Speech and Language Therapy from City University, London in 2000. He currently serves as Chair of NAPLIC, the UK organisation for professionals working with developmental language disorder, and UK representative of RADLD, the international campaign to raise awareness of developmental language disorder. In 2021 Stephen was the recipient of the Royal College of Speech and Language Therapists’ Sternberg Award for clinical innovation.

For the last 25 years, Catherine has worked in the charity sector to ensure equity and inclusion for people with disabilities. Since setting up her own charity in Sri Lanka in 2005 she has been in leadership roles and has a Level 7 Certificate in Leadership and Management. She was awarded an MBE in 2011 in recognition of her work with vulnerable children, and today actively lobbies to improve opportunities for children with SEND in the early years. Catherine has been the Chief Executive of Dingley’s Promise since 2015, growing the organisation from a small local charity to a national one that delivers training and influences policy alongside its core local support services. She is a mentor for ACEVO and a Trustee of Charity Mentors Berkshire.

For the last 25 years, Catherine has worked in the charity sector to ensure equity and inclusion for people with disabilities. Since setting up her own charity in Sri Lanka in 2005 she has been in leadership roles and has a Level 7 Certificate in Leadership and Management. She was awarded an MBE in 2011 in recognition of her work with vulnerable children, and today actively lobbies to improve opportunities for children with SEND in the early years. Catherine has been the Chief Executive of Dingley’s Promise since 2015, growing the organisation from a small local charity to a national one that delivers training and influences policy alongside its core local support services. She is a mentor for ACEVO and a Trustee of Charity Mentors Berkshire.

Kate Browning is a well-regarded lead professional both locally and nationally in school improvement for children and young people with SEND. She has over 25 years of experience as a teacher, SENCo, Senior Leader, Local Authority School Improvement Officer for SEND and interim Education Development Officer for NASEN, where she supported the delivery of nationwide training on the SEND Code of Practice with the DfE.

Kate now works with Teaching Schools, MATs, Local Authorities and individual schools to improve outcomes for children and young people with SEND across the primary and secondary sector. She teaches the National Award for SEN Coordination and facilitates SENCo Networks across the midlands. She is an associate lecturer on SEND for the University of Northampton. She is a PGCE programme trainer and has delivered key note speeches and seminars at many conferences and events such as The Education Show, NASEN Live and TES SEN. She is an Associate Consultant for NASEN and has been Chair of Governors of a large junior school.

Kate Browning is a well-regarded lead professional both locally and nationally in school improvement for children and young people with SEND. She has over 25 years of experience as a teacher, SENCo, Senior Leader, Local Authority School Improvement Officer for SEND and interim Education Development Officer for NASEN, where she supported the delivery of nationwide training on the SEND Code of Practice with the DfE.

Kate now works with Teaching Schools, MATs, Local Authorities and individual schools to improve outcomes for children and young people with SEND across the primary and secondary sector. She teaches the National Award for SEN Coordination and facilitates SENCo Networks across the midlands. She is an associate lecturer on SEND for the University of Northampton. She is a PGCE programme trainer and has delivered key note speeches and seminars at many conferences and events such as The Education Show, NASEN Live and TES SEN. She is an Associate Consultant for NASEN and has been Chair of Governors of a large junior school.

Liz Sedley is the founder and creator of Literacy Gold, a reading intervention for struggling readers (formerly known as Dyslexia Gold).  Over the last 10 years, her programs have taught tens of thousands of struggling readers to read: improving their reading age, fluency and comprehension.  Literacy Gold is currently used in over 750 UK schools and is recommended by Educational Psychologists and Dyslexia Assessors.

She firmly believes that all children in mainstream schools can be taught to read, which is why she created Literacy Gold. Currently, she is having huge success with teaching pupils to read, not only those with Dyslexia but also those with Moderate Learning Difficulties, ADHD, Autism and even some children with Severe Learning Difficulties.

Liz Sedley is the founder and creator of Literacy Gold, a reading intervention for struggling readers (formerly known as Dyslexia Gold).  Over the last 10 years, her programs have taught tens of thousands of struggling readers to read: improving their reading age, fluency and comprehension.  Literacy Gold is currently used in over 750 UK schools and is recommended by Educational Psychologists and Dyslexia Assessors.

She firmly believes that all children in mainstream schools can be taught to read, which is why she created Literacy Gold. Currently, she is having huge success with teaching pupils to read, not only those with Dyslexia but also those with Moderate Learning Difficulties, ADHD, Autism and even some children with Severe Learning Difficulties.

Rebecca is a Qualified Learning Disabilities Nurse and award-winning Social Entrepreneur, with over 12 years’ experience within special needs, mental health issues and brain injury rehabilitation. Inspired by the amazing advances in technology, passionate about innovation and wellbeing but frustrated by accessibility, Rebecca founded Virtual Reality Therapies, a very unique social enterprise.

VR draws on all of our sensory and cognitive capabilities making it a brilliant tool within healthcare and education. At VR Therapies, Rebecca uses it to support children and young people with holistic development supporting physical, emotional, social and cognitive development. She brings an innovative, magical approach to supporting wellbeing, brings abstract concepts such as road safety to life, and can enhance engagement for those struggling with traditional methods. She has opened the world's first VR therapies centre featuring magical multisensory rooms, wheelchair accessible driving simulators, and even includes underwater VR combined with hydrotherapy, allowing everyone to swim with dolphins.

Rebecca provides a community outreach service for individuals and families, supports specialist schools and colleges through her workshops and sessions, provides training for teachers and therapists, as well as consultancy for services to develop their own sensory rooms and interactive spaces utilising the latest advances in technology and research. Rebecca supports a range of educational needs including PMLD, SEND, ASD, complex health needs and more.

Featured on the BBC, awards include Great British Entrepreneur Award for Inspirational Spirit, Accessible Europe Award with ITU & the UN for Cognitive Disabilities, as well as Innovation, Tech for Good and more.

Rebecca is a Qualified Learning Disabilities Nurse and award-winning Social Entrepreneur, with over 12 years’ experience within special needs, mental health issues and brain injury rehabilitation. Inspired by the amazing advances in technology, passionate about innovation and wellbeing but frustrated by accessibility, Rebecca founded Virtual Reality Therapies, a very unique social enterprise.

VR draws on all of our sensory and cognitive capabilities making it a brilliant tool within healthcare and education. At VR Therapies, Rebecca uses it to support children and young people with holistic development supporting physical, emotional, social and cognitive development. She brings an innovative, magical approach to supporting wellbeing, brings abstract concepts such as road safety to life, and can enhance engagement for those struggling with traditional methods. She has opened the world's first VR therapies centre featuring magical multisensory rooms, wheelchair accessible driving simulators, and even includes underwater VR combined with hydrotherapy, allowing everyone to swim with dolphins.

Rebecca provides a community outreach service for individuals and families, supports specialist schools and colleges through her workshops and sessions, provides training for teachers and therapists, as well as consultancy for services to develop their own sensory rooms and interactive spaces utilising the latest advances in technology and research. Rebecca supports a range of educational needs including PMLD, SEND, ASD, complex health needs and more.

Featured on the BBC, awards include Great British Entrepreneur Award for Inspirational Spirit, Accessible Europe Award with ITU & the UN for Cognitive Disabilities, as well as Innovation, Tech for Good and more.

Liz is the SEND Improvement Lead at Star Academies. Liz has worked in education for 20 years. She originally trained as a secondary English teacher, is a qualified and experienced SENCo, and has held school leadership roles in both the state and independent sectors.

Liz has a wealth of experience providing training and consultancy for SEND focused school improvement nationally and internationally. Liz regularly presents at national
conferences and publishes articles designed to support school leaders, SENCos and teachers.

Liz is the SEND Improvement Lead at Star Academies. Liz has worked in education for 20 years. She originally trained as a secondary English teacher, is a qualified and experienced SENCo, and has held school leadership roles in both the state and independent sectors.

Liz has a wealth of experience providing training and consultancy for SEND focused school improvement nationally and internationally. Liz regularly presents at national
conferences and publishes articles designed to support school leaders, SENCos and teachers.

Matt has worked with children and young people since 2007, in various settings including mainstream schools, special needs schools and ABA-specific special schools. After completing his degree he began work as an ABA Tutor at Ambitious About Autism. 4 years later he left to pursue his career in ABA, studying for a master's in ABA part-time while working as a self-employed Behaviour Analyst on ABA home programmes. In 2014 he graduated and began working towards becoming board certified.

Matt passed the BCBA exam in February 2017 and has been working for BeyondAutism as an Outreach Consultant since June 2017, recently being promoted to Head of Outreach. He is passionate about disseminating knowledge and understanding of Behaviour Analysis. He lives in North London with his wife, daughter and son.

Hannah is a Board-Certified Behaviour Analyst (BCBA) and has worked with and supported autistic children and young people and their families for over 10 years. She has worked across a variety of settings including, an ABA school, on early intervention home programmes, SEN & mainstream schools, and most recently worked for a specialist NHS CAMHS team (Children and Adolescent Mental Health Service).
 
Hannah joined BeyondAutism in January 2022 as the Fast Responder, a pilot service set up in response to the growing number of fixed and permanent exclusions of autistic pupils and challenges faced by schools in supporting pupils at point of crisis. She has recently been promoted to Head of Fast Responder, managing a team as this new service grows.
 
Hannah is passionate about preventing placement breakdown, whether that may be at home or within education, and doing so by working collaboratively with the multi-disciplinary team around the child or young person, whilst keeping the views and needs of the individual and their families at the forefront.

Matt has worked with children and young people since 2007, in various settings including mainstream schools, special needs schools and ABA-specific special schools. After completing his degree he began work as an ABA Tutor at Ambitious About Autism. 4 years later he left to pursue his career in ABA, studying for a master's in ABA part-time while working as a self-employed Behaviour Analyst on ABA home programmes. In 2014 he graduated and began working towards becoming board certified.

Matt passed the BCBA exam in February 2017 and has been working for BeyondAutism as an Outreach Consultant since June 2017, recently being promoted to Head of Outreach. He is passionate about disseminating knowledge and understanding of Behaviour Analysis. He lives in North London with his wife, daughter and son.

Hannah is a Board-Certified Behaviour Analyst (BCBA) and has worked with and supported autistic children and young people and their families for over 10 years. She has worked across a variety of settings including, an ABA school, on early intervention home programmes, SEN & mainstream schools, and most recently worked for a specialist NHS CAMHS team (Children and Adolescent Mental Health Service).
 
Hannah joined BeyondAutism in January 2022 as the Fast Responder, a pilot service set up in response to the growing number of fixed and permanent exclusions of autistic pupils and challenges faced by schools in supporting pupils at point of crisis. She has recently been promoted to Head of Fast Responder, managing a team as this new service grows.
 
Hannah is passionate about preventing placement breakdown, whether that may be at home or within education, and doing so by working collaboratively with the multi-disciplinary team around the child or young person, whilst keeping the views and needs of the individual and their families at the forefront.

Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She has also provided consultancy to the World Bank on reading in developing countries and is a sought-after speaker internationally. Her research has also been featured on BBC, Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, Newsweek, and many others. She was also featured as an expert in the documentary The Observed Life.

Beverley has over 17 years’ senior management experience of the education sector, focusing on special educational needs and disability (SEND). She is responsible for the Tes SEN Show’s content strategy and structure across all 42 seminars, parent and carer forum presentations and exhibitor workshops. Beverley is passionate about raising awareness of SEN and has a wealth of knowledge and experience of the SEN sector. As a member of the senior leadership team at nasen for over 10 years, Beverley has worked alongside colleagues at the DfE leading the development of the SEND Gateway, which was launched in 2014, managed the delivery of professional development nationally to meet the needs of a variety of education settings and supported the work of Council for Disabled Children on government funded projects. She has worked with the Department for International Trade (DIT) to promote UK SEN expertise abroad and has been a member of the organising committee of the quinquennial Inclusive and Supportive Education Congress (ISEC) Glasgow 2005, Belfast 2010 and Portugal 2015. Beverley is SEN Governor of a local primary school in inner city Birmingham and mum to a wonderful young man who inspires her to keep learning.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She has also provided consultancy to the World Bank on reading in developing countries and is a sought-after speaker internationally. Her research has also been featured on BBC, Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, Newsweek, and many others. She was also featured as an expert in the documentary The Observed Life.

Beverley has over 17 years’ senior management experience of the education sector, focusing on special educational needs and disability (SEND). She is responsible for the Tes SEN Show’s content strategy and structure across all 42 seminars, parent and carer forum presentations and exhibitor workshops. Beverley is passionate about raising awareness of SEN and has a wealth of knowledge and experience of the SEN sector. As a member of the senior leadership team at nasen for over 10 years, Beverley has worked alongside colleagues at the DfE leading the development of the SEND Gateway, which was launched in 2014, managed the delivery of professional development nationally to meet the needs of a variety of education settings and supported the work of Council for Disabled Children on government funded projects. She has worked with the Department for International Trade (DIT) to promote UK SEN expertise abroad and has been a member of the organising committee of the quinquennial Inclusive and Supportive Education Congress (ISEC) Glasgow 2005, Belfast 2010 and Portugal 2015. Beverley is SEN Governor of a local primary school in inner city Birmingham and mum to a wonderful young man who inspires her to keep learning.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Gareth is the Educational Advisor for Studio III (www.studio3.org).  Previously he worked for 25 years in U.K. schools; 17 of which were as SENCo in a large, inclusive secondary school in the North West of England.  Gareth has extensive ‘front-line’ experience supporting schools, families and working directly with young people in the U.K. and abroad, particularly Chile, Dubai, Portugal, Ireland and Scandinavia.

Gareth is Co-Director of the LASER Programme, which fuses his critically acclaimed Saturation Model (Morewood, Humphrey & Symes, 2011) with Low Arousal approaches (McDonnell & Deveau, 2018) as part of a system-led model of inclusive practice.

As a Visiting Lecturer at the University of Chester, Gareth leads on Post-Graduate courses teaching non-adverse approaches supporting people with complex needs.

Gareth is the Educational Advisor for Studio III (www.studio3.org).  Previously he worked for 25 years in U.K. schools; 17 of which were as SENCo in a large, inclusive secondary school in the North West of England.  Gareth has extensive ‘front-line’ experience supporting schools, families and working directly with young people in the U.K. and abroad, particularly Chile, Dubai, Portugal, Ireland and Scandinavia.

Gareth is Co-Director of the LASER Programme, which fuses his critically acclaimed Saturation Model (Morewood, Humphrey & Symes, 2011) with Low Arousal approaches (McDonnell & Deveau, 2018) as part of a system-led model of inclusive practice.

As a Visiting Lecturer at the University of Chester, Gareth leads on Post-Graduate courses teaching non-adverse approaches supporting people with complex needs.

I have been working in education for over 18 years, in a variety of schools, sectors and positions. My background is in secondary schooling with a specialism in Pastoral Care, Behaviour, Inclusion and Special Educational Needs. I am a qualified SENCO and have worked with schools in and around London to improve their systems and procedures surrounding these areas.

I am currently the Head of an Alternative Provision working with SEND students aged 5 -25. We work with the hardest to reach students to engage them back into education. My aim is to improve the learning outcomes of all children and young people for whom education has been a challenge.

I have been working in education for over 18 years, in a variety of schools, sectors and positions. My background is in secondary schooling with a specialism in Pastoral Care, Behaviour, Inclusion and Special Educational Needs. I am a qualified SENCO and have worked with schools in and around London to improve their systems and procedures surrounding these areas.

I am currently the Head of an Alternative Provision working with SEND students aged 5 -25. We work with the hardest to reach students to engage them back into education. My aim is to improve the learning outcomes of all children and young people for whom education has been a challenge.

Kim is an occupational therapist who has been supporting children, schools and families for over 15 years. She has extensive experience working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Kim has worked in the NHS, social care, mainstream and specialist schools and private practice. In an effort to help more children receive occupational therapy support, Kim’s current focus is creating online training and programmes for schools, teachers and parents. This includes courses on sensory processing disorder, pencil grasp and fine motor skill development. Kim is the author of two books, Sensory Group and Supporting Pencil Grasp Development. In her spare time, she likes to bake and go hiking.

Kim is an occupational therapist who has been supporting children, schools and families for over 15 years. She has extensive experience working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Kim has worked in the NHS, social care, mainstream and specialist schools and private practice. In an effort to help more children receive occupational therapy support, Kim’s current focus is creating online training and programmes for schools, teachers and parents. This includes courses on sensory processing disorder, pencil grasp and fine motor skill development. Kim is the author of two books, Sensory Group and Supporting Pencil Grasp Development. In her spare time, she likes to bake and go hiking.

Gary is the executive headteacher of a Federation of two special schools and one specialist college in Birmingham. He has experience of working with children and young people between the ages of 2-25. Gary has worked within the early years sector for a number of years, within both mainstream and special educational needs. He has also supported the development of a special educational needs strategy with the Department of Education and Knowledge in Abu Dhabi.

He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.
 
He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.

Gary is the executive headteacher of a Federation of two special schools and one specialist college in Birmingham. He has experience of working with children and young people between the ages of 2-25. Gary has worked within the early years sector for a number of years, within both mainstream and special educational needs. He has also supported the development of a special educational needs strategy with the Department of Education and Knowledge in Abu Dhabi.

He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.
 
He is passionate about ensuring that every child has access to a meaningful and inclusive education, which supports their wider life goals and development. He is also a Makaton regional tutor and uses his knowledge of communication to support his work in providing inclusive practice for all children.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Marie Gentles is a qualified teacher and worked as a middle leader in the mainstream sector for eight years. She became Head of an outstanding Pupil Referral Unit and Social Emotional and Mental Health Provision, where she worked for ten years. Marie was appointed as the strategic lead for a London Borough's Nurture Group project and now works as a trainer, and as a Behaviour Advisor for the Government. Marie received an OBE for her services to education and a sample of her work was documented in a BBC series titled "Don't Exclude me.!
Marie’s book will be published 2023.

Erica is a National Coordinator for Whole School SEND.  She has extensive experience leading on SEND in mainstream schools and multi-academy trusts. She began her career as an English teacher before becoming a SENCO and leading as head of two resource bases, the first for students with complex medical and physical disabilities and the second for students with speech, language and communication needs. She then became the strategic lead for SEND across a multi-academy trust of ten schools. As well as her work for Whole School SEND, she supports several multi academy trusts. She is an experienced SEND and MAT reviewer and acts as an associate consultant for nasen.

Erica is a National Coordinator for Whole School SEND.  She has extensive experience leading on SEND in mainstream schools and multi-academy trusts. She began her career as an English teacher before becoming a SENCO and leading as head of two resource bases, the first for students with complex medical and physical disabilities and the second for students with speech, language and communication needs. She then became the strategic lead for SEND across a multi-academy trust of ten schools. As well as her work for Whole School SEND, she supports several multi academy trusts. She is an experienced SEND and MAT reviewer and acts as an associate consultant for nasen.

Laura is a registered Music Therapist working for Chiltern Music Therapy and is also a Trustee of the Board at the British Association for Music Therapy. Laura has worked with people of all ages and abilities and has worked extensively with children and young people within educational settings as well as at home, using music to support their mental health and development. Following her previous role as Children and Young People Services Lead, she is now focussing on her work as Inclusion Lead where she is driving the organisation and the music therapy profession more widely to a more progressive and inclusive place for all.

Laura is a registered Music Therapist working for Chiltern Music Therapy and is also a Trustee of the Board at the British Association for Music Therapy. Laura has worked with people of all ages and abilities and has worked extensively with children and young people within educational settings as well as at home, using music to support their mental health and development. Following her previous role as Children and Young People Services Lead, she is now focussing on her work as Inclusion Lead where she is driving the organisation and the music therapy profession more widely to a more progressive and inclusive place for all.

Pat has over 30 years of experience as a teacher, head teacher and senior education leader, having qualified in 1984 to teach children with severe learning difficulties. For the last seven years she has worked as an independent educational consultant. Pat held a contract to lead the East Midlands SEND Regional reforms until March 2020; and is a member of the National Development Team for Inclusion, teaching on the national SEND leadership course. She is also a Preparation for Adulthood regional facilitator. Having trained SENCOs across England in primary and secondary phases, in nasen's 'Whole school approach to increasing access, participation and inclusion' 2012-2014, Pat acted as nasen Education Officer October 2013-October 2014. In April 2016, she became a member of the NDTi hosted ‘Preparing for Adulthood’ team. Pat is currently a school improvement adviser for SEND in Leicester City. Pat has also served as a Governor as a member of staff, as a community and LA governor, and as a parent governor, in six different local authority areas, for over thirty years.

Pat has over 30 years of experience as a teacher, head teacher and senior education leader, having qualified in 1984 to teach children with severe learning difficulties. For the last seven years she has worked as an independent educational consultant. Pat held a contract to lead the East Midlands SEND Regional reforms until March 2020; and is a member of the National Development Team for Inclusion, teaching on the national SEND leadership course. She is also a Preparation for Adulthood regional facilitator. Having trained SENCOs across England in primary and secondary phases, in nasen's 'Whole school approach to increasing access, participation and inclusion' 2012-2014, Pat acted as nasen Education Officer October 2013-October 2014. In April 2016, she became a member of the NDTi hosted ‘Preparing for Adulthood’ team. Pat is currently a school improvement adviser for SEND in Leicester City. Pat has also served as a Governor as a member of staff, as a community and LA governor, and as a parent governor, in six different local authority areas, for over thirty years.

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Lorraine has 25 years’ experience in the mainstream school environment as a teacher
and headteacher. From 2004 – 2013 Lorraine was CEO of nasen. As a result, Lorraine has many years’ experience of working with pupils with an array of special and additional needs and the teachers, SENCOs and support staff that work with them.

During her time as CEO of nasen, Lorraine worked on a number of projects with various agencies including the Department for Education, the National College of Teaching and Leadership (formally the Teaching Agency) and UKTI.

In 2009 Lorraine was awarded an OBE for her services to education. In 2010 Lorraine was awarded the Outstanding Achievement Award at the Education Research Awards and in 2013 the Outstanding Achievement Award at BETT. In the same year, Lorraine established Lorraine Petersen Educational Consultancy and currently works independently, delivering training and supporting schools and local authorities with their
SEND policy and practice.

In 2015 Lorraine successfully completed the IPSEA SEN Foundation Legal Training and has been appointed as an associate lecturer at the University of Worcester. Lorraine in currently Director of Chadsgrove Teaching School Alliance and is Chair of Governors at Chadsgrove School and a Governor at Lokrum Fields, a newly opened Independent
Special School.

Kate Freeman is a highly experienced, qualified, and driven Speech and Language Therapist and Consultant with Speech and Language Link and others. Kate is also a Ministry of Justice Registered Intermediary.

Kate authored a series of books focusing on early language development and has recently supported local authority reviews of early years, SEND and speech, language and communication.

Focusing on speech and language support and SEND, Kate works to deliver training; enabling systems for supporting pupils with speech, language and communication needs; and developing staff confidence in working in this field.

Kate Freeman is a highly experienced, qualified, and driven Speech and Language Therapist and Consultant with Speech and Language Link and others. Kate is also a Ministry of Justice Registered Intermediary.

Kate authored a series of books focusing on early language development and has recently supported local authority reviews of early years, SEND and speech, language and communication.

Focusing on speech and language support and SEND, Kate works to deliver training; enabling systems for supporting pupils with speech, language and communication needs; and developing staff confidence in working in this field.

Colin Foley is the training director of the ADHD Foundation, the largest ADHD charity in Europe. Following a twenty-five-year teaching career, including ten years in school leadership, Colin has led the Training team at the ADHD Foundation to be become the largest provider of training for professionals on ADHD in the UK, working with over 13,000 professionals from a range of sectors in the last year. Our training sessions are rooted in taking a strength based approach to neurodiversity- understanding the conditions, how they can overlap, the impact of neurodiversity on people’s lived experience as well as empowering educators, employers, line managers, service providers, families and people with ADHD with evidence based strategies for living well and being successful in education and in the workplace.

Colin Foley is the training director of the ADHD Foundation, the largest ADHD charity in Europe. Following a twenty-five-year teaching career, including ten years in school leadership, Colin has led the Training team at the ADHD Foundation to be become the largest provider of training for professionals on ADHD in the UK, working with over 13,000 professionals from a range of sectors in the last year. Our training sessions are rooted in taking a strength based approach to neurodiversity- understanding the conditions, how they can overlap, the impact of neurodiversity on people’s lived experience as well as empowering educators, employers, line managers, service providers, families and people with ADHD with evidence based strategies for living well and being successful in education and in the workplace.

Jean is a national expert on special educational needs and disadvantage. She is the author of numerous articles and best-selling books on inclusion, including the forthcoming 4th edition of Beating Bureaucracy in SEND , Time to Talk (2017) and Reaching the Unseen Children: practical strategies to close stubborn attainment gaps in disadvantaged groups (2021).

Jean has been a teacher, an educational psychologist and head of children’s services in a local authority. She was formerly government Communication Champion for children; before this she headed the Every Child a Reader and Every Child Counts one-to-one tuition programmes, and led on inclusion within the government’s National Strategies. She was awarded a CBE for services to education in 2011.

Jean is a national expert on special educational needs and disadvantage. She is the author of numerous articles and best-selling books on inclusion, including the forthcoming 4th edition of Beating Bureaucracy in SEND , Time to Talk (2017) and Reaching the Unseen Children: practical strategies to close stubborn attainment gaps in disadvantaged groups (2021).

Jean has been a teacher, an educational psychologist and head of children’s services in a local authority. She was formerly government Communication Champion for children; before this she headed the Every Child a Reader and Every Child Counts one-to-one tuition programmes, and led on inclusion within the government’s National Strategies. She was awarded a CBE for services to education in 2011.

Julie is a qualified social worker and has worked in a variety of roles in social care since qualifying 32 years ago. She is passionate about ensuring young people with special educational needs and disabilities have equal life chances as they move into adulthood.

Julie leads the Children and Young People programme at the National Development Team for Inclusion, a values-led organisation that works on a not-for-profit basis. She has also headed up the national Preparing for Adulthood programme, funded by the Department for Education for the past eight years.

Julie believes that person centred approaches help to ensure that all young people have the same opportunities to be aspirational and succeed.

Julie is a qualified social worker and has worked in a variety of roles in social care since qualifying 32 years ago. She is passionate about ensuring young people with special educational needs and disabilities have equal life chances as they move into adulthood.

Julie leads the Children and Young People programme at the National Development Team for Inclusion, a values-led organisation that works on a not-for-profit basis. She has also headed up the national Preparing for Adulthood programme, funded by the Department for Education for the past eight years.

Julie believes that person centred approaches help to ensure that all young people have the same opportunities to be aspirational and succeed.

Kim is an occupational therapist who has been supporting children, schools and families for over 15 years. She has extensive experience working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Kim has worked in the NHS, social care, mainstream and specialist schools and private practice. In an effort to help more children receive occupational therapy support, Kim’s current focus is creating online training and programmes for schools, teachers and parents. This includes courses on sensory processing disorder, pencil grasp and fine motor skill development. Kim is the author of two books, Sensory Group and Supporting Pencil Grasp Development. In her spare time, she likes to bake and go hiking.

Kim is an occupational therapist who has been supporting children, schools and families for over 15 years. She has extensive experience working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Kim has worked in the NHS, social care, mainstream and specialist schools and private practice. In an effort to help more children receive occupational therapy support, Kim’s current focus is creating online training and programmes for schools, teachers and parents. This includes courses on sensory processing disorder, pencil grasp and fine motor skill development. Kim is the author of two books, Sensory Group and Supporting Pencil Grasp Development. In her spare time, she likes to bake and go hiking.

Natalie is a teacher, campaigner and positive role model for the Tourette’s community and neurodiversity. She works to improve understanding and outcomes for those with Tourette’s syndrome.

Natalie is a wonderful positive role model for those with Tourette’s, overcoming personal and professional barriers to become a successful teacher. She currently works with pupils in a Social, Emotional and Mental Health School in the Midlands. She also leads Duke of Edinburgh awards, undertaking a range of activities to widen the horizons of her pupils, helping them progress and attain success.

Natalie believes there is an urgent need for greater awareness of Tourette’s. Naturally Natalie is a private person but she bravely shares her own experiences in talks, seminars and has appeared in two network documentaries (Tourette’s Teacher: Cursing in the Classroom and Tourette’s Teacher: Ticced off and on a Mission). Here Natalie reveals that people with Tourette’s still receive derogatory or aggressive comments in public and the negative impact of this on the mental health of those affected. She also shines a light on the fact that the vocal and physical tics are just the ‘tip of the iceberg’ and that Tourette’s is a complex condition which often comes with other behaviours and challenges like Obsessive Compulsive Disorder (OCD).

Natalie campaigns for the need for NICE (National Institute of Clinical Excellence) guidelines around the condition – shockingly there is currently no medical mechanism for diagnosing Tourette’s. Without a diagnosis pathway many with the condition are left without treatment or support. Sadly people with Tourette’s are four times more likely to commit suicide and Natalie is determined this must change.

Natalie works to break down barriers for those with Tourette’s: whether that’s accessing education, employment or other opportunities. She believes that those with the condition can successfully be employed in public facing jobs and works with Tourette’s Action and other organisations to help equip young people with emotional skills and resilience to achieve their goals. Change is possible!

In short, Natalie is an incredible role model and advocate who has devoted herself to improving the lives of those with Tourette’s syndrome, so often an overlooked disability. She selflessly drives change, is an outstanding role model and is quite simply inspiring.

Natalie is a teacher, campaigner and positive role model for the Tourette’s community and neurodiversity. She works to improve understanding and outcomes for those with Tourette’s syndrome.

Natalie is a wonderful positive role model for those with Tourette’s, overcoming personal and professional barriers to become a successful teacher. She currently works with pupils in a Social, Emotional and Mental Health School in the Midlands. She also leads Duke of Edinburgh awards, undertaking a range of activities to widen the horizons of her pupils, helping them progress and attain success.

Natalie believes there is an urgent need for greater awareness of Tourette’s. Naturally Natalie is a private person but she bravely shares her own experiences in talks, seminars and has appeared in two network documentaries (Tourette’s Teacher: Cursing in the Classroom and Tourette’s Teacher: Ticced off and on a Mission). Here Natalie reveals that people with Tourette’s still receive derogatory or aggressive comments in public and the negative impact of this on the mental health of those affected. She also shines a light on the fact that the vocal and physical tics are just the ‘tip of the iceberg’ and that Tourette’s is a complex condition which often comes with other behaviours and challenges like Obsessive Compulsive Disorder (OCD).

Natalie campaigns for the need for NICE (National Institute of Clinical Excellence) guidelines around the condition – shockingly there is currently no medical mechanism for diagnosing Tourette’s. Without a diagnosis pathway many with the condition are left without treatment or support. Sadly people with Tourette’s are four times more likely to commit suicide and Natalie is determined this must change.

Natalie works to break down barriers for those with Tourette’s: whether that’s accessing education, employment or other opportunities. She believes that those with the condition can successfully be employed in public facing jobs and works with Tourette’s Action and other organisations to help equip young people with emotional skills and resilience to achieve their goals. Change is possible!

In short, Natalie is an incredible role model and advocate who has devoted herself to improving the lives of those with Tourette’s syndrome, so often an overlooked disability. She selflessly drives change, is an outstanding role model and is quite simply inspiring.