ÎÚÑ»ÊÓƵ

Vasilis is an Associate Professor at Southampton Education School, University of Southampton, with extensive research experience on the inclusion of students with ÎÚÑ»ÊÓƵ in mainstream schools. His work focuses on developing inclusive pedagogy and curricula, and on supporting and empowering parents of children with ÎÚÑ»ÊÓƵ. He has particular expertise in co-teaching, resourced provision, and differentiated instruction. Vasilis has been invited to advise the Department for Education on evidence-based research and curriculum reform relating to the education of students with ÎÚÑ»ÊÓƵ in mainstream settings. 

Matt McArthur is the Assistant Headteacher at Frank Wise School in Banbury, a special school for children and young adults aged between 2 and 19. Matt currently teaches in both primary and secondary classes, and is the subject-leader for Numeracy. He was Director of Teaching School at the school for five years, and continues to support the Oxfordshire Teaching School Hub with ÎÚÑ»ÊÓƵ-specific strands of Continuing Professional Development, School-to-School support and Initial Teacher Training. Matt enjoys cooking, keeping fit and reading, and is a committed life-long learner. He has just finished a Masters degree in Educational Leadership, and is currently doing his NPQH.  

Christine began her career as a social worker in 1980 and joined the Council for Disabled Children in 2000. She has conducted impactful reviews for the DoH and DfE, leading to significant practice changes affecting children and young people. Recently, she led a review on safeguarding disabled children in residential settings, urging government collaboration to improve education, health, and care for disabled children. Christine was awarded an OBE in 2009, became an Honorary Fellow of the RCPCH in 2013, and received a Damehood in 2016 for her work with disabled children. In October 2024, she was appointed Strategic Advisor on ÎÚÑ»ÊÓƵ to support government reforms. 

Malcolm has worked in the field of ÎÚÑ»ÊÓƵ for 30 years and in that time has worked in adult provision, mainstream schools, and special schools. He has worked in with children throughout the age range and with learning difficulties ranging from moderate to profound. Malcolm has been a Headteacher of three schools and one federation. He is a National Leader of Education, a Member of the National ÎÚÑ»ÊÓƵ Forum, and Patron of the

Margaret Mulholland is an inclusion consultant, policy specialist and regular commentator in the education press. Margaret is an Honorary Norham Fellow at the Department of Education, University of Oxford. She is currently, ÎÚÑ»ÊÓƵ policy lead for the Association of School & College Leaders, External Adviser on ÎÚÑ»ÊÓƵ for Jersey and is a monthly columnist for the TES. Margaret works with schools and trusts across the UK to support inclusive school improvement. 

Warda Farah is a Social Entrepreneur, Speech and Language Therapist, Writer, and Lecturer whose work bridges Neurodiversity Research and Racial Justice. She founded Language Waves to work in a culturally, linguistically, and neurodiversity affirming manner, and collaborates with teachers and schools to rethink received wisdom and developmental theories shaping education in the UK. She is the editor of Language, Place, and the Body in Childhood Literacies: Theory, Practice, and Social Justice. 

Click on the image to watch the recording from the first meeting which took place on Monday 29th January 2024.

A new (NI based) ÎÚÑ»ÊÓƵ Advisory Group was formed in October 2018. The group consists of a range of educational professionals, all with a passion for supporting children and young people with ÎÚÑ»ÊÓƵ.

Education Endowment Foundation (EEF) and National Association for Special Educational Needs (nasen) are recruiting 160 secondary schools for a trial of the WSS Review and are focusing on the SOUTH WEST.

As part of The Nisai Group strategy for the ASEAN region, they have formed a partnership to make an impact on global sustainability through education and technical/vocational education and training (TVET). 

It is with great sadness that nasen must inform its members and followers of the passing of Dr Ron Davie, president of nasen 1992 - 1994.

ÎÚÑ»ÊÓƵ and UCL are delighted to announce the first line-up of keynote speakers for ISEC (Inclusive and Supportive Education Conference) 2020, which will be held on the 3rd-5th August 2020 at the UCL Institute of Education in London.

Research funded by nasen asks whether Ofsted's new inspection framework supports learners with ÎÚÑ»ÊÓƵ.

ÎÚÑ»ÊÓƵ is delighted to announce the success of an ongoing significant ÎÚÑ»ÊÓƵ training programme which has helped to support thousands of special education professionals in Pakistan.

Amanda Spielman, Ofsted’s Chief Inspector, launched the Annual Report on 21st January.

The WSS Review provides a framework that enables school leaders to evaluate the effectiveness of current ÎÚÑ»ÊÓƵ provision through a structured self-evaluation and peer review with another school.

A report by the Children’s Commissioner in December 2019 concluded that 30 years on from the Children Act 1989, legislation that aimed to promote ‘a sense of security, continuity, commitment, identity and belonging for children in care’...

The DfE has published statistics this week about the results of the Early Year’s Foundation Stage Profile

This draft guidance for maintained schools, academies (including free schools) and local authorities has been released by the Standards Assessment Agency.

A review of the current provision available for children and young people with Special Educational Needs and Disabilities (ÎÚÑ»ÊÓƵ) has been commissioned in partnership with the National Association of Special Educational Needs (nasen).