Inclusion is something that I am passionate about both professionally and personally. Having studied for an MA in Special and Inclusive Education I have wrestled with the academic and moral dilemmas that inclusions presents. As a mother of neurodiverse sons I have negotiated my way through the educational system from a very personal stand point too. I am so excited to bring you a host of interviews about this topic from researchers who are at the cutting edge of their field. If you want to download the acronym crib sheet just click here. Enjoy!
Please do check out the rest of my website if you want more information about me and my work.
I am excited to be partnering with British Psychological Society who also provide resources for teachers which can be found here.
As an introduction to this season's podcasts on the Psychology of SEND I am starting with a brief overview of the SEND Code of Practice. It covers the 4 main areas of need and how classroom teacher need to support pupils and adapt practice around SEND. I have also created an acronym cheat sheet which you can find a link to at the top of the page.
Inclusion is a word we are using more and more in the context of education, but what exactly does inclusive education look like? Creating inclusive educational systems is incredibly complex, in fact just trying to define inclusive education throws up more questions than answers. In this interview Tim Kent, from Roehampton University considers the semantic, political, philosophical and practical dilemmas that the education system faces when trying to be inclusive.
For information on Inclusive Education Circles of Friends click here.
In this Episode I speak to Julia Gudinchet (Sunflower Autism Consultancy), Alexandra Gardner (Unicorn School), Jo Billington (University of Reading) and Meera Deters (Super Speech Solutions) about how to support young people with Autism in the classroom. Whilst the conversations are wide ranging, the over-riding message is to listen carefully to the young person to find out what works for them.
Developmental Language Disorder (DLD) is prevalent in classrooms, hidden and has devastating consequences for those who struggle on undiagnosed. This week I speak to Dr Hannah Hobson about her research and speech and language therapists Lisa Sharp and Alex Winterbottom about their work with children and young people. We cover DLD, how to spot it, its impact on learning and life, and how we can support young people with DLD.
For Hannah's Survey please click here.
This week continues the Speech and Language theme from last week. I speak to Speech and Language Therapist Meera Deters about how speech typically develops and what issues bilingual children may face in school. Then Dr Saloni Krishnan from Royal Holloway, University of London talks about her research as a cognitive neuroscientist into language disorders and brain function in children.
To find out more about Saloni's work you can visit her lab's website and you can find out more about the Bold Study here.
1 in 10 people have dyslexia and given that so much learning requires reading and writing it can really hinder progress in school.
Dr Cathy Manning talks about her research on Sensory Processing in those with dyslexia and autism, how we can use this to understand the condition and how we can support those who have dyslexia. Alexandra Gardner from the Unicorn School talks about her experience of working with young people with dyslexia and how the school she works in supports young people with dyslexia.
This week I speak to trainee teacher Jasmine Selwood who shares her experience of growing up with a deaf parent and how this has impacted the way that she approaches the classroom, and supports students with hearing impairments. Her insights of life both in and outside of the classroom are fascinating and should give us all pause for thought.
For more on the McGurk Effect you can check out this link.
Jasmine can be found on twitter @MissJSelwood
Interview with Dr Cathy Manning from Oxford University and Emily from @21andsensory.
This week's podcast covers Sensory Processing Disorder. This is a very varied disorder which affects how people process sensory information and as a consequence how they respond to the environment. Though often linked with Autism SPD doesn't always go hand in hand with ASD. SPD can be triggered via all senses such as vision, noise, touch and smell and considering your classroom environment can really help to support young people who struggle with SPD.
You can find out about Dr Cathy Manning's research here.
The link to Mary Hanley's research on displays is here.
Ella is an insightful and articulate young Trainee Educational Psychologist (TEP) who is clearly passionate about inclusive education. In this interview she talks about her journey to become and TEP, what it involves and why she is particularly passionate about educating teachers about ADHD. She offers plenty of practical advice to help support young people with ADHD in the classroom as well as discussing some of the challenges and dilemmas that ADHD poses.
Philip Asherson is Professor of Neurodevelopmental Psychiatry at Kings's College London, in this episode he shares his research around ADHD from a clinical perspective discussing the diagnostic criteria for ADHD, the role of medication, the impact that ADHD can have on wellbeing and how ADHD overlaps with other specific learning difficulties.
As a parent I have met Educational Psychologists (EP) but as a teacher I haven't, so it was fascinating to hear about how varied the job of an EP is and the work that Dan does with teachers. Working with such a wide range of people and organisations enable EPs to see the big picture of SEND across a county, understand best practice and support teachers with the day-to-day challenges they face in the classroom.
Dr Dan O'Hare is an Educational Psychologist who currently works for Gloucestershire County Council and as a professional tutor on the doctoral EP training courser at the University of Bristol. He is the current co-chair elect of the Division of Educational and Child Psychology and in this role has contributed to a range of guidance regarding the wellbeing of children, young people, and teachers during the coronavirus pandemic. He is also the founder of edpsy.org.uk - an online magazine for educational psychologists. Dan can often be found on twitter @edpsydan tweeting about all things educational psychology
Ant McVerry is currently the Director of Inclusion and SENCO at Notre Dame Catholic College in Liverpool. He spent 10 years working in the largest special school in Liverpool, which catered for the needs of pupils aged 3 to 19, all of whom had a diagnosis of Autism and other associated difficulties. He transitioned over to mainstream as he saw the potential for inclusion within mainstream settings and believed that he could bring skills and knowledge from specialist provision into the mainstream to allow pupils to have an equal experience and gain the support that they need. Follow Ant on Twitter @NotreDameSENCo.
This week it was a pleasure to talk to Dr Seonaid Anderson about Tourettes Syndrome, understanding what it is and isn't, the challenges those with TS face and how it can disrupt learning. We cover the treatments, classroom support and the effect of Covid in this enlightening interview.
Seonaid is a chartered research psychologist and freelance neurodiversity consultant with many years experience in neurodevelopmental disorders. She works with a variety of organisations advocating for those with Tourettes.
A wide range of useful Links can be downloaded here.
You can follow Seonaid on Twitter: @Seonaidanderso2
If you want to find out more about the work of Dr Seonaid Anderson and Behavioural Therapy for Tics Institute (BTTI) please visit www.neuro-diverse BTTI offers a series of online behavioural therapy training opportunities and events for clinicians and therapists.
Jo and I discuss being a parent of children with SEND. Both of us have children with SEND in Secondary school and both of us work with parents of children with SEND. We know first hand the challenges that parents face and the wide range of emotions that it brings to the surface, but we also recognise that teachers face challenges as well. This open and candid conversation covers the highs and lows of SEN parenting as well as the importance of working together with school to support our young people.
You can hear about Jo's research on episode 3 above and read more about it here.
This is my final episode of the 2020-21 academic year and as we take a break for summer what better than to consider the psychological benefits of holidays and how to make the most out of them. Here are my top tips and a little hint of what is to come in the Autumn. Enjoy!
Here's the article I mentioned.