This training course (24 May 2016, 8, 21 & 28 June 2017, 5 July 2017) will support delegates to develop outstanding practice in their setting in line with the requirements of the Code of Practice for SEND, 2015.
With Keynote Speakers: Barry Carpenter, Dominic Griffiths & Rona Tutt
Keynote speakers will provide you with an update and overview of national issues relating to SEND learners. This will be explored further during workshops that will support you in considering ways of meeting the needs of children with a range of special educational needs within your setting.
£249 + VAT
The 17th Annual SEND Conference provides an opportunity to discuss current practice, and changes to legislation and assessment. Our keynote speakers will provide you with an update and overview of national issues relating to SEND learners. This will be explored further during workshops that will support you in considering ways of meeting the needs of children with a range of special educational needs within your setting.
Delegates who attend the annual conference describe the day as “relevant”, “inspiring”, “informative and inspirational”, “an excellent event to network with other SENDCos”, providing them with a clear focus to move forward in their role.
Keynote speakers this year include Barry Carpenter, Dominic Griffiths and Rona Tutt, who will present the latest information regarding the current legislative landscape, what the future holds for SEND learners and assessment, and how to support our most vulnerable learners in school.
SENDCos, Assistant SENDCos, Inclusion Managers
We are really pleased to welcome Barry Carpenter back to our conference this year after a thought provoking, tear inducing yet funny presentation last year.
Professor Barry Carpenter is Honorary Professor at the Universities of Worcester (UK), Limerick (Ireland), Hamburg (Germany), and Flinders, (Australia).
In a career spanning more than 30 years, Barry has held the leadership positions of Academic Director, Chief Executive, Principal, Headteacher, Inspector of Schools and Director of the Centre for Special Education at Westminster College, Oxford. In 2009, he was appointed by the Secretary of State for Education as Director of the Children with Complex Learning Difficulties and Disabilities Research Project. Since completing that research, Barry has overseen the development of a national project developing on-line training materials for teachers of children with severe, profound and complex learning disabilities.
Barry lectures nationally and internationally, has been awarded Fellowships of the Royal Societies of Arts and Medicine, and was created O.B.E. by the Queen for services to children with special needs.
Barry has 3 children – one a teacher, one an occupational therapist, and a daughter who has Down’s syndrome and now has a home of her own.
This year Barry's keynote will be titled "Engagement - from Principles to Practice". The Rochford Review has recommended the use of the Engagement for Learning Framework as part of the statutory assessment framework for children with SEND. Barry will discuss Engagement as an evidence based principle, inclusive of all learners of all abilities, which can increase the active participation of all.
His workshop title is "Girls with Autism ; flying under the radar". Following the recent publication of the NASEN booklet of this title, Barry has led the National Forum on Autism in Girls, which has pioneered the current discussion around this vulnerable group of girls, through a debate in the House of Lords, and a National Conference - "The Big Shout". He will outline the issues arising, and the initiatives being taken to address these needs, with particular reference to the insights of Girls with AS themselves.
Dr Dominic Griffiths is a Senior Lecturer in Inclusive Education and Special Educational Needs at Metropolitan University. Dominic has thirty years’ experience teaching in primary, secondary and special schools, he has been a specialist dyslexia teacher and local authority advisor for SEN. He teaches on the MA in Specific Learning Difficulties, teaches units on the BA (Hons) in Inclusive Education and Disability Studies and leads the SEN option for trainee teachers on the BA (Hons) primary education. Dominic’s PhD thesis was on ‘The Provision and Use of Reading Support in GCSE Examinations’. His research interests are centred around the training of teaching staff to promote inclusive practice and he has published and presented at conferences on the subject.
His keynote is titled 'Working memory in the Inclusive Classroom: Issues and responses'. In this talk we will explore the nature and role of working memory, the key part that it plays in learning and how teaching staff can help cultivate a working-memory friendly classroom'.
In this workshop the aim is to problematize the traditional 'categories' of 'SEN' (the 'shoe boxes') and, in particular the notion of 'co-morbidity'. In doing so we shall explore the genesis of many of these categories, and how they have come to have formed such a dominant discourse in psychology and education. We will then explore an alternative, more fluid approach to teaching and learning, based upon a notion of neurodiversity that resists traditional SEN categories or even reformulations of 'neurodiversity' that have been trapped within the traditional 'SEN' conceptual framework.
This year we are excited to have Rona Tutt share her expertise with us and share her thoughts on the current legislation and developments on SEND.
Rona trained as a primary teacher and then as a teacher of the deaf. She has taught across the age range in state and independent, day and residential, mainstream and special schools.
She is a former head teacher and Past President of National Association of Head Teachers (NAHT). She continues to be involved in the Association’s work and represents them on a number of organisations, including the Autism Education Trust (AET), the National SEND Forum (NSENDF) and the Special Education Consortium (SEC).
Rona has been a winner of the Leadership in Teaching Award, received an Outstanding Reviewer Award for her work on the International Journal of Educational Management and was awarded an O.B.E. for her services to special needs education. She is vice chair of 2 governing bodies and in constant demand to speak at conferences and other events.
In 2011, Rona was one of the founding members of the National Forum for Neuroscience and Special Education (NFNSE), along with Professor Barry Carpenter and Professor Francesca Happé. This aims to bring together those who understand how children learn, with those who are teaching children who have special educational needs and/or disabilities (SEND).
Rona has written and co-authored a number of books, including The SEND Code of Practice: 0-25 years – Policy, Provision & Practice (2015) and Rona Tutt’s Guide to SEND and Inclusion (2016). She was also the writer for a DfE-funded project last year, awarded to the charity ‘KIDS’, Making it Personal: A Guide to Personalisation, Personal Budgets and EHC Plans.
During Rona's keynote 'Current legislation and developments in SEND', she will look at the impact of the SEND Reforms, including how EHC plans, the Local Offer & SEN support are being embedded and how far they have improved the system. She will reflect how other legislation and developments affect SEND, including changes to the structure of schools, and to the curriculum and its assessment. Finally, she will share information about how to keep up to date with the world of SEND.
During the workshop Rona will look at the reasons why pupils may struggle to become literate e.g. delayed speech and language development, Specific language impairment (SLI), Learning difficulties, Autism and Specific learning difficulties (SpLD): dyslexia, dyspraxia, dysgraphia. She will look at moving beyond and across the ‘labels’ to pinpoint the nature of the difficulties pupils may have and suggest a range of strategies that may help pupils to make progress.
Following the recent publication of the NASEN booklet of this title, Barry has led the National Forum which has pioneered the current discussion around the vulnerable group of girls, through a debate in the House of Lords, and a National Conference - 'The Big Shout.' He will outline the issues arising, and the initiatives being taken to address these needs, with particular reference to the insights of Girls with AS themselves.
During the workshop Rona will look at the reasons why pupils may struggle to become literate e.g. delayed speech & language development, Specific language impairment (SLI), Learning difficulties, Autism and Specific learning difficulties (SpLD): dyslexia, dyspraxia, dysgraphia. She will look at moving beyond and across the ‘labels’ to pinpoint the nature of the difficulties pupils may have and suggest a range of strategies that may help pupils to make progress.
In this workshop we shall explore the traditional 'categories' of 'SEN' (the 'shoe boxes') and, in particular the notion of 'co-morbidity' and the origins of these categories. We will then explore an alternative, more fluid approach to teaching and learning, based upon a notion of neurodiversity that resists traditional SEN categories or even reformulations of 'neurodiversity' that have been trapped within the traditional 'SEN' conceptual framework.
This workshop has been specially designed to help increase your knowledge, understanding and awareness of three key areas of SEND; dyslexia, ADHD and autism… all in just 60 minutes! We will explore current research and theories about the cognition behind dyslexia, autism and ADHD and provide signposting to further information and resources for supporting these learners in your school.
Spelling is tricky. How do we inspire and motivate children to learn spellings - particularly those that find spelling difficult! This fun and practical workshop is based on recent research into the nature of memory. It explores how to use both left and right brain approaches to remember spellings.
This workshop will provide a beginner’s guide to the concepts and processes associated with executive function. It is intended that delegates will develop a basic understanding of inhibition, working memory and reasoning; relevant strategies and the efficacy of interventions.
Research indicates that the incidence of acquired brain injury is relatively high in the general population but potentially unrecognised in planning educational provision – especially with respect to certain vulnerable groups of young people. This workshop will cover the terminology associated with acquired brain injury, its impact on learning and introduce relevant strategies. A variety of activities will be included that will encourage delegates to reflect on their existing knowledge, raise awareness of the experience of those affected and to consider the implications for practitioners in schools.