Keep checking back for more information about our guest speakers and seminar subjects.
Confirmed speakers :
Professor Stephen Hawking CH CBE FRS
We are excited to announce that Professor Stephen Hawking will provide a video introduction to this year’s nasen Live, focusing on the topic of DME (Dual and Multiple Exceptionality)
Dr Adam Boddison
Dr Adam Boddison is the Chief Executive for nasen with responsibility for strategic direction and operational delivery across the full breadth of nasen’s activity. Prior to this, Adam held a number of senior education roles including Director of the Centre for Professional Education at the University of Warwick, Academic Principal for IGGY (an educational social network for gifted teenagers) and West Midlands Area Coordinator for the Further Mathematics Support Programme. In addition to a range of teaching and leadership posts in both primary and secondary schools, Adam has a portfolio of education research and international education projects.
Ofsted - National lead for special educational needs and/or disabilities
Lesley Cox is one of Her Majesty's Inspectors of Schools (HMI). She has taught across all phases of education including in early years and further education. She was a senior leader in a number of secondary schools within challenging settings and acquired further leadership and management accreditation, including the NPQH. Lesley was previously a headteacher of a large pupil referral unit which was judged to be outstanding. She has particular expertise in the support of pupils who have special educational needs and/or disabilities, whole school behaviour and inclusion strategies and alternative educational provision. She is currently the national lead for special educational needs and/or disability for Ofsted.
Professor Barry Carpenter, CBE, OBE, PhD
Barry Carpenter is Honorary Professor at universities in the UK, Ireland, Germany and Australia. He has been a Fellow of the University of Oxford.
In a career spanning more than 30 years, Barry has held the leadership positions of Academic Director, Chief Executive, Principal, 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 online ‘Training materials for teachers of children with severe, profound and complex learning disabilities’.
He is the author of over 150 articles and many texts on a range of learning disability/special needs topics .In the last 12 months, his work has been translated into German, French, Dutch and Russian. His most recent book publications (with Carolyn Blackburn and Jo Egerton) focus upon Fetal Alcohol Spectrum Disorders (FASD). In 2015 he co authored a book on Children with Complex Needs.
Barry lectures nationally and internationally,. In recent years this has included China, Japan, Abu Dhabi, Sweden, Australia and New Zealand. He is the co founder of the National Forum for Neuroscience in Special Education. For the Mental Health Foundation he Chaired the National Inquiry into the Mental Health of Young People with Learning Disabilities. He is currently Chairing a working group looking at the needs of Girls on the Autism Spectrum , which will be the focus of his next book.
Barry has been awarded Fellowships of the Royal Societies of Arts and Medicine. In 2016 he was awarded a CBE by the Queen for his work in the international field of Special Educational Needs. He was created OBE in 2001 for services to children with Special Needs.
Professor Diane Montgomery PhD
Dual and Multiple Exceptionality: An Introduction to the Issues and Practical Guidance for Practitioners
Professor Diane Montgomery PhD is an international expert on teaching methods, underachievement, giftedness and special needs. She has lectured widely on these topics in Australia, Europe, USA, the Middle East and the UK. She is the author of more than 30 books on DME, giftedness, underachievement, dyslexia, behaviour problems, slower learners, appraisal, classroom observation, study skills and learning and teaching strategies.
She is a qualified teacher, teacher educator and chartered psychologist. She wrote and ran distance-learning MAs in G Ed, SpLD and SEN for Middlesex University where she was Head of the School of Education and Dean of the Faculty of Education and Performing Arts.
Making Learning Accessible: Practical Strategies for Teachers
Dr Rona Tutt, OBE
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).
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 she has been awarded an OBE for her services to special needs education.
Rona has written and co-authored a number of books, including The SEND Code of Practice: 0-25 years – Policy, Provision & Practice (2015). In 2016, she was the writer for a DfE-funded project awarded to the charity ‘KIDS’, which is entitled: Making it Personal: A Guide to Personalisation, Personal Budgets and EHC Plans - for Educational Establishments and Local Authorities. In the same year, she wrote Rona Tutt’s Guide to SEND and Inclusion (2016).
Rona is in constant demand to speak at conferences and other events. She represents the NAHT on a number of committees and is vice chair of 2 governing bodies. During 2015/16, she was the Interim Chair appointed to establish Hertfordshire’s All Age Autism Partnership Board. Her website can be found at: www.ronatutt.org.uk
Dr Fiona Pienaar, Director of Clinical Services, Place2Be
Fiona has a background of over 30 years in teaching in primary and intermediate schools, special needs education, counselling in schools, counsellor education, educational and mental health resource development, private practice and mental health research – in the UK, New Zealand and her native South Africa. She has a PhD in Behavioural Science and a MEd in Counselling as well as teaching and special needs qualifications, and has taught postgraduate Counselling programmes at Cambridge University, the University of Auckland and the CONTED programme at Oxford University. Fiona's research has focused primarily on children's experiences of stress and coping, with a particular interest in self-harming behaviour and resilience in children and young people. Fiona joined Place2Be in 2013.
Inclusive Teaching in Secondary Schools: Practical Strategies for Secondary Practitioners
For over 20 years, Kate has been passionately committed to championing the role of the SENCo and children with SEND. Over this time, she has worked as a class teacher, SENCo and Local Authority School Improvement Officer for SEND.
Kate now works as an independent consultant specialising in school improvement for SEND. She is an Associate Consultant for NASEN and teaches the National Award for SEN Coordination for the University of Northampton. She also facilitates SENCo Network meetings for schools across Leicestershire and Warwickshire, provides guidance and advice for The Key and is a Chair of Governors.
Kate has a successful track record of working with schools to improve outcomes for children and young people with SEND. She writes guidance for SENCOs in leading and managing SEND provision and practice and delivers training for staff and Governors within schools, Local Authorities, Teaching School Alliances and Academy Trusts. Most recently, she has supported NASEN in writing guidance and delivering national training on the SEND Code of Practice for SENCOs and School Leaders. She has also presented at educational events across the country.
Education Development Officer
Michael's 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 in to 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 in general, and those with learning and cognition difficulties in particular.
One of the projects that Michael led was the development of a pathway for the identification of dyslexia which is now used by schools across Birmingham.
He is looking forward to using his experience and expertise to help nasen continue and develop its support for members and the promotion of the SEND agenda. It is his hope that we will work together in continuing towards the goal of a better deal for our children and young people with SEND
Stuart has been a civil servant for almost 25 years, the last 11 years of which have been as a Deputy Director at the Department for Education (and its predecessors). He’s led the Department’s 0-25 SEND Unit since November 2014 and before that held senior roles leading on revenue funding policy; capital funding policy; change management; school performance tables; pupil well-being, health and safety; and school food.
How parents use the law to support their children with SEN
Julie is the Chief Executive of the national charity, IPSEA - providing independent legal advice to parents of children and young people with SEND. Julie leads a strong team of staff and more than 250 volunteers, in providing advice, support and influencing law and policy in this area.
Julie is a practising solicitor with extensive experience in the voluntary, statutory and private sectors, specialising in working with vulnerable children and young people. Julie worked for many years as a human rights lawyer, specialising in refugee law and human trafficking. Julie has worked for various law firms, working privately and under the Legal Aid scheme. Julie also worked as a Consultant solicitor and lead a legal department for a large national organisation
An Inclusive Approach to Assessment
Natalie is an Independent Education Consultant specialising in SEN and school improvement. She develops and delivers a wide range of training and support to primary, secondary and special schools, local authorities and other organisations. Natalie is an Associate Consultant for nasen and a member of their EY / Primary Advisory Group. She is part of the Academies Enterprise Trust SEN Team, providing support for leadership of special needs and inclusion. Natalie is a consultant for a 4-18 school in Dubai and a trustee of a recently formed multi-academy trust.
Natalie has previously worked for the National Strategies SEN Team and DfE implementing the Achievement for All (AfA) project to improve outcomes for children and young people with SEN. Prior to this, she worked for several local authorities across the East Midlands as an Adviser for SEN and School Improvement. She has had primary headship experience and has previously been a SENCO. In 2015, Natalie was a member of the DfE Assessment without Levels Commission.
Natalie is the author of The Perfect SENCO, an essential read for those wanting to develop their strategic SEN role effectively. Her next book, The Teacher’s Guide to SEN, will be published in February 2017.
Reassessing the Role and Impact of Teaching Assistants in Inclusive Classrooms
I'm a researcher and joint professional development co-ordinator at the UCL Institute of Education. I lead the Maximising the Impact of Teaching Assistants initiative for SENJIT, and deliver the MITA school improvement course for school leaders.
I've worked on a number of research projects focusing on the use and impact of teaching assistants, including the ground-breaking Deployment and Impact of Support Staff project and its follow-up study, the Effective Deployment of TAs project. I've co-directed the Making a Statement study and now lead the SEN in Secondary Education study, both of which focus on the educational experiences of students with SEN.
I've written extensively on these topics and my publications include: the Education Endowment Foundation's Making the Best Use of Teaching Assistants guidance report (June 2015); two acclaimed books: Maximising the Impact of Teaching Assistants and The Teaching Assistant's Guide to Effective Interaction; and numerous papers, many of which can be downloaded via the research pages on this website.
I've had five years experience of working as a TA and I've also worked as a local authority SEN Officer, managing the statuary assessment process and school placements.