Support for Learning Third Annual Online Conference: ‘Professional Learning in Special and Inclusive Education: A Vital Cog?

Stavroula Alachiotis-Merchant is an experienced SEND leader, SENCo, therapeutic practitioner, an exam arrangements assessor and founder of School Ready Kids, supporting children, families and schools to understand and respond effectively to diverse learning needs.

With almost 20 years’ experience in education, Stavroula has worked in referral units, special schools, independent and international schools, and colleges. Her academic background includes a degree in English Literature and Ancient Greek, a Master’s in TESOL and an MSc in Specific Learning Difficulties (Dyslexia). Her work focuses on translating evidence-informed approaches into meaningful, sustainable improvements in classroom practice

Dr Anita Devi is a SEND veteran with multiple levels of expertise and experience across the education sector in the UK and overseas. She is a researcher and published author. Her strength is postured in Leadership Development, Change Management and Policy Delivery Systems.  TeamADL CIC (which Anita founded) defines ‘inclusion’ through the interactive dynamic of three constructs: being, belonging and becoming. Yet, they also recognise ‘full’ inclusion is not possible, as inclusion is a continuous refinement and transformative process in relation to the changing dynamics in an educational and employment environment. Over the years, Anita and TeamADL have received many awards in recognition for their contribution.

Sarah is a highly experienced Reflective Supervision practitioner with more than 15 years experience supervising educational professionals that work with children with complex SEN. Sarah’s work is grounded in relational ,trauma informed and inclusive approaches. Sarah is a specialist SEMH teacher for Nottingham INclude team, she has also been a Team leader, a researcher and trainer. Sarah’s vision is compassionate, inclusive schools where every educator feels seen, feels supported and that they belong. Sarah can be contacted: via linkedin @Sarah stockley and e mailed at stockley.supervision@outlook.com

Founder/Director of Talking Heads Supervision. A social enterprise which offers regular, robust supervision to support a whole educational setting approach in supporting safeguarding children and young people. We begin work with Senior leaders in all settings as we believe they a) need it for their role and b) it supports them in then embedding supervision elsewhere in the educational setting. A team of 48 Associates working with over 600 individuals across over 400 settings.

Lisa also oversees the Quality of the supervision work provided by Education Support as Leads Associate Supervisor. This will have reached over 3.5k senior leaders by 2027 and offers x6 fully funded supervision sessions over 6 months.

Nicola Lace is an experienced specialist SEND leader, researcher and PhD student whose work focuses on learner voice, relational practice and inclusive education. She works across education, families, employers and local authorities to improve outcomes for young people with SEND. Drawing on both professional and lived experience, Nicola advocates for neurodiversity-affirming approaches that place the perspectives of learners at the centre of decision-making. Her interests include systems leadership, workforce development, supported employment and translating research into practical approaches that strengthen inclusion, belonging and meaningful participation.

Caroline Door is a Young Learner Co-ordinator and SEND Champion with the British Council in Taiwan. Originally from the UK, Caroline has taught in both Portugal and Taiwan, specialising in Early Years education and inclusive English as a Foreign Language (EFL) contexts. As an educator with lived experience of neurodivergence, Caroline focuses on upskilling teachers who feel under-equipped to support diverse needs. In her session, she introduces a scalable micro-training framework and practical checklists designed to help educators curate immediate, bite-sized professional development for their own inclusive classrooms.

Calogero Iacona, PhD, is an Italian lower-secondary support teacher and researcher with interests in special and inclusive education, accessible learning, digital technologies and artificial intelligence for personalised teaching. His professional work focuses on adapting instructional materials, supporting classroom participation and developing reflective approaches to inclusive pedagogy. He contributes to academic discussions on professional learning and the critical use of technology in education. His conference presentation offers a practice-based perspective from the Italian school system.
 

Halui Angus FCCT is a former headteacher and founder of The Excellence Classroom, an education advisory practice. She has over twenty years in UK education across mainstream, alternative provision and SEND, including as founding head of an autism specialist school. She now works with school and trust leaders on inclusion, SEND provision, safeguarding and governance. Halui is a Fellow of the Chartered College of Teaching, Education Trustee at Tove Learning Trust, a founding trustee of the SEN Foundation, and author of the Beyond Readiness books.

Binghan Liu is a doctoral researcher in Education at Brunel University of London. Her research focuses on generative AI in education, particularly AI-supported language learning, gamification, teacher education and inclusive pedagogy. She previously worked as a teaching assistant at a London secondary school, supporting students with SEND, and as a language teacher in China. She has also delivered professional development sessions for teachers on AI-supported lesson planning and inclusive teaching for SEND and EAL(English as an Additional Language) learners. Her current research explores how teachers exercise professional judgement when evaluating and adapting AI-generated lesson plans.

Beth is a senior lecturer and research supervisor at the University of South Wales, as well as a freelance researcher, consultant, music therapist and inclusive music practitioner. Her research and practice is heavily informed by critical disability studies: exploring how disability is socially constructed, interpreted and represented across disciplines and pedagogy.

Tristan is a Senior Lecturer in Education at the University of Gloucestershire, with expertise in Special Educational Needs, inclusive education and practitioner wellbeing. Tristan was also a primary school teacher for 18 years. During this time he became SENCo and a senior leader and specialised in working with children with social, emotional and mental health difficulties and developed a Nurture Group within his school, which he ran for 6 years. He has written many academic papers and books and book chapters about both Special Educational Needs and inclusive education. Tristan is co-Editor-in-Chief of the British Journal of Special Education.

Vicky Simpson is Programme Director for BA Childhood Practice at the University of Aberdeen and co-author of Play, Learn & Belong: Inclusive Play Pedagogies. Her work focuses on early years leadership, inclusive practice, play pedagogy, professional learning, and creating environments that promote participation, belonging, and positive outcomes for children and families. 

Maggie Stephenson is a Disability Services Manager and doctoral researcher with over 20 years’ experience working across the education spectrum in England, including primary, secondary, further and higher education. Her professional work focuses on SEND, disability inclusion and inclusive practice. Her research interests span educational equity, school choice, ability grouping and parent-professional partnership. Her doctoral research critically explores the Quality of Life of parent-carers of children with SEND, drawing on the Capability Approach to examine the relational, social and structural conditions shaping caregiving experiences. Her work brings together professional practice, research and lived experience to inform more inclusive and responsive educational approaches.