Our International projects

We are currently carrying out a National/ State SEND Review for the Government of Guernsey. The overall purpose of the review itself is to support the evolution of SEND provision; identifying areas of good practice and opportunities to improve the on-going development of an educationally inclusive culture across Guernsey, also known as The Bailiwick.  The review will provide an evaluation of the Bailiwick’s effectiveness in: Identifying children and young people with SEND; Meeting the needs of children and young people with SEND; Securing good outcomes for children and young people who have SEND.

In 2015, nasen was commissioned by Abu Dhabi Department for Education and Knowledge (ADEK) to deliver review of provision for pupils with SEND.  This involved interviewing key stakeholders and producing a report with recommendations.  The nasen report formed part of the evidence-base for the progression of SEND policy within the country over the past three years.

nasen is a partner on a 2-year Erasmus+ project. Entitled ‘Teacher Training and Attention in Autism’, the project is being led by University of Birmingham with participants from University of Tel Aviv in Israel, University of Western Macedonia in Greece and University of Valencia in Spain. In addition, there are also partner schools from each nation. The three key outputs that will be delivered through this project are:

• A research report on best practice in regards to developing attention in autism

• A free online intervention platform (CPAT)

• The product of a Massive Open Online Course targeted at teacher professional development.

In 2019, nasen were commissioned by Cambridge Education to deliver the training, as part of an international initiative funded by the UK’s Department for International Development.

nasen trained a team of lead master trainers and over 300 teachers in Pakistan who have gone on to train a further 3000 professionals.

The training has been extremely well-received, and learners have made comments such as: “This is the best experience in my 34-year career in Special Education” and “I have confidence, after this, that I can put some positive changes in my role as a teacher”.

The training, which is designed to promote inclusive education within the country, helps learners to establish an ideal of personalised and active teaching and learning and adapt to diverse needs in an evolving education community.

Focusing on the principles of equality, neurodiversity and the social model of inclusion, the COBIS Accreditation team and nasen Education team identified key areas for COBIS schools to illustrate their inclusive best practice throughout the COBIS Patron’s Accreditation and Compliance Standards. The expectation of wholistic appropriate and effective support for additional educational needs across standards for student welfare, facilities, ethos and values, boarding, learning and teaching seeks to drive high aspirations for all pupils. To support schools with this work and enable Leaders of Inclusion to network and share best practice, COBIS and nasen CPDL leads have scheduled a series of nasen-led webinars open to both member and non-member international schools.

The British School Netherlands International Leadership Academy commissioned nasen to lead a series of Deep Dive SEND CPDL sessions in response to a large-scale audit of its provision for additional educational needs professional development. The bespoke two-day intensive courses, tailored for international school staff, provide delegates with an in-depth exploration of research and best practice to develop knowledge, expertise and pedagogical understanding.