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Dr Gemma Costello is a Specialist Educational Psychologist in Paediatric Neuropsychology. She is currently the Consultant Psychologist and Clinical Lead at the Cambridge Centre for Paediatric Neuropsychological Rehabilitation (CCPNR), working as part of an inter-disciplinary team, supporting children, young people and their families following Acquired Brain Injury (ABI).
Gemma is an active member of special interest groups in both paediatric neuropsychology and neurorehabilitation. She is committed to promoting the role of Educational Psychology in paediatric acquired brain injury, working with services across the UK and more recently contributing to Educational Psychology and Paediatric Neuropsychology training. Gemma is a member of the steering group of the National ABI in Learning and Education Syndicate (N-ABLES) which aims to identify ways to support education professionals in developing a minimum level of awareness and understanding about ABI and the educational requirements of this group of children and young people.
Joanna Woodhouse is a qualified teacher and SENCO with a Masters Degree in SEND and Inclusion. She has wide ranging experience of working with children and young people with Special Educational Needs. Professionally, Joanna has worked on the successful rehabilitation of children and young people with complex Acquired Brain Injury (ABI) to mainstream secondary educational settings. This has involved working collaboratively with colleagues in the health, care, and social sectors.
Joanna is a member of the National Acquired Brain Injury in Learning and Education Syndicate (N-ABLES) and co-chairs their Educational Professionals Advisory Group. She regularly delivers training, both locally and nationally, to teachers regarding the return to education and the provision and management of young people with an ABI.
In September 2019 Joanna’s own daughter sustained an ABI following a sudden accident. This traumatic event has given her a unique insight into the impact of an ABI on both young people and their families. Joanna has now left mainstream teaching and is able to dedicate more time to using her personal and professional knowledge and expertise to improve awareness, understanding and outcomes for children and young people with ABI.
Dr Emily Bennett is a Consultant Clinical Psychologist and Paediatric Neuropsychologist specialising in paediatric neuropsychology and neurorehabilitation at the Nottingham University Hospitals NHS Trust. She is the lead psychologist for the Trust’s paediatric neurorehabilitation (BRILL Team) service. Emily’s clinical work involves supporting children, adolescents and young adults with acquired brain injury (ABI) and complex neurological, neuro-oncological and neurosurgical conditions.
In addition to her clinical role, Emily lectures on local Doctorate, Masters and Undergraduate courses and is actively involved in research. Emily also collaborates with educational colleagues, to support the development of provision for CYP with an ABI in education. Emily is the Chair for the National ABI in Learning and Education Syndicate (N-ABLES) and has been involved in the ‘Time for Change’ work of UKABIF and the All-Party Parliamentary Group hoping to secure better awareness, provision, and support for people with an ABI.
The Armed Forces Education Trust Collective Grants programme provides valuable support to groups of schools working together to improve outcomes for children from service families.
Whole School SEND has published six self-evaluation frameworks aimed at improving the quality of provision in mainstream and special schools for children and young people with SEND.
Sarah Seleznyov, Director of London South Teaching School Alliance, writes about about a research project supporting teachers to better meet the needs of pupils with autism, run in collaboration with UCL Centre for Inclusive Education.
Written by the National Sensory Impairment Partnership
Helen Boden is CEO of the British Dyslexia Association. You can find out more about the British Dyslexia Association here: https://www.bdadyslexia.org.uk/
Interview with Professor Karen Guldberg, Director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham and lead author of the AET Good Autism Practice Guidance
In her 2015 book, Teaching Gifted Children with Special Educational Needs, Professor Diane Montgomery noted that ‘if we meet the needs of pupils with DME then the school experience and the achievement of all children will be raised’.
Dr Sally Payne, Occupational Therapist and Dyspraxia Foundation Trustee
Written by The National Network of Parent Carer Forums
Learning from evaluating a programme for parents of two-year-old children at risk of SLCN.
Dr Emily Bennett, Consultant Clinical Psychologist & Dr Gemma Costello, Educational Psychologist National ABI in Learning in Education Forum (N-ABLES)
Written by Alison Ley
Written by Julie Pointer, Children and young people lead, National Development Team for Inclusion
Written by the Anti-Bullying Alliance
Written by Julie Pointer – National Development Team for Inclusion and Simon Lawrence ASDAN.
Thoughts on Curriculum - for pupils and students with profound and multiple learning difficulties (PMLD), severe learning difficulties (SLD) and/or SLD/ASC
Peter Imray
Written by Katie Hickin