Improving Outcomes in Special and Inclusive Education

I was Deputy Head teacher in a Pupil Referral Unit for a number of years. I have also worked for Local Authorities as Head of Traveller Education and then Deputy Head of Inclusion Services. At Roehampton, I have delivered courses principally on Special Educational Needs and Inclusive Practice, both at BA and MA level programmes. I am very interested in how education can better engage, motivate and support learners, particularly those at risk of exclusion and those with learning difficulties. Teaching Assistants are crucial to this process. I think it is time the role of Teaching Assistant was professionalised through university qualifications at level 4 and 5 at least and hope very much that this would lead to more pay for Teaching Assistants. I look forward to working with any Teaching Assistant who is eager to improve their qualifications in supporting learning or improving outcomes for pupils with Special Educational Needs within the context of inclusive practice.

Later I pursued an MA in Special Education and teaching certifications that qualified me to teach students with ASD and students with ‘moderate to severe’ learning disabilities in inclusion programmes in secondary schools. As I worked in US state school systems, I carried out provision management, annual reviews, coordination of services and assessments, working closely with caregivers, transition planning and supporting class teachers. To develop my research skills, I worked as a research assistant for a university research centre conducting research projects within school settings to support inclusion and address issues of racial and gender disproportionality in SEND. Later, I took on a leadership role supporting school heads and teachers to support underrepresented students in higher education in a unique hybrid secondary and undergraduate school model ( 9 schools in total) in the NYC public school system.