Alison Silby is Assistant Programme Director for Primary School Direct and Lecturer in Primary Education at the University of Reading. Her work focuses on Initial Teacher Education at both undergraduate and postgraduate level. Her current research focusses on supporting the professional development and practice of trainee teachers with dyslexia. Previously, Alison designed and led the specialism pathway for SEND at Brunel University. Her earlier teaching career ranged across key stages 1, 2 and 3 where she assumed responsibility for English. Ann Callander is an educational writer who has worked as a SENCo, Speech and Language Resource Base teacher, County Support and Advisory teacher (SEND), as well as Lead teacher for Gifted and Talented and dual exceptionality. She has been involved in working with children, families, class teachers, teaching assistants and other professionals for over 25 years. Ann has written a range of articles relating to SEND and has co-authored a number of books for teachers as well as books for children.

Select Guide Rating

• High expectations for the learning of all childrenHow pupils learn: Exploring research, learning theories and strategies for teaching children with SENDSubject and curriculum: Supporting all children to develop key learning skills in English, mathematics and across a broad and balanced curriculumClassroom practice: Teaching strategies, good practice and practical activities to support the learning of children with SENDAdaptive Teaching for a truly inclusive learning environmentAssessment: Understanding children’s learning, measuring the attainment of children with SEND and exploring future assessment approachesManaging behaviour: Creating predictable and secure learning environments where positive behaviour is reinforcedProfessional behaviours: Building effective and mutually supportive relationships with colleagues, parents and carersSEND areas of needSupporting children to develop specific skills

Alison Silby is Assistant Programme Director for Primary School Direct and Lecturer in Primary Education at the University of Reading. Her work focuses on Initial Teacher Education at both undergraduate and postgraduate level. Her current research focusses on supporting the professional development and practice of trainee teachers with dyslexia. Previously, Alison designed and led the specialism pathway for SEND at Brunel University. Her earlier teaching career ranged across key stages 1, 2 and 3 where she assumed responsibility for English. Ann Callander is an educational writer who has worked as a SENCo, Speech and Language Resource Base teacher, County Support and Advisory teacher (SEND), as well as Lead teacher for Gifted and Talented and dual exceptionality. She has been involved in working with children, families, class teachers, teaching assistants and other professionals for over 25 years. Ann has written a range of articles relating to SEND and has co-authored a number of books for teachers as well as books for children.

Select Guide Rating

• High expectations for the learning of all childrenHow pupils learn: Exploring research, learning theories and strategies for teaching children with SENDSubject and curriculum: Supporting all children to develop key learning skills in English, mathematics and across a broad and balanced curriculumClassroom practice: Teaching strategies, good practice and practical activities to support the learning of children with SENDAdaptive Teaching for a truly inclusive learning environmentAssessment: Understanding children’s learning, measuring the attainment of children with SEND and exploring future assessment approachesManaging behaviour: Creating predictable and secure learning environments where positive behaviour is reinforcedProfessional behaviours: Building effective and mutually supportive relationships with colleagues, parents and carersSEND areas of needSupporting children to develop specific skills