Tristan Middleton is Senior Lecturer in Inclusive Education at the University of Gloucestershire, UK. He is editor of the British Journal of Special Education and has a wide range of academic article publications as well as book chapters and books. Tristan is passionate about educational inclusion and the opportunities that those in Higher Education have to make a positive impact upon education practice.

"The SEN Practitioner is a must-have resource for those practitioners working with our SEND learners and those who aspire to foster more inclusive approaches in all contexts. The need to challenge and change existing school cultures to become more compassionate and inclusive (for both professionals and students) is highlighted in this comprehensive and informative book. I can highly recommend it." - Dr Tina Rae, HCPC Registered Educational and Child Psychologist, Author and Educational Consultant"As the societal concept of Neurodiversity rapidly emerges, this book is a timely and welcome addition for practitioners in the field of Special Educational Needs and Disabilities, enabling them to appraise how this concept may helpfully influence their role, practice and, ultimately, the provision offered to children who are neurodiverse. Through a rich range of chapters from insightful practitioners, traditional and emerging roles and practices are explored, which recontextualise and re-evaluate their juxtaposition in the ever-changing scenario that is SEND. I highly commend to all involved in the day-to-day organisation, planning and delivery of high quality education to children with additional needs." - Professor Barry Carpenter CBE, OBE, Oxford Brookes University“This book is an invaluable resource for anyone working in education. It champions the idea that by investing in the status, skills, and support of our SEN practitioners, we are making the most direct and meaningful investment in the outcomes and futures of our children. Read it, reflect on it, and let it inspire your practice.” - Annamarie Hassall MBE, Chief Executive, nasen

• Figures and TablesContributorsForeword – Annamarie Hassall: CEO, nasenIntroduction - Tristan MiddletonPART I The SEN Practitioner: Roles, Skills, and Attributes1. All Teachers are Teachers of Children with SEN: The Mainstream Class Teacher as a SEN Practitioner - Julie Wharton2. Teaching Assistants: Developing an Effective Workforce to Support Learning - Sara Alston3. Achieving the Best Pastoral Support: Roles, Responsibilities and Skills – Sue Soan4. Early Years SEN Practitioners: Challenges, Opportunities and Key Take-Aways – Angela Scott5. Alternative Provision Staff – Sarah Johnson6. Nurture Group Practitioners – Tristan Middleton7. The SENCo – Lynda Kay and Tristan Middleton8. The Team Around the Child and Learners with Social, Emotional, and Mental Health needs - Dennis PiperPART II The SEN Practitioner: looking forwards through the experience of practitioners9. Inclusive Classrooms: Good for Everyone, Good for Dyslexia – Julia Clouter10. Beyond Inclusion: Recognising the Strategic Power of Autistic Educators – Simon Preston11. Disabled Teachers, Discourses which Aid, Discourses which Hinder – Mark A. Lyn12. Supervision for Education Practitioners in SEN – Jonathan Reid13. Effective Pastoral Care that Supports SEND: A Support for Practitioners – Phil Jones14. Relational Practice: A Triadic Lens for Practitioners in SEN – Lynda Kay15. SENCo Strengths-Based Leadership: Leading Change and Flourishing Through Hope, Optimism, Self-Efficacy, and Resilience – Jon Gibson16. Leadership of School Culture to Support Practitioners: Recruitment, CPD, and Relationships – Hilary MacMeekinConclusion – Tristan MiddletonIndex

Tristan Middleton is Senior Lecturer in Inclusive Education at the University of Gloucestershire, UK. He is editor of the British Journal of Special Education and has a wide range of academic article publications as well as book chapters and books. Tristan is passionate about educational inclusion and the opportunities that those in Higher Education have to make a positive impact upon education practice.

"The SEN Practitioner is a must-have resource for those practitioners working with our SEND learners and those who aspire to foster more inclusive approaches in all contexts. The need to challenge and change existing school cultures to become more compassionate and inclusive (for both professionals and students) is highlighted in this comprehensive and informative book. I can highly recommend it." - Dr Tina Rae, HCPC Registered Educational and Child Psychologist, Author and Educational Consultant"As the societal concept of Neurodiversity rapidly emerges, this book is a timely and welcome addition for practitioners in the field of Special Educational Needs and Disabilities, enabling them to appraise how this concept may helpfully influence their role, practice and, ultimately, the provision offered to children who are neurodiverse. Through a rich range of chapters from insightful practitioners, traditional and emerging roles and practices are explored, which recontextualise and re-evaluate their juxtaposition in the ever-changing scenario that is SEND. I highly commend to all involved in the day-to-day organisation, planning and delivery of high quality education to children with additional needs." - Professor Barry Carpenter CBE, OBE, Oxford Brookes University“This book is an invaluable resource for anyone working in education. It champions the idea that by investing in the status, skills, and support of our SEN practitioners, we are making the most direct and meaningful investment in the outcomes and futures of our children. Read it, reflect on it, and let it inspire your practice.” - Annamarie Hassall MBE, Chief Executive, nasen

• Figures and TablesContributorsForeword – Annamarie Hassall: CEO, nasenIntroduction - Tristan MiddletonPART I The SEN Practitioner: Roles, Skills, and Attributes1. All Teachers are Teachers of Children with SEN: The Mainstream Class Teacher as a SEN Practitioner - Julie Wharton2. Teaching Assistants: Developing an Effective Workforce to Support Learning - Sara Alston3. Achieving the Best Pastoral Support: Roles, Responsibilities and Skills – Sue Soan4. Early Years SEN Practitioners: Challenges, Opportunities and Key Take-Aways – Angela Scott5. Alternative Provision Staff – Sarah Johnson6. Nurture Group Practitioners – Tristan Middleton7. The SENCo – Lynda Kay and Tristan Middleton8. The Team Around the Child and Learners with Social, Emotional, and Mental Health needs - Dennis PiperPART II The SEN Practitioner: looking forwards through the experience of practitioners9. Inclusive Classrooms: Good for Everyone, Good for Dyslexia – Julia Clouter10. Beyond Inclusion: Recognising the Strategic Power of Autistic Educators – Simon Preston11. Disabled Teachers, Discourses which Aid, Discourses which Hinder – Mark A. Lyn12. Supervision for Education Practitioners in SEN – Jonathan Reid13. Effective Pastoral Care that Supports SEND: A Support for Practitioners – Phil Jones14. Relational Practice: A Triadic Lens for Practitioners in SEN – Lynda Kay15. SENCo Strengths-Based Leadership: Leading Change and Flourishing Through Hope, Optimism, Self-Efficacy, and Resilience – Jon Gibson16. Leadership of School Culture to Support Practitioners: Recruitment, CPD, and Relationships – Hilary MacMeekinConclusion – Tristan MiddletonIndex

Tristan Middleton is Senior Lecturer in Inclusive Education at the University of Gloucestershire, UK. He is editor of the British Journal of Special Education and has a wide range of academic article publications as well as book chapters and books. Tristan is passionate about educational inclusion and the opportunities that those in Higher Education have to make a positive impact upon education practice.

"The SEN Practitioner is a must-have resource for those practitioners working with our SEND learners and those who aspire to foster more inclusive approaches in all contexts. The need to challenge and change existing school cultures to become more compassionate and inclusive (for both professionals and students) is highlighted in this comprehensive and informative book. I can highly recommend it." - Dr Tina Rae, HCPC Registered Educational and Child Psychologist, Author and Educational Consultant"As the societal concept of Neurodiversity rapidly emerges, this book is a timely and welcome addition for practitioners in the field of Special Educational Needs and Disabilities, enabling them to appraise how this concept may helpfully influence their role, practice and, ultimately, the provision offered to children who are neurodiverse. Through a rich range of chapters from insightful practitioners, traditional and emerging roles and practices are explored, which recontextualise and re-evaluate their juxtaposition in the ever-changing scenario that is SEND. I highly commend to all involved in the day-to-day organisation, planning and delivery of high quality education to children with additional needs." - Professor Barry Carpenter CBE, OBE, Oxford Brookes University“This book is an invaluable resource for anyone working in education. It champions the idea that by investing in the status, skills, and support of our SEN practitioners, we are making the most direct and meaningful investment in the outcomes and futures of our children. Read it, reflect on it, and let it inspire your practice.” - Annamarie Hassall MBE, Chief Executive, nasen

• Figures and TablesContributorsForeword – Annamarie Hassall: CEO, nasenIntroduction - Tristan MiddletonPART I The SEN Practitioner: Roles, Skills, and Attributes1. All Teachers are Teachers of Children with SEN: The Mainstream Class Teacher as a SEN Practitioner - Julie Wharton2. Teaching Assistants: Developing an Effective Workforce to Support Learning - Sara Alston3. Achieving the Best Pastoral Support: Roles, Responsibilities and Skills – Sue Soan4. Early Years SEN Practitioners: Challenges, Opportunities and Key Take-Aways – Angela Scott5. Alternative Provision Staff – Sarah Johnson6. Nurture Group Practitioners – Tristan Middleton7. The SENCo – Lynda Kay and Tristan Middleton8. The Team Around the Child and Learners with Social, Emotional, and Mental Health needs - Dennis PiperPART II The SEN Practitioner: looking forwards through the experience of practitioners9. Inclusive Classrooms: Good for Everyone, Good for Dyslexia – Julia Clouter10. Beyond Inclusion: Recognising the Strategic Power of Autistic Educators – Simon Preston11. Disabled Teachers, Discourses which Aid, Discourses which Hinder – Mark A. Lyn12. Supervision for Education Practitioners in SEN – Jonathan Reid13. Effective Pastoral Care that Supports SEND: A Support for Practitioners – Phil Jones14. Relational Practice: A Triadic Lens for Practitioners in SEN – Lynda Kay15. SENCo Strengths-Based Leadership: Leading Change and Flourishing Through Hope, Optimism, Self-Efficacy, and Resilience – Jon Gibson16. Leadership of School Culture to Support Practitioners: Recruitment, CPD, and Relationships – Hilary MacMeekinConclusion – Tristan MiddletonIndex