Dr Sarah Alix has worked in Education for 20 years. She works for the Sigma Trust in Essex leading the teacher training provision. Sarah has experience as a youth worker, a primary school teacher, a behaviour support advisor working with primary, secondary and special schools, and working for a University as a Senior Lecturer and Deputy Head of their Education Department.Sarah has a Doctorate in Education, a psychology degree, and post-graduate qualifications including the SENCo award, PGCert in Autism, MA in Education, and PGCert in HE. Recent publications include researching autistic trainee teacher experiences, and a handbook for foster carers. Sarah is also a Senior Fellow of the Higher Education Academy, a graduate member of the British Psychological Society and a Fellow of the Chartered College. She is part of the Autism Education Trust Expert Reference Group and Schools Reference Group.Sarah has a great personal awareness and understanding of neurodiversity through her own family members who are autistic, have attention deficit hyperactivity disorder, dyslexia and general anxiety disorder, and through her own diagnosis of autism as an adult a few years ago. Sarah has a strong belief that this is where it all starts; Education, and that the school years lay the foundation for everything else to come, whether this is to work in health, finance, the arts, business or education to name a few, it all starts with the building blocks of school. This is why it is so important to promote the acceptance of differences, and to begin with this here within teacher training. Great teachers, with a secure understanding of how to adapt the curriculum for everyone, will make the difference to thousands of individuals each and every year.

• Part One – Policy and Teacher ResponsibilitiesChapter 1: Policy Development and Legislation in the UK ContextChapter 2: The Role of the SENCo, Class Teacher and their ResponsibilitiesPart Two – Pupil Areas of NeedChapter 3: Communication and InteractionChapter 4: Cognition and LearningChapter 5: Social, Emotional and Mental Health (SEMH)Chapter 6: Sensory and Physical NeedsPart Three – Developing Classroom PracticeChapter 7: Working with Support Staff, Education Professionals and ParentsChapter 8: Assessing Pupil Needs through the Graduated ApproachChapter 9: Education, Health and Care Plans (EHCPs)Conclusion – The Future of SEND

Dr Sarah Alix has worked in Education for 20 years. She works for the Sigma Trust in Essex leading the teacher training provision. Sarah has experience as a youth worker, a primary school teacher, a behaviour support advisor working with primary, secondary and special schools, and working for a University as a Senior Lecturer and Deputy Head of their Education Department.Sarah has a Doctorate in Education, a psychology degree, and post-graduate qualifications including the SENCo award, PGCert in Autism, MA in Education, and PGCert in HE. Recent publications include researching autistic trainee teacher experiences, and a handbook for foster carers. Sarah is also a Senior Fellow of the Higher Education Academy, a graduate member of the British Psychological Society and a Fellow of the Chartered College. She is part of the Autism Education Trust Expert Reference Group and Schools Reference Group.Sarah has a great personal awareness and understanding of neurodiversity through her own family members who are autistic, have attention deficit hyperactivity disorder, dyslexia and general anxiety disorder, and through her own diagnosis of autism as an adult a few years ago. Sarah has a strong belief that this is where it all starts; Education, and that the school years lay the foundation for everything else to come, whether this is to work in health, finance, the arts, business or education to name a few, it all starts with the building blocks of school. This is why it is so important to promote the acceptance of differences, and to begin with this here within teacher training. Great teachers, with a secure understanding of how to adapt the curriculum for everyone, will make the difference to thousands of individuals each and every year.

• Part One – Policy and Teacher ResponsibilitiesChapter 1: Policy Development and Legislation in the UK ContextChapter 2: The Role of the SENCo, Class Teacher and their ResponsibilitiesPart Two – Pupil Areas of NeedChapter 3: Communication and InteractionChapter 4: Cognition and LearningChapter 5: Social, Emotional and Mental Health (SEMH)Chapter 6: Sensory and Physical NeedsPart Three – Developing Classroom PracticeChapter 7: Working with Support Staff, Education Professionals and ParentsChapter 8: Assessing Pupil Needs through the Graduated ApproachChapter 9: Education, Health and Care Plans (EHCPs)Conclusion – The Future of SEND

Dr Sarah Alix has worked in Education for 20 years. She works for the Sigma Trust in Essex leading the teacher training provision. Sarah has experience as a youth worker, a primary school teacher, a behaviour support advisor working with primary, secondary and special schools, and working for a University as a Senior Lecturer and Deputy Head of their Education Department.Sarah has a Doctorate in Education, a psychology degree, and post-graduate qualifications including the SENCo award, PGCert in Autism, MA in Education, and PGCert in HE. Recent publications include researching autistic trainee teacher experiences, and a handbook for foster carers. Sarah is also a Senior Fellow of the Higher Education Academy, a graduate member of the British Psychological Society and a Fellow of the Chartered College. She is part of the Autism Education Trust Expert Reference Group and Schools Reference Group.Sarah has a great personal awareness and understanding of neurodiversity through her own family members who are autistic, have attention deficit hyperactivity disorder, dyslexia and general anxiety disorder, and through her own diagnosis of autism as an adult a few years ago. Sarah has a strong belief that this is where it all starts; Education, and that the school years lay the foundation for everything else to come, whether this is to work in health, finance, the arts, business or education to name a few, it all starts with the building blocks of school. This is why it is so important to promote the acceptance of differences, and to begin with this here within teacher training. Great teachers, with a secure understanding of how to adapt the curriculum for everyone, will make the difference to thousands of individuals each and every year.

• Part One – Policy and Teacher ResponsibilitiesChapter 1: Policy Development and Legislation in the UK ContextChapter 2: The Role of the SENCo, Class Teacher and their ResponsibilitiesPart Two – Pupil Areas of NeedChapter 3: Communication and InteractionChapter 4: Cognition and LearningChapter 5: Social, Emotional and Mental Health (SEMH)Chapter 6: Sensory and Physical NeedsPart Three – Developing Classroom PracticeChapter 7: Working with Support Staff, Education Professionals and ParentsChapter 8: Assessing Pupil Needs through the Graduated ApproachChapter 9: Education, Health and Care Plans (EHCPs)Conclusion – The Future of SEND