Empowering 

This presentation focusses on the presenters’ recent publication: AAC and Aided Language in the Classroom: Breaking Down Barriers for Learners with Speech, Language and Communication Needs. It will:
• Address myths and misconceptions regarding AAC and Aided Language
• Share the current evidence base around successful support strategies
• Include easy to implement, practical strategies that can be adopted in any classroom to have maximum impact and enhance learners’ communication skills
• Contain examples to bring theory to life and help you deliver effective classroom practice and support your learners with Speech, Language and Communication Needs
• Outline the variety of different assistive technologies available for facilitating communication.
It will provide you with a range of useful tools and resources to implement Aided Language and AAC, building practitioners’ confidence and enables educators to provide a universal level of support for learners with Speech, Language and Communication Needs. It is valuable for school leaders, SENCOs, teachers, and learning support assistants, as well as speech and language therapists supporting educators with the implementation of Aided Language and AAC.

Take a deep dive into ADHD and autism and make yourself the favourite person of your nearest neurodivergent.

As well as fun facts and eye-opening figures, there are jokes, stories and a very short lesson on the history of toilets.

We’ll talk about why inclusion really matters and how it can make a huge difference for the people around you. Whether they’re friends, colleagues, customers or your Uber driver.

You’ll also get some real, practical tips for improving the experience of AuDHD individuals, and the positive impact this will have. These are packaged in an easy-to-remember format, and are broad enough for you to apply to your own life.

We’ll wrap up with how inclusion benefits you – in ways you might not expect.

If there's someone in your life who is ADHD and/or autistic (and you will), this talk is unmissable.

Dyspraxia (also known as DCD) affects 6% of the population – that’s around 2 pupils in the average sized mainstream class. This rises to around 80% in autistic young people. It impacts on almost all aspects of daily life, from dressing, to handwriting to sports and leisure activities. In primary school coordination is usually the biggest concern but in secondary school and beyond difficulties with organisation and planning can have a huge impact on young people’s lives. In addition, many children with motor coordinating difficulties experience anxiety which may manifest itself as controlling or demand avoidant behaviours.

The study draws on interviews with educators to explore different perspectives, where young people’s views are not understood or to highlight noteworthy areas of practice. Dr Ross shares positive elements of practice, and sites in the school that supported students’ wellbeing alongside elements of their schooling that young people found tricky to navigate.

Dr Ross will reflect on these strengths and areas for improvement, linking them to teacher training framework, prior literature and her own professional experiences as the project moves to its later phases. Future directions for the work and its wider implications for those working with and supporting children with literacy difficulties will also be discussed.

Specific Learning Outcomes include:

· Gaining insight into frameworks underpinning provision for young people within teacher training

· How young people perceive interventions relative to adults and addressing gaps in understanding

· Insight into the importance of choices for young people in school

· Gaining understanding of how spaces other than the classroom can impact on young people’s experiences/wellbeing in school.

In today's diverse classrooms, a higher proportion of children are neurodiverse, presenting unique challenges for educators. The SEND Code of Practice emphasizes high-quality teaching for all pupils, including those with SEND. However, the lack of detailed guidance can make it difficult for busy teachers to know how to implement these practices effectively. This session will explore simple yet effective strategies and technologies to make learning more inclusive. While classroom teachers can never be specialists, they can adapt their teaching methods to support learners struggling with literacy. Join us to discover practical solutions for addressing neurodiversity and making lessons inclusive for all.

Access arrangements for exams don’t have to be complicated. This session explores how embedding a student’s normal way of working throughout their education can streamline the process while ensuring fair access. Instead of relying solely on assessment data, we’ll focus on practical, everyday strategies that support learning and exam performance.

From silent fidgets and timers to text-to-speech software and adaptive technology, small adjustments can make a significant difference. These strategies not only help students manage anxiety but also promote independence and confidence. By ensuring that access arrangements reflect what students use daily, schools can provide evidence naturally, reducing the last-minute scramble for assessments and paperwork.

We’ll also discuss how to foster a whole-school approach that supports all learners, making exam preparation less stressful for students and staff alike. Whether you’re a SENCO, exams officer, or classroom teacher, this session will equip you with simple yet effective solutions that enhance accessibility without adding to your workload.

Join us to discover how practical adjustments, thoughtful planning, and a focus on students’ normal routines can transform access arrangements into a seamless, stress-free process that benefits everyone.