A new scheme is working to get more women into careers in science and technology by starting in the classroom. Jacquelyn Guderley of the Stemettes talks about how it works

As a new SEND Code of Practice awaits publication, Jane Friswell of nasen summarises the challenges facing schools as the sector undergoes major reform

By the time you are reading this the closing date for consultation on the draft SEN Code of Practice – 9 December 2013 – will have passed, so what will the New Year bring us as we contemplate changes to the special educational needs (SEN) arrangements across the sector? Jane Friswell of nasen considers the implications

Lorraine Petersen, CEO of nasen, summarises the SEN draft Code of Practice ahead of a series of consultations with the sector

Following the publication of the Indicative Code of Practice and associated Draft SEN Regulations in March this year, Lorraine Petersen (OBE), CEO of nasen, outlines the initial feedback from the education industry

With three dyslexic children in every UK classroom, teachers need to feel confident about recognising and meeting the needs of pupils with dyslexia, urges Sarah Driver and Sally Bouwman

A special needs policy update from nasen, plus a look at the seminar content of nasen LIVE! which takes place at the Reebok Stadium, Bolton on 22nd & 23rd of May

How are employers working in science, technology, engineering and mathematics (STEM) engaging with schools to develop the next generation of skilled workers? Kirsten Bodley, Chief Executive of STEMNET, investigates

Following the recent Education Select Committee report, Lorraine Peterson, CEO of Nasen, asks whether the policy changes will improve the provision for those children with SEND

Researchers are working with children, parents and practitioners to understand more about how technology-enhanced learning environments can benefit children with autism, with successful results to date. Dr Karen Guldberg, director of the University of Birmingham’s Autism Centre for Education and Research, explains

Could you identify a dyslexic child? And could you confidently teach one? Dr Kate Saunders from the British Dyslexia Association explains what to look out for and how to get support

Next Steps: Sean Stockdale of Nasen details the implications for school leaders in the transition from SEN statements to Education Health and Care Plans, which involves a single assessment process. With a draft bill expected this summer, new legislation should be in place by 2014.

The nasen association embraces special educational needs and disabilities. The organisation’s Sean Stockdale provides a snapshot of sensory play in today’s mainstream schools.

Dr Kate Saunders looks behind research suggesting that fewer than 14 per cent of teachers could confidently recognise a dyslexic child, while fewer still believe they could teach one

If play and education are to interact to ensure optimal outcomes for school children, it is vital that the growing diversity of new play equipment is fully accommodated in schools across the UK