We know that teaching and learning is changing.

It wasn’t long ago that classrooms were busy bustling places and suddenly they’ve become all but empty overnight. 

But what does that mean for students with additional learning needs? How are they being supported in their new learning environments?

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Listen along

We gathered together leading industry experts, Simon Tanner, Victoria Schoenhofen, Charlie Love, Kath Lawson and Deborah Kennedy-Martinet to join our discussion on what the future looks like for supporting students with additional learning needs, in the traditional classroom, the virtual one, or in a blended learning environment.

During the session, we delved into what the advice is at industry level to support SEN learners at this time, as well as looked at the role technology can play in supporting these learners to adapt to learning at home.

During the session you will:

  • Hear what the future looks like for SEN provision
  • Learn about how we support learners with additional needs in a blended learning environment
  • Understand the role technology plays in supporting SEN students going forward

Meet the panel

Simon Tanner, Director of SEND at Bohunt Education Trust

Simon has been working at Bohunt School, Liphook since September 2007. Since completing his National SENCo Accreditation qualification, Simon has been in post at Bohunt School and helped to establish the Support for Learning department at Worthing and also at Wokingham. Simon’s vision for special educational needs across the trust is to ensure that SEND is viewed as a key priority by all staff and that ‘All teachers are teachers of SEND’. 

Charlie Love, Education Support Officer at Aberdeen City Council

Charlie Love supports digital strategy across Education in Aberdeen City. His role is focused on the development of digital learning and teaching, and critically in the current pandemic, ensuring digital support for vulnerable learners. Charlie has also worked closely with government, Education Scotland and SQA to develop the digital landscape for learning and teaching across Scottish Education.

Victoria Schoenhofen, Specialist Support Teacher at South Lanarkshire Council

Victoria has been in her role as a Specialist Support Teacher for South Lanarkshire Council, for the last four years. Originally supporting two secondary schools, as part of her role, she has now covered six high schools, an SEBN school and two primary schools. Victoria started teaching mainstream primary almost 20 years ago. On her return from a teaching stint in Kuwait, Victoria worked in a school for boys with Social, Emotional and Behavioural Difficulties, where she stayed for just over four years, gaining a PGCD in SEBN, and GTC recognition as a SEN teacher. 



Deborah Kennedy-Martinet, 
SENCo and Assistant Head at A’soud Global School

Deborah Kennedy-Martinet is an experienced teacher who has taught for more than 30 years in UK and international schools, as a class teacher in primary and SENCo in post primary schools. In these roles she has taught EAL pupils. Her previous appointment was as a local authority Post Primary Coordinator and advisory teacher, working with primary and post primary pupils with SpLD for Literacy / Dyslexia.

Patrick is the resident Education Technology Strategist at Texthelp 

Whilst focusing on how technology can make a real and meaningful impact on teaching and learning for all, Patrick has a particular interest in inclusion and equity for all. Most of all though, he loves to support teachers and leaders with the knowledge and skills around tech tools that are transformative yet easy to use.

Kath Lawson, Director of Inclusive Support at YES@AretéLearningTrust  

With 30 years experience in schools, Kath champions how effective use of ‘technology for all’ can improve motivation, encourage independence and result in improved skills and progress. ‘Inclusive education is about focusing on student strengths and developing the belief that a learning difference is not necessarily a barrier, rather something that students with the right approach can manage themselves.' In 2019 her work in developing inclusive assistive technology provision for students within the locality was recognised with a national ed tech award.