Anchored in the people doing the work.

Judy Singer

Coined the term "neurodiversity" (1998); foundational sociological framing.

Nick Walker

Neuroqueer Heresies; neurodiversity terminology and paradigm work.

Thomas Armstrong

Neurodiversity framework for educational practice.

Damian Milton

Double empathy problem (2012) — mutual misunderstanding between NT and ND people, not a one-sided autistic deficit.

Dinah Murray, Wenn Lawson, Fergus Murray

Monotropism theory — attention as narrow-and-deep channels; reframes restricted interests as expertise.

Devon Price

Unmasking Autism; masking as systemic survival, not personal duplicity.

Anne Donnellan

Least dangerous assumption / presume competence.

Russell Barkley

ADHD as executive function impairment; interest-based nervous system framing.

William Dodson

Rejection-sensitive dysphoria as a neurological feature of ADHD.

Stephen Porges

Polyvagal theory — ventral / sympathetic / dorsal-vagal autonomic states.

Bruce Perry

Neurosequential Model (NMT) — regulate, relate, reason; state-dependent functioning.

Mona Delahooke

Beyond Behaviors, Brain-Body Parenting; iceberg model of behaviour.

Stuart Shanker

Self-Reg; co-regulation as foundation of self-regulation.

Bo Hejlskov Elvén, Andrew McDonnell

Studio III low-arousal approach; evidence base in residential and SEN school contexts.

Daniel Hughes

DDP and PACE (Playfulness, Acceptance, Curiosity, Empathy) as a relational stance.

Karen Treisman

Therapeutic Treasure Box; trauma-informed practice in UK schools.

Dan Siegel

Window of tolerance; interpersonal neurobiology.

Ross Greene

Collaborative & Proactive Solutions; "kids do well if they can" — lagging skills, not lagging motivation. RCT evidence in psychiatric inpatient settings (Greene et al., 2004); quasi-experimental school evidence for reduced disciplinary referrals (Pollastri, Epstein & Ablon, 2013).

Barry Prizant

Uniquely Human; SCERTS (Social Communication, Emotional Regulation, Transactional Support).

Luke Beardon

UK SEN training; "the environment is the problem."

PDA Society / Casey Ehrlich

PANDA approach to Persistent Drive for Autonomy / Pathological Demand Avoidance.

Naomi Fisher, Eliza Fricker

EBSA / "school can't" framing — Changing Our Minds, Can't Not Won't.

SEND Code of Practice 0–25 (2015)

Statutory framework. Graduated approach (Assess–Plan–Do–Review). Four broad areas of need.

Equality Act 2010

Anticipatory, ongoing, individual reasonable adjustments duty. Most ND pupils meet the Act's definition of disability.

Children and Families Act 2014

Statutory basis for EHCPs.

Whole School SEND (EEF / nasen)

Self-evaluation framework, review guide, leadership and management.

EEF SEN in Mainstream Schools (2020)

Authoritative UK evidence summary on what works in SEND provision in mainstream classrooms.

EEF Making Best Use of Teaching Assistants (2018)

DISS / MITA evidence on TA deployment; scaffolding independence vs Velcro deployment.

UDL Guidelines 3.0 (CAST, 2024)

Multiple means of engagement, representation, action and expression. Proactive design over retrofitted accommodation.

Timpson Review of School Exclusion (2019)

Exclusion disproportionality data: SEN pupils excluded at 3–5x rate of non-SEN; Black Caribbean and GRT SEN doubly disadvantaged.

Michael Fullan

Coherence framework; four drivers of system change (focused direction, collaborative cultures, deepening learning, accountability).

Viviane Robinson

Student-Centered Leadership; meta-analysis showing instructional leadership most impactful on pupil outcomes (effect size 0.84).

Andy Hargreaves & Michael O’Connor

Collaborative Professionalism vs contrived collegiality.

Helen Sanderson

Person-centred planning; PATH and MAPS extended to organisations.

Kiran Gill / The Difference

SEMH-led leadership; Sandhill Park study on cost of punitive behaviour systems for SEND pupils.