Speech, language and learning: making the connections

In this episode, Liz Horobin and Sarah Reay are joined byexperts from the UK National Handwriting Association, Melissa Prunty, Emma Sumner,and Michelle Stone, to explore the complex relationship betweenhandwriting, typing and effective written communication.The discussion considers the renewed focus on handwriting inschools, how children develop fluent and legible writing, and why teachingapproaches vary so widely. The panel examines handwriting readiness, printedversus joined styles, the role of practice and occupational therapy, and theimportance of listening to pupils when deciding what support works best.They also challenge the use of “pen licences”, explore theemotional impact of handwriting difficulties, and ask whether typing really isa simple alternative. With practical insights for teachers, SENCos,occupational therapists and families, this episode makes the case for aninclusive, evidence-informed approach that equips every child with a flexible“literacy toolbox” for writing by hand, typing and using other forms ofsupport.

What does it really feel like when everyday movement demands extra thought, effort and energy? In this episode, three expert guests, Amanda Kirby, Anna Barnett and Elizabeth Cordle, join Sarah and Liz to bringDevelopmental Coordination Disorder (DCD) - often called dyspraxia - to life, explaining how it can shape experiences from the classroom to the workplace. Hear how challenges with balance, coordination, posture,handwriting and hand-eye coordination can influence learning, play, friendships, confidence and wellbeing. The discussion asks what truly inclusive education looks like, and why small changes, from movement breaks anddifferentiated activities to rewarding effort rather than performance, can make a powerful difference.The conversation also follows DCD into adult life, exploringthe hidden effort behind everyday activities. Along the way, the guests share practical, person-centred ideas, including technology, coaching, extra practice, step-by-step tasks and simple environmental adjustments, that canhelp people participate with greater confidence.Thoughtful, practical and full of real-world insight, thisepisode challenges assumptions about coordination difficulties and highlights the strengths, barriers and support needs that can otherwise go unseen. Listenfor a fresh perspective on DCD, emerging research and why awareness and inclusive support matter at every stage of life.

In this episode, Liz Horobin and Sarah Reay are joined byHolly Bolt, Gemma Chapple and Catherine Tinkler to explore the joys and challenges of the long summer holidays for families of neurodivergent and SENDchildren. The discussion covers the need for rest and recovery, theimpact of disrupted routines, sensory pressures, screen time, working-parent dilemmas, financial pressures, and the importance of realistic expectations. The guestsshare practical, low-pressure ideas for keeping children regulated and engaged, from loose daily structure and “could-do” lists to free activities, Blue Peterbadges, short learning bursts and building-in downtime. Above all, the episode reassures parents that there is noperfect summer - connection, flexibility, and being “good enough” are what matter most.

In this episode of SEN & Sensibility, the panelexplores the relationship between speech, language and communication needs and literacy difficulties, highlighting how developmental language disorder and dyslexia can overlap and how language needs may be missed in the classroom. The discussion emphasises the importance of early identification, joined-up support and collaboration between teachers, specialist professionals, speech andlanguage therapists and families. The episode calls for practical,compassionate approaches that reduce barriers, improve access to learning andhelp children thrive.

This episode explores reading development anddifficulties, focusing on how understanding the reading process can shapemore effective and motivating support for learners.Key points include:The discussion offers practical insight andreassurance for practitioners and parents alike, highlighting how motivatingenvironments, accessible resources, and informed strategies can help learnersengage more confidently with reading.

In this thought‑provoking conversation, Liz Horobin andSarah Reay are joined by Dr Tim Mills (National Curriculum& Writing Framework advisor) and Dr Francesca Bonafede(National Literacy Trust) to explore the state of writing in UK schoolsand what really shapes young people’s motivation to write.Fran shares new insights from a major study of 14,700pupils aged 8–18, revealing sharp declines in writing enjoyment as childrenget older, rising anxiety around grammar and accuracy, and the powerful role ofchoice, freedom, and authentic purpose in restoring engagement.Tim unpacks how curriculum design and the writing frameworkcan support teachers in navigating tensions between assessment requirements andnurturing motivation. Together, the guests discuss: This rich, research‑informed discussion makes a compellingcase for rethinking how schools approach writing — shifting from perfectproducts to nurturing empowered, confident young writers.

Join Liz Horobin and Sarah Reay as they talk with Professor Joel Talcott about The Universal Classroom—an innovative, neuroscience informed approach designed to help teachers better understand and support children’s learning needs in Year One.Joel explains how the Universal Classroom shifts the focus from traditional outcome-based assessments to the underlying cognitive skills that shape learning—such as language, attention, working memory, and social–emotional development. Rather than adding to teacher workload, the project provides a simple, 5-minute questionnaire that structures the observations teachers already make and turns them into clear, actionable guidance for classroom practice and targeted intervention‑based assessments to the underlying cognitive skills that shape learning—such as language, attention, working memory, and social–emotional development. The conversation explores:Why Year One is such a crucial stage for early identification and supportThe importance of recognising that all children have individual learning profiles—not just those with diagnosed difficultiesHow the project is being codeveloped with teachers, parents, and education expertsHow the Universal Classroom design empowers teachers and enhances communication with parentsWhat comes next for validation, intervention mapping, and future expansionJoel also shares how schools can get involved in the ongoing pilot and provides a preview of his upcoming talk at the PATOSS Dyslexia Charity Conference on April 25th, where he’ll present early findings and next steps for the Universal Classroom initiative.This episode explores how educational neuroscience can support truly inclusive, child centred practice, and why early, universal tools can make a meaningful difference for every learner.‑centred practice—and why early, universal tools can make a meaningful difference for every learner.

What does true inclusion look like in the workplace—and whyis it critical for success? In this episode, Liz Horobin and Sarah Reay arejoined by Laura Cook, Helen Curran, and Chris Collier to explore:✅ How inclusion impacts employeewellbeing and business performance✅Practical steps for inclusive recruitment and onboarding✅Why psychological safety and belonging matter more than policies✅The role of assistive tech and coaching in empowering neurodivergent talentThis conversation is packed with actionable insights forleaders, HR professionals, and anyone passionate about creating workplaceswhere everyone thrives.Tune in to learn how inclusion benefitsindividuals, teams, and organizations—and why belonging is the key to unlockingpotential.

Redefining inclusion: bringing about attitudinal change in schoolsIn this episode of SEN and Sensibility, Liz Horobin and Sarah Reay are joined by Helen Benstead and Dom Griffiths to discuss one of the most pressing issues in education today: inclusion. Together, they explore what good inclusive practice really means, why attitudes and relationships matter as much as policy, and how Universal Design for Learning (UDL) can transform classroom strategies.The conversation tackles:Packed with insights from research, policy, and practice, this episode is essential listening for educators, leaders, and anyone passionate about creating truly inclusive learning environments.

In this episode, Sarah and Liz are joined by three leading experts in the area of dyscalculia, maths difficulties, and maths anxiety.  Dr Kinga Morsanyi is Reader in Mathematical Cognition and Director of Equity, Diversity and Inclusion in the School of Science at Loughborough University.  Rob Jennings is co-founder of the Dyscalculia Network, a not-for-profit organization that sets out to support and advocate for people with dyscalculia and maths learning difficulties. Sue Fraser is founder of the School Consultancy Programme, which advises secondary schools in supporting students with maths difficulties to raise their confidence and attainment. Together, our guests shed light on maths difficulties, exploring why they arise and how they can be addressed.