This session explores how we can move from “speaking for” children and young people with SEND towards creating spaces where their own voices, spoken, signed, non-verbal, creative, or symbolic, are genuinely heard and valued. Drawing on inclusive, arts-based research with people with learning disabilities, Lori will share practical strategies that schools and practitioners can use to amplify voices, nurture a sense of belonging, and challenge epistemic injustice.

Target audience: SENCO’s / Leaders, Practitioners / Support staff, Parents & Carers, Local Authority Staff

Target Key Stage: All Key Stages

Settings Targeted: Nursery / pre-school / childminder, School, Alternative provision, FE / Higher education
SEND Focus: All
Related Policy: SEND CoP
Audience Stage: Level 1-3
Learning outcomes: 

• Insight into current research on voice, inclusion, and participation.
• Practical, adaptable tools to support expression for pupils with a wide range of communication needs.
• Case examples of how arts-based and participatory approaches can transform everyday practice.
• A deeper understanding of why “voice” matters not just for consultation, but for identity, learning, and wellbeing.