Mike Finlay

Ally to and advocate for young people with SEND. Headteacher, ex-LA Head of SEND and Chair of governors. NPQH, MCCT, FRSA (and ADHD)

[Mike Finlay @MikeJFinlay]

📢📢 CALLING ALL 📢📢

💥Individuals with SEND
💥Families of those with SEND
💥Educational leaders, teachers and practitioners!
https://t.co/cNLuWh4msK
Excited to share a new project, gathering the voice of those with #SEND and adults who support them. Do ask Q's & get involved!

[SEN Magazine @SENMAGAZINE]

Point of view: Goodbye to all that

The term SEND is doing more harm than good, argues Mike Finlay, and we should stop using it to categorise young people.

https://t.co/m34XCD1Dfy

#PointofView #inclusivesystem #SEND #SENDlabel #Education #acronymSEND

@MikeJFinlay

[Schools Week @SchoolsWeek]

⚠️ 'AI in education is neither inherently inclusive or exclusive; it reflects the values, assumptions and decisions of its creators and implementers'

@MikeJFinlay
https://t.co/JgpetaMdqV

[Schools Week @SchoolsWeek]

⚠️ 'The use of potentially biased AI systems with learners with SEND raises several ethical concerns'

@MikeJFinlay
https://t.co/JgpetaMdqV

[Schools Week @SchoolsWeek]

⚠️ 'AI's biases may result in technologies that misunderstand, overlook or pathologise neurodivergent and disabled learners'

@MikeJFinlay
https://t.co/JgpetaMdqV

[Mike Finlay @MikeJFinlay]

@thewoodbug https://t.co/3dmCHdk5Si done...let's hope it remains as it promises!

[Mike Finlay @MikeJFinlay]

This platform no longer serves the purpose for which I joined it. I'm on LinkedIn if interested https://t.co/Sj0XHf5pxs
It's an increasingly worrying series of shouts on X now @elonmusk , not the discussion, research sharing and reasoned debate it once was.

[Mike Finlay @MikeJFinlay]

@spellman_fiona @BlogSenco @sunderlanduni Such important work going on, led by @BlogSenco through @sunderlanduni . Well done @shinetrustuk for backing such a large, vital piece of work 🙌

[Mike Finlay @MikeJFinlay]

"'Nothing about us without us': Gathering and acting on the genuine voice of children and young people with SEND." A blog post centred on the reason to, and 7 simple approaches to, gathering and acting on the voice of children and young people with SEND
https://t.co/foSCbst2jt

[Sarah Martin-Denham @BlogSenco]

Hello! It's been a while. The 2,999 blanket is in tour of England 🙂. We will be extending the blanket to 4,191 to represent the daily equivalent number of reported suspensions and permanent exclusions 2022/23 (DfE). Who fancies crocheting a square? Let's keep talking ❣️

[Mike Finlay @MikeJFinlay]

Do you work in a special school with a student council? Are you a SENCo, Head, senior leaders or generally awesome school colleague? Do you, or your child, have an EHCP? This is opportunity to raise the voice of children and young people with an EHCP 👇

[Mike Finlay @MikeJFinlay]

📢📢 CALLING ALL 📢📢

💥Individuals with SEND
💥Families of those with SEND
💥Educational leaders, teachers and practitioners!
https://t.co/cNLuWh4msK
Excited to share a new project, gathering the voice of those with #SEND and adults who support them. Do ask Q's & get involved!

[Mike Finlay @MikeJFinlay]

Springwater School,Harrogate, are looking for new colleagues to join the team as we grow numbers to make provision for more children and young people with EHCPs. If you are, or know, someone who could be the perfect pupil support assistant, get in touch!
https://t.co/lITMMYy850

[Mike Finlay @MikeJFinlay]

@LifeLineABA Effective for who, what are the positive outcomes agreed by those who have engaged in that activity? Autistic children deserve the love and empathy afforded to non-autistic children. The research you allude to, is it informed in large part by autistic people? Where can I read it?

[Mike Finlay @MikeJFinlay]

What might success look like in an inclusive future education system? #SEND #edutwitter
https://t.co/A2BE2RMaJx

[Department for Education @educationgovuk]

Calling all educators, experts, organisations, employers or anyone with an interest in our schools, the curriculum and how our children and young people are assessed.

Help shape the future of education by taking part in our call for evidence 👇
https://t.co/4WybkJBoKV

[Mike Finlay @MikeJFinlay]

@senresourceblog If SEND 'crisis' were replaced with 'opportunity', £1B would go a long way towards coproducing a system of high expectation, joint accountability & reduced expensive LA SEND admin. A plan detailing outcomes in which all schools make provision for communities within which they sit

[Mike Finlay @MikeJFinlay]

@SENDMattersUK Use to co-produce systemic change.Current financial wastage results from adult-manufactured,bureaucratic barrier & lack of system wide accountability.Let's not keep throwing good money after bad,keeping the knackered car dribbling along.Let's jointly choose to invest in a new car

[Mike Finlay @MikeJFinlay]

Creation of a system of education which works for everyone isn’t as complex as it might seem.Remove the current system, adults, existing debate & complex framework from the table & it becomes simple: Teach all children near to where they live
https://t.co/A2BE2RMIz5

[IPSEA @IPSEAcharity]

📣 Professionals advising/supporting families of children & young people with #SEND

New dates are live for our SEND law training sessions, designed to increase your knowledge of the SEND legal framework.

Explore upcoming dates and book your spot today 👇
https://t.co/5w8m0ShIKy

[Mike Finlay @MikeJFinlay]

LAs and MATs CAN work with settings & one another to positively and collaboratively overcome barriers, including funding. Removing the barriers increases efficient use of time, makes more efficient use of available money & most importantly, sets the tone for better relationships

[Mike Finlay @MikeJFinlay]

So much can lie between a child and the provision which prepares them to live their best life.The barriers are almost exclusively adult created:EHCP process;environment;curriculum; policy; mindset; funding;league table.The solution is much simpler than the perceived challenge...

[Mike Finlay @MikeJFinlay]

We CAN adapt curriculum, remove internal transitions, promote proprioception, adapt environment, flex policy and lead with positivity and conviction that our own schools will cater for our local community, whatever it takes.