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ABOUT ME
she/her
autistic & ADHD+
I am an early childhood specialist with an extensive background in developmental differences, neurodiversity, wellbeing, and behaviour. Over the past 19 years, I have dedicated my career to the field of early childhood education, working with babies, toddlers, and preschoolers. My experience extends to school-based settings, where I have developed my skills and knowledge to support diverse learning and development needs.
My professional journey includes roles as a early years practitioner, SENCO, a local authority consultant, and, more recently, a higher education lecturer at Goldsmiths University London. I am a qualified early years teacher with an MA in Applied Psychology. Currently, I am completing my doctorate, focusing on the pathologisation of play in neurodivergent and disabled children.
My aim in early years education is to challenge deficit-based approaches to Special Educational Needs and Disabilities (SEND). I advocate for neurodiversity-informed and affirming practices that empower every child and family to thrive. Through my work, I strive to create inclusive environments where all children can be treated with dignity and respect.
Lecturer in Higher Education at Goldsmiths University London
Doctorate Student exploring the pathologisation of play in neurodivergent children
Author of books with Bloomsbury and Routledge
Trainer & Freelance Consultant
Popular Training
1
Introducing Neurodiversity
Neurodiversity is becoming increasingly prevalent to our understanding of early childhood development and education. This course explores the key principles related to neurodiversity. You will consider how these can be translated into your everyday practice to ensure that every child and family feels affirmed and supported by the inclusion practices you adopt.
2
Play and Neurodiversity
There is a common misconception that play does not come naturally to children who are neurodivergent and/or disabled and that they need to be taught how to play functionally, appropriately and purposefully. This course debunks this myth by reimagining our understanding of play through a neurodiversity-affirming lens and embracing that play has infinite potential. Our role as educators is to explore the diverse patterns of play and to facilitate their intrinsic meaning to children.
3
Building Blocks of Behaviour
Children’s behaviours in early childhood are complex and multi-faceted. As educators, we are responsible for providing consistent and personalised co-regulation which holds space for children to learn to maintain and regulate their internal and external worlds. This course explores the origins of children’s behaviour including stressors and the environment and consider practical yet meaningful strategies of support.
