ASN Conference

While we are now open for bookings, this year’s ASN conference is still a work in progress – we need your bookings to finalise the programme. NOTE:  Jenny Gilruth has indicated that she is no longer able to attend in person but will pre-record an address to delegates.  We are reviewing arrangements for this part of the day and will provide clarity as soon as possible.

We have four workshops on offer and there will be two workshop sessions: 

• Sensory circuits
• Whole school nurturing approaches
• Transactional approaches
• FASD and improving attendance/attainment

There are more details about each below.  We are inviting you to select three of those you most want to attend.  We will then shape the day aiming to deliver 1st and 2nd workshop choices for as many delegates as possible. 

The day will be rounded off by a keynote from Jorik Mol.  Jorik describes himself as ‘professionally autistic’ and will speak on the theme “Empathically Autistic - Against Behavioural Normativity and Systems of Control in Primary Education”.  More details below.

Costs:

AHDS Members - £65+VAT
Non-Members - £155+VAT

New member offer - Join AHDS and receive a free place at this conference. To be eligible for this offer, book your place at this conference here and complete your membership application within a week to get a free place. Invoices will be sent at the non-member rate if a completed membership application isn't received within a week. 

Timings for the day

Due to the uncertainties around our opening keynote speaker and the shape of our workshop sessions, we can’t yet give you final timings for the day but we can tell you that we will start at 9am, finish at around 3pm and that you will get coffee breaks as well as a sit-down hot lunch!

Keynote 1: TBC 

Keynote 2:  Jorik Mol "Empathically Autistic - Against Behavioural Normativity and Systems of Control in Primary Education"

What does the term ‘inclusive’ mean? Or 'normal'? How do we work in a system that at once states that everyone's needs are different yet requires all to conform to behavioural standards that seriously harm those who don't? Autistic students, parents and staff don’t fit any of the stereotypes we have learned to attach to a group of people that evades definition. What does it mean to lead with empathy, when all we do is put out fires? Should we use our gut instinct? What problems may arise when we do?

Jorik Mol (he/him) is an actually autistic writer, educator and neurodiversity and LGBTQ+ activist. In his recent books Breaking the Boundaries (Lived Places Publishing, 2025) and Feeling Fast and Slow (Jessica Kingsley Publishing, 2026), Jorik takes on the pervasive misunderstandings around who we are, the problems with empathy and the continuing underemployment and reduced life chances for neurodivergent people in the 21st century.

Jorik believes in connecting with audiences through humour, candour and a bit of pizzazz. For learning, the heart is just as vital as the brain. Jorik is, like Dinah Murray, a ‘productive irritant’, heart-on-sleeve, expressing challenging opinions. He wants to challenge systemic thinking, fuel creative problem-solving and put every child first. Even beyond his opinions, Jorik has Tourette's, so this keynote won't be for the faint-hearted or swear-phobic. Be nice though, he is aiming to lose weight this summer to fit back into his suit, because he wanted to look pretty for all of you. And you deserve no less.

Workshop Choices

1 - Power Up to Calm Down! An introduction to Sensory Circuits - Gail Burns, D&G 

In this session, we explore how sensory circuits support pupils with ASN by helping regulate their emotions and behaviour through structured movement.

1. Understanding the Theory:         
We will learn that every brain processes sensory input differently. Some pupils feel overwhelmed, restless, or under-stimulated. Sensory circuits use purposeful movement to "power up" (increase alertness), organise the body, and calm down – helping pupils feel ready to focus and learn.

2. Planning Sensory Circuit Sessions:
A well-balanced sensory circuit includes three parts:
- Alerting (e.g., jumping, skipping)
- Organising (e.g., balancing, crawling)
- Calming (e.g., deep breathing, stretching)

3. Learning Together Through Practice:

We will finish by setting up sensory sessions, trying activities ourselves, modelling how pupils can engage with sensory circuits. 

2 - Whole School Nurturing Approaches - Margot MacAlister, HT of St Francis’ RC Primary School

The aim of this session is to share easy to implement universal strategies for class and whole school nurturing approaches.

Margot will also examine assessment tools to support monitoring and evaluation of impact on learning and achievement, and wellbeing of all learners.

‘Each of us have the power and responsibility to become a rainbow in the clouds’
Maya Angelou

This session will be delivered by Margot MacAlister, a Nurture Ambassador with qualifications from Nurture UK and Nurture International.  Margot has led her school to achieve the Marjory Boxall Nurture Group Award.

3 - Joined-Up Support: Strengthening Shared Placements Through Transactional Approaches and Data-Informed Practice - Melaine Kearns, Leonna Robertson and Jennifer Carnegie, Longhaugh Support Group

This interactive workshop draws on a case study from Dundee, showcasing effective partnership working between mainstream primary schools, Longhaugh Support Group (a specialist SEBN provision), and the Accessibility and Inclusion Service (a centralised support service).

The initiative aimed to facilitate: 
- Meaningful professional dialogue and cross-setting moderation
- Strengthen continuity for pupils accessing shared placements
- Improve pupil progress, engagement, and overall outcomes

Central to the workshop is a focus on transactional supports—as outlined in the SCERTS framework—specifically interpersonal and learning supports, and their impact on pupil development. Participants will examine the pivotal role of adults in facilitating progress toward individualised learning targets through responsive, intentional practice.
Through discussion, reflection, and practical examples, participants will explore how these collaborative and data-informed strategies can be adapted and implemented in their own settings to better support inclusion and pupil success.

4 - Why do I need to know about FASD if I want to raise attainment and improve attendance? - Paula Gilhooly and Amy Smith from Adoption UK.

This session will explore the definition of Fetal Alcohol Syndrome Disorder (FASD), its prevalence and its impact on child development.

The presenters will go on to help us understand what implications this has for school leaders and their teams – including examining how some school policies or approaches can escalate a child’s symptoms and, crucially, how FASD informed practices can positively impact the behaviour, attendance and attainment of all learners.

12 September 2025 - Cumbernauld

AHDS Members: £65 + VAT • Non Members: £155 + VAT