Jacqui is a lecturer in education and contributes to teaching and research on inclusive education, special educational needs and disability and autism at the University of Sussex. She supports trainee teachers (across primary and secondary schools) to work with children with autism and other special educational needs and how to develop inclusive environments that work for all pupils. She also supervises postgraduate and doctoral students with interests in autism, inclusion and special educational needs. Her research has explored transitions for autistic pupils, in particular the transition from special schools to mainstream colleges at the age of 16 and strategies for improving that experience. She has also completed projects on dental anxiety and autism, improving the participation of disabled children in education in Jordan and is working to develop inclusive education training for trainee teachers in Uganda. Jacqui is a governor at a special school and also has an autistic son.

Bea has been Lead Teacher for Curriculum and Assessment at Downs View Special School in Brighton since January 2018. In addition, she has over 15 years’ experience working with young people with autism, severe learning difficulties and other comorbid conditions. She has taught in Primary and Secondary schools, as part of this work she has mentored NQT teachers, been the Lead Teacher for Communication including being the Makaton tutor for the organisation. She is also a successful educational consultant and has worked extensively with staff in residential homes and families and young people in their own homes. This work involves planning waking day curriculum, support and guidance for managing complex enduring behavior that challenges and leading on the implementation of consistent communication systems. Her role as a Lead Teacher for Curriculum and Assessment involves supporting staff across the organization to ensure that our Curriculum and Assessment is relevant and engaging for our population in order to ensure that provision continues to meet the needs of our students judgments and is aligned with our current Ofted judgment of Outstanding.