I am a Senior Lecturer in Education: SEN. I am the Award Leader for the MA in Inclusive Education and the National Award for SENCo.
Prior to this role I worked as a specialist advisor in SEN for Wiltshire Council, working with schools across the authority to develop and support SEN at an operational and strategic level. As part of this role I trained as an Early Bird Plus practitioner delivering support programmes for parents who children are on the autism spectrum. I subsequently worked as independent SEN/ Dyslexia consultant, working with schools and parents in the South-West providing assessments for dyslexia, individual and school consultancy in addition to whole school training. I began my career as a teacher in the primary phase and held the posts of class teacher, SENCo and assistant head teacher.
Special Educational Needs (SEN) is my primary area of research. I am particularly interested in the role of the Special Educational Needs Coordinator (SENCo) and how SEN policy is enacted in schools. My PhD focused on the role of the SENCo and the implementation of the SEND reforms.
- PhD Bath Spa University
- MA Oxford Brookes University
- Postgraduate Certificate: Autism Spectrum University of Birmingham
- Postgraduate Diploma: Dyslexia/SpLd Bath Spa University
- Postgraduate Certificate: Higher Education Bath Spa University
- BA (Hons) University College Worcester.
- Associate Member of British Dyslexia Association (AMBDA).
- Fellow Higher Education Academy
- Professional Association of teachers of students with specific learning difficulties (PATOSS)
- National Autistic Society - Early Bird Plus Tutor
- British Educational Research Association.
Other external roles
- External Examiner, MA Inclusion and SEND, University of Derby.
- Special Educational Needs
- Special Educational Needs Coordination/ Coordinator
- Autism Spectrum.
Research and academic outputs
Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months
Curran, H, Mortimore, T and Riddell, R (2017) 'Special Educational Needs and Disabilities reforms 2014: SENCos’ perspectives of the first six months.' British Journal of Special Education, 44 (1). pp. 46-64. ISSN 1467-8578
Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework?
Curran, H (2018) Starting the conversation: building relationships between home and school, including how to advocate for your child and what do we do about homework? In: British Dyslexia Association International Conference, 14 April 2018, Telford, UK.
Curran, H (2017) Being a SENCo post SEND reform: what do effective SENCos do? In: Research SEND Conference, 18 November 2017, Sheffield University, UK.
Curran, H (2017) The changing role of the Special Educational Needs Co-ordinator: the unsung hero of policy reform. In: #ResearchSEND, 11 February 2017, University of Wolverhampton, Walsall, UK.
Curran, H (2016) Parent partnership: SEND reforms and beyond. In: SEN South West Conference, 15 July 2016, Bristol Aerospace Welfare Association, Bristol, UK.
SEND reforms 2014 and the narrative of the SENCO: early impact on children and young people with SEND, the SENCO and the school
Curran, H (2015) SEND reforms 2014 and the narrative of the SENCO: early impact on children and young people with SEND, the SENCO and the school. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.