About Us

Collaboration | Shared knowledge | Advocacy

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Global SEN Academy is passionate about equity, empathy, empowerment and diversity.

Passion

Equity

Diversity

Impact

Founding Members

Dr. Kathleen Brown

Ph.D in Special Education, Purdue University, M.A Special Education, Western Michigan University & B.A in Special Education, University of Missouri.

Ms Tracy Tai

M.A in Special Educational Needs, B.A in Special Education, Flinders University

Ms Sarita Singh

Double Masters in Special Education Needs, Bachelor in Special Education

Mr. Charles Omboto

MA, (Inclusive Ed), B.Ed. (SNE)

Our Mission

Our focus is to prepare children with disabilities for a modern global society by shaping their behavioral, cognitive, social and emotional abilities, and digital skills with emphasis on using approaches tailored to the uniqueness of each student.

In order to support and empower the individuals with SEN, we believe the roles and responsibilities of educators, parents, caregivers and other professionals are pivotal. Hence, our mission at Global SEN Academy is to train, upskill and empower these individuals to educate and to care for the children through relevant and professional training courses.

Our Vision

We believe all children are valued and should be included and empowered to participate fully in schools and communities. Our wish is to create and sustain an environment where all members feel supported, comfortable, and motivated to advocate for individuals with disabilities and their families and to foster a sense of belonging and mutual care.

Our Vision

We believe all children are valued and should be included and empowered to participate fully in schools and communities. Our wish is to create and sustain an environment where all members feel supported, comfortable, and motivated to advocate for individuals with disabilities and their families and to foster a sense of belonging and mutual care.

Core Values

The founding members share a passion for improving life experiences of individuals with disabilities and the people who support them. Collaboration is the key to build a cohesive and inclusive community in which compassionate practices are realized and knowledge and experiences are shared among the stakeholders. We foster integrity, commitment and social responsibility in one another and in all trainees who enroll in our program. We believe that tolerance, equity and empathy in education and society can be established and is the way forward towards an inclusive society.

Kathleen L. Brown

Ph.D in Special Education, Purdue University, M.A Special Education, Western Michigan University & B.A in Special Education, University of Missouri



Dr. Kathleen teaches courses in special education methods at California State University- Channel Islands to pre-service and in-service teachers. With over forty years of experience in the field of special education, she has worked in the capacity of special education teacher, administrator, professor, researcher, and consultant. Her current interest is implementation of solution-focused strategies that support the inclusion of individuals with disabilities in educational and community experiences.

Dr. Kathleen served as Visiting Scholar for the Erasmus Mundus Master’s Programme in 2008-2009 in Europe where the Global SEN Academy members met and thus began the journey and collaboration toward this web-based training platform. She currently lives in Southern California, USA.





Peer-Reviewed Publications



Brown, K.L., Pesonen, H., & Itkonen, T. (2019). Diagnosis or solutions: Different pathways for supporting students with diverse learning needs. In N. Burnett (Ed.) Solution focused special education: Practical and inclusive strategies for all educators. Jessica Kingsley: London.

Brown, K.L, Yasutake, D., Geller, M.  (2012). Evaluation of multisensory language program for delayed readers. Illinois Reading Council Journal, 20 (3), 22-31.

VanSwet, J., Brown, K.L., & Tedla, P.K. (2012) A cross-cultural view of reflection and research for inclusive education. International Journal of Inclusive Education. DOI:10.1080/13603116.2011.651827

VanSwet, J., Wichers-Bots, J.P.M., & Brown, K.L. (2011). Solution-focused educational assessment: Rethinking labels to support inclusive schools. International Journal of Inclusive Education, 15, doi:10.1080/13603110903456615

Brusca-Vega, R., Brown, K.L., & Yasutake, D.  (2011). The effects of co-teaching in inclusive science classrooms.  Learning Disabilities: A Multidisciplinary Journal, 17,(1).





Refereed Presentations (Selected)



Presentation to CEC Teacher Education Division
November 2018 Las Vegas, NV
Using Google Classroom to Teach Accessibility to Pre-Service Teachers

Presentation to International Association of Special Education
June, 2015 Wroclaw, Poland
Solution-Focused Educational Assessment

Presentation to CEC Division of International Special Education Conference
July 14, 2010 Riga, Latvia
Solution-Focused Educational Assessment: A Contribution to Inclusion

Presentation to CEC International Convention, Boston, Massachusetts, April 2008
Research Strand: Co-Teaching in Diverse Science Classrooms

Presentation to National Science Teachers Association, St. Louis, Missouri, March 2007
The Effects of Co-Teaching on Middle Grades Science Achievement

Presentation to CEC International Convention, Kansas City, April 2001
Northwest Indiana Child Mental Health Initiative





Other Scholarly Work



Consulting Editor for The Journal of the International Association for Special Education
2011 to present





Teaching (Selected Courses)



Curriculum and Instruction in Special Education I

Curriculum and Instruction in Special Education II

Individuals with Disabilities in Society

Typical and Atypical Development

Access to Learning: A Focus on Individual Differences

Field Experience

Inclusive Teaching Strategies

Advanced Assessment





Tracy Tai

M.A in Special Educational Needs, B.A in Special Education, Flinders University



Tracy holds a Master’s degree in Special Educational Needs (Roehampton University (London), Charles University (Prague) & Fontys University (Netherlands) – a M.A program with scholarship from European Union. Her research was on transition planning from school to work for secondary students with emotional and behavioral disorders. She also garnered a degree in Special Education from Flinders University, Australia.

She has extensive working experience with children with special needs since 2004, in early intervention centre and special school in Malaysia and Singapore. Besides the teaching experiences, she also worked with lecturer-researchers in conducting educational research at National Institute of Education, Nanyang Technological University of Singapore (NTU). She has worked as a lecturer and tutor at Open University and College of Allied Educators, in the areas of literacy, numeracy, special education, and early childhood education.

Tracy is a passionate practitioner in the field of special education. In 2012, she founded Chrysalis Education Group Malaysia – a learning and therapy centre for children with special needs (www.chrysalis-group.com).





Workshops



Understanding & Supporting Pupils with Autism Spectrum Disorder (ASD)

Supporting Children in an Inclusive Classroom

Developmental Milestones in Young Children

Safety and Health: Keeping Our Special Needs Children Safe

Early Detection and Intervention for Children with Special Needs

Dyslexia and Intervention to Improve Reading and Writing

Dealing with Behavioural Issues in Children

Transition from School to Work

Individualized Education Plan (EIP)





Teaching



Language and Literacy for Early Childhood Education

Early Childhood Education Curriculum

Assessment in Early Childhood Education

Policy and Early Education Services

Early Mathematics for Children

Health and Safety

Literacy, Numeracy and Adaptive Daily Living Skills





Sarita Kumari Singh

Double Masters in Special Education Needs, Bachelor in Special Education



Sarita has Master’s in Special Education Needs (Roehampton University, London) and Master’s of Special Education (Jamia Millia Islamia University, New Delhi, India).

Sarita has worked as a lecturer of Indira Gandhi National Open University, New Delhi, India for courses (a) Foundation Course on Special Education (IGNOU) (b) Diploma in Special Education (c) B. Ed in Special Education and (d) Post Graduate Diploma in Special Education wherein her lecture specialized on “networking to promote inclusivity” among in-service teachers and the Counselors. Her lecture was a combination of classroom teaching as well as visits to the schools and organizations related to special education and inclusive education.

Sarita has extensive experience of teaching special children (Autistic, Down Syndrome etc.). She has presented paper in International conference on a range of topics related to disabilities field. Presently, she is residing and working as Academic Support Coordinator in Doha, Qatar.





Conference Presentations (Selected)



Singh, S.K. (2020) Thinking out of the box: Gifted and talented education (GATE) program in a primary International school, Doha, Qatar: A paper selected for the International Conference on “Inclusive Education from Early Years to Tertiary: Practices and Opportunities”, Nairobi, Kenya

Singh, S.K. (2019) Understanding and promoting the student support program in International school of Doha, Qatar: A paper presented at the International Conference on Science and Technology in Administration and Management Information (IC STIAMI), Indonesia, Jakarta

Singh, S.K. (2010) Social Attitude towards Inclusion: a Breaking Paradigm in relation to Environment and Social Barrier for Person with Disability: A paper presented at National Conference on Education (4th Annual Conference of IATE on Excellence in Teacher Education: Trends, Challenges, and Prospects), Rohilkhand University, Bareilly, UP, India

Singh Sarita (2009). “Itinerant teaching for the visually impaired for Fontys Erasmus Mundus. Paper presented at a two-day workshop at Sense International, the Netherlands





Workshops/Seminars



Preventing and Responding to Challenging Behaviour: Autism Spectrum Disorders

Improving Social Outcomes for Children with Autism Spectrum Disorder and Other Neurodevelopmental Disorders

National Webinar on ‘Education- COVID 19 and After: Ideas for New Education Policy’

An overview: Special Education

Understanding and promoting GIFTED & TALENTED education

The EdEx Qatar, seminars on the Future of Education, EdTech, Professional Development, SEN & more





Teaching



Lecturer cum Trainer to train the working teachers for special education

Coordination and lecturing for the Student Support program (Special Education, Gifted & Talented, Academic Intervention Program, English as a Second Language)

‘Networking to promote inclusivity’ among in-service teachers and the Counselors: Combination of classroom teaching as well as visits to schools and organizations related to special education and inclusive education.





Charles M. Omboto

MA (Inclusive Ed), B. Ed. (SNE)



Charles is a Researcher & Senior Inclusive Education Specialist at Kenya Institute of Special Education, Nairobi, Kenya. Charles has experience of more than 25 years in the teaching profession both in mainstream primary schools and colleges.

Charles holds a joint Master’s degree in Special Education Needs (Roehampton University (London), Charles University (Prague) & Fontys University (Netherlands). Currently Charles is a PhD candidate in Education (Research and Evaluation) at The Catholic University of Eastern Africa. His research interest is in the area of ICT for Special Needs Education (SNE). Charles has served in various departments in wide range of capacities including: research coordinator, member of the Academic Committee besides teaching, research and supervising students. At the Institute level, he holds a position as a Curriculum review committee, member of the Institute Performance Contracting, Member of the Institute Quality Management Committee.

Charles has attended a number of short courses in the area of assessment and preparation of lessons for learners with Special Needs and Disabilities in Japan and Australia.  Charles has worked as an educator, manager, assessor and researcher at different levels, in different institutions, in both developing and developed countries. Charles’ areas of interests in teaching include: research, autism, behavior management in education, school discipline, inclusive education, gender and disabilities issues. Charles also participates in community outreach through mentorship programmes, besides serving as member of Board of Management of various secondary schools. Additionally, Charles is a member of the Special Education professionals and Autism Society of Kenya. He is a self-motivated, focused, innovative, flexible, result oriented, team player with a passion in service for persons with special needs and disabilities and strong believer in social justice





Publication (Books)



1) Omboto C.M, (2010). Strategies for Teaching children with Autism spectrum Disorders. Beau Bassin: VDM Publishing house Ltd.

2) Omboto C.M (2012). Psychosocial Aspects of Disability. Nairobi, KISE.





Conference Presentations



Omboto, C.M (2019) Raising Awareness about Disability Liaison Officer in Higher Institutions, Nairobi County, QUT, Brisbane Australia

Omboto, C.M & Chege,L (2019) Information and Communication Technology in Public Sector Management in Kenya: From the Perspective of Person with Disabilities, Jakarta, INDONESIA

Omboto, C.M (2016) Planning the lessons for children with disabilities in the context of special needs education (SNE), JICA,Tokyo, Japan

Omboto,C.M (2016) ICT for SNE in view of Kenya Government Laptop Project.
A paper presented at National Conference on Inclusive Education , KSMS, Nairobi, Kenya

Omboto,C.M (2013) ICT for SNE in view of Kenya Government Laptop Project.
A paper presented at National Conference of Children with Disabilities, KICD, Nairobi, Kenya

Omboto C.M, Solomon, W, Malasi F, (2011). State of Special needs Offenders in Kenya.
A paper presentation at Special Needs offenders International Conference, Nairobi, Kenya

Omboto Charles (2009). “Itinerant teaching for the visually impaired for Fontys Erasmus Mundus. Paper presented at a two-day workshop at Sense International, the Netherlands





Workshops



Attending IEPs, writing daily communication students' logs, developing weekly schedules

Assessment of children with autism

In-servicing staff on teaching methodologies for students with Autism

Parental support for learners with Autism Spectrum Disorder (ASD)

Developing Individualized Education Plan (IEP) for learners with special needs and disabilities





Teaching



Introduction to learners with special needs and disabilities in Education

Introduction to learners with Autism spectrum disorders

Functional Assessment for learners with Autism

Inclusive education

Introduction to education of learners with intellectual disabilities

Individualized education program

Research in special education