Klaudia Matasovska

First published here: https://equaliteach.co.uk/wp-content/uploads/2023/06/Equally-Safe-Y2-Evaluation-Report.pdf

This paper particularly discusses the LGBT voices of children and young people with Special Educational Needs and Disabilities (SEND), who are also sometimes referred to as neurodivergent. Within this concept, I am also acknowledging the fact that many neurodivergent people have overlapping conditions and that increases the differences as perceived by society.

First published on January 23, 2023 - here: https://www.sensationaltutors.co.uk/gender-autism-asd-and-pda-why-support-matters/

This chapter explores the implications of testimonial injustice in limiting the capacity of LGBTQIA+ educators, children, and young people as knowers and testifiers. Both LGBTQIA+ educators and pupils are subjected to this form of epistemic injustice. Testimony is a unique human experience; to speak our truth. We can view educational voice work as having undergone a process of initial theoretical understanding and practice embedding in the early twenty-first century, with the next developmental phase being a collected discussion of arising complexities and future-oriented solutions. Voice work and voice practices in educational contexts are arguably a nascent phenomenon. The development of meaningful voice practices will arguably only arise if educators take time to consider the role of classification by type and constructions of perceived social norms that voice practice activities may reinforce and/or create. The chapter concludes with some further considerations for the future of meaningful voice practices in educational contexts.

My DE blog on ‘Accessing the voices of students with SENDs: barriers faced by a PhD researcher’ talks about my academic experiences as a PhD researcher regarding access to pupils with SEND in order to hold focus groups with them about topics related to the SEND/LGTB intersection.

My letter to the Psychologies magazine got published in its November '22 issue under the Lifestyle - Healthy Living Section. It is about the joy of missing out and how to achieve better work-life balance.

This is the first evaluation report of the Equally Safe project (by EqualiTeach) which I have been an evaluator for (on the behalf of Goldsmiths, University of London) since February '21.

Klaudia has agreed to answer questions with regard to supporting LGBT+ SEND children and youth via curriculum, policies and other avenues. Her answers are recorded in this Twinkl SEND Digest article which investigates how educators can support children and young people who are neurodiverse and gender diverse.

Page 60: I talk about my 2019 Masters dissertation entitled ‘Strategies for Supporting Young People with Special Educational Needs and Disabilities (SEND) into employment: a case study of a SEND college in Surrey’. The AchieveAbility E-Journal is the research journal of AchieveAbility and shares the organisation’s overall commitment to promoting policy and delivering practice for successful educational, employment and training opportunities for people who are neurodivergent and dyslexic.