Carl Longmore is a Snior Lecturer in Initial Teacher Education, specialising in SEND and Inclusion. Currently his specialities involve delivering sessions relating to inclusive pedagogy across Initial Teacher Education (ITE) programmes. Carl leads the inclusive SEND programme now delivered to students across the ITE programme, focusing mainly on primary education. Carl is responsible for the development of the first Virtual School deployed within the ITE programme and has developed a range of experiential and collaborative practices for students to engage with via this platform. This has involved collaboration with fellow colleagues Marc Smale and Helen Perkins as well as wider health and social care professionals and former alumni who populate the virtual schools as staff. This has underpinned the move towards a more hollistic view of the term inclusion that is collaboratively developed with, and responsive to, the diverse community that we serve. Carl is developing an inclusion programme that spans cross institute and faculty in order to demonstrate and promote a culture of diverse community inclusion designed to develop teachers creativity, flexibility and ingenuity in accessing community support and engagement with parents and wider professionals.

Alongside working with community partners, expert colleagues and professional alumni, Carl is also engaged in research within the field of inclusive education, having several peer reviewed published articles and national conference appearances in the field of Social, Emotional and Mental Health (SEMH). Carl is also collaborating with colleagues in wider fields of inclusion, such as Physical Education via contributions to acadmeic book chapters (in press). Carl is also responsible for providing professional development opportunities for students within the field of inclusion as well as supporting the development of international placement programmes for students. With a focus on this field, Carl is currently undertaking PhD research, focusing upon the impact of short term placements upon the teaching practices of pre service teachers. Prior to his current employment, Carl qualified as a secondary school physical education teacher, working primarily with children with SEND and Social, Emotional and Behavioural Difficulties (SEBD). This was also the focus of this thesis when completing his MRes degree, leading to peer reviewed publications relating to the occupational socialization of physical education teachers in specialist behavioural settings. Carl has experience of working with primary, secondary, further education and higher education groups, leading to a desire for holistic education and cross faculty work. Using his knowledge and experience Carl also teaches on the Master’s Degree programme within education as well as maintains close links with local mainstream and specialist provisions.

- Virtual learning spaces for inclusion; Development of virtual schools and virtual towns for experiential learning

- Occupational Socialisation of teachers of pupils with Social, Emotional and Mental Health Needs (SEMH)

- Influence of short term international teaching placements upon pre-service teachers

- SEND teaching and inclusion strategies in mainstream primary education

Senior Fellow of the Higher Education Academy - Advance HE

• O'Leary, N., Longmore, C and Medcalf, R. (2014) The influence of occupational socialization upon a teacher’s interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties: Support for Learning. 29(1) pp. 57-75

• O'Leary, N., Longmore, C and Medcalf, R. (2015) The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education: Journal of Research in Special Educational Needs. 15(4) pp. 247-256

• O'Leary, N., Longmore, C and Medcalf, R. (2019) Factors influencing a physical education teacher’s pedagogical games practices with pupils experiencing social, emotional and mental health issues: European Physical Education Review. 26(2) pp.305-321

- Teaching within Social, Emotional and Mental Health Schools

- Teaching in further education colleges (FE)

- Teaching in higher education institutions

- Supporting development of international short term teaching placements

- SEND CPD and workshops in compulsory and further education institutions

- SEND Governance in mainstream primary education

- Leading the development of the inclusive virtual school in partnership with local professionals and schools

- Supporting the development of the SEND 'SMILE' Inclusive games festivals

- SEND Governance in specialist SEMH provision

- Co-ordination of the ITE Inclusion and SEND delivery