Google for Education hosted its first SEND Symposium at its UK headquarters in London, welcoming 200 Special Educational Needs Coordinators (SENCOs) to explore how tools like Google Workspace, Chromebooks, and Gemini for Education can enhance inclusive teaching. The event, held on October 17 at 6 Pancras Square, focused on practical implementations of technology rather than product launches.
Fiona Law of Google for Education shared on LinkedIn that the one-day symposium brought together school leaders and accessibility specialists to engage in keynote presentations, panel discussions, and hands-on workshops designed to help educators effectively use accessibility tools and AI workflows in their classrooms.
Among the notable sessions was a keynote delivered by 17-year-old student Mason, who spoke alongside teacher Peter Reeves about the impact of assistive technology on his education and exam preparation. Law noted this was “something of a first,” highlighting the importance of student voices in discussions about educational technology.
A panel discussion featured findings from PedTech impact reports developed with Dr. Fiona Aubrey-Smith. School leaders, including Emine Sabri and Tom Wade, discussed the use of digital tools in Special Educational Needs and Disabilities (SEND) provision. Wade, Assistant Head (Digital Strategy and Learning) at Haileybury UK, remarked on the valuable experience shared on stage, noting the excitement generated by the demonstration of NotebookLM, which helps develop Education, Health and Care Plans (EHCPs) more efficiently.
Breakout sessions during the symposium covered a range of themes, including sensory support with Gemini and NotebookLM, mental health, and the empowerment of blind and partially sighted learners through assistive technology. Alex L. Henderson, Education Information Manager at Thomas Pocklington Trust, emphasized the importance of creating accessible learning environments and fostering independence among students. He stated, “If we get the building blocks right: accessible learning environments and the right skills and tools in students’ hands, technology can be a real game-changer.”
In reflecting on the discussions, Cat Lamin, a Computing and Digital Technology Specialist for Schools, noted that while accessible technology is essential, it is not sufficient on its own. She argued that schools must ensure that learners understand the value of the tools provided, as “accessibility is not the same as inclusion.” Her perspective underscores the necessity of integrating technology into the educational framework effectively.
Workshops at the symposium also addressed universal access, inclusive design from a neurodivergent perspective, and the application of AI in supporting SEND. This focus on hands-on learning further emphasized the event’s commitment to actionable insights rather than mere theoretical discussions.
Google collaborated with organizations such as nasen and the British Dyslexia Association to support the symposium and indicated plans for ongoing partnerships with SEND leaders. This collaboration reflects a broader trend in UK education, where the integration of AI and accessibility tools is increasingly emphasized, moving the conversation from whether to adopt such technologies to how they are implemented and monitored in educational settings.
As generative AI becomes more embedded in mainstream education platforms, events like the SEND Symposium signal a shift towards practical applications that enhance learning experiences for all students, particularly those with special educational needs. By aligning technology with inclusive practices, educators can create more supportive learning environments.
In a related note, the ETIH Innovation Awards 2026 have opened for entries, recognizing education technology organizations that demonstrate measurable impact across K–12, higher education, and lifelong learning. The awards invite submissions from the UK, the Americas, and internationally, with a focus on evidence of outcomes and real-world applications.
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