Click on the book for Rona's Sage page

Click on the book for Rona's Sage page

Books and other Publications

Books with SAGE

I’ve been writing books since 2007, all of which are published by Sage. To date, I’ve written 6 books, 3 of which have been co-authored. The details below are taken from the information in SAGE’s catalogue and from the books themselves.


In 2007, I wrote Every Child Included

‘ Looking at the Every Child Matters agenda and the government's strategy for special educational needs (SEN), this book moves beyond the debate about specialist provision to explore the exciting developments that are taking place in both mainstream and special schools, as they join forces to provide for pupils with increasingly complex needs.

It provides examples of innovative ways forward that will help all schools develop their own strategies to support those pupils who find it hardest to learn. The book is essential reading for school leaders and senior management teams, and will be of interest to governors, policy makers and all those involved in the training and professional development of the school workforce.’

`One of the most detailed overviews on what is really happening with inclusion at ground level. In years to come, professionals will remember they used Rona Tutt's book for identifying where good practice was really happening. Along with Rita Cheminais and Anne Hayward, this must rate as one of the most useful texts of the decade'

Tricia Barthorpe, (now Tricia Murphy), Past President of the National Association of Special Educational Needs, (NASEN)






A year later, and following some post-doctoral research under the neuropsychologist, Dr Winand Dittrich, in 2008 we wrote : Educating Children with Complex Conditions – Understanding overlapping and co-existing disorders.

‘There are growing numbers of children displaying the symptoms of more than one condition or disorder, and this has led to those involved in education needing to understand which conditions commonly overlap or co-exist, and how to meet children's more complex needs. By bringing together some of the latest research on how the brain learns with what is known about identifying developmental disorders that appear to have a common biological basis, this book covers: - what is known about a common group of disorders, (including ADHD, autistic spectrum disorders, dyslexia, dyscalculia and dyspraxia) - how to recognise when a child may have more than one condition - what teaching approaches and strategies might be most relevant Written in a non-technical style, the book blends together scientific knowledge from different disciplines and translates it into practical terms for school leaders, practitioners in the field of SEN & disabilities, and students following courses in higher education.’ special educational needs and disabilities, and students following courses in higher education.’






My next book was Partnership Working to Support Special Educational Needs and Disabilities

 ‘In order to achieve the best outcomes for all children and young people, schools must work in partnership with students, parents, other professionals and the wider community. In this changing landscape of education, the notion of the traditional school is fast disappearing. This book looks at what is possible in this exciting new world, and how some teachers and other professionals are putting into practice the best principles of multi-agency working. Finding innovative ways of supporting children and young people with special educational needs and disabilities (SEND) in this context is more important than ever, as children are being diagnosed with increasingly complex needs. Those working with children need to be aware of the fresh opportunities that are opening up and which can help every individual to maximise their full potential. Filled with case studies of effective practice from real schools and services, this book is a must-have for those looking at how to work together to achieve positive outcomes for all.’]

“This concise and practical book encourages professionals to reflect on how partnership working can enrich the lives of children and young people who have special educational needs and disabilities.”

Toby Salt, Author of the Salt Review and Deputy Chief Executive of the National College for Leadership of Schools and Children’s Services.







This was followed by 2 books co-authored with Paul Williams, head teacher of Shaftesbury High School in Harrow and the long-standing chair of NAHT’s SEND Council The first of these was published in 2012: How Successful Schools Work: The Impact of Innovative School Leadership.

 Inside this book are case studies of cutting edge best practice from inspirational heads and school leaders doing excellent work in schools. They all illustrate how the role, and style, of school leadership is changing. By looking at what attracts teachers to leadership roles, and how they use their power, this book examines innovative leadership in action. The authors look at the characteristics of innovative school leaders, and reflect on how these people work. An appetite for challenge, a desire for a sense of well-being for all those involved in the school and its development and an ability to flex their style of leadership all emerge as core factors in their success.






 “New models of education require new approaches to leadership. In this book, two highly credible practitioners draw on diverse experience and evidence to whet our appetite for change and remind us of what matters.”

Russell Hobby, General Secretary, National Association of Head Teachers

As the SEND Reforms were beginning to bite, Paul and I wrote: The SEND Code of Practice 0-25 years – Policy, Provision and Practice, 0-25 years.






 ‘How have you found the changes brought about by the new SEND Code of Practice: 0-25 years (2014)? This book is the ultimate guide to making sure that you are not only meeting the requirements, but are improving outcomes for children and young people as well. Written for all professionals working in the field, it covers: · The broader Children and Families Act (2014) · The role of the local authority · Guidance on all the key changes that school leaders, SENCO's, and staff are concerned about · Case studies of settings across the 0-25 age range, including maintained schools, academies, free schools, and specialist and alternative provision. Whether you work in education, health, or social care, or are training to do so, this book will genuinely improve your provision and practice for children and young people with SEND.’ 


I have just finished writing Rona Tutt’s Handbook of SEND and Inclusion.  

 How to give children and young people who have SEN and disabilities (SEND), the support they need in the environment where they feel most fully included, should be a key concern of every teacher and practitioner. Drawing on her years of experience and conversations with a range of professionals, as well as the thoughts of children, young people and families who have encountered a number of settings, SEND expert Dr Rona Tutt examines both the benefits of the recent SEND reforms and also the opportunities that have been missed to meet needs more flexibly. Content focuses on; - Creating a climate where all children can thrive - An appreciation for the variety of innovative ways school leaders are meeting the needs of students - A consideration of the wider context of SEN from local to national level Clear and accessible, this is an inspiring read for anyone concerned with how individual needs are best met, rather than where their education takes place.    Dr Adam Boddison, CEO of nasen.


 Rona Tutt’s Guide to SEND and Inclusion provides a vital and focused insight into the complex and overlapping worlds of education, politics and academia. By considering inclusion as a process rather than a place, Dr Tutt addresses directly the thorny issue of defining what is meant by the term inclusion ….This book is an essential read and a fantastic opportunity to learn directly from Dr Rona Tutt OBE, one of the leading lights in the world of SEND and inclusion. Dr Adam Boddison, Chief Executive of nasen Based on a lifetime of experience in the field, Rona Tutt has written an excellent and engaging introduction to the field of special educational needs/disability and inclu¬sion.

                                                                                           Professor Brahm Norwich, University of Exeter  


Other Publications 

 In addition to my main books with SAGE, in 2015/16, I was invited to become the guidance writer for the charity KIDS’ work on personal budgets in relation to Education Health &Care plans (EHC plans). This was a DfE-funded project that built on previous work by the charity. The result is: Making it Personal 3 – A guide to Personalisation, Personal Budgets and Education, Health and Care Plans.


Making it Personal 3 aims to support innovative and creative use of educational personal budgets across England The guidance was produced for educational establishments and  local authorities. The guide builds on previous work by KIDS. In addition to the guidance, the Young People’s Engagement Group have produced a video Personal Budgets explained. Details of both can be found at

 The previous year (2014), I was approached about 2 other pieces of writing. The first of these was from the Schools Library Association (SLA), who invited me to contribute to the Schools Library Association’s SLA Guidelines series, by writing about the role played by school libraries in supporting pupils with SEN. The result is : Access for Everyone: Supporting Special Needs Through the School Library, which was published in January 2015 and is available from


The following is what is written about my publication on the SLA’s website: .

  'The year 2014 saw the biggest shake up of the SEN system in schools for over 30 years.'

These words open this new SLA publication about Special Educational Needs. This new and timely publication has been put together for us by national SEN expert and author Dr Rona Tutt OBE. You only have to read her wide ranging CV on her website to appreciate her depth of knowledge and wide educational experience on the subject and on SEN policy and also her work with the NAHT. Sympathetic to the work of school library staff in both the primary and secondary sectors, Dr Tutt outlines the recent changes to SEN legislation, provision and terminology and suggests strategies for working with this target group in this excellent and straightforward guide. It also includes two useful case studies – one of a mainstream secondary school where excellent work with Special Needs students is highlighted and another describes the work of the school library in a Special Needs Academy in Letchworth Garden City.

This book has direct relevance to anyone who works in a school library and who offers a service to this important group of pupils.’

 Also in 2014, I was asked by Liz Foxwell, the well known expert in English as a second language (EAL), to join with her in writing a practical guide for teachers, to help them with pupils who may have EAL and SEN. A guide to supporting EAL and SEN Learners




Using over 50 years of classroom experience between them, and drawing on the current  SEND Code of Practice, this book by Liz Foxwell and Rona Tutt supports those in schools wondering where EAL finishes and SEN starts.




Click on the book for Rona's Sage page

Click on the book for Rona's Sage page

 '”Many have tried but few have succeeded in bringing together the varying threads of special educational needs into a concise and proactive format. …Here at last Dittrich and Tutt have created a fascinating account of the current SEN world and have succeeded, in demystifying and explaining the significance of specific SEN terms, while illustrating that overlap is more the norm than the exception.” Fintan O'Regan, Author and Consultant 

'All Inclusive?' was written in 2006 with Tricia Barthorpe (now Murphy); this booklet explained the state of the Inclusion Debate as of September 2006. Although updated by other publications since, not least 'Rona Tutt's Handbook of SEND and Inclusion' it remains a useful summary of events up to that point.

Click on the book for Rona's Sage page

In 1998 when I was a member of the Association of Teachers and Lecturers (ATL) I was asked to contribute a chapter to this significant publication entitled 'Primary considerations for a Primary Curriculum'.  I was just one of many who wished to influence the Secretary of State's review of the National Curriculum