She also has experience completing environmental and school-based audits to promote accessibility and inclusion, including involvement in the PINS (Partnership for Inclusion of Neurodiversity in Schools) project to support whole-school approaches to inclusion.
Mary works with a wide range of developmental, neurological, and physical conditions, including autism spectrum conditions, developmental coordination disorder, global developmental delay, cerebral palsy, acquired brain injury, muscular dystrophy, and Down syndrome. Her background in psychology strengthens her clinical reasoning and supports a holistic understanding of each child’s presentation, particularly where behavioural, emotional, and sensory factors interact.
She is experienced in undertaking comprehensive non-standardised and standardised assessments, including Movement ABC, Beery VMI, DTVP, DASH, Sensory Profile, and the Bruininks-Oseretsky Test of Motor Proficiency. Which aid in contributing to EHCPs and IEPs, and producing detailed, high-quality reports with clear, practical recommendations. Her work routinely involves close collaboration with families, education staff, and multidisciplinary teams, as well as delivering staff training and supporting implementation within educational settings. She also has experience completing environmental and school-based audits to promote accessibility and inclusion.
Mary is currently undertaking further postgraduate training in Sensory Integration at Sheffield Hallam University enabling her to support children with complex sensory processing and regulation needs. She has completed her module 1 training and is currently completing module 2.Â
She is recognised for her organised, thorough, and collaborative approach, and for delivering clear, evidence-informed recommendations that are both clinically robust and practical to implement. Her focus is on achieving meaningful, functional outcomes that support each child’s independence and participation in daily life.