TRS SEN 2016 by DC Publishing

Teachers’

Autumn 2016

www.teachersresource.co.uk

Resource SEN

MASTER’S-LEVEL LEARNING GET ACTIVE... AND INCLUSIVE Spotlight on sportscotland’s fantastic work in ASN schools

WIN A BREAK AT STOBO CASTLE HEALTH SPA Get ready to relax with this issue’s competition

The university courses for teachers offering big prospects

ACCESS TAKES CENTRE STAGE

The theatres going the extra mile to make the arts accessible to all

BUILDING BRIGHT FUTURES

The qualifications, transition options and services opening up doors for pupils with additional support needs

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National Qualiﬁcations that support your learners

SQA’s National 1 and National 2 qualiﬁcations enable young people who require additional support to develop knowledge and skills for everyday life and work. Available in a wide range of subjects, National 1 and National 2 qualiﬁcations provide opportunities for personalised approaches to learning and assessment to suit the needs of individual learners. Find out more at www.sqa.org.uk/national1 or www.sqa.org.uk/national2

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Autumn 2016 Issue 1

SEN letter

OUTSIDE OF SCHOOL

from the editor

www.teachersresource.co.uk

Publisher

Denise Connelly

denise@dcpublishing.co.uk

Editor

Lindsay Cochrane

lindsay.cochrane@dcpublishing.co.uk

STAFF WRITER Kirsty McKenzie

kirsty.mckenzie@dcpublishing.co.uk

Editorial contributor Rachael Fulton

Design/production Emma Goodman

Sales

Stuart Elder

stuart.elder@dcpublishing.co.uk

Marian Mathieson

marian.mathieson@dcpublishing.co.uk

PRODUCTION ASSISTANT Lisa McCabe

lisa.mccabe@dcpublishing.co.uk

©DC Publishing Ltd 2016. All rights reserved. No part of this publication may be reproduced or used in any way without prior written permission from the publisher. The views expressed in this magazine are not necessarily those of DC Publishing Ltd. The publisher takes no responsibility for claims made by advertisers within the publication. Every effort has been made to ensure that information is accurate; while dates and prices are correct at time of going to print, DC Publishing Ltd takes no responsibility for omissions and errors.

Hello, and welcome to the first ever issue of Teachers’ Resource SEN. Teachers’ Resource is a free publication which we’ve been distributing through mainstream high schools for the last six years. Recently, we realised there was nothing like it specifically for teachers in ASN schools in Scotland, with a focus on what’s happening in Scottish schools and tailored to the Scottish curriciulum – so we thought we’d make it ourselves. Teaching in an ASN environment comes with a unique set of challenges – but even more rewards. From thinking about what pupils will transition onto after they’re done with education to making sure your class can all access your resources and lessons, planning school trips with access in mind to getting the funding together to make it happen, there’s so much to think about – and we’ve covered some of it in our debut issue. Packed with ideas, inspiration, expert advice and stories from schools in Scotland, Teachers’ Resource SEN has lots to offer teachers in Scotland today – and I really hope that you enjoy what we’ve put together. We’d love to hear your feedback on the publication, and if there’s anything exciting happening in your school, please do let us know – you could feature in issue two, which will be coming to your school next year. Get in touch using the details to the left. So take some time out from your busy day, sit back with the magazine and enjoy! Until next time…

Lindsay Cochrane Editor

DC Publishing Ltd, 200 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 Fax: 0141 353 0435

DON’T MISS

25 Access takes centre stage

Ballet, panto, musicals and drama – it’s all more accessible than ever before. Scotland’s theatres are upping their game to provide inclusive performances, and schools can get involved.

28 Behind the Noise

Glasgow’s Hollybrook Academy tell us about the innovative music education project which has got their pupils making a lot of noise – for all the right reasons!

40 Master’s-level learning

We take a look at what Scotland’s universities have to offer in terms of master’s-level courses which could help staff teaching in ASN environments.

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Autumn 2016 Issue 1

WHAT’S INSIDE...

IN THE CLASSROOM PROFESSIONAL DEVELOPMENT PUPIL SUPPORT OUTSIDE OF SCHOOL

46 WIN A STOBO CASTLE BREAK Enjoy a taste of luxury with this issue’s fab competition.

SENSORY SUPPORT

In ASN schools, sensory rooms and sensory intervention is becoming increasingly important for young people with autism spectrum conditions, learning disabilities and sensory processing disorders. We find out more.

IN THE CLASSROOM

PRODUCTS AND RESOURCES

OUTSIDE OF SCHOOL

8 OPPORTUNITIES FOR ALL The SQA tell us about the different qualifications on offer for young people with additional support needs, and what’s out there to help schools deliver them.

15 TOP TECH The marketplace is brimming with technology and resources that are making life easier for learners and teachers. We take a look at some of the best on the market.

22 LEARNING OUTSIDE THE CLASSROOM There’s no reason why ASN pupils can’t get out and enjoy the fun of a school trip. We round up some of the best destinations the country has to offer.

19 BREAKING DOWN BARRIERS IN BOOKS The Scottish Book Trust have a raft of resources available which are opening up this year’s Bookbug Picture Book Prize to learners of all abilities.

34 OUT IN THE PLAYGROUND There’s a huge array of different providers supplying fantastic equipment to help your kids get outside, get active and enjoy the playground!

25 ACCESS TAKES CENTRE STAGE From relaxed performances of pantomimes to captioned plays, theatres are more accessible than ever before – and school groups are more than welcome.

30 SPORTSCOTLAND SCHOOL SUCCESS The sporting body is going the extra mile to make sport and physical activity an option for everyone – with fantastic results. TEACHERS’ RESOURCE SEN

NEEDS YOU...

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PUPIL SUPPORT

12 APPRENTICESHIPS: AN OPTION FOR EVERYONE For young people transitioning beyond school, what are their options? We find out more

about Modern and Foundation Apprenticeships, and the support that’s available.

PROFESSIONAL DEVELOPMENT 40 MASTER’S-LEVEL LEARNING With more and more focus on master’s-level learning for education professionals, we take a look at some of the courses available at Scotland’s universities which could benefit practitioners working in ASN schools. 42 ON COURSE Want to boost your knowledge? Meet some of the training providers offering careerlong professional learning opportunities suited to ASN teachers. REAL SCHOOLS Throughout the magazine, teachers from across Scotland have been sharing their successes and innovations with Teachers’ Resource SEN – prepare to be inspired!

Teachers’ Resource SEN is nothing without stories of what’s really happening in Scotland’s schools – and we want to know what you’re doing. Whether your pupils have recently hosted a fundraiser, a member of staff has run their tenth marathon for charity or your department is showcasing innovative practice that got a huge thumbs up from the inspectors, we want to hear about it. You can email us with what’s going on in your school at editor@dcpublishing.co.uk, or call the team on 0844 249 9007. This is an opportunity to tell the rest of Scotland what makes your school great, so don’t be shy – shout about it!

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“I’ve gained confidence learning on the job.” Amy - Modern Apprentice Concept Northern Business Admin Dyslexic

Help young people get a head start in their career with a Modern Apprenticeship. Find out more at apprenticeships.scot

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Playground Therapy Musical Instruments can a be a wonderful addition at any inclusive playground as creative, flexible and often spontaneous resources offering alternative opportunities when outdoors. They can support and encourage movement, improve communication and help express feelings. ‘Staff working with our pupils with more complex physical needs have reported that the instruments have been great motivators during physio and OT work, encouraging pupils to stand for longer periods of time, or stand and use their physical skills independently.’ Percussion Play were very helpful and accommodating to our needs and the finished instruments are attractive with a great sound quality.’

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GUEST COLUMN

THERE’S MORE TO BEING INCLUDED THAN INCLUSION ENABLE Scotland’s executive director of campaigns and external affairs Jan Savage shares some insight into the charity’s latest campaign, looking at inclusion in Scottish schools

A *THE VIEWS OF 250 YOUNG PEOPLE WHO HAVE LEARNING DISABILITIES AND THEIR PARENTS WHO HAVE CONTRIBUTED TO ENABLE SCOTLAND’S NATIONAL CONVERSATION: INCLUDED IN THE MAIN?!

re young people who have learning difficulties really ‘Included in the Main?!’ That’s the question we’ve been asking young people, their parents and teachers through the summer months as we geared up to launch a new campaign around the educational needs of young people who have additional support needs. Our national conversation asking about the experiences of young people who have learning disabilities in Scotland was sparked by our members telling us that truly inclusive education is far from a reality for many.

EXCLUDED

We know too many young people who have learning disabilities are excluded by friends and peers; from curriculum and classroom and from opportunities and activities that

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make up every part of school life. Early indications from the survey have shown a stark picture with more than 70 per cent of Scottish pupils who have a learning disability saying they don’t get enough help and time from teachers, and 94 per cent of parents saying they feel schools do not receive enough resources to work with them*. Teachers have also been talking to us. And we know that many teachers and local authorities are working under an austerity umbrella with additional support needs staff being cut by 10 per cent since 2010. The Scottish Government cannot continue to cut support services for young people who

have learning disabilities and deliver on its promises to give them the best possible future.

THE REALITY

That’s why we need your help to highlight the reality for teachers across Scotland. Our survey has closed but we still want to hear from you. Let us know your views or tell us what the picture is in your school. You can get in touch by phone on 01698 737 000 or email campaigns@enable.org.uk. And you can follow our campaign online at www.enable.org.uk/includedinthemain, facebook.com/ENABLEScotland and on Twitter at @ENABLEScotland. ■

“We know too many young people who have learning disabilities are excluded”

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IN THE CLASSROOM

OPPORTUNITIES FOR ALL

The Scottish Qualifications Authority’s (SQA) suite of qualifications offers a wide variety of subject areas and opportunities, ensuring that there are pathways for all learners, whatever their ability. We found out more about what’s on offer for young people, and the support that’s available for staff to ensure standards are met across the board Every ASN school is different. From schools specialising in certain disabilities or support needs such as visual impairment or autism, to larger schools catering for learners with a variety of moderate needs, Scotland is home to a diverse range of learning environments. Which makes the assessment and qualification process all the more interesting – and it’s not to say that ASN learners have to miss out. SQA has a variety of different learning pathways for those with additional support needs, from level 1 and up. “We cater for a wide range,” explains Sandy Riddell, Qualifications Manager at the Scottish Qualifications Authority. “Candidates in ASN schools, generally speaking, will often be doing qualifications at level 1 and 2. There are also schools that are quite broad and wide ranging; where candidates can achieve qualifications at higher levels. They’ll maybe have candidates doing qualifications at level 4 or 5.”

SELECTION

And there’s a good selection of qualifications out there to ensure that everyone can study towards something and have their 8

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achievements recognised. For youngsters who perhaps can’t cope with more traditional academic subjects within the curriculum – for instance, maths or modern languages – there’s the option of studying towards an SQA Award, a more flexible approach to learning with a vocational or practical focus. “We’ve got additional qualifications like the Personal Achievement Award, which has been quite successful,” Sandy says. “Schools really seem to like that particular award, which is available at levels 1 and 2. The Personal Achievement Award is varied, with a range of different units to choose from, including healthy eating, fundraising, travel in the community, enterprise and employment skills. On offer alongside the Personal Achievement Award are Awards in Cycling and Scottish Studies, both of which are proving popular in ASN environments. “Some schools choose to follow a curriculum model that is similar to the other levels, so we’ve tried to ensure that we have a range of qualifications that will allow candidates the option to progress through the levels in each of the curriculum

areas,” Sandy explains. “For example, if a candidate is able to go from a National 2 qualification to National 3 or National 4 in a similar subject, there is the route for them to progress through the hierarchy of qualifications in that subject area.”

PROGRESSION

For others, progression in the traditional sense isn’t an option, but that doesn’t mean that learning has to stop. “What we do want is to make sure we’ve got a breadth of qualifications that allows lateral progression,” Sandy says. “Candidates can keep studying at the same level and even though they won’t necessarily advance upwards, they’ll do more at that level and widen their range of experiences.” At SCQF levels 1 and 2, the qualifications are internally assessed, which can present challenges when working with young people with additional support needs. Adaptations and adjustments are often required to ensure that candidates can complete assessments fairly. “Teachers are very good at this,” Sandy explains. “They’re used to adjusting the assessments at this level. We provide www.teachersresource.co.uk

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ABOUT SQA AWARDS SQA Awards are flexible and designed to enable learners to work towards a qualification while undertaking units or courses which suit their abilities, needs, aims and objectives, and those of their assessment centre. Awards available at SCQF levels 1 and 2 include:

assessment support packs, which include suggestions for assessments they might want to use, and they can use them as they are, but some may want to adapt them to suit their learners. Those adjustments can range from minor changes to quite significant ones. We have a prior verification service in place so that if anyone is making quite significant changes to what’s in the assessment support pack, they can send it in for us to check that it still meets the standard.” Adjustments vary from school to school and candidate to candidate, but can include practical helpers, changing the layout of assessment (such as the type or size of font or colour of paper), assistive technology and prompting.

any queries, questions or concerns, someone will be able to provide answers. “There is such a large range of special schools, each with different backgrounds and varying degrees of experience with our qualifications system. For example, some of the bigger schools have a large number of staff who are familiar with the system, while in some of the smaller schools, staff may be a little unsure,” Sandy points out. “Their background might be primary teaching as well, not secondary, so they might be less familiar with our system. But there’s so much good work happening in all of these schools – we want to reassure them that they’re doing the right thing and also that we’re here to support them along the way.” n

INSPIRATION

“We’ve got the SQA Understanding Standards website where we’ve started to put on a gallery, with pictures of some of the assessments that have been done in different schools and the approaches that they’ve taken,” he adds. “The idea is that it will be added to over time and schools can take inspiration from each other.” SQA has developed a system which ensures there are opportunities for all – and that staff will be supported to ensure that they get there. With trained verifiers in each local authority, local networks, liaison managers across Scotland and support from SQA’s qualification teams, if teachers have www.teachersresource.co.uk

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more information For more information on the qualifications available, head to SQA’s website at www.sqa.org.uk. To view the gallery of National 1 and National 2 assessments, visit SQA’s Understanding Standards website at www.understandingstandards. org.uk

Cycling

The Cycling Awards give learners the skills they need to check, maintain and ride their bikes safely – good for promoting independence.

Personal Achievement

Personal Achievement Awards encompass a range of different areas so enable learners to grow in confidence, independence and their ability to communicate. They develop candidates’ ‘life skills’ as well as their employability skills.

Personal Development

Starting at level 2, Personal Development Awards aim to help learners become more independent and to develop their potential as contributing members of society by developing self-reliance, self-esteem and confidence.

Scottish Studies

This award helps learners develop a better understanding of our home nation, its people, languages, culture, society and heritage, linking into areas across the curriculum. It starts at level 2. For more information, visit www.sqa.org.uk/awards

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The Lesson Plan for today

Financing Equipment • Most schools and Academies receive their funding via Local and Central Government and for these organisations commercial borrowing is strictly disallowed. • Finance Lease; Lease Purchase; Hire Purchase and Loan agreements are all classified as forms of borrowing; so what other option is there, apart from paying cash? • The good news is that they are permitted to enter into Operating Leases, as these are not classified as borrowing; but what then is an Operating Lease? • Simply speaking, it is a method of obtaining the long term use of suitable equipment, without the need to buy it, or to pay back its full value. • So, if your organisation needs equipment and you do not have the capital budget (or you need to preserve that) then why not contact a company who will guide you through the process, in accordance with the rules.

That would be us then Mike Ringrose | Finance for Education | Arkle Finance Ltd 01933-304789 | mringrose@arklefinance.co.uk

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CHARITY FOCUS

A NEW LEASE OF LIFE We find out how one charity is helping kids with disabilities achieve happiness, comfort and independence with an innovative equipment scheme

or kids with disabilities, accessing specialist equipment, including wheelchairs, communication aids, beds and postural support systems, plays a vital role in improving and protecting their daily lives. But such equipment is drastically under-provided, preventing children from living their lives to the fullest, even stopping them from accessing education and their local community. And that’s where the Newlife Foundation comes in. The UK charity was created over 20 years ago with the aim to fill in the gaps left by statutory provision.They provide practical equipment and support for under-19s who are struggling with life-limiting illnesses and disabilities.

SCHEMES

They have two types of loan schemes – the first offers emergency loans to families with children who have life limiting or terminal illnesses requiring urgent aid. Unlike statutory bodies that can take up to 12 months to clear assessments, Newlife ensure that items, like specialist beds or pushchairs, reach the family within 72 hours of that application being made. The second service is an equipment grant which funds permanent provision of a wide range of aids from portable hoists to safety buggies. “We put family at the centre of everything we do,” explains Stephen Morgan, head of operations at Newlife. “Which is why we choose to use professional nurses because what is important to us is that you can pick up a phone, contact a nurse and get all sorts of advice about the child’s condition, information about how to be plugged into local statutory services and key services that are absolutely fundamental for any family with a disabled child.”

IMPORTANT

The staff at Newlife understand how www.teachersresource.co.uk

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“Having a walker of his own means Jamie is doing the work himself and getting a bit of freedom” important it is for families to receive the right equipment at the right time. One youngster that can’t believe his luck is Jamie from Arbroath. He contracted meningitis when he was two weeks old. He sustained a brain injury and needs to use a wheelchair. Newlife helped to provide a specialist walker to support him getting around. Mum Donna says: “He really loves it – it gives him a bit of independence. You’ve only got to see the expression on his face – it totally lights up – when he is strapped into his walker to understand what it means to him.” The walker not only provides Jamie with

some independence, but also helps maintain his muscle and bone density as well as aiding circulation and digestion. “Having a walker of his own means Jamie is doing the work himself and getting a bit of freedom. That’s really important to him – it gives him a sense of pride.” From reducing pain and hospital time to giving them more freedom – these tools have the power to change children’s lives inside the classroom and at home. Let families in your school community know about this fantastic service today – it could be just what they’re looking for. n

more information Teachers and parents can contact Newlife nurses at any time on 0800 902 0095 or nurses@newlifecharity. co.uk.

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pupil PUPIL support SUPPORT

APPRENTICESHIPS An option for everyone

For teachers working with ASN pupils, transitions can be a little more complex than for students in mainstream schools – and it’s wise to be aware of the opportunities that are out there. We find out how apprenticeships are creating positive pathways for pupils of all abilities Scotland-wide

pprenticeships are a great way for young people to get a job, get paid and get qualified – and they’re a lot more inclusive than you’d think. Apprenticeships in Scotland provide fantastic pathways into fulfilling careers, and there are plenty of ways in which young people with additional support needs can get involved. As well as offering a stepping-stone towards a career, apprenticeships give young people a chance to learn, earn and gain industry-recognised qualifications. There are over 25,500 new Modern Apprenticeship opportunities across Scotland each year, with over 80 different types available in hundreds of jobs.

EARN AND LEARN

Modern Apprenticeships combine work with learning, giving individuals a proper paid job while they work towards a specific qualification. Training can take place on the job, as day release or a block at college or with a training provider, via distance learning or with a range of different courses. From financial services and healthcare to construction and IT, there are lots of opportunities out there – 91% of apprentices were in work or education six months after completing their apprenticeship. Apprenticeships are great for young people who are either keen to work or don’t like the idea of a traditional education settings like college or university, with the focus very much of developing the skills required to succeed in a particular line of work. “Apprenticeships offer young people the opportunity to get a job, get paid and get qualified all at the same time,” 12

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says Karen Murray, Head of National Training Programme Development at Skills Development Scotland. “The unique skills learned on the job are of great benefit to not only an individual, but also to industry across Scotland.”

OPPORTUNITIES

Modern Apprenticeships are open to young people who have reached the minimum school leaving age. They are also open to existing or new employees – so young people who already have a part-time job with a company could be taken on as apprentices. Better still, Foundation Apprenticeships mean young people can complete elements of a Modern Apprenticeship while still at school. Foundation Apprenticeships are an option for pupils in S5, which they can choose to do at the same time as taking Highers or Advanced Highers. With a Foundation Apprenticeship, pupils spend part of the week out of school, gaining hands-on experience at a college or with a local employer, leading to an industryrecognised qualification. With a Foundation Apprenticeship under their belt, young people can go straight into employment, strengthen their college or university application or gain accelerated entry onto a Modern Apprenticeship. While many people are aware of the doors which apprenticeships can open, they don’t know about accessibility. Many young people with additional support needs go into apprenticeships – and there’s lots of support there to help them.

ACCESS FOR ALL

Skills Development Scotland, which oversees the running of Modern Apprenticeships in

Scotland, is committed to making access to apprenticeships easier, and work with employers and training providers to offer equality and diversity training. “We aim to ensure everyone has access to apprenticeship opportunities where it is the right route for them based upon their strengths,” says Karen. “No matter your background, you can get your career off to a great start across a wide range of jobs with an apprenticeship. Support is available for young people on the job during their apprenticeship too. They’ll be eligible for Access to Work (www.gov.uk/access-to-work), government funding which is used to pay for adaptations or support required in the workplace. This could include interpreters, support workers, adaptations to the workplace or training for colleagues. Employers may also be able to access The Open Doors Consortium, who offer in-work support for 16 to 29 year olds, including apprentices – so there’s no reason why young people should be put off applying for apprenticeships if it is the right choice for them. With so many fantastic opportunities out there, and support available, make sure your pupils are clued up on their options when making transition plans. It could be the first step towards a successful lifelong career. n

more information Find out more about apprenticeship opportunities in Scotland at www.apprenticeships.scot.

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“I’M NOW A LOT MORE CONFIDENT AND RESPONSIBLE IN EVERYTHING I DO” Eighteen-year-old Murrie Robertson from Kilmarnock has completed the first year of his Modern Apprenticeship with Active Schools. He told us about his experience. Murrie Robertson’s unmistakeable love and passion for sport meant there was only ever one industry he saw himself working in. When the opportunity to work, learn and earn in a sporting setting arose, he grabbed it. The Modern Apprentice has completed the first year of his Active Leisure and Learning apprenticeship within the Vibrant Communities department which has given him a wider range of experiences than he

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could ever have imagined. Murrie says: “I get to work with so many different people and learn so much every day.” Murrie is working towards his qualification with East Ayrshire Council. His apprenticeship sees him working in schools across the local authority area to promote and deliver sports and healthy activities. It’s a job he takes great pride in. “My role involves going into schools to provide sport support,” he explains. “I also link with additional support needs schools as well as mainstream schools. I love helping to coach the pupils and help them work towards competitions; it’s a

great feeling.” Murrie himself has additional support needs and it means a great deal to him to be able to help those with similar needs. One particular highlight was visiting his old school as part of his job. Murrie feels there have been other benefits to working and training. “I’ve definitely changed since becoming an apprentice. My personality has changed and I’m now a lot more confident and responsible in everything I do,” he explains. Gary Seymour, from Vibrant Communities and Murrie’s manager, says: “Murrie has brought drive and a keen spirit and works to ensure every job and task is carried out to the highest standard. He has been a pleasure to manage and mentor.”

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Holistic Progress Reporting for Special Schools

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An integrated system that tracks pupil, cohort and whole school progress using an unlimited range of customisable 'I Can' statements

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PRODUCTS AND RESOURCES

UNLOCKING

TOP TECH:

EDUCATION The marketplace is brimming with useful products and services to make learning more accessible for pupils – and to make teaching a lot easier for staff too! We take a look at some of the best items on the market

en years ago, pupils with additional support needs had a harder time accessing technology and specialist products to help them participate in lessons and learn to their full potential. Laptops were heavy and expensive, and the software to make them accessible cost a small fortune. Pupils were reluctant to use any equipment which might make them stand out, and local authorities didn’t have the money to spend on the pupils who needed it. Today, it’s a very different picture. Authorities are wising up to the importance of getting the right support in place – and it’s becoming a lot more accessible and affordable.

CHANGING LANDSCAPE

“I remember people were buying communication aids and they would cost £6,000 easy,” says Paul Nisbet from CALL Scotland, the government-funded organisation which is making assistive technology more accessible for children with additional support needs. “The kind of thing Stephen Hawking uses. Also at the time, software was quite expensive. “Now, looking at 2016, you find all sorts of things that have improved mightily. Your laptops are cheap, and very light. They come with all sorts of neat things that you can use out the box. You can even get Scottish computer voices – so things can be read out to you by Stuart or Heather, or even if you were in the Gaelic medium education, we’ve got the new Ceitidh voice. You can go

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into your exam and if you have a reading difficulty, you can get your digital exam paper from SQA, fire it up on your laptop and have it read out to you in a Scottish voice. Which costs you nothing. Speech recognition, where you talk to the computer – we’ve been trying to use it for the last 20 years, but the latest version of the Dragon speech recognition software is looking pretty good.”

PROGRESS IN PRODUCTS

Some of the biggest progress in recent years has been made thanks to iPads. The tablet devices come equipped with lots of great accessibility features, including text-tospeech, making them incredibly userfriendly. Different apps too make them more accessible – the likes of Widgit (www.widgit. com) are making brilliant symbol-based communication apps which make life a lot easier for non-verbal pupils. Widget have also created a clever symbol-based word processor for use by children with literacy difficulties. “It used to be that, if you were the only learner in the class who had a laptop or an electronic note taker, there was a certain amount of standing out,” says Paul. “Particularly when you get to secondary school – we quite often had situations where the response was, ‘He doesn’t want to use it.’

One of the reasons was that it made them different. Now that everybody’s got them, that’s significant.” Eye-gaze technology is improving vastly too. Eye-gaze tech replaces the standard computer mouse, allowing children with physical difficulties to control a computer, use communication aids or even play computer games. One gadget that’s making a difference in schools is the Scanning Pen. This clever digital device processes words on a page when scanned over and reads them out loud – so pupils with learning disabilities or dyslexia can easily understand questions in exam papers or words in a book. “The C-Pen Reader and C-Pen Exam Reader are portable pen scanners for students wanting to improve their reading ability,” explains Scanning Pens’ Ed Hill. “As well as reading words and lines of text aloud, the C-Pen Reader also has a dictionary, scan, store and upload function and a voice recorder. The C-Pen Exam Reader is just a text reader – you’re not allowed dictionaries in exams – and can be used by students with access arrangement in SQA exams. The

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PRODUCTS AND RESOURCES

pens all come with headphones so can be used discretely in class or the library.” As well as being useful, Scanning Pens’ products are portable, easy to use, and affordable too, with the Exam Reader costing just £200. Find out more at www.scanningpenshop.com.

TEACHER SUPPORT

And it’s not just pupils who are benefiting from specialist technology and software – more and more organisations are emerging to make life easier for teachers too. Escendency’s Onwards and Upwards programme is designed specifically for ASN schools, offering an all-in-one pupil progress tracking service which collates all the information you need, from curricular progress to achievements in areas such as life skills. “It’s not only academic progress, your usual English and maths, but also things like social, emotional and behavioural issues,” says Escendency’s Mark Robinson. “Our system is designed to be a one-stop shop for the school to track all their pupils for everything and then report on that at the touch of a button.” Onwards and Upwards, which is cloudbased so there’s no lengthy installation process, is completely customisable to schools’ needs. At present, 50 special schools in England have signed up, with two in Scotland now logging on. The system is based around ‘I Can’ statements, or learning outcome checklists,

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so teachers can track progress in different practical areas too. They can choose statements from a library, which has been made up by users in schools nationwide. To suit the Scottish schools, Onwards and Upwards’ statements have been tailored to include things relevant to CfE, Girfec and Education Through Care Scotland too. Onwards and Upwards can be used to produce reports on individual children, groups of pupils, subject progress, achievements in certain areas or even a whole-school picture, and it can be accessed by teachers, support assistants and management alike – without needing to log into several different programs and trying to collate information manually. Find out more online at www.onwardsandupwards.com With so much on offer at affordable prices, there are more and more opportunities for pupils to embrace everything education has to throw at them. If you have a pupil in your class who’s struggling, start investigating the different platforms that could help. ■

MORE INFORMATION Find out more about different assistive technology options for learners with additional support needs from CALL Scotland, www.callscotland.org.uk.

www.teachersresource.co.uk

05/09/2016 12:52

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The Scottish Sensory Centre (SSC) is a national organisation, based in the University of Edinburgh, which promotes innovation and good practice in the education of deaf, visually impaired, and deafblind pupils. We have an excellent track record in delivering high quality Career Long Professional Learning (CLPL) to teachers of children with visual impairments and children who are deaf. Current training opportunities include: SQA Exam Arrangements, Social and emotional support, Sensory Stories for learners with complex needs, Visual Impairment Awareness. Ongoing Projects include developing glossaries of curriculum subjects in British Sign Language (BSL) in Mathematics, Science (Chemistry, Biology, Physics and Astronomy) and Geography. The glossary is unique as it contains definitions and examples of the terms in BSL to ensure that context is understood. A BSL Glossary App will soon improve access to this resource currently held on our website. Our Early Years working groups have produced DVDs: Let Me Play and Positive Play. Learning opportunities are enhanced by our Library & Information Service; library members can borrow from an excellent collection of books, journals, DVDs and assessments and anyone can access the huge amount of resources on our website. To apply for an SSC course and for more information, email sscmail@ed.ac.uk or visit our website:

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05/09/2016 14:33

IN THE CLASSROOm

Breaking down

barriers in books The Scottish Book Trust’s annual Bookbug Picture Book Prize is voted for by kids across Scotland – and it’s more inclusive than ever thanks to some handy resources to ensure every child can have their say. We found out more about what’s on offer

eading can be an incredible experience – you can be transported to far-off lands, meet new friends and even have your heart broken thanks to the power of the written word. But sadly, the magic of books isn’t open to everyone. Children and young people with certain disabilities aren’t able to engage with traditional print texts – and that’s one barrier that the Scottish Book Trust are keen to break down to make reading accessible to all.

OPENING UP

This year, the Trust’s Bookbug Picture Book Prize is more accessible than ever before – and, in turn, reading is even more open. “The Bookbug Picture Book Prize is an award where children aged three to seven across Scotland will vote for their favourite book from a shortlist of three,” says Chris Leslie, Scottish Book Trust schools resource developer. This year’s shortlist is made up of Hare and Tortoise by Alison Murray, Shark in the Park on a Windy Day by Nick Sharratt and There’s a Bear on my Chair by Ross Collins. All three books are in the Bookbug Primary 1 Family Bag, which is issued to P1s nationwide. Ahead of the shortlist’s launch in August, The Trust worked to open up the books, as well as discussion, lessons and voting, to as many young people as possible. “The first thing we did was film videos of each of the authors reading their book in full and making it available www.teachersresource.co.uk

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on the website,” says Chris. “That means children without formal reading skills are given a chance to access the book. In terms of additional support needs, the main element of what we do is with CALL Scotland. CALL Scotland will provide accessible versions of the books, digital versions. They are available on request.” In amongst the accessible versions are those which are compatible with eye-gaze technology and those that come with recorded narration.

DISCUSSION POINTS

“CALL also provide us with their symbol sheets,” Chris adds. “The aim is to provide a way for kids with communication difficulties to chat about the books, say what they like and dislike, do some activities around them and then vote for their favourite.” As well as the Bookbug Prize, Scottish Book Trust have the Scottish Teenage Book Prize for older readers where, again, CALL have provided accessible versions of the texts, which are available on request. With all of this on offer, there’s no reason why your pupils can’t cast their vote for this year’s prize. Get online and start investigating the different formats available now. n

more information Voting for the 2017 Bookbug Picture Book Prize closes on 9 December. To access the resources that tie in with this year’s shortlist, head to www. scottishbooktrust.com/bpbp.

| | Summer Issue 12016

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05/09/2016 11:22

REAL SCHOOLS

PREPARING FOR

THE FUTURE

Falkland House School director Stuart Jacob shares what he and his staff are doing to help get their pupils ready for the next step after education with their pioneering employability programme

utism can come with several complications – as Stuart Jacob and his team at Falkland House School in Fife know all too well. The independent boys’ school caters for eight to 18-year-olds with emotional and behavioural difficulties, with 80% of their role having been diagnosed with autism spectrum conditions. “When the boys first come in they’re having meltdowns because they don’t have a lot of experience with things not going quite right,” Stuart explains. “So we make sure that they have those experiences – we push them not to be able to get everything right first time, so they build up resilience and find different ways of doing things.”

ON PLACEMENT

One way in which they’re doing this is with their employability programme. There are two strands to the programme, the first being a work placement scheme. “We’ve had two work placements now at the Scottish Government in Glasgow,” says Stuart. “They travel from here – we’re near Glenrothes – over to Glasgow. It went really well; we’ve been working with them for 20

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over a year now. Someone is coming back after the summer to do a placement at an accounts firm in Dundee too.” The placement scheme pushes the boys outside of their comfort zone in the school grounds, letting them mix with the wider public and see what the world of work is really like. Placements are tailored to the boys’ preferences and abilities, and they’ll be supported to do things as independently as possible.

WORKING IT

Within the school, there’s the contract services firm. The company has a team who will pitch for jobs – such as cutting the grass in the school’s grounds – and then recruit other pupils to undertake the work. “We make sure that if there are eight applications, there’s only six jobs, because they have to accept failure as well,” Stuart explains. “They write their CV, apply for the job and then get interviewed. Before they get accepted, they have to pass exams – they might have to pass Lantra, for example. If they get the job, they’ll be assigned certain areas to work on throughout the week, at night time, weekends, and they get a wage

packet twice every term which, again, they run.” As well as teaching the pupils new skills, it’s helping them to recognise their strengths and weaknesses, improving their CVs and interview techniques, putting them in better stead for college or job applications after they finish school – and they’re achieving well beyond what anyone expected when the programme was set up. “There are so few opportunities for our kids,” Stuart says. “It’s hard enough in the big wide world , but if you’re coming out with autism it’s so much harder. Our kids, like it or not, realise that they aren’t going to get as many opportunities because they haven’t in the past – and we hope we’re changing that. It’s a long process, but we’re getting there.” ■

MORE INFORMATION Falkland House School www.falklandhouseschool.org

www.teachersresource.co.uk

05/09/2016 11:25

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05/09/2016 15:02

OUTSIDE OF SCHOOL

LEARNING OUTSIDE THE CLASSROOM

Whether your pupils need support with their learning, behaviour or physical challenges, it doesn’t mean that school trips are out of the question – in fact, venues up and down the country offer fantastic accessible days out that can be tailored to meet the needs of groups from ASN schools. We take a look at some of the best Trains, planes and automobiles

Glasgow’s Riverside Museum houses the contents of the former Transport Museum – and a little bit more! The museum is home to over 3,000 different objects, from skateboards to a Subway carriage, guiding you through Glasgow’s rich past. The purpose-built facility on the banks of the River Clyde was all designed with access in mind, so expect a smoother-than-average trip if physical access is a requirement. Some staff have been trained in basic British Sign Language too. Find out more at www.glasgowlife.org.uk.

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Meeting the Bard

In Ayrshire, the Robert Burns Birthplace Museum is great for English classes. The museum celebrates the country’s most famous poet, and existing workshops can be tailored. The When Burns was a Bairn and Robert Burns Superstar workshops are particularly successful due to their practical elements. The education team will work with teachers to come up with a lesson plan that meets your students’ needs. For more information, head to www.burnsmuseum.org.uk or call learning officer Ally Beckett on 01292 430 315.

All aboard

The Royal Yacht Britannia moored in Leith has won praise for its access features – and young learners will be fascinated as they’re transported back in time on this floating royal residence. Accessible tours are available in Braille and via a BSL tablet, and the yacht is wheelchair accessible too. It makes for a great day out for school groups keen to soak up a bit of history – and teachers will enjoy the luxury of the yacht as well! Get more information on access features and booking trips at www.royalyachtbritannia.co.uk.

www.teachersresource.co.uk

05/09/2016 11:30

MEET THE PROVIDER: ABERNETHY

(L-R) The Robert Burns Birthplace Museum, The Riverside Museum, Royal Yacht Britainnia and Edinburgh Zoo.

Going historical

Really wild

Climbing higher

Hit the slopes

PICS: ROYAL YACHT BRITANNIA:MARC MILLAR

If you’re struggling to get learners to embrace history lessons, why not bring the facts and stats you’re talking about to life with a trip to one of Scotland’s historical sites of interest? While physical access isn’t the greatest at some Historic Environment Scotland sites (they didn’t have building regulations back in the day), property managers will do what they can to accommodate any special needs you might have within your group. Whether you’re off to Stirling Castle, Stanley Mills in Perthshire or Dunblane Cathedral, you’re guaranteed a fascinating day out. Check out access features at Scotland’s various interesting sites at www.historicenvironment.scot To get your pupils active and trying out different sports, get in touch with local facilities to see what’s on offer. Indoor rock climbing, for instance, is much more accessible than you’d think – and it’s actually proven to have therapeutic benefits for some children with autism and learning disabilities. It’s a great activity for building confidence and working on teamwork too. Centres nationwide can offer great access and knowledgeable instructors to make your visit plain sailing – so encourage your pupils to reach new heights! Try the Edinburgh International Climbing Arena at www.eica-ratho.co.uk. www.teachersresource.co.uk

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If you want to explore the animal kingdom, Edinburgh Zoo’s education programme regularly welcomes pupils with additional support needs and ASN school groups. The zoo’s education centre is wheelchair accessible, and there are several accessible toilets around the zoo too. For workshops, adults work one to one with ASN pupils to ensure everyone is able to take part. If you want to get up close and personal with the animals afterwards, check out the zoo’s access map or use the wheelchair accessible vehicle to travel to the top of the zoo’s steep hill and work your way down. Find out more at www.edinburghzoo.org.uk/ education. Disability Snowsport UK run classes for school groups of up to seven pupils who want to hit the slopes. Ski lessons are available across the UK, but in Scotland, you can check out Cairngorm Mountain or the indoor slope at Glasgow’s Snow Factor. Skiing and snowboarding needn’t be a pipe dream for your learners – and DSUK’s fantastic instructors are more than willing and able to help them learn an exciting new skill. Whether skiing, snowboarding or mono-skiing, there’s something for everyone – and a one-off school trip could turn into a lifelong passion. Find out more at www.disabilitysnowsport.org.uk.

Residential trips are a rite of passage for young people – and those with additional support needs shouldn’t miss out, as Abernethy know all too well. A pre-approved provider with a number of local authorities, Abernethy have four outdoor activity centres across Scotland where they run adventurebased residential trips for primary and secondary school groups. From canoeing to coasteering, sailing to zip wire, Abernethy’s centres have plenty to offer youngsters – and trips can be adapted to meet the needs of young people with additional support needs. “Sometimes we’ll get groups where the whole group have additional needs, but at other times there might be one child at a mainstream school,” explains Barry Edmondson, Abernethy’s deputy chief executive. “We’ll gear the activity to them – we’re looking to see who’s least able to make sure they can be included.” As well as making sure the whole group can access activities, Abernethy will get extra helpers on-hand where necessary, ensure the same instructors are working with the group during their stay (which usually lasts Monday to Friday) and make sure the children work in smaller groups, usually of four to six. “A lot is done in terms of preparation before they come,” Barry says of how they work with school staff. “Choosing the programme and working through the aims – it’s not just about the activities.” School staff will identify their aims for the week – from teamwork to confidence building, communication to self-esteem – and the Abernethy team will work to make the whole process as easy as possible. “We’ve got pre-printed lists, pre-printed kit lists, stuff that could go to the parents – we appreciate that handling trips, there’s loads to think about,” Barry adds. “Taking a group of young people away is enough as it is, we want to make the trip as smooth as possible.” Find out more about residential trips at Abernethy’s outdoor centres at www.abernethy.org.uk.

Issue 1 |

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DES CLARKE TONY ROPER

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02/09/2016 22:34

OUTSIDE OF SCHOOL

ACCESS TAKES

CENTRE STAGE

Nothing compares to the magic of the theatre, which is why Scottish venues are teaming up with ASN schools to allow children to experience special theatre performances. Rachael Fulton finds out more about what’s on offer across Scotland

hen your pupils have additional support needs, a trip to mainstream theatre shows can be problematic, or completely out the question. Children with autism, communication difficulties and learning disabilities can become overstimulated by the lights, noise and environment of an auditorium. Enter relaxed performances: the best way for children with additional support needs to enjoy the theatre. These performances reduce onstage noise levels and maintain brighter lights within the venue to reduce stress, while also allowing children freedom of movement and noise within the theatre. There is also increasingly better provision for children with hearing impairments in theatres, with captioned and subtitled performances cropping up more often in

“One young person was so thrilled – he normally struggles to sit still, but he sat through the full performance” www.teachersresource.co.uk

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annual theatre programmes. Arranging a school trip, whether to the Scottish Ballet or the yearly panto, is becoming easier yearon-year as theatres adapt for guests with additional support needs. Here are some of the Scottish theatres making a difference.

EDINBURGH’S FESTIVAL THEATRES

Leading the charge on relaxed theatre, The King’s in Edinburgh hosted Scotland’s first ever relaxed performance in 2012 and now boasts a continuing programme of performances suitable for people with additional support needs. They have since introduced relaxed pantomimes, firstly to invited audiences from Edinburgh ASN schools and later to the general public. They also have an ongoing schedule of BSL interpreted and audio-described shows for hearing impaired people, and ‘touch tours’ for those with visual impairments, which allow guests to feel the costumes, props and sets, to better imagine the performance. “The opportunity to take kids to a relaxed performance at the Festival Theatre is just extraordinary,” says Celine Sinclair, chief executive at The Yard, an organisation for young people with disabilities. “It’s amazing to see how happy it made everyone. One young person was so thrilled – he normally

struggles to sit still, but he sat through the full performance, enthralled. The opportunity was truly wonderful. With more demand for relaxed performances there will be more shows, so I hope more organisations and ASN schools get involved.” Edinburgh’s Festival Theatre is also behind new initiative The Awfey Huge Variety Show, which brings together all state-funded ASN schools in Edinburgh to create a fantastic variety show celebrating young learning disabled artists. It evolved from an annual project run with Pilrig Park High School, and is now an all-singing, all-dancing, allinclusive show for young performers. Find out more about Edinburgh’s Festival Theatres and the Awfey Huge Variety Show at www.edtheatres.com.

DUNDEE REP THEATRE

Imagine introducing your class to the wonders of The Jungle Book, Roald Dahl’s The Witches and James and The Giant Peach, all within a welcoming and comfortable theatre environment. These shows are just some of the incredible, colourful performances that have been adjusted for people with special needs at Dundee Rep Theatre in recent years. The Rep work closely with the National Issue 1 |

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outside of school

Autistic Society (NAS) not only to provide performances for young people with special needs, but to deliver participation opportunities in drama and technical theatre. The Rep also provide a ‘visual story’ resource, downloadable from their website, to allow the teachers, carers and parents of children with autism spectrum disorders to help familiarise them with the theatre environment before visiting. Adapted performances are open to ASN schools, families and carers. To find out more about getting involved at The Rep, email smorrice@dundeereptheatre. co.uk or check out the website, www. dundeereptheatre.co.uk.

The King’s Theatre, Glasgow

Glasgow’s King’s Theatre had its first relaxed pantomime performance in 2015. With help from the National Autistic Society, the theatre has been supported to create a fun, annual performance for visiting ASN schools and others with additional support needs. Designated ‘chill out’ areas are made within the theatre for kids to take a break from the performance should they need to,

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and all staff and performers are given extra training to be able to properly attend to their audience. Schools from across the central belt treat their students to this panto, with rave reviews. Scottish Opera and Scottish Ballet also use this venue for their accessible performances, broadening the spectrum of events available to ASN kids. “SEN inclusion is really important to the King’s and Theatre Royal,” says Alison Cowan, creative learning manager. “We aim to be welcoming and accessible to diverse audiences and work hard to ensure that all our customers have an easy and enjoyable experience of live theatre. A tailored service is available to those who may want assistance and we have dedicated staff on hand at every performance to help.” Find out more at www.atgtickets.com/venues/kingstheatre.

Aberdeen Performing Arts

Responsible for His Majesty’s Theatre, The Music Hall and The Lemon Tree, Aberdeen Performing Arts cater for people with additional support needs across all of their theatres. The organisation works directly

“We would be happy to welcome ASN school trips to our relaxed performances at the theatre” with North East Sensory Services (NESS) and other local groups to make shows more accessible for audiences with special needs. “Aberdeen Performing Arts is committed to making theatre inclusive and enjoyable for all, and our venues are designed to be as accessible as possible,” says Lynn Hackett, Aberdeen Performing Arts’ customer services manager. “The majority of His Majesty’s Theatre shows are captioned, BSL interpreted and/or audio described. We would be happy to welcome ASN school trips to our relaxed performances at the theatre and to other accessible performances that suit the needs of the group.” Find out more about upcoming shows at www.aberdeenperformingarts.com. n

www.teachersresource.co.uk

05/09/2016 13:50

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05/09/2016 12:26

REAL SCHOOLS

BEHIND THE

NOISE

We found out more about the Glasgow school joining forces with music industry professionals to create exciting learning opportunities for their pupils

or one group of pupils at Hollybrook Academy, an ASN school in Glasgow’s Govanhill area, the whole year builds up to a night just after the Easter holidays, when they’ll ditch their school uniforms to take on a slightly more rock ‘n’ roll persona, performing to a packed audience at Glasgow’s Classic Grand. It’s a massive night for these young learners – and it’s all down to the Behind the Noise music education project.

BUILDING SKILLS

Behind the Noise was set up by music industry professionals, who work with schools from across Glasgow and Renfrewshire to teach them about the inner workings of the music business, culminating in a gig at the end of the school year. Hollybrook Academy is the only ASN school taking part in the course at present, and according to head teacher Jackie Newell, it’s been a massive success. “They get to work in a range of different roles within the music industry,” she says. “Not everybody is musical. Only a select few of us have that gift! They look at the music industry in its entirety. They look at how bands promote themselves, how they get together, their target markets. Out of the group, a few will be involved in performing but everybody has a job, a role, and they’ve all played a part in getting them to the concert.” The concert is a real thrill for the pupils, who really grow in confidence throughout the year, as well as developing other vital skills like teamwork, communication and 28

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problem solving. “We have various musical acts within the school, so we have lots of young people who are used to performing,” Jackie says. “It’s one thing performing on your school stage; it’s quite another performing in a big gig venue in Glasgow. There’s a real heightened sense of anticipation, importance – but they do so well.”

AMAZING OPPORTUNITY

Throughout the year, the pupils take part in workshops with the Behind the Noise team. The school music department work on perfecting their performance and song choice ahead of the gig, and then the band get a session in a recording studio. “That’s an amazing opportunity,” music teacher Karen Partyka says. “The people from Behind the Noise treat the pupils quite differently to how the teachers do. They’re more like mentors than teachers. The two guys we work with are very good with the children – they listen to them, they show them different things on the computer and the different technology they have.” The group, made up of pupils from S3 through to S5, are already asking about this year’s event – and Karen and Jackie are more than keen to keep the relationship with Behind the Noise going. “Seeing them on stage producing music – they were just as good as their mainstream counterparts,” says Karen. “It’s given them an amazing opportunity. But why should they not have been given it? They have as much right as any pupil in any other school. I was very proud seeing them up there.” ■

MORE INFORMATION Find out more about Behind the Noise at www.behindthenoise.co.uk.

www.teachersresource.co.uk

05/09/2016 11:37

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Independent Living Scotland, Scotland’s leading disability lifestyle and independent living event returns this October. Join fellow professionals in discovering products, services and information that is ideal for children within your school. See the very latest mobility solutions, access equipment, sensory, communication and more. Plus, share advice, network and attend free supporting seminars too.

15/08/2016 10:34

r r ste fo gi ce ng Re van rki a ad E P E FR

Calling All Teachers!

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We look forward to seeing you there!

5th & 6th October 2016 SECC Glasgow

Inspiration • Innovation • Choice

See over 100 exhibitors including:

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24/08/2016 14:49

05/09/2016 12:30

IN THE CLASSROOM

“If your child can’t cope in a mainstream school and goes to a special school, you have to come to terms with it. Once you’ve accepted that, it can be great to see them excel in other parts of life” Jill Coleman, sportscotland

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www.teachersresource.co.uk

05/09/2016 11:39

ational organisation sportscotland works within ASN schools across the country, enabling kids with additional support needs to get involved in sport. Working within all 32 local authority areas, sportscotland’s network of over 400 Active Schools managers assist children and young people in gaining access to sport, through physical activity at lunchtime and fun afterschool clubs. They work across mainstream primary and secondary schools, but one of their core commitments is to make sport more accessible for kids with disabilities and additional support needs. Jill Coleman, Active Schools coordinator for sportscotland, works with 11 ASN schools in the Edinburgh area to promote opportunities for young people with additional needs. This involves bringing local clubs, organisations and professionals together to support children in becoming more active and learning about different sports. “One of the things that’s great about the Active Schools programme, having spoken to parents, is that a lot of the children have brothers and sisters who go to after-school clubs, and have wanted to go to after-school clubs themselves for a while,” says Jill. “The child sees their brother or sister doing it and thinks, ‘I want to do that.’ If you think about children who attend special schools, they are often bussed out of the community to go to school and rarely have opportunities to spend time with peers. If they come to one of our after school clubs, they can say – or Mum can say – ‘Johnny’s off to basketball.’ It also gives parents that extra hour of respite in their day.”

CREATIVE APPROACH

Jill works closely with PE teachers, providing them with support and advice on how best to deliver the Curriculum for Excellence within ASN schools. Jill has noted that although meeting CfE targets can be challenging within ASN schools, staff members are becoming more creative in their techniques for reaching these goals. They are also sharing their skills and experiences, so as to strengthen the service provided to young people with additional support needs. Part of Jill’s role involves going out into the community, identifying local sports clubs and setting up opportunities for ASN pupils. Local Edinburgh sports teams, such as Spartans football team and Boroughmuir Blaze basketball squad, have participated in taster sessions and after-school clubs for ASN schools in their area. “One of the things I absolutely love about the job is sourcing local teams,” says Jill. “Teams that are interested in taking on this exciting www.teachersresource.co.uk

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sportscotland SCHOOL SUCCESS

sportscotland gives children with additional support needs the chance to succeed in sport. Jill Coleman, Active Schools coordinator, reveals more about the opportunities available opportunity, coming in and helping kids in special schools. Clubs and organisations that are willing to up-skill their staff to improve opportunities for young people. We also work really closely with Lothian Disability Sport, they are absolutely fantastic when it comes to looking at events, schools and clubs young people can get involved in.”

The Young Ambassador programme within ASN schools helps boost young people’s communication and life skills. There is a mutual benefit for the mainstream young ambassadors and ASN ambassadors involved, as they strengthen bonds between schools and gain experience of working with people from different walks of life.

TASTER SESSIONS

COMFORT ZONE

Boroughmuir Blaze squad began holding taster sessions for local children with additional support needs on a voluntary basis, and now run ASN basketball days at their training grounds in Edinburgh city centre. Thanks to their partnership with sportscotland’s Active Schools programme, the club has improved opportunities for local kids – even recruiting some young people for Blaze’s development squad. “It’s an opportunity for children to find sports they didn’t know they could be good at,” says Jill. “It gives them that exposure to sport. The Spartans football team held an after-school club at an ASN school, and spotted a good player within five minutes. They had this young boy competing in the learning disability squad the following weekend! His mum was as pleased as punch, and that’s important. If your child can’t cope in a mainstream school and goes to a special school, you have to come to terms with it. Once you’ve accepted that, it can be great to see them excel in other parts of life. Parents can say ‘My son or daughter is really good at that.’ ” Sportscotland’s programmes include national activities such as Young Ambassadors, Active Girls and School Sport Awards, which are also available in 79 ASN schools across Scotland. The Young Ambassadors award has recently been introduced to ASN schools in Edinburgh, allowing selected young people in S4 and S5 to represent their schools and socialise with mainstream young ambassadors. The programme involves young people participating in residential stays, volunteering, fundraising and working alongside their mainstream peers.

“It’s about exposing young people with additional support needs to different experiences, pushing them outside of their comfort zones,” says Jill. “It’s about giving people responsibility, something that is so valuable for children in ASN schools – to give them the chance.” Through Active Schools, sportscotland aims to increase the number and diversity of young people experiencing sport and physical activity, as well as helping to integrate mainstream pupils with children who have barriers to participation in sport. “Sporting experiences at school play a key role in the development of children, and are a vital part of their competence and confidence in sport,” says Dawn McAuley, lead manager at sportscotland. “Sport and physical activity experiences while at school can help develop strong foundations for lifelong participation. A key outcome for sportscotland is that everyone will have the opportunity to get involved and participate in sport, and stay involved throughout life.” n

more information Find out more about sporting opportunities with sportscotland in your area at www.sportscotland.org.uk.

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THE VYGOTSKIAN APPROACH TO SPECIAL NEEDS EDUCATION

REMEDIATION THROUGH EDUCATION • Key to Learning is a programme that systematically introduces Symbolic Tools that can change the SEN child's developmental trajectory. • The learning process within the programme is well structured, built on clearly defined steps. • The system of signs and symbols restructures the whole psychological development. • The programme is used worldwide. For information see the websites www.keytolearning.com www.finger-gym.com or email: galina.dolya@yahoo.com

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REAL SCHOOLS

A TRIP TO THE

BIG SMOKE Last term, the staff and pupils of the autism provision base at St Modan’s High School in Stirling embarked on a very special school trip – all thanks to some funding from the Big Lottery’s Awards for All scheme. Support for learning assistant Fiona Pollok tells us about the trip’s success

or children and young people with autism, it’s sometimes assumed that certain milestones and typical experiences might be out with their reach – but the team at St Modan’s High School in Stirling decided to challenge this in June when they took 17 of their pupils on a trip to London. “This was our second time taking a group to London,” explains support for learning assistant Fiona Pollok, who organised the three-day trip. “Two years ago we went to Aviemore with Active Stirling and did some outdoor activities, then we went to Loch Lomond and did similar things. By the time we got to the third year of doing a residential, we thought we’d push the boat out and do something different and exciting – and we went to London. It was a big success, everybody loved it, so we did it again this year.”

FUN ACTIVITIES

The group – made up of 16 boys and one girl – enjoyed a packed schedule of activities, visiting the London Eye, London Zoo, Madam Tussauds, the Imperial War Museum and the Harry Potter Studio Tour. “Canoeing in Scotland and going to London are very different in terms of their content, but the challenge is being away from home, being away from your routines,” says Fiona. “The main thing is pushing them outside their comfort zone, making them socialise, share – they were sharing rooms in a hotel. It’s an awfully big deal for some of www.teachersresource.co.uk

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our pupils.” The trip was made possible thanks to funding from the Big Lottery’s Awards for All Fund. The money granted to the school allowed them to ask for a smaller contribution from pupils towards the cost, making it more accessible.

FUNDING SUPPORT

Awards for All is The Big Lottery’s small grants programme, which has funded a range of projects for ASN schools in Scotland. When applying, it’s worth remembering that an ASN department within a school must apply under the name of the school rather than the department name. “Awards for All can’t be used to pay

for services or activities that any part of government has a statutory responsibility to pay for, although our funding can be used to complement or enhance such services or activities,” explains a Big Lottery spokesperson. “The application process is quick and easy and schools can apply for a grant of between £500 and £10,000. We aim to give you a decision within 10 weeks.” Thanks to the funding, the St Modan’s trip was a huge success – and Fiona would recommend the experience to other ASN schools. “I think the pupils got a sense of achievement from it,” she says. “I think they would have a stronger sense of their own ability to cope, more confidence. They got to have fun and came away with strengthened friendships too – and realised they can do things they maybe thought they couldn’t.” ■

MORE INFORMATION Find out more about The Big Lottery’s Awards for All scheme and how your school could benefit at www.biglotteryfund.org.uk/ funding/Awards-for-All.

| | Summer Issue 12016

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PRODUCTS AND RESOURCES

OUT IN THE

PLAYGROUND

Your school yard is just as important as the classroom when it comes to learning, and there are lots of great companies out there providing innovative products that embody fun, access and creating an even playing field. We take a look at what some of the best providers have to offer

2.0M WHEELCHAIR ACCESSIBLE ROUNDABOUT

This flush-fitting, robust roundabout from Massey and Harris has a heavyweight bearing mechanism requiring minimal maintenance, aluminium deck with powder coated frame and HDPE seats. The roundabout will take up to three wheelchairs depending on their size, which still allows three children to sit in the seats next to

NATURAL PLAYGROUNDS

them. Bespoke options available. MORE: www.masseyandharris.com, info@ masseyandharris.com, 0161 480 5243

ABILITYWHIRL SELF PROPELLED 2 X WHEELCHAIR ROUNDABOUT

GL Jones’ latest innovative product allows children and adults with upper body strength to access and spin the roundabout independently. Features new safety gates designed to allow larger wheelchairs access onto the flush deck, plus the added bonus of extra seats and ample standing space for inclusive group play. MORE: www.gljones-playgrounds.co.uk, info@gljones-playgrounds.co.uk, 01248 600 372 (ext 147)

SMALL WHEELCHAIR CAROUSEL

INTERACTIVE SOUNDBOARD

The Interactive Soundboard from Sensory Technology is a perfect addition to your sensory garden, or outdoor learning area. The Soundboard features eight images, each with a switch; when the switch is pressed, the corresponding sound will play! The images and sounds are easily modified to allow you to use the Soundboard with your current curriculum. MORE: www.senteq.co.uk, sales@senteq. co.uk, 01157 270 777 34

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Infinite Playgrounds and Canopies are leading natural playground specialists, designing and installing learning environments and canopies in schools and public spaces. They provide a complete nationwide design and installation service, with environmentally sourced hard woods and natural materials, to create imaginative play opportunities. MORE: www.infiniteplaygrounds.co.uk, info@infiniteplaygrounds.co.uk, 01912 666 508

Timberplay Scotland's Small Wheelchair Carousel offers merrygo-round pleasure. The design enables children and young people with a physical disability to bring about the circular movement with the help of a carer. Requires no foundations. MORE: www.timberplayscotland.co.uk, play@timberplayscotland.co.uk

www.teachersresource.co.uk

05/09/2016 13:53

Play Inspire Grow

Massey & Harris (Eng) Ltd is one of the oldest childrenâ&#x20AC;&#x2122;s playground manufacturers in the UK having been involved in play since 1938. We offer a full range of standard play equipment and also bespoke play solutions for councils, schools and nurseries. Included in the range of equipment are Wheelchair Accessible Roundabouts and Play Units, Inclusive Nest Swings and Spinning dishes, if necessary we can alter designs to suit a specific requirement.

All equipment is manufactured to conform to EN1176. We also specialise in the manufacture of stainless steel slides offering trough, wide trough, half round, tunnel and bespoke options. Installations include a bespoke wide slide at the London Olympic Park, which included a raised start section to allow wheelchair users to access and enjoy the slide more easily with friends, family or carers. Please contact us for any information on our products and services.

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Scotland 01875 340772 info@kc-leisure.co.uk

05/09/2016 12:31

IN THE CLASSROOM

SENSORY SUPPORT

For pupils with various different learning needs and disabilities, making sense of the senses can be a challenge – but some schools are going the extra mile to help pupils overcome these barriers and enable them to participate in class. We found out more about what’s going on in Scotland’s schools

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05/09/2016 11:47

orking in an additional support needs environment, children acting up isn’t uncommon. Meltdowns, drifting attention and tantrums are quite often part of the school day – but this kind of behaviour isn’t always down to naughtiness or lack of interest. For many, it can be the result of sensory processing issues. “We take it for granted in the majority of cases that as the child’s brain is maturing, all of these neural connections are finetuned and speaking to different areas of the brain,” explains Adele Lindsay, an occupational therapist based in Aberdeen with charity SensationALL. “If it’s working well, it’s almost an unconscious, automatic thing – movement and balance and all of these things we take for granted. Sensory processing disorder is when these connections are not quite as slick or as smooth as you would like them to be.”

PRESENTATION

While sensory processing disorder isn’t recognised as a condition on its own in the UK, it can be seen as a by-product of other issues such as autism, attention deficit and hyperactivity disorder or cerebral palsy. It can present itself in a number of different

ways. Children affected can act out and crave a certain feeling or sensation when feeling under-stimulated, or if they’re exposed to too much of a certain sensation – when they’re over-stimulated. Other children have difficulties with specific tasks or movements. “What some may see as what is deemed as challenging behaviour, for us, it’s – see behaviour, think sensory,” explains Adele. “We start by looking at things from a sensory point of view – what’s going on around them that could be affecting their behaviour? Sometimes it’s not always obvious. It could be a cumulative effect for those that are experiencing sensory overload.”

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And there are different ways in which teachers can help students calm down and return to their optimal learning state. Some schools are investing in sensory rooms for this purpose. These specially designed spaces are filled with equipment and toys to stimulate the senses, calm children down and play a part in lessons too.

SENSORY SPACE

Hazelwood, a school in Glasgow primarily for children with visual and hearing impairments, opened the doors to their new sensory room at the start of the autumn term. The space – which was paid for thanks to a fantastic fundraising effort from the school, parents and the wider community in Dumbreck – is going to be used in a structured way, incorporated into lessons rather than acting as a ‘chill out’ space for pupils in distress. “We feel it’s very important to have an appropriate environment to help pupils overcome their hypo and hyper sensitivities – an environment to help balance that out so they can engage in lessons,” explains depute head Vincent Ferguson, who oversaw the installation of the sensory room. “We want it to be a resource where you can go in and do your numeracy. You can do story time. You can do art. We wanted a very flexible environment.” The room, which was designed and installed by Mike Ayres Design, incorporates a number of fantastic features like a giant bubble tube, a projector, voice distortion equipment, a vibroacoustic seat and an ‘infinity hut’ – a small space with mirrored walls, fibre optic lights that can change colour and a fabric ceiling which can have images projected onto it. “We want it to be a different learning space for the pupils,” Vincent says. “We want them to become independent and realise their likes and dislikes throughout the room. We want them to make choices about the things that they want to do, and they can do that.”

PORTABLE PACKS

Also in Glasgow, a group of five special schools have been granted funding to pay for portable sensory packs – almost like sensory rooms in a wheeled suitcase or backpack. The packs, which are available from Experia (www.experia-innovations.co.uk), are filled with items which can be used to stimulate different senses and create a pop-up sensory room on the go – negating the need to have a

dedicated sensory room. “The idea behind it is for flexible use of sensory intervention,” explains Anne Woods, head teacher of Middlefield School, one of the schools involved in the pilot. “It means that a bigger number of pupils will be able to access it. With the portable, pop-up spaces, there’s tents you can go inside, lighting equipment – similar equipment you’d get in a sensory room, but portable.” As well as being used in the five participating schools – Middlefield, Newhills Secondary, Ashton Secondary, Hazelwood School and Linburn Academy – there’s a selection of loan packs that are being sent out to mainstream schools which have pupils with sensory difficulties, as well as some that can go home with pupils. “You don’t really know until the young person uses it whether that’s going to work for them,” Anne says. “Not everyone will have the facility to convert a room either. We can use the loan pack with families, see how that goes, and they can maybe even purchase some of the equipment that’s in it. It gives them a chance to try it and get to know the sensory needs of their young person a bit better as well.” For schools who don’t have access to funding, there are a number of straightforward things you can do in the classroom to help children overcome their sensory challenges. “It’s about looking at how we can give an alternative stimuli to what the child is craving; something which gives that same sensation but is more controllable,” Adele says. “That might be putting stretch bands between the legs of the seat so they can bounce their legs against them. You might use a piece of voile over a desk to create a den, a beanbag chair to create pressure – things you might already have there. You can use rope lighting or fairy lights, glow balls that change colour – there’s a huge range of things out there that anyone can try.” ■

MORE INFORMATION SensationALL offer training for teachers in a range of issues relating to sensory processing and working with children with multiple support needs. Find out more at www.sensationall.org.uk.

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05/09/2016 14:36

REAL SCHOOLS

SCHOOL SPOTLIGHT

SOUTHCRAIG GOING FOR GOLD

The staff at Southcraig Campus in Ayrshire push their pupils to achieve their full potential, whatever their ability. We caught up with head teacher Jane Gordon to talk about their amazing year

ust before the summer holidays began for 2016, Southcraig Campus closed the school gates on what was an incredible academic year. From individual achievements within the classroom to their group effort snatching silver at Ayrshire’s Provost Footprint Challenge Award, Southcraig Campus had plenty to celebrate. “Next year we’re going for gold,” says head teacher Jane Gordon of the school’s impressive Footprint prize. “When the Provost challenged mainstream schools to reduce their carbon footprint – through planting trees, saving electricity, growing their own vegetables, building a sustainable garden, that sort of thing – we thought, ‘We can do that too.’ We wanted to be involved, we wanted the same opportunity and wanted to compete with the mainstream schools.”

ACHIEVEMENT

And compete they did. Judging for the inaugural Footprint Challenge took place in June, and competitors from nine schools were asked to stand up in front of judges and www.teachersresource.co.uk

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deliver a presentation outlining their ecofriendly endeavours. “It’s such a massive achievement for some of our pupils to get up there, and they made a PowerPoint to show the judges too,” says Jane. “Out of the nine schools, the rest all mainstream schools, we came second. We were jumping for joy! It was one of those opportunities where we thought – yes! We can be involved, we can do this.” Children and young people between the ages of three and 19 attend Southcraig, all with a diverse range of complex needs and disabilities. A strong, tight-knit group of teaching and support staff, coupled with mainstream school partnerships, allow Southcraig Campus pupils to gain access to opportunities within the local community. Local Ayrshire businesses lend their support by offering work experience placements for Southcraig pupils, and pupils from local mainstream schools have made moves to help out within the campus, some in work experience placements and some as ‘Sports Leaders.’

“A disability is something you have, not something you are” BENEFIT

The school has also benefitted from Rebound funding in the last year, providing a therapeutic trampoline for its pupils, an addition that has had a profound impact on students. “I am so proud of the achievements of our young people this year,” says Jane. “Some of our pupils have achieved Duke of Edinburgh Awards, and we’ve also been taking part in The Daily Mile initiative which has been extremely successful. “It’s all about having a voice. It’s about showing these young people can contribute positively to society. Our young people have the same dreams and desires and goals as children in mainstream schools. A disability is something you have, not something you are.” ■ Issue 1 |

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professional development

BACK TO CLASS

master’s-level learning As a teacher, it’s vital that you continue to update your own professional learning to keep up with trends in the industry and to bring as much as possible to your classroom. Master’s-level courses for teachers are becoming more and more popular, with the main education centres across Scotland all offering fantastic opportunities for teaching staff – and a number of them are geared towards those working with children with additional support needs too. We’ve taken a look at some of the courses worth checking out

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The University of Aberdeen

www.abdn.ac.uk/education Aberdeen offers a number of different courses which could be helpful for ASN teachers. Their Autism and Learning course, available at PGCert, PGDip and MEd level, is perfect for teachers, therapists and care workers hoping to expand their understanding of autism. Participants will come away with a range of practical approaches and interventions that will enable children and young people on the spectrum to better access learning opportunities and participate in class, fulfilling their potential. The Inclusive Practice programme is great for ASN teachers – taking between 12 and 18 months depending on the level studied, you’ll enhance your knowledge of inclusive education practices, and grow in confidence and ability to lead and shape change in a range of different educational settings.

The University of Dundee

www.dundee.ac.uk/esw Dundee’s MEd in Inclusion and Learner Support is the first of its kind in Scotland to be recognised by the International Baccalaureate as meeting certain professional development requirements, and it’s accredited by the GTCS too. This a fantastic, flexible programme which can be tailored to meet your requirements and interests – you’ll have two core modules to study, plus a choice from 13 other modules, inlcluding Working Towards Inclusion, Meeting the Needs of Children with Autistic Spectrum Disorder/ Complex Social Communication Needs and Working Supportively with Learners. Taking between two and three years, depending on your circumstances, the course is taught online, through study guides, video conferences, face to face tutorials and virtual learning environments.

The University of Edinburgh

www.ed.ac.uk/education Edinburgh’s Moray House School of Education is home to the MSc in Inclusive Education, a varied programme which is great for teachers with an interest in additional support for learning. Drawing from the disciplines of education, sociology, psychology, disability and childhood studies, the MSc focuses on developing and applying the knowledge, skills and attitudes relevant to inclusive education, encouraging participants to reflect critically on the relationships www.teachersresource.co.uk

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between theory and practice and developing research and enquiry skills.

University of Glasgow

www.gla.ac.uk/schools/education The MEd in Inclusive Education: Research, Policy and Practice from Glasgow University is designed to address cotemporary issues in inclusion and special education. This seeks to promote understanding of the issues and practices relevant to ASN, with a flexible approach which enables you to tailor research projects to tie in with your interests and work – you can also specialise in different areas, including autism, behaviour, gifted and talented pupils, dyslexia and disability. Students take four core modules and two optional courses, and will have to complete a 12,000-15,000-word dissertation to progress to master’s-level too, taking between 12 and 72 months all together.

University of Strathclyde

www.strath.ac.uk/humanities/ schoolofeducation Strathclyde’s School of Education has two courses that might be of particular interest to ASN teachers. The first course of its type in Scotland, the master’s in Autism is a great tool for those working with children and young people with autism, or those wanting to expand their knowledge of the subject. Students will take five core classes, and have elective classes to choose from too. Delivered on campus at weekends, and with an independent learning component, or via distance learning, the master’s generally takes three years to complete. The Inclusive Education MEd is a threeyear part-time taught course which looks at additional support needs, inclusive pedagogy and collaborative practice, aimed both at teachers in mainstream and special schools. With four classes to complete, and a variety of electives including Understanding Social, Emotional and Behavioural Needs and Supporting Positive Futures and Transitions, you can make the course fit your specialist interests and current role requirements, ensuring your school will feel the benefit. This course is taught solely on campus, with classes on Tuesday evenings and Saturdays.

University of the West of Scotland www.uws.ac.uk/schools/school-ofeducation UWS’s Inclusive Education programme is

available both as a distance learning and part-time course. Aimed both at teachers in mainstream and other inclusive settings, the course is packed with theory and practical advice to help make diverse classrooms as inclusive as possible. The course has three stages – PGCert, PGDip and master’s. There’s a range of different modules to select from too, including dyslexia, inclusion and equality and inclusive leadership. Face to face sessions are included in this course, but it can be done purely at a distance too, taking between three and five years all in depending on the number of modules taken each year. n

5 reasons to study a master’s 1. It’s counts towards your CLPL requirements If you sign up to take a master’s, whether it’s class-based or distance learning, it’ll count towards your annual career-long professional learning requirements. 2. You get credit for your work Not only will a master’s help your CLPL, you’ll get academic credit for your work and eventually work towards a university-accredited qualification too. 3. It’s not a guaranteed promotion – but it helps Expanding your learning isn’t a guaranteed route to a promoted post, but it definitely doesn’t hurt when it comes to applying for new roles – your application will stand out if you’re even working towards a master’s as it shows you have a specialist interest and strong work ethic. 4. It’ll mix theory and practice It’s not just about bashing books and heavy reading on pedagogy – a lot of what you learn on your course can be transferred to the classroom, and many incorporate project work where you’ll have to undertake specific tasks in your day job. 5. It’s flexible You don’t have to complete a full master’s course – some establishments will let you study certain modules or opt for a PGCert or PGDip instead, making it easier to fit around your current job.

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professional development

On course

Want to boost your knowledge as an educator this school year? Check out these organisations for careerlong professional learning opportunities to get you started Scottish Sensory Centre

www.ssc.education.ed.ac.uk The Scottish Sensory Centre, based at Edinburgh University, works with those involved in the education of deaf, deafblind and visually impaired children. They offer a host of short courses throughout the educational year, including workshops on music and cochlear implants, assessment strategies and more.

Scottish Youth Theatre

www.scottishyouththeatre.org Scotland’s leading youth theatre company, SYT have two great courses for special education teachers keen to embrace the benefits of performing arts in their classroom, one focusing on delivering an inclusive drama workshop and the other preparing for a school production.

YDance

www.ydance.org Scotland’s national youth dance company run a range of CLPL opportunities for teachers throughout the year, including a session based on inclusive dance for staff in ASN settings.

Scottish Disability Sport

www.scottishdisabilitysport.com Scottish Disability Sport work with schools and educators nationwide to help create more inclusive sports programmes and active opportunities for young people with physical and learning disabilities. Get in touch to see what they have to offer in your area.

Drake Music Scotland

www.drakemusicscotland.org Drake Music Scotland works to help children and adults with disabilities learn, compose and perform music independently – and they have training opportunities for teachers too.

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Makaton

www.makaton.org Makaton is a great tool for teachers working with children and young people with communication difficulties. Head to the Makaton website to search for trainers in your area.

CALL Scotland

www.callscotland.org.uk CALL (Communication, Access, Literacy and Learning) Scotland run a variety of courses throughout the year to help overcome communication barriers faced by ASN learners, exploring areas such as the creative use of iPads in the classroom, creating digital exams and assessments and using iPads with learners with visual impairment. n

more information Search for more professional learning opportunities at PL Find, www.educationscotland.gov.uk/ plfind.

charity contacts

Charitable bodies across Scotland specialising in different disabilities or learning needs often offer training sessions and CLPL courses for school staff. Downs Syndrome Scotland, for instance (www.dsscotland.org.uk) offer a number of training events for teachers working with children with Downs syndrome. Epilepsy Scotland (www. epilepsyscotland.org.uk) also offer a range of training opportunities to help educators get a better understanding of the neurological condition. St Andrew’s First Aid (www.firstaid. org.uk) run a number of different First Aid courses, including paediatric. Dyslexia Action (www.dyslexiaaction. org.uk) has a host of different courses available for teaching staff, including an online postgraduate certificate or diploma, and a range of online seminars. If you have a child with a specific need in your school, start researching charities and organisations who could help and see what training they have to offer.

www.teachersresource.co.uk

05/09/2016 12:02

Dyslexia and literacy support for education providers

Taking Action • Changing Live

Dyslexia Action offers specialist support, resources and services to education providers. We can help with: Free information and advice Dyslexia assessments for single/multiple students Specialist individual/group tuition on-site, at our centre or online Literacy catch-up clubs and improvement projects Assistance with Exam Access Arrangements Continuing Professional Development online/inset day courses Resources via our shop www.dyslexiaactionshop.co.uk Get in touch to find out how we can help you support your learners and teachers

E: glasgow@dyslexiaaction.org.uk

T: 0141 334 4549

www.dyslexiaaction.org.uk Registered Office: Dyslexia Action House, 10 High Street, Egham, Surrey, TW20 9EA. Dyslexia Action is the working name for Dyslexia Institute Limited, a charity registered in England and Wales (No. 268502) and Scotland (No. SC039177) and registered in England and Wales as a company (No. 01179975).

We provide high quality resources, not readily available on the high street, for teachers and parents to support early years learning, catch up learning or those with specific learning needs. Our products, many using visual learning techniques, are aimed at stimulating and inspiring children to read and learn. Our range includes: • • • •

Decodable phonics reading books Reading and writing programmes Alphabet and handwriting products Numeracy activities

We stock games and activities to develop children’s ability to identify and manipulate sounds and letters, to build confidence and mental fluency with numbers and shapes in a fun and exciting way. Visit our website to view the full range of products available. www.focusonphonics.co.uk Payment by invoice option available for UK registered schools. Telephone: 0800 689 4284 Fax: 0800 066 9284 email: info@focusonphonics.co.uk

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The Five Minute Box

The Number Box

The multi-sensory phonics programme which enables the early identification of potential specific learning difficulties. The Box provides secure basic skills for reading, spelling and writing.

Establishes basic concepts of numeracy using multisensory methods and is an intensive catch up programme. It also teaches time, money, shape, measurement, times tables and more.

£99.95 (+VAT P&P)

Call us on 01442 878629 or e-mail us at info@fiveminutebox.co.uk for information and to order.

www.fiveminutebox.co.uk

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: @fiveminutebox

: facebook.com/fiveminutebox

02/09/2016 22:36

PUPIL SUPPORT

TACKLING DYSLEXIA

Dyslexia poses challenges for all those who have it, but can be particularly debilitating for someone with a pre-existing disability or other support needs. We spoke to Dyslexia Scotland about how best to support young people with the condition

yslexia creates stumbling blocks from early childhood, often causing difficulty from the very beginning of a child’s education. Learning to read, writing your own name – the very basics of non-verbal language learning are thwarted by this specific learning disability, despite a child’s general intelligence remaining unaffected by the condition. Although dyslexia in isolation does not warrant a child to be enrolled in a special school, a number of children with additional support needs face dyslexia as an extra obstacle throughout their education. SpLDs (Specific Learning Disabilities) such as dyslexia can present themselves along with learning difficulties on the autism spectrum, compounding problems in the classroom. “Every day, a dyslexic person will find it difficult to manage in the classroom and at home,” says Cathy Magee, chief executive of Dyslexia Scotland. “If a child has a range of disabilities, the signs of dyslexia might not be picked up as quickly, as the more severe disabilities are more apparent.” www.teachersresource.co.uk

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RIGHT SUPPORT

Managing dyslexia in a child with other complex needs can be tricky for teachers, but it’s not an impossible task. With the right support, children and young adults can learn to cope with dyslexia on top of their other challenges. Dyslexia Scotland recommend visiting CALL Scotland (www.callscotland. org.uk), a service which provides excellent IT classroom support for dyslexic learners and their teachers. There are also leaflets available to view on the Dyslexia Scotland website which offer tips for teachers. “If dyslexia is recognised early on, a strategy can be put in place. This will make a huge difference,” says Cathy. “It’s all about finding ways in which the child or young person can learn more effectively. Multi-sensory learning can be very effective, and breaking down information is also important.”

RECOGNISING SIGNS

Signs of dyslexia include the jumbling of letters when reading and writing – for example reading the letters in the wrong

order or mistaking the letter ‘b’ for the letter ‘d’ and writing it back-to-front. There are phonological issues too, as dyslexic people struggle to break up words into their sounds (phonemes). Pupils can also have problems organising their thoughts, processing information and following instructions. Although on the surface these concentration issues may be seen as behavioural problems, often they are signposts of dyslexia. “Checking that a child is taking everything in, taking time with them in class to make sure they have processed the information, is all-important,” says Cathy. “In special schools it’s important to identify individual needs, as a technique might work with one person and not another.” ■

MORE INFORMATION Dyslexia Scotland www.dyslexiascotland.org.uk 0344 800 84 84

Issue 1 |

SEN

05/09/2016 08:20

COMPETITION

THE PRIZE One lucky reader will win an overnight stay for two at Stobo Castle Health Spa, which will include: • • • • •

WIN A BREAK AT

STOBO CASTLE HEALTH SPA If you’re already looking for new ways to unwind this term, this issue’s competition will be right up your street

here’s no denying that working in education can be stressful at times – which is why teachers deserve a little bit of ‘me’ time to relax, unwind and chill out away from the pressures of their day job. And where better to do it than Stobo Castle Health Spa near Peebles? Award-winning Stobo Castle combines the finest spa facilities in Europe with premier hotel service and adds a personal touch to make Stobo your very own personal haven. From the sweeping driveway when you enter the castle, guests are enveloped into an environment of unrivalled luxury, serenity and calmness. Guests at Stobo are drawn to Scotland’s only 25m Ozone Pool offering panoramic views of the Borders countryside and giant Hydrospa with relaxing water jets. Knowledgeable fitness trainers also run a full range of classes throughout the day, suitable for every level of fitness.

In the spa, there are customised spa treatments available to detoxify, smooth, tone and revitalise as the mood suits, carried out by highly-trained personal therapists. In the castle’s grounds, the gently burbling Japanese Water Gardens are specially designed to promote a Zen-like calm. Water from the Stobo Lake tumbles down a cascading waterfall, while delightful little bridges take you over peaceful pools – perfect for a mid-afternoon stroll before heading back for dinner. At Stobo, the chefs create dishes sourced from only the finest Scottish produce that are not only delicious but promote healthy eating – but some decadent desserts are on the menu too, alongside Champagne, cocktails and fine wine. It’s a real treat for food enthusiasts. And you could be enjoying it all very soon with our competition... ■

• •

Overnight stay in a classic room One back massage with relaxing oils per person Dinner, breakfast and lunch Use of the spa facilities Optional fitness and aqua classes Entry into the Japanese Water Gardens Complimentary slippers and use of bathrobes

Find out more at Stobo Castle Health Spa at www.stobocastle.co.uk

HOW TO ENTER To be in with a chance of winning, simply answer this question: Where is Stobo Castle Health Spa located? A. Dumfries B. Aberdeen C. Peebles Send your answer, along with your name, address, daytime telephone number and the name of the school where you work to Stobo Competition, Teachers’ Resource SEN Magazine, DC Publishing Ltd, 200 Bath Street, Glasgow, G2 4HG, or email your details to competitions@ dcpublishing.co.uk, with Stobo Competition in the subject line. All entries must be received by 13 November. Good luck!

TERMS AND CONDITIONS All entries must be received by 13 November 2016. Minimum age 14. Excludes Friday and Saturday nights. Prize is an overnight stay for two in a classic room at Stobo Castle (Stobo, Peebles, EH45 8NY) only. There is no cash or other alternative. Transport to and from the hotel is no included. Prize is subject to availability. One entry per household. The publisher’s decision is final.

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SEN | Issue 1

www.teachersresource.co.uk

05/09/2016 15:51

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02/09/2016 22:39