Teachers' Resource SEN - Spring Summer 2019

Teachers’

SPRING/SUMMER 2019

Resource SEN www.teachersresource.co.uk

I N T H E C L A S S RO O M • P RO F E S S I O NA L L E A R N I N G • P U P I L S U P P O RT

LIFTING THE MASK Improving education for autistic girls with the experts

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PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

EDITOR

Lorne Gillies lorne.gillies@dcpublishing.co.uk

STAFF WRITERS

Emma Storr emma.storr@dcpublishing.co.uk Saskia Harper saskia.harper@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lynsay McGowan lynsay.mcgowan@dcpublishing.co.uk

SALES

Editor’s Letter Hello, and welcome to the summer issue of Teachers’ Resource SEN! Ahead of the warmer weather we’ve been working hard on bringing you the latest teaching methods for both inside and outside the classroom. There’s no denying that the great outdoors is a haven for our senses, especially for students with additional learning needs.

So, we dove head first into outdoor activity on page 26 with the Calvert Trust and similar organisations to discover more about the benefits of teaching in nature. Back inside, we have a laugh with clowns – not the scary kind – providing therapeutic sessions on page 29.

www.teachersresource.co.uk

Supporting pupils is an integral part of your role. We investigate the methods available to care for students who have experienced trauma and take a look at recognising girls on the autistic spectrum.

DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007

What new methods have you introduced in your classroom? Make sure to let me know by emailing: editor@dcpublishing.co.uk – it’s always good to know what is happening in your classroom.

Danny McGonigle danny.mcgonigle@dcpublishing.co.uk

Get Online

Did you know we’re also online? Make sure to visit www.teachersresource.co.uk for the latest news, interviews, and features pertinent to the teaching community.

Until next time

Lorne

Lorne Gillies, Editor

What’s Inside IN THE CLASSROOM 14 LIFTING THE MASK: AUTISM AND GIRLS

We discover the signs of diagnosing girls on the autism spectrum.

17 THE RIGHT TO A RELATIONSHIP

A look at sexual and relationship education for the SEN student.

PUPIL SUPPORT

4 MANAGING STRESS IN THE CLASSROOM Alleviate stress with our helpful methods.

6 TRAUMA INFORMED SCHOOLS

Advice on guiding students who have experienced trauma.

22 IDENTIFYING DYSLEXIA

Common, yet misunderstood, how can you diagnose dyslexia?

21 PRODUCT ROUNDUP

29 OPENING HEARTS AND MINDS

26 AT ONE WITH NATURE

PROFESSIONAL LEARNING

A list of the latest classroom aids.

Head outside for a new way of teaching.

30 GETTING AHEAD WITH LORRAINE PETERSEN

Lorraine discusses her time working in SEN.

29

22

Clowning around has never been more productive.

9 STUDY SAVVY

Get ahead with our list of CPD courses.

12 MAKING THE SWITCH TO SEN

The need to know when transitioning into SEN education.

©DC Publishing Ltd 2019. 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.

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PUPIL SUPPORT

MANAGING STRESS in the classroom

In a busy classroom environment it can be difficult for pupils with limited communication skills to express feelings of stress. We look at the therapies available to limit stress

Music

Music therapy is more complex than putting songs on in the background while pupils work, each type of music therapy has a purpose. Music therapy can be used to improve social, language and cognitive skills as well as emotional skills.

Before choosing how you will use music therapy think about what you would like to achieve, such as reducing stress in the classroom.

When a pupil is overwhelmed or upset, playing music can help them relax. It can assist in activities they find difficult and allow them to seem more bearable. Music therapy can also be used to facilitate different methods of learning through song.

Websites like Songs for Teaching (www.songsforteaching.com) provide resources and music to use with SEN pupils.

Movement and mindfulness

Yoga and mindfulness might not seem like they have a place in the classroom, but the two practices can help manage stress and improve pupils’ focus. Used as a tool in the classroom, yoga can help pupils to unwind, reduce stress and anxiety, and develop self-expression.

It doesn’t have to mean complicated poses and long breaks from learning, yoga is easily adapted to suit all abilities and can be as simple as practising quiet breathing for five minutes. Headspace “Yoga promotes (www.headspace.com) is an effective app where you can tailor each meditation interaction and session. communication Yoga promotes interaction and between children communication between children and adults, giving them the confidence to and adults” discuss their feelings with a trusted teacher when they are stressed or overwhelmed.

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Talking

Talking therapy, or cognitive behavioural therapy (CBT), can help children build effective communication skills and deal with emotions.

This type of therapy can help children who have encountered an issue as well as pre-empting issues.

CBT teaches children to understand negative thoughts, know how to confront difficult emotions and how to work through them calmly and effectively. This can in turn improve their social skills.

After introducing CBT into the classroom, the practice can be used to start open discussions as a group. These discussions allow pupils to express their emotions to peers in a calm way.

Sensory

Sensory aids shouldn’t be reserved for a certain time of day or activity, creating a sensory friendly classroom can help pupils cope and learn.

When sensory tools are placed around the classroom they appear natural, encouraging pupils to use them when they feel that they need to – rather than at a set time. This creates an accepting, inclusive culture in the classroom.

Visual tools can help reduce pupils’ anxiety while they learn. For example, a visual alarm timer which counts down to the next school bell can make pupils feel prepared for a loud noise or subject transition.

www.teachersresource.co.uk

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Trauma Informed Schools Teachers experience the highs and lows of every young person’s life. Alongside moulding minds and preparing students for the future, you are there to protect. For students who have experienced trauma your role as teacher has to be adapted

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rauma comes in many different forms. Physical, psychological and emotional trauma can impact people on an individual basis, due to traumas subjective nature.

One certainty: living through trauma can have an impact on any individual and in turn lead to issues with concentration, learning and even mental health conditions, such as posttraumatic stress disorder (PTSD).

In the classroom, trauma can certainly affect learning.

NEGATIVE

“Trauma impacts on a child’s capacity to learn as it affects healthy brain development, which can manifest as having a negative impact on executive functions such as ability to reason, conceptualisation, sequencing and ordering,” explains Rosie Lapham behavioural lead at Brairwood School.

“If a child has experienced trauma 6

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this usually means their stress response system is in a continual state of high alert affecting organisation of memory and recall.”

From the death of a loved one or pet, divorce or even moving home, to more sinister and unfortunate events: these can all be seen as traumatic experiences. Trauma is referred to as your body’s mental and physical response to an event or events which you encountered outside of your individual control.

It can be a frightening experience that disconnects people from safety or love – which are two essential emotions we all thrive off of. For many people who experience trauma, mental health conditions can begin to present themselves. Working with students who may have limited communication skills or learning ability, as a teacher you have to be on hand to support your pupils.

Rosie continues: “As a school we aim

to become trauma-informed, which in turn should provide a nurturing and caring environment where pupils are supported to express their trauma and find their individual coping strategies.

“It is important that those working with children understand how to do this, as it can reduce the risk of developing trauma-related mental health in their later years.”

Training to support young people and children who have experienced trauma is available from many organisations.

EDUCATION

Trauma Informed Schools works to ensure all schools are equipped to support children or young people who have experienced trauma or mental illness. The organisation provides various training programmes and courses for teachers and education professionals to attend for informative sessions to better your understanding. www.teachersresource.co.uk

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PUPIL SUPPORT

“If a child has experienced trauma this usually means their stress response system is in a continual state of high alert” www.teachersresource.co.uk

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“I recommend increasing your someone who is seen as ‘neutral’ or knowledge on trauma, the impact ‘safe’, helping a student to discuss it has on the brain and learning,” their feelings or experiences will be an advises Rosie. “Knowing this has had internally productive method for your a significant impact on our practise students; especially for children or as a school and we have changed young people who may not have the our behaviour management systems, highest verbal or communication skills. creating relationship policies and upskilled staff in techniques that support ACTIONS emotional regulation.

Behaviour is an integral form of “Working with children who have communication for everyone, especially experienced trauma can be an children and young people with overwhelming experience so we ensure additional needs or learning disabilities. that intervention staff who carry out People who have experienced trauma bespoke activities with these pupils are will begin to have different reactions accessing clinical supervision. We have and behaviour to certain situations, and also enrolled these staff to complete as a teacher this can be draining. the Trauma Informed Schools It is also a telling sign that Programme.” a specific student needs From a diploma in additional guidance. trauma and mental Rosie explains: Applications for health informed “At times we have schools and training courses are experienced a communities to day ‘freeze’ response in open for June 2019 courses or sessions: which children have with Trauma Trauma Informed become seemingly Schools is working ‘unattached’ from the Informed to spread awareness. world around them, and Schools Attending courses and lose the ability to express taking into consideration emotions. Adversely, some the impact trauma can children may elicit a behaviour have on students is imperative response in that their behaviour to helping your pupils thrive in the becomes erratic, due to being in a classroom and wider community. continual state of high alert.

Similarly, connecting and “In some cases we have also communicating with pupils can be witnessed a physiological response incredibly beneficial. in which some pupils experience difficulties with breathing and chest pain. It is important that any professional COMMUNICATION working with children who have Discussing a traumatic event or experience can be difficult, daunting experienced trauma are hypervigilant to and emotionally draining. However, the child’s needs and understand how it can also be incredibly healing and to best support that child,” adds Rosie. cathartic.

Supporting students to reach their “Open communication is essential full potential is an important part of your when working with children who have role as an educator. Guiding pupils experienced trauma,” emphasises and being a welcoming, safe force is Rosie. “This is not always verbal also imperative. After a child or young communication, it may be expressed person has experienced trauma their through change in behaviour, and behaviour or connection with school any teacher should create a space may change, with your assistance and environment where pupils feel and support all young people will be comfortable to express themselves. able to digest their experiences whilst It is from there, when the child feels succeeding in education. accepted and emotionally safe that work to support emotional management MORE INFORMATION of trauma can take place.”

As a teacher, you have a strong bond Get all the resources and information or connection with your students, this you need on supporting students with relationship can be a stable standing Trauma Informed Schools for some young people or children who (www.traumainformedschools.co.uk) have experienced trauma. and the Inspired Foundation Being a recognisable face and (www.inspiredfoundations.co.uk).

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This training has been invaluable to me!

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PROFESSIONAL LEARNING

STUDY SAVVY Staying up to date with your continued professional development (CPD), is one of the best ways to ensure you’re at the top of your teaching game. No matter your availability, there is a range of courses available, to suit your needs PART-TIME MA AUTISM SPECTRUM CONDITIONS Manchester Metropolitan University September 2019 www.mmu.ac.uk If you’re a teacher working with autistic pupils, this course will allow you to expand your understanding of autism and how to make the classroom more inclusive for autistic students. The course is delivered across evenings and weekends, making it perfect for studying whilst still teaching.

Completing the course will enable participants to work in a specialist teaching role to improve inclusion in schools, and deliver training to other members of staff, too.

DYSCALCULIA RESEARCH AND PRACTICE University of Chester September 2019 www.chester.ac.uk This part-time course aims to equip teaching students with the skills to become a specialist teacher for pupils with numeracy difficulties and dyscalculia. Learn how to deliver multi-sensory, structured numeracy programmes to pupils.

Introduced in 2017, the course has been popular with SEN teachers looking for further training, and also teachers looking to transition to SEN. University lessons take place outside of class time, meaning you don’t have to put your career on hold to study.

ONLINE DYSLEXIA ACTION www.dyslexiaaction.org.uk Dyslexia Action runs a variety of different courses for teachers, teaching assistants and learning assistants to enable them to support their dyslexic pupils to the best of their ability. Topics range from memory weakness, study skills and assistive technologies. Each unit is six weeks long, with various start points throughout the year. The courses can also be combined to gain awards, certificates and pathways

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to Approved Teacher Status and Approved Practitioner Status. The courses are delivered entirely online, meaning you can study as and when suits you. For more information, visit the website.

USING THE IPAD TO SUPPORT STUDENTS WITH SEN 1 July – 25 August www.icepe.co.uk iPads have been useful learning aids in SEN classrooms for some

time now, and this course will look in depth at how to use them to their maximum potential, to get the best results during lessons. In particular, it will look at useful apps, and how they support different needs and promote inclusion in schools. The session includes 20 hours of self-paced study at any point throughout the term. Tutors are on hand to provide one-to-one guidance throughout your studies. Head to the website to register interest or sign up for a place.

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PROFESSIONAL LEARNING

DISTANCE LEARNING NCFE CACHE LEVEL 3 DIPLOMA IN SPECIALIST SUPPORT WORK FOR TEACHING AND LEARNING IN SCHOOLS De Montfort College www.dmc.ac One of the easiest ways to get involved in the rewarding career of SEN teaching is to get qualified as a specialised SEN teaching assistant. This course covers all aspects of Specialist Support including planning, delivering and reviewing assessment strategies to support learning alongside the teacher, personal development and reflective practice. De Montfort

College specialise in training teaching assistants by home study, which means there’s no need to attend any classroom lessons and they’re incredibly convenient and enjoyable.

“I’m more aware of how individual pupils may require extra assistance and how to ensure all pupils are included by making activities accessible to everyone,” says Debbie Lanson, who completed the course. “Once you’ve passed the course the qualification will last forever and you’ll have a better understanding of things that you may never have thought of.”

MA DEAF EDUCATION University of Leeds September 2019 www.leeds.ac.uk This Masters course allows you to study for an extra qualification on your own terms, being delivered through distance learning over two years, with a combination of faceto-face and online learning. The course shows the different teaching methods implemented and allows you to build up your professional skills. Reinforcing the importance of assessing each pupil’s individual needs in the classroom, the course will take you through the roles of spoken and signed languages, different hearing technologies and equip you with the skills necessary to help hearing impaired pupils learn to the best of their ability.

SHORT COURSES MAKING MATHS EXCITING IN THE SPECIAL SCHOOL Various locations, UK www.creativeeducation.co.uk Taking place across just one day, this course will provide you with additional skills, without having to dedicate extra free time to do so. Maths is a complex subject, and explaining it to SEN pupils in a way they can easily understand can be challenging. This course aims to make maths more fun, and easier for pupils to engage with. Suitable for both class teachers and teaching assistants, it provides different ways of breaking down barriers encountered during maths lessons. To reserve your space on the course, make sure to visit the website.

MORE MUSIC Various monthly courses www.moremusic.org.uk Music has massive benefits, improving mood, decreasing stress and promoting self-expression. This can be implemented in the classroom to enhance the learning of SEN pupils. More Music provides music workshops for pupils, but can also support staff with CPD training, to build confidence teaching music lessons and stimulate new ideas to boost learning. Allowing the creativity to flow in the classroom could be exactly what individuals need to flourish, and reach their full potential.

Email learning@moremusic.org.uk or call 01524 831 997 for more information.

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Deaf Mental Health Conference 2019 Promoting emotional wellbeing for deaf children and young people ● Learn from expert speakers

2 July 2019 London

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Online Accredited Continuing Professional Development

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Our training courses are accredited programmes that provide training for practitioners working in the field of dyslexia and specific learning difficulties (SpLD).

We provide tutor supported online training through a virtual learning environment enabling our participants to engage in courses at times to suit them.

CPD Short Online Courses Primary/Secondary: • Dyslexia and Co-occurring difficulties • Memory Weaknesses • Multisensory Tuition • Reading, Writing, Spelling • Numeracy Dyslexia and Dyscalculia Adults/16+: • Supporting Adults with Dyslexia • Study Skills • Literacy with Assistive Technology

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PROFESSIONAL LEARNING

Making the

SWITCH to

SEN

Smaller class sizes, more quality time with your pupils, and a greater range of learning modes are all part of a career in the SEN classroom. Transitioning from mainstream to SEN schools can also be very rewarding. We find out what you need to do to for a successful switch

J

ust like being a mainstream teacher, your job as a SEN teacher is to deliver the curriculum in an inclusive way to your pupils. Rather than a solo operation, you will work alongside teaching assistants, occupational therapists, and other agencies involved in the care of your pupils.

Ensuring each individual child can learn, be cared for, and thrive is paramount.

QUALITIES

The career change from mainstream to SEN is not for every teacher, but it is extremely fulfilling. SEN teachers work with smaller groups of pupils who have complex needs and might not learn in the same ways as mainstream pupils.

In order to be an effective SEN teacher, you will require patience and emotional resilience. Being able to communicate with colleagues, pupils, parents, and outside organisations is essential for children’s learning and wellbeing.

Every SEN pupil will have their own 12 Teachers’ Resource SEN

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If they do, they will be listed in any vacancy they advertise.

Doing supply While they are not work in a SEN school compulsory, extra is a great way to qualifications can help you understand how to best decide if the career teach your new pupils. move is for you.

Completing a master’s course, a part-time degree, or using distance learning, can help prepare you for life in the SEN LEARNING classroom.

By becoming a SEN teacher, you will be learning new teaching techniques and more about your pupils as they REWARD grow up. The knowledge you will gain With the same and additional is invaluable both in and out of the responsibilities as a mainstream teacher, classroom. being a SEN teacher might mean extra To make the transition from pressure or stress, but the rewards are mainstream to SEN, you don’t require much greater. any additional formal qualifications, Alongside the opportunity to work but some schools might ask for them. with other care providers, being a SEN teacher often means short school days.

Plus, you will never stop learning or advancing your skills as a teacher.

Similarly, SEN teachers generally work with smaller class sizes, and have a lot of one-to-one time with pupils, playing a crucial role in their learning and development. Watching your pupils achieve their goals, big or small, will give you a sense of pride in your work, and them.

individual needs, some will have their own assistants to help in the classroom.

Being positive, enthusiastic and able to adapt will help you build relationships with your pupils, especially when you are new to a class.

“Ensuring each individual child can learn, be cared for, and thrive is paramount”

www.teachersresource.co.uk

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Lifting the mask

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AUTISM AND GIRLS

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IN THE CLASSROOM

Women and girls can experience autism in very different ways than most boys – sometimes resulting in diagnosis much later on in life. In a classroom environment, how can recognising autism in girls impact on learning?

M

asking is a term commonly used when discussing autism in girls and women on the autism spectrum. Scientific research and history have confirmed that diagnosing autistic males is much more prevalent than women receiving a diagnosis – and masking could be the reason behind this.

Copying behaviour from their peers, masking can be unconscious and result in girls experiencing a subtler presentation of autism. In the classroom, this can cause challenges for both student and teacher.

TEACHING

“Generally speaking, autistic girls are much better at hiding their emotions,” explains Sarah Wild, head teacher for specialist school for girls on the autism spectrum, Limpsfield Grange School. “The terms used are masking or camouflaging, which is when girls are getting social feedback all the time and know things aren’t going very well socially, and are not quite sure what to do about it. So, girls will replicate and copy other social behaviour and use it for themselves.

“That’s difficult in the long term because people are thinking about what to do and supressing their natural social instincts. It can lead to people becoming really mentally and emotionally exhausted,” adds Sarah.

Having worked as a teacher for 22 years with a range of special needs, Sarah’s time teaching autistic girls has highlighted the differences between males and females on the spectrum.

One of the main factors of women on the autism spectrum is the issue of hiding their true feelings and emotions to replicate their peers.

Dr Sarah Lister Brook, clinical director with the National Autistic Society, agrees: “Masking refers to people being able to cover up their difficulties. In www.teachersresource.co.uk

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women and girls, they tend to internalise their worries or difficulties. If they’re finding something challenging they will tend to quietly get on with things.”

As challenging as this can be for teachers in the classroom, it can present real issues for students which in turn could hinder learning.

LEARNING

“Their level of anxiety is absolutely enormous, so that is their biggest barrier to learning,” explains Sarah. “You can’t learn if your head is full of worry.” For girls on the autism spectrum there is an increased chance of experiencing mental health conditions. This is not to say that boys or adult men wont, but the known internalisation from girls can cause a significant impact on their time in the classroom.

Dr Lister Brook continues: “If a student doesn’t externalise or talk about their problems they’re not then able to signal they need help.” In a classroom setting this can cause students issues when understanding another person’s perspective; working in groups; to coping with sensory information.

The classroom is a hub of learning, brightly coloured walls, chattering peers and activities: a safe space that could unconsciously deter learning.

“There could also be difficulties in understanding whole class instructions provided. Students might not have the sense of being part of a group, so when a teacher gives an instruction they don’t understand that this applies to them,” adds Dr Lister Brook.

Experience working with autistic students, Sarah fervently promotes the importance of ensuring girls reach their ‘just right’ state in terms of managing their anxiety.

She explains: “Often anxiety levels build up until it stops [students] from living the life they would choose, because the girls are great at holding it together and pretending everything is OK. They need people who are skilled in spotting when it is not – as students are not forthcoming.”

To encourage positive behaviour and promote learning, there are many resources available for teachers to better understand teaching autistic girls for a harmonious classroom.

DEVELOPMENT

The National Autistic Society has recently launched their comprehensive Women and Girls course helping professionals to learn more about autism in women (the course starts from £30). By putting the autistic voice at the heart of their courses: you can expect increased information or guidance when working with autistic girls and women.

From ensuring learning is concrete and visual, to reintegrating and checking what learning your students have taken in, being clear on what students do and don’t understand will be beneficial for the entire class in the long term. Similarly, My World from the National Autistic Society is a great tool for teachers to use for a plethora of resources on teaching autistic pupils.

Working together as a team is the best way for students to develop and progress in a way that compliments any additional needs. From direct experience, Sarah stresses the importance of building relationships with your students; particularly girls on the autism spectrum.

“Talk to that young person or young girl about what support she likes, how she feels, what she finds difficult,” advises Sarah.

“That young person has some insight into what is working and what isn’t. The girls I work with like a high level of control over what is taught to them. They need to feel you are coproducing.”

Improved appreciation of the challenges girls and young women can face in the classroom is integral to improved education. Growing up has its own ups and downs, with an autism spectrum diagnosis, the anxiety and apprehension that comes with learning and building friendships can be challenging.

Small adaptations in the classroom can be beneficial to advance your own teaching and the learning of your students, which is what we all want as teachers.

“In women and girls, they tend to internalise their worries or difficulties”

MORE INFORMATION Learning resources are available from the National Autistic Society (www.autism.org.uk). Find out more about Limpsfield Grange School here, limpsfieldgrange.co.uk

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Celebrate Playday everyday and on Wednesday 7th August 2019 - Play Builds Children #playeveryday PLAY is a powerful builder of happy, healthy, capable children.

Play benefits families, early years and schools, and local communities.

Visit www.playday.org.uk and register your event • Play Builds Friendships – playing allows children to develop relationships, deal with conflict, and learn respect and tolerance.

• Play Builds Resilience – playing boosts children’s confidence and problem-solving skills, enabling them to cope with stress and challenges throughout life.

• Play Builds Health and Well-being – being active through play helps children physically and emotionally, contributing to their health and happiness.

• Play Builds Communities – playing allows children to develop independence and a sense of identity and belonging.

Contact Play Scotland • Develop a Play Strategy for your school or community • Playful Resources including designing Inclusive Play Spaces • Play Training to support confident parents, play providers, teachers and planners - at home, in early years & schools, in local communities

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info@playscotland.org www.playscotland.org #playeveryday

20/05/2019 14:44

IN THE PUPIL CLASSROOM SUPPORT

The right to a

RELATIONSHIP Everyone is entitled to positive sexual relationships; however, sex and relationships remain a taboo subject in the classroom. Emma Storr investigates what needs to change and learn about two people’s experiences

I

n 2020 sex education will become compulsory across English schools with hopes of Scottish schools following suit. But, without appropriate differentiation and understanding, young people and children with learning disabilities are being left vulnerable.

We all crave fulfilling, healthy relationships, but without knowledge, education and understanding, this problem will continue to grow.

IMPACT

Under the UN Convention on the Rights of Persons with Disabilities, disabled people have equal rights to marriage, a family and personal relationships.

This same document outlines disabled people’s right to start a family, the right

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to education, and the right to proper support to learn.

This right to learn about sex and relationships should be implemented from an early age says Linda Jordan, whose daughter has a learning disability. Linda is senior advisor of the preparing for adulthood team at NDTi (www.preparingforadulthood.org.uk).

“If we believe someone has a right to friendship we support that, but for some reason we don’t if it is a sexual relationship,” expresses Linda. “If we don’t support [pupils] to have that experience it has an impact.”

Shaun and Catherine feel they didn’t receive adequate sex education while attending SEN schools as children.

Now, they both have their own children and work for charity Change as project

workers and trainers.

“In our early teens they showed us cartoons during sex education and no one took it seriously,” remembers Shaun. “It was a video no one could understand, there was a lot of laughing at it and I felt it would be better to not have sex.”

When SEN pupils aren’t viewed as sexual beings, the results can cause lifelong damage, Catherine says: “They label us and say we can’t have relationships, we can’t have sex – but we can.”

Consenting adults will have sex with or without information, but without adequate knowledge pupils are left vulnerable. “I think that we are exposing them to danger if they’re not armed with the right information,” stresses Linda.

Teachers’ Resource SEN 17

17/05/2019 11:10

IN THE CLASSROOM

VULNERABLE

Being ill informed leaves pupils open to domestic, economic and sexual abuse.

“Young people with a learning disability are vulnerable to exploitation if they are not armed with knowledge,” explains Linda. “If they don’t get to learn about exploitation then it’s a barrier, at a certain point it becomes a safeguarding issue.”

Women with a disability or long-term illness are almost three times as likely to experience violence and abuse than those without, but the problem affects men, too. After his time at school, Shaun experienced domestic and economic abuse at the hands of a partner. With the appropriate education, Shaun believes he would have been better protected.

“Without proper sex education from the beginning I felt really vulnerable,” emphasises Shaun. “I wish I had had better sex education, if I did I might have went about being a dad better – I would have better knowledge of things like using condoms.

“I didn’t know what they were when I left school, we didn’t get taught about that.”

Along with leaving pupils open to abuse and exploitation, they are being denied the opportunity to explore their sexuality, likes and dislikes.

Sex and relationship education should not be solely negative. Being loved, respected, and valued is part of being in a healthy relationship, Catherine

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explains: “This has to be taught in schools so they are aware there can be good relationships and what they look like.”

TABOO

Talking openly about sex remains a taboo throughout society, but people with a disability often face the additional barrier of how complex needs are perceived.

“We are scared to give children information that is obvious and basic,” stresses Linda. “I think people assume it’s not relevant for people with complex needs, they talk about being sexual as a problem, not like it is normal.”

This perception remains one of the biggest barriers to effective sex and relationship education in SEN schools.

Removing this stigma starts by speaking openly about relationships at an early age, in safe spaces like schools.

“It’s still a taboo subject,” expresses Catherine. “They don’t want their pupils to know about it because they see them as special and label them, and I think that’s wrong.”

UNDERSTANDING

In order to arm pupils with the correct information, teachers need appropriate training. “People must understand sexuality, what it means to each individual and how to support people

learning about sex and relationships,” Linda explains.

The growing list of teachers’ responsibilities can already be crippling, the onus to provide training lies with councils and the government. As sex education becomes compulsory, policy has to reflect everyone’s needs, not just those of pupils in mainstream schools.

Both Shaun and Catherine believe explaining others’ personal experiences would be an effective mode of teaching.

“Pupils should be able to see what it’s like from a person with a learning disability because they’ve experienced it and we are role models,” stresses Catherine Promoting equality and removing the stigma around sex and disability is essential, Shaun says: “It’s so important to talk to pupils who are thinking about having relationships or want to have sex.

“We are adults too and we want to be treated the same as everyone else.”

Positive sex and relationship education in the classroom can be the catalyst for healthy relationships. It is time to remove the stigma around disability and sexuality, and give SEN pupils the information they need to remain safe.

MORE INFORMATION NDTi (www.ndti.org.uk) and Change (www.changepeople.org) provide resources for discussing sex and relationships with pupils with learning disabilities.

www.teachersresource.co.uk

17/05/2019 11:10

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IN THE CLASSROOM

PRODUCT roundup Take your teaching to a new level with our top pick of classroom products

LEARNING CHATTER TRACKER

SENSORY EAR DEFENDERS

TTS, from £8.99, www.tts-group.co.uk, 0800 138 1370 Students on the autism spectrum or with sensory issues will benefit greatly from ear defenders in the classroom and play area. Coming in a range of colours, the defenders cancel noise aiding in avoiding sensory overload, relieve stress or anxiety, plus encourage focus and concentration.

Sensory Education, £92.99 www.cheapdisabilityaids.co.uk Keep noise levels to a minimum in your classroom or in the corridor. Using a simple traffic light method, when talking is at a reasonable level the light will be green.

The louder the chatter the light will turn from amber to red. A great visual tool, ideal for students with hearing impairments.

SENSORY NO NONSENSE NUMBER FACTS

LDA, £245 ex VAT www.ldalearning.com, 0345 120 4776 Develop your student’s thirst for mathematics knowledge with the No Nonsense Number Facts series. Using research on how children and young people learn with numbers, the series will enable you to have fun, engaging, and productive maths lessons from years one to six.

PHYSICAL MERU FLEXI

Price on request, www.MERU.org.uk MERU offers products that provide solutions to common issues, such as the Flexzi – an adjustable support for buttons, iPads, and mobiles. It is available with single, double or triple flexible strands and different stability options, including a table-top stand or clamp. Visit the website or call 01372 725 203 for more information.

MERU ROKZI

Price on request, www.MERU.org.uk MERU Rokzi Armz and Legz attach to standard school seats to provide extra support, enabling students to sit more independently and engage for longer.

Rokzi Armz provide increased feedback and support for students with low body awareness who tend to lean or slide in normal chairs. Legz increases safety for children who have balance difficulty and limited awareness of danger. To find out more, call 01372 725 203.

www.teachersresource.co.uk

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SENSORY ASSORTED COLOURED OVERLAYS

TTS, £29.95 ex VAT, www.tts-group.co.uk, 0800 138 1370 Dyslexia can cause stress when it comes to reading, but coloured overlays can alleviate tension. An alternative to reading rulers, the overlays can leave hands open and are shown to increase reading speed by 25 per cent or more for people living with visual stress. Coloured overlays are a simple, yet effective, classroom tool.

Teachers’ Resource SEN 21

17/05/2019 11:12

PUPIL SUPPORT

Identifying

DYSLEXIA in the classroom Spotting the signs and symptoms of dyslexia can be difficult, but knowing what to look out for can make all the difference to pupils’ progression

I

t is estimated that one in 10 people have dyslexia: a common learning difficulty that can cause issues with reading, writing and spelling, making them more challenging.

Dyslexia is not a condition that affects intellect, but rather a different way of processing written language.

SYMPTOMS

A diverse condition, dyslexia is unique to everyone, meaning no two pupils will present the same symptoms, which can make it particularly tricky to identify in the classroom.

Some of the most common signs of dyslexia include reading and writing slowly, confusing the orders of letters, writing letters the wrong way around (a ‘q’ instead of a ‘p’, for example), having difficulty processing written information and struggling with organisation and planning.

Spotting the signs and symptoms of dyslexia as quickly as possible is key, as it means pupils get vital support sooner, which can aid their progression, and their confidence, throughout their time at school.

MULTISENSORY LEARNING

One of the most successful methods of helping dyslexic pupils is multisensory learning. This takes typical lessons such as spelling and writing and turns them into manageable exercises.

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This could include making words out may not be beneficial to dyslexic of different materials, such as glitter, pupils’ learning, and therefore, different beads, pasta or building blocks. You creative methods must be used in their could also use different objects from place. around the classroom and use them It’s also vital to focus on the pupil’s to help aid spelling, or turn strengths: many individuals typical lessons into a fun with dyslexia are right-brain Further game. dominant, making them Learning Different equipment very creative, excellent can also aid learning: problem-solvers, Get an increased understanding popular choices are pattern-spotters, and of educating students with colourful keyboards, they are excellent team dyslexia from the British Dyslexia with enlarged players. Tailoring lesson Association’s Summer School. keys and letters to plans to these strengths Supporting dyslexia learners will make typing more is not only a great way take place from 30 July to accessible. The to develop learning, but 2 August 2019 in different colours help improve confidence, too.

London. students differentiate It could also be useful for the letters and make typing pupils to receive one-to-one considerably easier. support, or lessons in small groups with Pocket spellcheckers, colour overlays, a specialist teacher. pens that turn written words into audio Every child deserves to reach their full and voice recorders could also be potential, and identifying dyslexia early useful learning aids in the classroom. on is one of the key ways to ensure all pupils can thrive in the classroom.

ADAPT

It’s important to consider the obstacles children with dyslexia face, and adapt lesson plans to suit their needs.

Usual writing and spelling exercises

MORE INFORMATION Get latest education resources on dyslexia over at: www.bdadyslexia.org.uk www.teachersresource.co.uk

17/05/2019 11:13

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IN THE CLASSROOM

SAFE SURFING THE WEB The internet is now a staple part of society, which can be used for learning plus having fun outside the classroom. Teaching SEN pupils in school about the risks associated with the online world is one of the best ways to ensure they’re empowered to use the internet in a safe, enjoyable way

C

hildnet originally launched their STAR Toolkit in 2014, as a resource for teachers to educate their SEN pupils on how to keep themselves safe when using the internet. Since its creation five years ago, technology has advanced to the extent that Childnet is taking steps to update the Toolkit – keeping it current and relevant for pupils learning to navigate the digital world today.

UPDATE

“We were hearing from SEN teachers that they often had to use primary resources to teach about online safety,” explains Kate Edwards, education and safeguarding manager at Childnet. “The tools their pupils used were too young for them, and therefore weren’t relatable.

We wanted to create something that [teachers] were able to use and was an inclusive resource.”

The STAR Toolkit – which stands for Safe Sharing, Trust, Action and Respect – aims to cover all aspects of online safety, equipping pupils with the knowledge of online dangers and how to identify them.

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It is made up of different teaching resources, which teachers can then adapt to their own pupils’ needs to ensure the highest level of learning is obtained.

ADAPTABLE

“We’ve tried to make the resource fully adaptable, so there are lots of opportunities for teachers to tailor the Toolkit to their pupils,” Kate enthuses. “It starts discussions, so teachers can really establish that the pupils understand the language used around safety. There are teaching point activities, where teachers can pick the appropriate activities for their students.

“We’ve also introduced a Beyond the Classroom section, which teachers can send out to parents and carers, to ensure this learning continues outside of class, so that pupils are supported in all aspects of their lives.”

DIGITAL AGE

The STAR Toolkit also emphasises the importance of individuals reflecting on their own behaviour online, the information pupils make available about themselves, and how they make others feel online.

“We’ve really tried to take onboard, not only the risks that are presented to young people online, but also the risks they can pose to themselves,” Kate continues.

“This will be a resource that they can relate to. We’re hoping that this way, students are able to really get the most out of online safety education, to prepare them for their experiences online.”

The digital world can be a tough one to master, but with more research and resources being developed every day, it’s never been easier to ensure your pupils are equipped to navigate the internet with confidence.

MORE INFORMATION

Get the latest practical teaching advice by visiting Childnet’s dedicated online STAR toolkit, www.childnet.com/resources/star-sen-toolkit

www.teachersresource.co.uk

17/05/2019 15:12

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AT ONE WITH NATURE The great outdoors has a variety of well-documented benefits, from decreasing stress and improving overall mood. For SEN pupils, the outdoors can provide an alternative, accessible approach to learning

E

very year, more research is released showcasing the benefits of outdoor learning for both pupils and staff.

Outdoor lessons can be a particularly useful learning tool when teaching SEN pupils due to the freedom provided, and the lack of restrictions that may be in place in the classroom.

BENEFITS

“The major benefit is allowing children to understand themselves as learners and be able to provide [children] with identity within their peer group,” explains Mike King, chair of trustees at the Institute for Outdoor Learning.

“You often find that SEN pupils are risktakers. The outdoors allows a young person to take risks which are mentally and physically positive, rather than detrimental to their health or wellbeing.”

There may be a stigma in the teaching community that outdoor learning is a last resort for a sunny afternoon, or when a lesson plan has fallen through, but there are numerous benefits to transferring your classroom into the playground, and the wider community.

Learning outdoors provides exercise, investigation, problem solving and team work. It also allows respite from the intensity of classroom learning, giving pupils the opportunity to rejuvenate and work at maximum capacity for classes later in the day.

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And, the outdoors offers opportunities the classroom can’t. Spending time in the fresh air or around nature boosts mental wellbeing and relieves stress and anxiety. It also means pupils are taking in more Vitamin D, which releases serotonin and helps to regulate mood and boost positive emotions.

Not only do pupils feel the benefits of the outdoors: it can be great for teachers to head outside, too.

“We consider outdoor learning to be another resource in the toolkit, which will help build confidence and skills in teachers, too,” Mike enthuses. “It allows teachers to come alongside pupils and experience adventure together.”

BEYOND THE PLAYGROUND

There are a variety of options to bring the classroom to the local community and beyond, from immersing yourself in nature, to getting involved in highadrenaline activities. And centres

around the UK run courses for all abilities to take part in.

Calvert Kielder offers a vast range of accessible activities for pupils to enjoy and experiment with. Calvert Kielder is nestled in the stunning Kielder Water and Forest Park, just a few miles from the border between Scotland and England.

Every year, the Forestry Commission plant 3.5 million new trees in the park, which is home to different species of wildlife and makes it the perfect location for an accessible educational visit beyond the playground.

Calvert Kielder runs adventure activities, such as climbing, zip wiring and taking a ride on the King Swing. All activities are suitable for any ability, and, as far as Calvert Kielder is concerned, there’s no such thing as impossible.

ADVENTURE

Erica Dennies is the deputy head teacher of Corseford School Capability Scotland.

Her pupils attended the Calvert Kielder www.teachersresource.co.uk

17/05/2019 11:24

IN THE CLASSROOM

“Learning outdoors is intrinsically more fun and more interesting than being in a classroom” centre, to celebrate leaving school.

“They were really pleased that they got an option, because they wanted to do the high adrenaline activities,” Erica explains.

“At no point did anyone say ‘oh no, you won’t be able to do that.’ The staff really supported the pupils and worked hard to ensure everyone succeeded with the activities.”

Created in 1981, Calvert Kielder aims to make outdoor activities and learning accessible to all, which they achieve through highly-trained staff, and a positive, can-do attitude.

“It had this really nice, inclusive feel of people who were just there to have a good time and have a holiday,” enthuses Erica. “It demonstrated to the pupils that they could be included in these activities, they can do them and they can meet a challenge. I think they liked the camaraderie of encouraging each other to put themselves out of their comfort zone and try something that was challenging and different.” www.teachersresource.co.uk

026-027_SEN_SS19_Outdoor Education.indd 27

LESSONS

From physical education to maths: almost any subject is transferable to the outdoors if you put your mind to it. From drawing words on the ground with chalk, to measuring objects in the playground, or conducting an experiment outside; it doesn’t have to be hard to bring your class outdoors.

“Learning outdoors is intrinsically more fun and more interesting than being in a classroom,” says Erica. “It’s easier to provide learning opportunities and experiences in a situation that the children are engaged in. Outdoor learning is really crucial and it’s for pupils with any ability. A lot of the time, children don’t even realise that they’re learning when they’re outdoors.”

Though classroom learning is essential, the rise of outdoor lessons in places such as Sweden and Finland has not gone unnoticed across the UK, and more schools are implementing outdoor time.

“Look at your local environment to

start with,” Erica urges. “Don’t feel that you have to go and do something that’s really big and scary and takes lots of organising.

You may have lots of opportunities in your own playground or your local community.

Don’t think of outdoor education as something we do in the summer as a treat, or at the end of term, make sure it’s built into the curriculum.”

“Try it out in the playground for a start, and work from there,” Mike agrees. “Start small, make it a regular occurrence, and make it simple within your capability, so you can build confidence. Take that plunge, just start stepping out and exploring what’s around you.”

MORE INFORMATION Calvert Kielder www.calvertkielder.org.uk Institute for Outdoor Learning www.outdoor-learning.org

Teachers’ Resource SEN 27

17/05/2019 11:24

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17/05/2019 15:21 15:45 20/05/2019

PUPIL SUPPORT

Opening hearts and minds I

f you mention clowns to any adult they might look a bit scared, but when Eileen McDonnell, head teacher at Mavisbank School, first heard about charity Hearts and Minds’ Clowndoctors in the Classroom programme she wanted to keep an open mind.

Hearts and Minds is an organisation working to make a positive change in people’s lives using a unique method of clown therapy.

Inspired by the idea of a new form of play and communication for pupils, Mavisbank welcomed the Clowndoctors with open arms.

CONNECTION

The Clowndoctors use improvised therapeutic clowning to interact with SEN pupils to help encourage engagement. “When we’re performing there’s no fourth wall, no barrier between us and the audience,” explains Suzie. “It made perfect sense that we could make those connections with young people and help them with a sense of playfulness.”

These strong connections are formed through conversation, but are usually non-verbal. Using gestures, movements and breath to build conversations, it is the perfect fit in SEN schools where verbal communication isn’t always possible.

Introducing new modes of communication into the classroom often means pupils react in unexpected ways, Eileen says: “It has helped us see what www.teachersresource.co.uk

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PICS: © NEON EIGHT LTD

In a pioneering twist, one charity is using therapeutic clowning in the SEN classroom to connect with pupils. Hearts and Minds is making a significant impact, we speak to artistic director Suzie Ferguson and one head teacher about the programme’s impact

children can achieve, in many cases it is more than expected.”

PROGRESS

Celebrating each individual’s achievements is an integral part of the programme, Suzie says: “We can often get stuck thinking about what’s impossible, difficult or painful. Our intention is to meet people and lift them up.”

Interacting with pupils on their level creates this positive emotional impact – something they might otherwise miss out on. “It’s so important because they’re not getting that anywhere else in society,” stresses Eileen. “You’ve got to see it to understand how magical it is.”

“Pictures can be great but you can’t understand how excited and electrifying it can be to get a response from a child who doesn’t usually react,” Eileen adds.

COLLABORATION

And knowledge from teachers is essential to the programme’s success, Suzie explains: “It’s quite a collaborative partnership; the staff know them in a way we never can and that shows.”

This same input is welcome during sessions where teachers can get involved or observe. “Teachers can take a step back and see students through a different lens, having different

experiences, it can be really valuable,” stresses Suzie.

The collaborative process doesn’t end when the Clowndoctors leave school grounds, and their value doesn’t go unnoticed. “We can use the same strategies when the Clowndoctors leave,” Eileen explains. “Every year we ask teachers what to spend money on and this is their priority, it’s something that is highly valued.”

New modes of interaction are essential to creating positive communication between pupils and their teachers. Through therapeutic clowning, Hearts and Minds are breaking barriers in the classroom.

MORE INFORMATION To find out more about Hearts and Minds, and the Clowndoctors, visit www.heartsminds.org.uk Teachers’ Resource SEN 29

20/05/2019 11:26

IN THE CLASSROOM

Getting ahead with

LORRAINE PETERSEN

After teaching in mainstream schools for 25 years, Lorraine Petersen knew she wanted to create positive change for SEN pupils.

We speak with Lorraine to learn more about career progression in the SEN sector

S

“Your responsibility is so big, but it is incredibly rewarding”

ince Lorraine Petersen started teaching in the late 1970’s she has assembled an impressive CV. After 25 years teaching in schools as a classroom teacher and headteacher, Lorraine became the chief executive officer (CEO) of charity NASEN, and was awarded an OBE for her services to education.

In 2013 Lorraine established the Lorraine Petersen Educational Consultancy, delivering training, supporting schools, and advising local authorities on their SEND policy and practice to help ensure all SEND students achieve their full potential.

What inspired you to work with NASEN? After 25 years in education I wasn’t sure what I wanted to do next. The CEO post at NASEN came up and I applied for that not having a clue what it was about; I thought I can always go back into schools. That was 15 years ago now.

It gave me a real opportunity to be able to impact on SEND policy at a national level. Where I worked locally in my job as a teacher working with children. This initially took me away from [that responsibility] and put me into the national picture.

How did your career in mainstream schools influence your work in the SEN sector?

That was where my passion came from, I had been a Special Educational Needs Co-ordinator (SENCO) and supported pupils in mainstream schools.

There’s just something about children who find learning difficult.

When they get that magic moment finally understanding something, you know it’s because you did something right.

How did you progress to start your own consultancy?

I reached a point where I was close to retirement, my husband was retiring and we decided it was the perfect time to set up a business of our own. It meant I was carrying on doing what I was doing with NASEN: training and supporting schools.

I have done a lot more support for individual schools, SENCO support, going into schools and doing reviews. Because of budget

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cuts local authorities have had to reduce the support they can give schools. Schools need support and SEN is a statutory part of what they have to do, the onus on the SENCO is high.

What advice would you give teachers working in the SEN sector?

Your responsibility is so big, but it is incredibly rewarding. You need a support network of other people in the field so that you can look after your own mental health and wellbeing. Teachers and SENCOs need to be mentally healthy in order to support children and young people the best they can.

MORE INFORMATION Learn more about Lorraine and the services she provides by visiting, www.lpec.org.uk. More information on NASEN is available online at, www.nasen.org.uk

www.teachersresource.co.uk

17/05/2019 11:38

An unmissable CPD SEND Conference for all education professionals

9

nasen Live 2019

Join us on the 12th July at the VOX, Birmingham Take a day out of school and join other like-minded education professionals at our highly popular SEND conference and exhibition, nasen Live.

The one-day training event showcases a variety of high-profile speakers, who will deliver outstanding seminars and workshops, helping you expand your knowledge, whilst at the same time providing you with useful resources and strategies to help you improve outcomes for ALL children within your setting.

The price of a ticket will give you access to all the seminars, workshops and exhibitors; you will also receive lunch on the day and 20% off advanced train tickets with Virgin Trains!

Who is speaking?

There will be a range of high profile speakers delivering seminars and keynotes at nasen Live, some of the speakers and topics include: • Dr Adam Boddison & Danielle Brown MBE Welcome and opening address • Fintan O’Regan Reducing exclusions through reasonable adjustments • Natasha Devon MBE Barriers to the mental health conversation and how to smash them and much more!

See you there!

To find out more and to book your tickets visit: www.nasen.org.uk/SEN/nasen-live or give our friendly team a call on 01827 311 500.

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16/05/2019 14:18

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