Teacher's Resource SEN Autumn / Winter 2017

Teachers’

AUTUMN / WINTER 2017

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

GET ACTIVE Inclusive PE opportunities

FIDGET SPINNERS

Essential aid or classroom nuisance?

USING NATURE TO NURTURE

The power of outdoor learning for pupils with additional needs

THE IMPORTANCE OF COMMUNICATION

Tactics to use in class for pupils with SLCN

BEAT BULLYING How to tackle the issue of bullying in SEN schools

001_TRS_SEN_AW17_Cover FINAL.indd 1

03/10/2017 10:49

002_TRS_SEN_AW17_ADV.indd 2

03/10/2017 09:54

PUBLISHER

Denise Connelly denise@dcpublishing.co.uk

EDITOR

Lindsay Cochrane lindsay.cochrane@dcpublishing.co.uk

STAFF WRITER

Lorne Gillies lorne.gillies@dcpublishing.co.uk

DESIGN AND PRODUCTION

Lucy Baillie lucy.baillie@dcpublishing.co.uk

PRODUCTION ASSISTANT

Lisa McCabe lisa.mccabe@dcpublishing.co.uk

SALES

Danny McGonigle danny.mcgonigle@dcpublishing.co.uk

www.teachersresource.co.uk @ResourceMagScot DC Publishing Ltd 198 Bath Street, Glasgow, G2 4HG Tel: 0844 249 9007 ©DC Publishing Ltd 2017. 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.

23

Editor’s Letter Hello, and welcome to the autumn/winter issue of Teachers’ Resource SEN! We’ve got a jam-packed issue for you this time around, covering a wide range of topics that’ll boost your practice as a professional.

Kicking things off, we’re looking at how to tackle bullying in the classroom when your pupils have support needs – SEND pupils are more likely to be victims of bullying than their mainstream peers, so it’s wise to get clued up on how to support them, and how to tackle bullying in your school community.

We’ve also got a special focus on outdoor learning, we’ve been finding out about inclusive PE lessons, plus we’ve been looking into a recent report which highlights the prevalence of mental health amongst young people with autism – and what schools can do to better support youngsters affected.

And that’s just the start! So head to the staff room, make yourself a cup of tea and get stuck in. And don’t forget to let us know, using the contact details on the left, what you’d like to see included next time around!

GO ONLINE

Lindsay Cochrane, Editor

What’s Inside IN THE CLASSROOM

PUPIL SUPPORT

Making PE accessible to all.

Tackling bullying in SEN schools.

12 READY, SET, GO!

10 KNOW YOUR NORMAL

20 COMMUNICATION MATTERS

PROFESSIONAL DEVELOPMENT

Working with children with speech, language and communication needs.

23 AN ALTERNATIVE REALITY

7 MASTER OF EDUCATION

How VR is changing education.

25 USING NATURE TO NURTURE

15 MANUAL HANDLING

30 FIDGET SPINNERS

28 DATES FOR YOUR DIARY

A useful tool or a classroom nuisance?

We want your view.

003_TRS_SEN_AW17_Welcome_Contents.indd 3

Spotlight on autism and mental health.

A glimpse at some of the best master’slevel courses for SEN staff.

The perks of outdoor education.

www.teachersresource.co.uk

4 BEAT BULLYING

19 THE PRODUCT ROUNDUP

Some innovative items to help in class.

25

www.teachersresource.co.uk For news and features, and regular updates from the team, head to the Teachers’ Resource website.

Your need to know.

Upcoming courses and events to boost your development.

Teachers’ Resource SEN • Autumn / Winter 2017

3

03/10/2017 10:47

BULLYING

With children with special educational needs and disabilities twice as likely to experience bullying, how can SEN schools tackle the issue? We found out

004-005_TRS_SEN_AW17_Bullying.indd 4

03/10/2017 09:59

PUPIL SUPPORT

B

ullying is a problem in schools across the UK. The 2017 Ditch the Label report, which surveyed 1,020 young Brits aged 12 to 20, found that 54% of young people had been bullied at some point.

That’s more than half of children in our schools. One in five children had been bullied in the last year, while one in 10 had been bullied in the last week.

When asked why they felt they had been bullied, half said it was because of their appearance, and 8% said it was because of a disability that they have.

This isn’t good enough. Which is why this year’s Anti-Bullying Week is seeking to challenge these attitudes.

EQUAL

From 13 to 17 November, this year’s AntiBullying Week theme is ‘All Different, All Equal’. Difference is sometimes what causes a child to be targeted by bullies – the wrong trainers, a different religion, a different skin colour, a disability. AntiBullying Week, coordinated by the AntiBullying Alliance, is asking teachers, parents and young people to join forces against bullying – and to really celebrate what makes us different.

“We do a survey every year asking young people what they want the theme to be, and we had a much bigger response than usual,” explains Nicola Murray, senior programme lead at the Anti-Bullying Alliance. “What we came out with was that they wanted it to focus on issues like disability, sexuality and gender, and race and faith.”

Children with special educational needs are twice as likely to be bullied than mainstream children. One report from learning disability charity Mencap estimates that eight out of 10 children with learning disabilities have experienced bullying.

“With disabled children, or those with SEN, there can be many things that mark them out as ‘different’,” points out Nicola. “Whether that’s about their impairment on a day-to-day basis, taking longer to get from one class to the other, language and communication difficulties, or if there’s a hidden impairment as well – unfortunately, these are all things that make them more vulnerable to experience bullying.”

CHALLENGES

Tackling bullying in an SEN environment can present different challenges. When working with children with learning disabilities or autism, for instance, their

www.teachersresource.co.uk

004-005_TRS_SEN_AW17_Bullying.indd 5

“Everyone who’s a part of the school should understand what bullying is, and how to address it” comprehension may differ from their neurotypical peers – so they might not understand that they’re being bullied, or that their behaviour could constitute as bullying. If communication is a difficulty, getting children to open up to you about what is happening can be hard.

Nicola recommends, however, that SEN schools tackle bullying in the exact same way as mainstream schools – that means taking a whole-school approach.

“Everyone who’s a part of the school, no matter what their role is, should understand what bullying is, how to respond and how to address it,” Nicola explains. “There are sometimes other things to address – potentially around communication needs, for example.

Does the staff member understand the child’s communication needs? Does the child understand the staff member?

Have they had time to calm down and fully tell you what they want to do? Do they need a supporter? It’s a lot around communication needs, but we do still say that there needs to be this wholeschool approach.”

The Anti-Bullying Alliance recommend following the social model when it comes to dealing with incidents of bullying. In other words, bullying occurs not because of something the bullied child has said or done, or the way they are – it’s a consequence of their environment.

“We hear from school staff saying things like, ‘They wouldn’t be bullied if they didn’t make that noise,’” Nicola says. “Instead of focusing on trying to change the behaviour of the person that’s being bullied, it’s about looking at all the factors that are contributing to it. It’s not just around this traditional view of the victim of the bullying – there’s actually a host of different roles that people can play. It’s very rarely just these two people involved.

You’ve actually got a lot of people who are actively allowing it to happen.

Sometimes it can be that focusing on those areas can help to stop the

bullying rather than going along with traditional measures.”

TACTICS

There are various tactics you can employ in your school to help reduce instances of bullying, and to support children who are being bullied.

“That could be using the ‘circle of friends’ approach to discuss sensitive issues,” Nicola says. “And being really clear about how we behave with each another and how we should treat one other. Doing empathy-building can be preventative as well as how you respond to bullying. Also role-modelling behaviour is really important – especially for children with autism, when they’re involved in bullying. These sorts of approaches can work really well.”

It’s all about supporting children to understand what’s right and wrong, what sort of behaviour is acceptable – and, most importantly, varying your approach based on each individual child’s needs.

“The social model isn’t about treating everyone the same; it’s about treating everyone differently to get the same result,” Nicola adds. “It’s essentially using things like the social model approach, whole-school approach, looking at things like communication issues and comprehension issues, and addressing it on a case-by-case basis.”

When it comes to developing antibullying strategies and policies for your school, the Anti-Bullying Alliance have a host of resources available online. Their All Together platform gives schools access to support, and they can also audit their current anti-bullying practices. The charity works closely with the Council for Disabled Children, so many of the resources are tailored towards disability and SEN. There’s online training available too, to help staff learn how to tackle bullying.

“One thing that you don’t hear any more, which you used to hear a lot, is that ‘our school doesn’t have bullying’,” Nicola says. “It does show a shift in attitudes from schools. They realise that this is going on. They see this shift in this way of dealing with it – you don’t just have a bully and a victim and deal with it when it happens. The schools are much more aware that they need to do more to prevent it.”

MORE INFORMATION The Anti-Bullying Alliance www.anti-bullyingalliance.org.uk

Teachers’ Resource SEN • Autumn / Winter 2017

5

03/10/2017 10:00

Our home study courses are fully flexible allowing you to complete your qualification at your own pace and in your own time. · · · ·

Flexible learning for your staff Reduced fees for schools accounts Level 3 qualifications for support staff Blended learning

The courses offered with The Learning College have been designed to make learning at home easy. We offer full tutor support throughout your course to ensure you are on the right track at all times. We also provide you with all the required materials and podcast lessons to ensure you understand every part of each unit, by using various tutoring styles we can be sure you are following the course materials and completing your qualifications to the highest standard possible.

The Learning College has learners all over the world currently studying our courses. As a global college we have a wealth of experienced tutors and team members to ensure your study time with us is to the highest of standard at all times.

We have extensive knowledge as to what our learners require from us upon completing courses through our college. By offering a personal, high quality service we ensure a smooth learning process throughout.

The courses we deliver are via ‘blended’ learning. This means you have a mixture of different learning styles to cater for all learning abilities. These learning styles are Visual, Auditory and Kinesthetic.

You can fit your studies around your current lifestyle by learning as and when you can.

Teaching Assistant Courses, all qualifications are listed on the (QCF) and recognised and regulated by Ofqual. If you are wondering or looking as to how to become a teaching assistant then The Learning College can help you further.

LEVEL 3 SUPPORTING TEACHING & LEARNING IN SCHOOLS (QCF) QUALIFICATIONS LEVEL 2 SEN COURSE A range of teaching assistant courses leading to recognised teaching assistant qualifications are available including our entry course which has four mandatory units and is expected to take approximately eighty – one hundred and eighty hours of study, this is for our Level 3 in Supporting Teaching & Learning in Schools (QCF) course. All courses are studied in your own time, completely at your own pace with full support from a 1-2-1 Tutor. Course aims are to teach

the supportive role of the teaching assistant within the classroom.

All qualifications are delivered via our learning platform where you will have Podcast Lessons along with all materials and resources to complete your teaching assistant course in full. You will have unlimited, unrestricted access to your Tutor for the duration of your qualification direct via our learning platform.

01785 336464 www.thelearningcollege.co.uk 006_TRS_SEN_AW17_ADV.indd 6

03/10/2017 12:34

PROFESSIONAL LEARNING

When it comes to professional development opportunities, there are lots of different courses and pathways you can take – and more and more universities are coming forward to offer master’s-level learning options that’ll boost the practice of those working in special education environments. We round up some of the most interesting courses available now

Master of

EDUCATION MA ADVANCED EDUCATIONAL PRACTICE: SPECIAL EDUCATIONAL NEEDS Liverpool John Moores University www.ljmu.ac.uk Boost your practice and learn how to develop and manage inclusive special educational needs practice with this parttime master’s at Liverpool John Moores. The course, which takes three years to complete at master’s level, is specially designed to work round the day job of busy teachers, with evening university-based study sessions.

MA SPECIAL AND INCLUSIVE EDUCATION University of Nottingham www.nottingham.ac.uk This web-based course provided by the University of Nottingham will really deepen your understanding of SEND, www.teachersresource.co.uk

007-008_TRS_SEN_AW17_Masters.indd 7

offering a comprehensive focus on debates within special and inclusive education. You’ll come away with increased knowledge and understanding of children and young people with special educational needs, whether you’re an experienced professional or new to working with SEND children.

PgCert SOUNDS OF INTENT University of Roehampton www.roehampton.ac.uk This unique course is an introduction to the musicdevelopmental framework for children and young people with special educational needs. If you’re a music teacher working in an SEND environment, this can really boost your practice – and bring a little extra to your school.

Available at PgCert, PgDip and master’s level.

MSc SPEECH, LANGUAGE AND COMMUNICATION NEEDS IN SCHOOLS: ADVANCED PRACTICE University College London www.ucl.ac.uk With four core modules and a range of optional courses to choose from, this is a good course for teachers and speech and language professionals looking to increase their knowledge on communication issues. Focusing on current research and debates, this will enhance your understanding and critical analysis.

MA AUTISM SPECTRUM CONDITIONS Manchester Metropolitan University www.mmu.ac.uk Study the autism spectrum in depth at Manchester Met. If you’ve already got experience of working with children and young people with autism, this is a great next step to develop your knowledge and understanding – and studying while you work will really aid your practice. There are January and June entry dates for this one too, so check it out.

Teachers’ Resource SEN • Autumn / Winter 2017

7

03/10/2017 10:02

PROFESSIONAL LEARNING

WHY DO A MASTER’S DEGREE?

Undertaking further study while you’re working is a big ask – but it can be hugely beneficial for your career, and your pupils. Here are a few reasons why it’s worth checking out…

1 Better teaching practices By boosting your knowledge at master’s level, you’re boosting your practice as a teacher. That’s not to say that teachers who aren’t educated to master’s level are worse practitioners – but it will give you access to theories, information and knowledge which isn’t available on the job.

2 Keeping current

If you qualified 10 years ago, a lot will have changed in terms of how teachers are taught. So why not get refreshed?

MA EDUCATION, INCLUSION AND SPECIAL NEEDS University of Hull www.hull.ac.uk Exploring the complexities around the concept of inclusion, this course explores a variety of topics, focusing on pupils who might be marginalised in society.

MA INCLUSIVE EDUCATION University of Edinburgh www.ed.ac.uk This course is all about removing barriers to education for children, looking at practice in Scotland, the UK and wider world. Edinburgh’s inclusive MA DEAF EDUCATION University of Leeds www.education.leeds.ac.uk A combination of face-to-face and online learning, this mandatory qualification for teachers of the deaf is a fantastic learning opportunity for those working with deaf and hearing impaired young people, or who would like to in the future. BSL and experience are essential.

8

Teachers’ Resource SEN • Autumn / Winter 2017

007-008_TRS_SEN_AW17_Masters.indd 8

education course offers the opportunity to specialise in working with visually impaired learners, deaf learners and bilingual learners too.

MSc WORKING WITH INDIVIDUALS ON THE AUTISTIC SPECTRUM University of Cumbria www.cumbria.ac.uk Communication is key when working with autistic children and young people – and this course will give you the tools to meet their needs. You’ll gain conceptual knowledge and practical understanding of techniques of enquiry, develop critical analysis and problem solving and improve your ability to work alongside people with autism.

MEd SEVERE, PROFOUND AND MULTIPLE LEARNING DIFFICULTIES University of Birmingham www.birmingham.ac.uk Designed for professionals working with children and adults with learning difficulties in educational settings, including autism, this programme will cover issues for staff who work in any of these services with an emphasis on working together to meet needs.

Available at PgCert, PgDip and MEd level.

3 Prospects for promotion

While a master’s degree isn’t a guaranteed route to promoted posts, by investing in your professional development, you’re showcasing the fact that you’re serious about your career. You’ll also pick up lots of skills and knowledge which are important in management positions.

4 Networking

opportunities

During a master’s, you’ll get to meet – either in person or virtually – a number of professionals with similar interests, who can boost your practice too. Share ideas, talk about lesson plans, discuss current issues in education – it’s a great way to expand your horizons.

5 Increased

understanding

Doing a master’s in a specific area such as autism or inclusive education will give you a better understanding of your pupils – and make sure that you can give them the very best as a result.

www.teachersresource.co.uk

03/10/2017 10:02

Since 1987, Ruskin Mill Trust has developed its unique Practical Skills Therapeutic Education method, working with young people with complex behaviour and learning difficulties and disabilities, including autistic spectrum conditions, and whose needs cannot be met by mainstream education.

Our five centres for young people aged 16 to 25 are based in Birmingham, Sheffield, Stourbridge, Pembrokeshire and Gloucestershire and offer both day and residential placements. Here, students follow a craftwork and land-based curriculum through three stages: overcoming barriers to learning to becoming skilled before stepping out and contributing to their communities.

Lifelong residential care is offered at Clervaux in Darlington. Here, residents can benefit from our unique holistic approach to care, as well as participate in meaningful work and training, according to their needs and wishes. Please contact the admissions department if you’d like to know more about our residential care provision.

Ruskin Mill Trust services are delivered by highly trained and expert staff, and we are committed to providing our staff with continuing training and development opportunities. Some of these trainings, up to Masters level, are available to external applicants.

For further information about training and development opportunities, please email hannah.mallinckrodt@rmlt.org.uk

www.rmt.org

admissions@rmt.org

01453 837502

Ruskin Mill Trust is a Rudolf Steiner Charitable Trust. Registered in England and Wales. Company Registration Number: 7252866. Charity Number: 1137167.

ResourceSEN_FullPage_Winter2017_v2.indd 1

009_TRS_SEN_AW17_ADV.indd 9

03/10/2017 15:16

03/10/2017 15:34

PUPIL SUPPORT

With new research revealing that four out of five young people with autism have experienced mental health issues, we take a look at what needs to change

AUTISM AND MENTAL HEALTH:

KNOW YOUR NORMAL

A

utism means that you see, experience and understand the world slightly differently to your neurotypical peers. Young people with autism are regularly being told that they’re not ‘normal’, that the way they feel is all part and parcel of their diagnosis.

But what if you start to feel a certain way that isn’t related to your autism? How are you supposed to identify that? And where do you get help?

Recent research conducted by Ambitious about Autism found that four out of five young people with autism have experienced mental health issues – and 90% of autistic young people aren’t comfortable disclosing their mental health needs to education professionals.

CHANGE

The report, Know Your Normal, was put together by the charity’s Youth Patrons in conjunction with UCL’s Centre for Research in Autism and Education. The young people had almost all experienced negativity around mental health – and wanted to do something to change that, 10 Teachers’ Resource SEN • Autumn / Winter 2017

010_TRS_SEN_AW17_AutismMH.indd 10

as well as supporting other young people like them.

“They were all saying that when they were talking to professionals, they weren’t being believed and they weren’t being understood. ‘You’re not depressed, you’re just autistic!’ Super offensive things like that,” explains Elizabeth Archer, the charity’s policy and campaigns director.

“They wanted to raise awareness amongst the professionals that work with young people with autism every day; the fact that being autistic and having a mental health issue are not necessarily the same thing, and the way that young people express themselves as autistic young people isn’t necessarily a bad thing.”

To go with the research, the Youth Patrons have also put together a toolkit to help young people with autism recognise their ‘normal’ – a key indicator that there might be something wrong is when those behaviours start to change.

and well,” Elizabeth explains. “When that changes, they can take that to a professional and say, ‘I normally spend eight hours a day on my special interest.

At the moment, I’m only spending four. To you that might look like I’m getting better, but I think I’m depressed.’”

They have also commissioned an animation exploring the idea of ‘normal’ and ‘difference’, to encourage young people to speak up if they feel they are struggling emotionally – something that can be used in the classroom, along with the toolkit, to tackle the topic of mental health with learners.

“At a really basic level, it’s about not accepting that this is inevitable,” Elizabeth adds. “It’s about using language that encourages people to come forward and ask for help. And when people do ask for help, it’s about hearing that and doing everything in your power to ensure that people get the right support.”

NORMAL

Check out the Know Your Normal website and accompanying resources at www.knowyournormal.co.uk

“The toolkit helps young people identify what they look like when they’re happy

MORE INFORMATION

www.teachersresource.co.uk

03/10/2017 10:03

CONTINUING PROFESSIONAL DEVELOPMENT vital practical tools, techniques and interventions CONFERENCES (10.00-16.30). Cost: £174 Sat 11/11/17. Brain-Based Attachment Interventions to Transform Troubled Lives with attachment experts Dr Dan Hughes and Dr Jonathan Baylin.

GET

10%

Manufacturers of fibre optic sensory equipment

DISCOUNT NOW!*

Suppliers of bubble tubes/walls Classroom Percussion Packs Classroom Soft Play And much more *For discount quote SiP10 at checkout.

Offer ends 31.12.2017

Sensory In Play

01302 590599

info@sensoryinplay.co.uk

www.sensoryinplay.co.uk

011_TRS_SEN_AW17_ADV.indd 11

Sat 20/1/18. Building Resilience: Using Key Tools, Techniques and Interventions with Children and Teenagers (positive psychology, stress management, CBT, mindfulness, The Big Empathy Drawing) with two eminent authors and practitioners Dr Tina Rae and Dr Margot Sunderland.

TRAINING FOR TEACHERS Diploma in Trauma and Mental Health Informed Schools (Practitioner training) 12 weekend days It is widely recognised that many children who are traumatised or experience mental health problems are unable to learn. Their troubled behaviour may also become a barrier to learning for other pupils. That said, if schools become ‘trauma-informed’ there really can be preventable suffering for our vulnerable children. This practical based training underpinned by the latest neuroscience will equip you to respond effectively to children who have suffered a trauma or have mental health issues. It will enable you to recognise vital signs and symptoms and provide you with a wealth of positive interventions.

E: info@childmentalhealthcentre.org T: 020 7354 2913 2-18 Britannia Row, London N1 8PA

www.childmentalhealthcentre.org

03/10/2017 09:37

READY, SET, Keeping fit doesn’t have to be a chore – let’s make it fun for everyone! There are various accessible sporting opportunities out there tailored for pupils with additional needs – so where do you start? We’ve been finding out

12 Teachers’ Resource SEN • Autumn / Winter 2017

012-013_TRS_SEN_AW17_Sports.indd 12

C

ompetitive sport and physical exercise is a simple yet effective way of bringing students with additional needs out of their shells. Gaining skills in teamwork and communication, all whilst getting their blood pumping and heart rate booming, it’s hard to go wrong. So how exactly can you get your class involved?

EXERCISE IS KEY

Making sure the right level of physical exercise is brought into the gym hall is crucial to ensure that pupils are engaged but not overwhelmed. Dedicated to bringing physical education into SEN schools, Disability Sports Coach (DSC) (www.disabilitysportscoach.co.uk) has over 10 years of experience in the field to help.

Coaches are available to get your school, and pupils, ready for sport.

Working alongside teachers and teaching assistants, coaches are on-hand to detail alternative methods of delivering PE lessons for SEN pupils – all fitting into the national curriculum. Brush up on your own

sporting knowledge and learn modified games of football, basketball and rounders, or learn inclusive and Paralympic sports to bring your classroom to the forefront of disabled competition.

Alongside training teachers how to bring a new lease of enthusiasm and inclusivity to sport, DSC can get some fun competition on the go with their School Games or School Sports Days. Watch as students master Boccia, table cricket or badminton, and get them showing off their new skills. Building confidence, gaining new skills, acing the move they’ve practised for weeks or scoring the winning hoop, sports days are fun for everyone.

GET ACTIVE

Participating with schools and in the local community, Greenhouse Sports (www. greenhousesports.org) also have SEN school multi-sport programmes to engage pupils in sport. Coaches offer a wide range of activities, from swimming to athletics, alongside rebound therapy and hydrotherapy. It’s an excellent service to www.teachersresource.co.uk

03/10/2017 10:05

IN THE CLASSROOM introduce the world of sport to younger pupils with experienced coaches that are on hand to introduce skills and techniques to teachers.

Get your school going for gold with a School Sport Award. The SportScotland (www.sportscotland.org.uk) School Sport Award is a National Lottery-funded initiative to get more schools actively promoting PE. Focusing on getting pupils at the forefront of exercise, the award looks at increasing opportunities for young people to get into sport and to be more engaged in physical activities. It is a fantastic way for the joy of sport to shine through.

INCLUSIVE

Physical exercise and sports groups come in various forms. Our interest in sports and activities also comes in different forms.

Some enjoy the soothing stretches of yoga and others prefer the action of rugby – that’s why ensuring PE in schools is inclusive for all is important.

Giving students a sporting chance, regardless of ability, is the Youth Sport Trust (YST) (www.youthsporttrust.org), who work to bring inclusivity into schools.

Working with a number of specialist schools, YST have the knowledge to bring the sporting bug out in students.

Offering various sports clubs run by pupils, YST aids learning, organisation, and communication alongside physical activity.

YST’s multi-sport disability clubs are designed for young disabled people to get involved with various accessible and modified sports. Through the clubs, it opens pathways for those interested in taking their sport further to get into community sports clubs and professional clubs – your students could be the next stars of ParalympicsGB!

TRAINING

Also furthering inclusivity prospects and training opportunities is Sainsbury’s Active Kids campaign (www.activekids.sainsburys. co.uk). Across the UK and Northern Ireland, Sainsbury’s Inclusive PE Training Programme has already trained 8,600 teachers and school staff on how to make sports more inclusive, regardless of ability or impairment.

Believing that every student and child has the right to an active lifestyle, the initiative has already seen 200,000 kids with SEN and disabilities feel the benefit of inclusive physical exercise.

THE BENEFITS

We all know that living an active lifestyle is beneficial for our health and wellbeing – and often, when it comes to living with a www.teachersresource.co.uk

012-013_TRS_SEN_AW17_Sports.indd 13

Light to moderate exercise, even once or twice a week, can improve mobility and strength, not to mention it can be a fun way for students to gain more confidence modifications. Teachers need to be disability, exercise is imperative. Making aware that alternative equipment might sport and PE an important part of the curriculum and a subject pupils enjoy be necessary or extra support required. is crucial for young minds, as well as Speaking with students about their goals and allowing them to express their developing bodies. desires is a must when getting young Taking part in exercise will see the prople interested in PE, and it will give physical health of students improve – this is a given. Light to moderate students a goal to work towards. physical activity, even once or twice a A wonderful way to watch pupils week, can improve mobility and strength, progress in various ways from physical strength to confidence, sport not to mention it can be a fun is a must-have in SEN way for students to gain schools. Ensuring classes more confidence. Sport is all about teamwork, are inclusive, fun Has your school started and rewarding for communication and focusing on sporting opportunities pupils, it’s refreshing determination, and for all? What sport would you like to see so many it will be rewarding to introduce? Have you had PE organisations and as a teacher to see pupils reap the initiatives working to success? Email us your rewards and benefits. encourage inclusive views and experiences to sporting opportunities.

Sport for pupils editor@teachersresource.co.uk Time to get sweaty and with additional support get your students onto the needs takes some starting line. Get set – go! patience and possible

YOU TELL US

Teachers’ Resource SEN • Autumn / Winter 2017 13

03/10/2017 10:05

Do you teach a child who is deaf or visually impaired?

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 deliver high quality CPD for professionals involved in the lives of children who are deaf or visually impaired.

This summer saw the launch The SSC will host an International Symposium of our exciting new app for our on Physical Activity and Individuals with Visual BSL Glossary of curriculum Impairments or Deafblindness in Spring 2019. terms (now includes Astronomy, Biology, Chemistry, Geography, Check our website for details of our training opportunities, including our webinars. There Maths, Physics). The app is is a wealth of information on the website from called BSL Education and can be downloaded past courses and research and development for free on iOS or Android mobile devices. activities undertaken by the SSC. http://www.ssc.education.ed.ac.uk/app/ To apply for an SSC course and for more information, email sscmail@ed.ac.uk or visit our website:

www.ssc.education.ed.ac.uk

014_TRS_SEN_AW17_ADV.indd 14

03/10/2017 15:17

PROFESSIONAL LEARNING

When you work in an SEN environment, making sure your manual handling training is up to date is essential for the role. We find out more about the importance of good training from physiotherapist Elizabeth Hallows

D

avid has cerebral palsy, and uses a wheelchair for mobility.

He gets around the school easily, but there are certain activities where he feels a little bit left out – particularly during story time when all his classmates get comfy on the floor in the reading corner.

His teacher lets him stay in his chair – because he doesn’t want to risk injuring himself or David, and he’s not really sure what his position is when it comes to moving and handling pupils.

This is happening in classrooms across the country every day – and it doesn’t need to. With the right training, staff and pupils can take part in transfers and manual handling procedures safely.

GOOD STANDARD

Elizabeth Hallows is a physiotherapist based in Macclesfield, specialising in manual handling. She offers training in the field and operates as an advisor as well.

“The aim of having manual handling training for SEN school staff is to achieve a good standard of manual handling which works well for students and staff,” Elizabeth advises. “For students, good manual handling means that they are carefully assessed and then helped to move in ways which they are in agreement with, which promote and utilise their movement skills, ensure they feel safe and comfortable, and enable them to access a range of positions and activities.

“For members of staff, good manual handling means that they are using safe movement principles and are not exposed to unacceptable risks to their musculoskeletal health.”

Manual handling training, refreshed on a regular basis, is a legal requirement for staff in SEN schools – if you aren’t up to date, this could be used against you in the event that an accident happens.

There are a few different pieces of legislation in place to protect staff and pupils, such as the Manual Handling Operations Regulations 1992, the www.teachersresource.co.uk

015_TRS_SEN_AW17_MovingHandling.indd 15

MANUAL HANDLING Your need to know Management of Health and Safety Regulations 1992, and the Lifting Operations and Lifting Equipment Regulations 1998. All pupils who require help moving should have a manual handling plan, usually put together by a physiotherapist or occupational therapist, and all staff should refer to this before moving a pupil.

PRODUCTS

There are a number of products on the market to help with moving and handling too. From steps that children can climb to get onto a changing table to manual

lifting slings operated by two members of staff, slide sheets to hoists – have a chat with a physio or OT to see what’s most appropriate.

With all manoeuvres, safety is paramount – so make sure your training is up to date, all equipment is functioning and don’t be afraid to ask for help if you need it.

“Staff need to consider the safety of themselves and of the student,” Elizabeth adds. “They should always read and follow the manual handling plan for that student, and report any concerns to their manager.”

MORE INFORMATION

Elizabeth Hallows delivers a range of training around moving and handling people in Greater Manchester, the northwest and further afield. For more information, head to www.elizabethhallows.co.uk, or you can email elizabeth@elizabethhallows.co.uk.

Teachers’ Resource SEN • Autumn / Winter 2017 15

03/10/2017 10:06

IN THE CLASSROOM

IN ASSOCIATION WITH NATURE PLAY IRELAND

“The children want to play outside all the time” Nature Play Ireland explain how they worked with a Ballymena school to provide an inclusive outdoor play space to meet their pupils’ needs

C

astle Tower School provides a teaching and learning environment for over 325 pupils with special educational needs.

Their abilities range between multiple and profound complex needs, severe to mild learning difficulties, and social and behavioural difficulties. The school community believes that it is their aim to prepare their pupils for life outside school and for independence after school, so the new building was designed to enhance the learning of life skills. The £20m building, which opened in September, is an incredible facility that will transform the education provided for the pupils.

An important part of the school design was to develop play facilities that could cater for the needs of each and every pupil. Not only across a range of moderate to complex needs, but also across the entire age spectrum (three to 19 years). And this is where Nature Play came in.

ENGAGING

Based on the clients’ needs, three internal courtyards were designed as welcoming ‘green hearts’ for play, calming, and to simply enjoy a breeze at 16 Teachers’ Resource SEN • Autumn / Winter 2017

016_SEN_AW17_Timberplay.indd 16

the centre of the beautiful new school building. Each courtyard was themed differently by the teaching staff and the playspace designers: sand and water play to enhance teamworking, spur imagination and get little hands engaged with the earth; music play to get children moving or just listening; and a remembrance courtyard with the soothing sound of water falling through Virbela basins.

Outside, a number of different play spaces were created, including: • Age-appropriate grouped play spaces close to the classrooms • An ‘active’ space for children to ‘breakout’ in, with dynamic equipment such as a cableway, hexagonal swing and climbing wall • A sensory garden with oak sleeper planters to grow their own plants and special equipment to stimulate the senses • A special garden with a shelter for rainy days and play equipment which can accommodate wheelchairs.

SUCCESS

And the outdoor spaces have been a huge hit with pupils and staff alike, as some of

the school’s teachers explain…

“Nature Play Ireland worked with the design team and staff for over two years to develop a scheme that is truly breath-taking. Their knowledge and understanding about the fundamentals of play-based learning is second to none.

Each and every piece of equipment chosen has play value, something we found Nature Play prioritised in their design proposals throughout.”

“The children want to be outside all the time now because they have so much fun on the equipment.”

“Outside play is an absolutely essential part of school life at Castle Tower and playgrounds are an incredible learning space for our children so I felt it was really important that we picked the correct equipment. One visit to Dumfries House (Ayrshire) created by Nature Play was all it took for me to know that the Nature Play equipment was exactly what we needed for our new school. It has superb play value, is well built and looks great.”

To find out how Nature Play could help your school, get in touch via the website at www.natureplay.ie

www.teachersresource.co.uk

03/10/2017 10:09

Discover the Difference

http://natureplay.ie/

http://www.timberplayscotland.co.uk/

017_TRS_SEN_AW17_ADV.indd 17

03/10/2017 09:21

For Children with Additional Needs

SEN resources to help you support children with additional learning needs

playlearncompete Sport equipment for all ages and abilities

10% OFF

YOUR NEXT ORDER USING CODE

TRMLDA17

Equipping a lifetime of activity visit daviessports.co.uk call 0345 120 4515

Terms and conditions apply - see our website for details.

www.ldalearning.com

Tel. 0345 120 4776

WHERE SINCLAIRSLAW CHARLES HOUSE, CHURCHILL WAY, CARDIFF, CF10 2HY HOW BOOK AT: ENQUIRIES@SINCLAIRSLAW.CO.UK

018_TRS_SEN_AW17_ADV.indd 18

OFF

FIRST ORDER

ONLY UNTIL 31ST DECEMBER 2017 QUOTE

Terms and conditions apply. See website for details.

THE ALN BILL: WHAT YOU REALLY NEED TO KNOW WHEN 15TH DECEMBER 2017 4.30PM

10% TRMDS17

FREE EVENT AGENDA 4.30PM – REGISTRATION 5.00PM – OVERVIEW OF THE CHANGES TO THE CURRENT EDUCATION SYSTEM 5.30PM – PROBLEMS WITH THE NEW SYSTEM 6.00PM – PLANING TRANSITIONS AND THE ANNUAL REVIEW 6.30PM – THE IMPACT ON POST 16 PROVISION 7.00PM – EXPERT Q&A PANEL

03/10/2017 15:18

Product Round up

IN THE CLASSROOM

Here are some useful gadgets, gizmos, resources and products that could help you and your pupils in the classroom

SENSORY TALES

Make story time interactive with these fantastic Sensory Tale kits from Play to Z. Each bag comes with a book and sensory-rich artefacts that tie in with the story, from glove puppets to musical instruments. Books available include Babushka, We All Went on Safari and Up and Down the Andes.

Play to Z, from £57 (www.playtoz.co.uk)

FIVE MINUTE BOX

Schools nationwide are having success with the Five Minute Literacy Box and Number Box. The programmes teach basic literacy and maths skills in simple steps while highlighting potential specific learning differences.

Children learn at their own pace and make real progress.

Get your FREE trial now!

Five Minute Box (www.fiveminutebox.co.uk, info@fiveminutebox.co.uk)

HI LO TILTING DESK

C-PEN EXAM READER

This great gadget from Scanning Pens helps pupils with dyslexia and other learning difficulties in exam situations.

Scan it over text, and it will read out what it says. This version has been approved for use in examinations too – so there will be no cheating going on!

Scanning Pens, £190 (www.scanningpens.co.uk)

MICROSPHERE

This is a great addition to any inclusive playground space. These colourful items can let pupils solve puzzles, listen to sounds, or a bit of both, and are secured to a wall, fence or wooden panel. Can be positioned to suit pupils’ needs, so if it’s a little lower, it’s perfect for wheelchair users.

Inclusive Play, POA (www.inclusiveplay.com)

www.teachersresource.co.uk

019_TRS_SEN_AW17_Products.indd 19

These desks are easily adjusted to suit pupils’ needs – and are great if there are multiple people using each table, meaning kids won’t be restricted to sitting in the one spot. You can tilt it too to make writing easier, and there’s a sliding bottom extension that stops pens and pencils from sliding off.

Smirthwaite, POA (www.smirthwaite.co.uk)

MOON DOGS SERIES

The Moon Dogs series are a unique series of reading books for older, beginner readers. Starting with the sounds of the alphabet, these series lay down phonic foundations through step-by-step, cumulative progression. Age-appropriate stories and illustrations will engage older, catch-up readers. A fantastic series for step-by step learners!

Phonic Books, from £15 for a workbook (www.phonicbooks.co.uk)

Teachers’ Resource SEN • Autumn / Winter 2017 19

03/10/2017 14:15

The importance of

COMMUNICATION Working with children and young people who have communication difficulties can be a challenge – and with over one million children in the UK experiencing communication issues, it’s likely to be something that many teachers will come up against. Mandy Grist, a speech and language advisor with children’s communication charity I CAN, shares some techniques to help teachers

T

he importance of developing good communication skills is well evidenced; for learning, for socialisation, and for later life success, the requirement to develop spoken language skills is reflected throughout the national curriculum.

Yet, year on year, the statistics around special educational needs show a recurring pattern: speech, language and communication needs (SLCN) are the most prevalent need for pupils in primary schools. The figures are shocking. With 10% of children having SLCN, there will be at least two or three children struggling as a result of their communication skills in every classroom across the country.

EVIDENCE

The evidence around the importance of supporting the speech, language and communication skills of all children is strong. Research shows that 20 Teachers’ Resource SEN • Autumn / Winter 2017

020-021_TRS_SEN_AW17_Communication.indd 20

children with good early language are the highest achieving at primary school in both literacy and maths.

Vocabulary at age five is a strong predictor of the qualifications achieved at school leaving age and beyond, highlighting the need to develop this crucial skill – yet so many children struggle as a result of their communication skills.

Some children with SLCN will access additional support from speech and language therapy and specialist services. All children, however, will require a good communication environment to be provided by teaching staff in their classroom, helping them to learn successfully and meet their potential.

SIMPLE STRATEGIES

Ensuring this happens can be done by using simple, but important, strategies every day. There’s a huge range of

different techniques which can be employed in the classroom – some of which are as straightforward as changing certain behaviours and habits in your own teaching practice.

You can start by making sure your language is not too complicated and instructions are short and repeated for those who need it.

You should ensure you speak facing the class and stop speaking when writing on the whiteboard. Leave information on the whiteboard long enough for children to read and understand.

Help children with SLCN understand instructions and routines using visual support systems, such as visual timetables, targets on the desk, targets shown on the whiteboard, prompt cards (for example, a card, with a picture, to remind a child to listen for their name) and photos.

Visual supports help because they put less of a demand on remembering www.teachersresource.co.uk

03/10/2017 10:22

IN THE CLASSROOM

“Vocabulary at age five is a strong predictor of the qualifications achieved at school leaving age and beyond, highlighting the need to develop this crucial skill – yet so many children struggle as a result of their communication skills”

N

and allow more resources for thinking about the task.

You should also ensure that you give students ‘thinking time’ to enable them to answer questions. Establishing the expectation that there will be a quiet pause after asking a question possibly combined with ‘think-pair-share’ approach (i.e. think on your own for a few seconds; discuss with a partner; share your ideas to the whole class) will ensure students have enough time to plan their response.

PLANNING

ABOUT THE AUTHOR

Mandy Grist is a speech and language advisor at I CAN, the children’s communication charity.

She has been a speech and language therapist for the past 21 years, and as part of her current role keeps abreast of the many developments in policy and legislation in the fields and speech and language therapy and education.

www.teachersresource.co.uk

020-021_TRS_SEN_AW17_Communication.indd 21

Build in time for planning work before children are required to begin writing; for example, in literacy, give children with SLCN extra time to think about the key things to include in a story such as the main characters and the plot.

Vocabulary teaching should also be linked to students’ current knowledge to make it meaningful. Try teaching a new word by linking it to something else, as this is very effective.

Use different types of questions to elicit information and probe the children’s level of understanding. These range from simple questions that assess their knowledge of a subject, to those that assess understanding, application and analysis, through to the highest level of evaluation.

Create an ‘asking friendly’ classroom too, by creating time in lessons for active questioning. Acknowledge and praise students who ask questions.

Try to keep a classroom environment that is not too cluttered and where equipment is clearly marked with a label saying what it is.

Make sure staff use non-verbal communication to support what they are saying, for example gesture, pointing – or maybe even signing.

Model back correct speech when children make mistakes or say little, adding extra words they might not

know – ‘She were going on at me’/ ‘OK, she was going on at you, criticising you...’

Think carefully about seating arrangements as well, to allow a child with SLCN to be near to the front, and facing the teacher – for example, tables placed in a horseshoe shape or tables that can be easily moved around.

ENVIRONMENT

Use of these strategies will help to provide the high quality of teaching needed to create a good communication environment in the classroom that will support all learners. Additionally, resources focussing on use of approaches for supporting language and communication throughout all teaching can provide an ‘off the shelf’ tool to support all children, including those with SLCN. Talking Strategies KS2, available on the I CAN website, is a guide providing teachers and teaching assistants with a wide range of strategies for improving communication skills, by supporting spoken language in the primary classroom within the different curriculum areas.

Good speech, language and communication skills are vital for learning and a clear predictor of children’s academic success and social and emotional wellbeing.

Make the most of simple strategies like these to ensure you’re providing the best communication environment for your pupils.

FIND OUT MORE I CAN – The Children’s Communication Charity www.ican.org.uk 020 7843 2510

Teachers’ Resource SEN • Autumn / Winter 2017 21

03/10/2017 10:20

022_TRS_SEN_AW17_ADV.indd 22

03/10/2017 09:43

IN THE CLASSROOM

AN ALTERNATIVE REALITY VR headsets might be great for entertainment purposes, but did you know they can have a real impact in the classroom too? We take a look at how virtual reality could be the next big thing for SEND students

I

t sounds like something from a futuristic sci-fi film, but these days, you can be running through the wilderness fighting aliens, exploring castle ruins or watching a gig all from the comfort of your front room, thanks to advanced virtual reality technology.

The headsets, which can be used with games consoles or your smartphone, put whole new worlds right in front of

THE BEST IN VR

Sony PlayStation Virtual Reality Headset £349.99 RRP This is a pricier option, but this headset, which links up to the PlayStation 4, gives incredible results.

It lets you play select games in an entirely new way, getting in amongst the action in a way that a TV screen won’t let you.

Samsung Gear VR Headset £119.99 RRP The Samsung release is almost a third of the price of the Sony option,

www.teachersresource.co.uk

023_TRS_SEN_AW17_ICT.indd 23

you – and it’s starting to make waves in education too, particularly amongst pupils with additional needs.

VR takes two forms – passive or active.

In a passive set up, you’re able to look around but not interact with things, but in the active environment, you’re taking part in a game, often with a controller too.

There are programmes, apps and games available for a range of different platforms,

letting you play games, watch 2D or 3D movies, socialise and much more.

Stealth VR100 Mobile VR Experience Bundle £24.99 This headset is compatible with a range of different smartphones, including iPhones and Samsung releases. It comes with in-ear headphones and a Bluetooth remote for an immersive experience.

All devices available from Argos (www.argos.co.uk)

many of which can be used in schools.

All young people learn in different ways – but for some, seeing and experiencing is the preferred method. Imagine being able to take your students on a walk through the African planes rather than telling them about it, or letting them soar through space and get up close with the different planets of the solar system rather than reading about it in a textbook – it’s all possible with virtual reality technology.

It’s great too for young people with autism. Some visitor attractions can now offer virtual tours, letting pupils get a feel for what they’re going to before they actually get there – all in the familiar environment of your classroom.

It can also help children see and experience things that they might, realistically, have no chance of doing otherwise. Take a child with mobility problems to the top of St Paul’s Cathedral or diving in a coral reef – or even running with dinosaurs!

Virtual reality takes learning and teaching to a whole new level – so start investigating how it can be integrated into your lessons. Education is about to get a whole lot more interesting…

Teachers’ Resource SEN • Autumn / Winter 2017 23

03/10/2017 10:10

SINCLAIRSLAW EXPERTS IN DEFENDING NCTL PROCEEDINGS The UK’s leading education law firm, Sinclairslaw has over 20 years of experience in the education sector and is well placed to represent any teacher accused of professional misconduct.

Exclusively defence focused, Sinclairslaw can assist you from the initial referral to the NCTL’s Determination Panel in preparing your written response to the allegations, advising you on the evidence against you, preparing for your final hearing before the Professional Conduct Panel and challenging the outcome to the High Court.

YOUR DISPUTE, OUR PROBLEM

www.sinclairslaw.co.uk 02920 388 398 (Cardiff) / 0208 8914488 (London) enquiries@sinclairslaw.co.uk

024_TRS_SEN_AW17_ADV.indd 24

03/10/2017 09:53

PICS: © THE LAKE DISTRICT CALVERT TRUST

IN THE CLASSROOM

Using

NATURE to I NURTURE Taking children with additional needs outside the classroom comes with remarkable benefits. Across the country, providers can offer various accessible days and activities for students, tailored to their specific needs, to make learning outside an option for everyone www.teachersresource.co.uk

025-026_TRS_SEN_AW17_OutdoorLearning.indd 25

t’s no secret that outdoor learning has a lot of benefits for pupils with additional needs. The great outdoors bring a new lease of life to learning, letting young people experience their environment, encouraging sensory, visual and mental stimulation.

From classroom activities outside to specialist adventure days, there is a whole forest of opportunities out there for your pupils to discover.

GREAT OUTDOORS

Go wild with Calvert Trust – why wouldn’t you trust a charity with the motto of ‘challenging disability through outdoor adventure’?

Teachers’ Resource SEN • Autumn / Winter 2017 25

03/10/2017 10:23

IN THE CLASSROOM John Freyer-Spedding started the Calvert Trust after he realised the impact that outdoor activities and learning can have on people with disabilities. Since 1976, the charity has evolved and now has three centres, including the original Lake District site.

Offering special school residential trips, the Lake District Calvert Trust has adapted equipment, experienced staff, accommodation and accessible activities in the scenic Lake District National Park.

Schools can attend in groups of 12 to 60 – meaning everyone can get involved – and all the courses or short breaks are all-inclusive and hassle-free.

Business manager for the Lake District Calvert Trust Justin Farnan says: “We cater for high numbers of children and adults with profound and complex needs. The accommodation here is accessible, every room is accessible, and every single room has an en-suite wet room. We have smaller rooms rather than large dormitories. The centre is fully accessible as well.”

NEW ADVENTURES

Take your class out on the water and get a sensory explosion whilst sailing or kayaking. Go climbing or abseiling to build their teamwork skills and confidence.

Leave the wheelchair on the ground or take it up for a climb. Get physical whilst hand biking or hill walking to build relationships and navigational skills. The opportunities are limitless with Calvert Trust, offering a plethora of possibilities for primary and secondary aged pupils.

“We’ve got abseiling as an activity – we can do a free-hanging abseil for people who are mobile. Equally, we can do a wheelchair abseil. We’ve got hoists on our jetty to get people in and out of boats, kayaks and canoes. We’ve also got the equipment to get wheelchair users onto a zip wire,” explains Justin. “Everything – the activities, the accommodation, and the facilities – are 100 per cent geared around accessibility.”

BONDING EXPERIENCE

When getting involved with outdoor learning, there are various goals and objectives that can be achieved from the experience. Whether they’re building confidence, learning how to work in a team or gaining more independence, this can all be easily achieved through outdoor learning – not to mention it’s a lot of fun for both pupils and teachers.

Time with the Calvert Trust will see pupils building on life skills too. “Equally important to the outdoor activities, students are expected to go and make cups of tea, expected to look after their 26 Teachers’ Resource SEN • Autumn / Winter 2017

025-026_TRS_SEN_AW17_OutdoorLearning.indd 26

room, expected to keep their kit. A lot of the skills that maybe the parents are doing for them, they’re coming away and they’re developing life skills as much as gaining skills from the activities,” adds Justin.

Alongside watching pupils develop, outdoor learning provides an essential bonding experience for both pupils and teachers – arguably a benefit when going back into the classroom. Booking an outdoor session with the Calvert Trust is easy and can be tailored to fit the needs of pupils and your teaching objectives.

Whether you’re looking for fun or focusing on team building, each group will have specially planned activities to get the most of your outdoor experience.

Similarly, teachers can attend introductory weekends to determine if outdoor learning will work for their class.

Justin says: “Two members of staff can come from any one organisation and they’ll physically experience the centre in terms of activities, but we’ll also take them out to try activities and give them a taster.

We’re also here for them to answer any questions that they might have.”

Outdoor learning is not a revolutionary concept when it comes to teaching. It is, however, something to add to your educational arsenal that can give pupils experiences they may not have had before. Leave the comfort of the classroom and go wild with fresh air and adventures to bring a new lease of life to learning. You won’t regret the decision.

PROOF IS IN THE PUDDING

Hilltop School in Maltby is an SEN school for pupils aged two to 19, catering for pupils with severe and complex needs. This March saw the school take 16 pupils to the Calvert Trust Activity Centre in the Lake District as part of their learning outside the classroom residential trip.

Deputy head teacher Chris Hodgkinson, who organised the trip, says: “The students most definitely get advantages from the trip in terms of selfconfidence and empathy with their peers, but what really develops is our understanding of the children as individuals.

“Seeing them in a challenging external environment, and a domestic environment, means that you learn more about them in a week than you do in a year in the school. Back in the classroom, you can also refer back to that shared experience and often make changes to students’ routines at home, helping both the student and family.”

FIND OUT MORE Interested in testing out the great outdoors? There are spaces available on the Lake District Calvert Trust’s free Introductory Weekends on 10-12 November and 17-20 November. For more information, visit www.calvert-trust.org.uk.

www.teachersresource.co.uk

03/10/2017 14:13

Tactile Books From Child’s Play

®

See our full range at

www.childs-play.com

Come with us to the beach!

What shall we wear?

What will we find?

What shall we play?

Also available:

Off to the Park!

Outdoor Play for all Our tactile books are created in association with BookTrust and designed with blind and low-vision readers in mind.

It’s time to get up and get ready.

There’s so much to do!

What shall we wear?

What’s for breakfast?

And where will we go?

View sample spreads at: http://goo.gl/eY21ms

2017 Draft 2.indd 1 027_TRS_SEN_AW17_ADV.indd 27

We have supplied play equipment to over 1000 educational establishments making us one of the leading timber outdoor play equipment specialists in Scotland.

Visit our website www.caledoniaplay.com or call 01577 840570 for further information.

Agility Trails Play Towers Natural Play Outdoor Classrooms Seating Inclusive Play Planters

03/03/2017 15:39 03/10/2017 15:13

DATES FOR YOUR DIARY

Part of being a teacher means heading to conferences and events to further your own learning and find out new techniques. We bring you the events sure to get the best out of the classroom and your students 10 OCTOBER

AUTISM EDUCATION TRUST SCHOOLS – LEADING GOOD AUTISM PRACTICE

The Pears National Centre for Autism Education, London www.ambitiousaboutautism.org.uk A one-day event aimed at professionals responsible for the development of students on the autism spectrum.

Learn new skills and techniques – that meet or exceed Ofsted requirements – to support colleagues when teaching autistic students. To enhance your knowledge of autism, purchase your ticket via Eventbrite, www.eventbrite.co.uk. Attendees will receive a certificate of attendance, with possible AET verification with the completion of an online portfolio, costing £50.

17 OCTOBER

IC PEOPLE SUPPORTING AUTIST HAVIOUR BE G WITH CHALLENGIN CONFERENCE

Birmingham www.autism.org.uk ciety are running a oneThe National Autistic So and nals to learn strategies day event for professio ng you , en ldr rt autistic chi best practice to suppo can cause challenging tism Au . ults ad adults and rence will focus on how behaviour and the confe r, iety can alter behaviou sensory issues and anx r, iou hav be ing nag to ma classroom approaches ter thods, plus more. Regis me t en em nag ma er ang ce@ ren nfe online, email co for this inspiring event 911 3367.

59 011 l cal or nas.org.uk

16 NOVEMBER

KIDZ TO ADULTZ NORTH

EventCity, Manchester www.kidzexhibitions.co.uk Kidz to Adultz is the largest free UK exhibition dedicated to families, carers and professionals looking after young adults with disabilities or additional needs. Head along to the Manchester event and find out more information on funding, communication skills, sporting activities and education. If you can’t attend this event, there are further dates available in 2018. To find out more information or register for tickets, simply visit the website or email info@disabledliving.co.uk.

22 NOVEMBER

PHYSICAL EDUCATION – AN INTRODUCTION TO SHERBORNE DEVELOPMENTAL MOVEMENT – CERTIFICATE LEVEL 1 Ivy House School, Derby www.equals.co.uk Designed for teachers and support staff, this workshop is ideal for bringing exercise into the classroom. During the course, you can further advance your knowledge, gain a qualification, learn how to approach physical education and create a relationship of play for children

28 Teachers’ Resource SEN • Autumn / Winter 2017

028-029_TRS_SEN_AW17_Events.indd 28

with special educational needs. The course will cover many outcomes including gaining confidence as a professional to develop movement skills for students with SEN. Make sure to register in advance, as spaces are limited. Cost for the day starts from £165 + VAT.

www.teachersresource.co.uk

03/10/2017 10:39

PROFESSIONAL LEARNING

12 DECEMBER

CHILDREN AND YOUNG PEOPLE’S MENTAL HEALTH: IMPROVING CARE, TREATMENT AND SUPPORT

The Bridgewater Hall, Manchester www.openforumevents.co.uk School life can be stressful for many pupils – add in special needs or a disability, and it becomes more challenging. Encouraging positive mental health in the classroom is crucial for kids to be happy whilst learning. The benefits for the Children and Young People’s Mental Health: Improving Care, Treatment and Support event include meeting fellow teachers, listening to speakers from the NHS, psychological and educational backgrounds and gaining new practices to support mental health in the classroom. Tickets for the event are available from Open Forum Events.

7 FEBRUARY

THE EDUCATIO N AND ACADEMIES SH OW

EventCity, Manch ester www.northernedu cationshow.uk The North’s leadin g regional educati on show is coming to Manc hester to promot e the development of eff ective school lea dership, management, lea rning and teachin g. Featuring key speakers inc luding Sir John Jo nes from Education Visiona ry and regional dir ector north-west for Of sted Andrew Cook , the event is free for head te achers, deputy he ad teachers, PTAs, local author ities and other pr ofessionals.

To register for the conference, simply visit the website – more da tes and locations are available throughout 2018.

2 MARCH

NATIONAL ASSESSMENT CONFERENCE 2018

Manchester Marriott Victoria and Albert Hotel, Manchester www.gl-assessment.co.uk Marking is a necessity, albeit a time-consuming necessity. This conference provides practical assessment advice in a number of informative workshops. It’ll cover a range of issues, from measuring progress to learning new techniques to identify students who may not be achieving their full potential and how to tackle this issue.

Suitable for all teaching professionals, the conference costs £299; attendees should book their spot in advance.

15-16 JUNE 14 JUNE

SEN REVOLUTION CONFERENCE

Riverbank House, London www.senconference.co.uk Thinking ahead – don’t miss out on your chance to attend the SEN Revolution conference next year by booking your ticket in advance. Delegates are asked to either pre-pay for lunch or order a signed copy of Janet O’Keefe’s latest book The Ordinariness of Impairment to collect on the day.

An excellent opportunity for SEN teachers to meet professionals, listen to key speakers and learn vital skills from exhibitors that can welcome innovative tools and techniques into the classroom.

Come away from the conference with a greater understanding of challenges faced by young disabled people and their parents. To get involved, simply visit the website.

www.teachersresource.co.uk

028-029_TRS_SEN_AW17_Events.indd 29

THE AUTISM SHOW

ExCel, London www.london.autismshow.co.uk The Autism Show 2018 is preparing to welcome professionals for another year to learn more about autistic behaviour and how to support people with autism. Perfect for educational professionals, hear from the UK’s leading autism professionals, learn new strategies and approaches, discover products and services on the market that could be beneficial within the classroom, and more. Running shows in London, Birmingham and Manchester across the month of June, make sure to keep an eye on The Autism Show website for more information on how to book tickets.

Teachers’ Resource SEN • Autumn / Winter 2017 29

03/10/2017 10:39

PUPIL IN THE CLASSROOM SUPPORT

It’s a craze that’s gone mainstream after originating in SEN environments – fidget spinners. If you’ve not had one in your classroom yet, you’re sure to have heard about the trendy toy. But, are fidget spinners all they’re cracked up to be?

CLASSROOM DISCUSSION

YOUR VIEW

Are fidget spinners worth the fuss or just another classroom nuisance? Let us know your thoughts by emailing editor@teachers resource.co.uk

Fidget spinners W

ho knew a simple toy could divide opinions so drastically? In case you’re in the dark about the latest craze, fidget spinners are toys with three prongs centred on a button. Spin the prongs and you get

FOR

Coming in at under £2, fidget spinners are seen as nifty, affordable gadgets that can help pupils concentrate. From ADHD to autism, there’s no denying that concentration can be an issue with certain learning difficulties.

Marketed as a toy created to alleviate anxiety and the pressures of ADHD and autism, the benefits of using the toy have been mixed.

Currently there is no scientific proof that the gadget has any real impact in terms of reducing stress, anxiety and other behaviours related to learning difficulties. Even so, leading autism charity The National Autistic Society not only promotes fidget spinners, they

30 Teachers’ Resource SEN • Autumn / Winter 2017

030_TRS_SEN_AW17_FidgetSpinners.indd 30

a noisy, hypnotic circle.

On one hand, there are those who claim fidget spinners are beneficial for students with ADHD, autism or other learning difficulties. Others think the toy is nothing more than another distraction... actually sell their own branded versions for under £5. Why are they so beneficial then?

Taking into consideration that students with autism or ADHD experience the world in a slightly different way, fidget spinners are a way of motivating concentration.

Classrooms can be loud and busy atmospheres, but the spinning aids encourage children to focus on a certain item, calming any feelings of uneasiness, to promote learning.

Despite lack of scientific backing, there have been many items similar to fidget spinners introduced to aid concentration – it just appears this novelty item has hit the spot, with mainstream pupils jumping on the bandwagon too.

AGAINST

There are two sides to every story, and in this case, some reachers find the toy a hindrance more than anything else. Many schools have banned fidget spinners due to the distracting nature it has on other pupils – not to mention the noise created when spinning. One main hiccup with the new-found fame of the humble fidget spinner is that more and more people with no additional needs are using them – and not feeling the benefit.

As popularity increases, the fad toy is becoming a menace in the classroom and instead of, potentially, aiding concentration, it sees pupils getting easily distracted. With tricks to learn and different styles to buy, it appears the toy has become more of a fad than anything else.

Love it or hate it, fidget spinners are here to stay – for the foreseeable future at least. There are relevant arguments for and against the toy, but time will tell if fidget spinners actually help students or if it’s another craze we’ll forget about next term.

www.teachersresource.co.uk

03/10/2017 14:18

• Early support and screening for English and Maths • Easy to follow programmes • No preparation required • Progress Tracker Included • Perfect for Pupil Equity Fund

“A valuable addition to any classroom” – Dyslexia Action CALL FOR FREE TRIAL

The Five Minute Box

The Number Box

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)

£99.95 (+VAT P&P)

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

www.fiveminutebox.co.uk

FMB-A4-Advert-v7.indd 1 031_TRS_SEN_AW17_ADV.indd 31

: @fiveminutebox

: facebook.com/fiveminutebox

29/08/2017 09:52 18:23 03/10/2017

032_TRS_SEN_AW17_ADV.indd 32

03/10/2017 09:28