SEN Magazine - Issue 105 - March/April 2020

March • April 2020 • Issue 105

World Autism Awareness Day Understanding autism Supporting teenagers with autism The latest on autism research

Sensory rooms: making the magic happen Preparing for adult life ADHD • multi-sensory support • learning outside the classroom wheelchair accessible vehicles • performing arts • short breaks dyslexia • recruitment • CPD • SEN news and much more…

M&M Theatrical Productions are the UK’s largest and most respected provider of theatre-in-education, specialising in Classic Literature Adaptations and Pantomime Productions for Primary and SEN School audiences.

We transform gyms and dining halls into a magical theatrical experience, using state of the art sets, sound, lighting and special effects. Our inclusive, cross-curricular productions can be relaxed and tailored to suit the needs of the audience, ensuring that learners of all ages and abilities are equally engaged, entertained and educated.

experience to e im m to n a p a g, and even young people in r c u n o a e d v d a n g a o g ingin M&M wh ces of our s full of fun, s fa a w e th ry “Big thanks to n to o s e s e th mil eir take on ty of lovely s n le p g in remember. Th c u d n signing, pro some Makato ” young people

www.magicoftheatre.com

SEN products / services

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Therapeutic Fostering opportunities in Kent and Norfolk £100 per day reward payment plus allowances.

Give a child a bright new future, And yourself a bright new career.

Childhood first is a charity renowned for our unique approach to caring for children in our therapeutic communities. We provide opportunities for children in care to experience the stability and warmth they may not have known previously.

We are looking for experienced foster carers who are looking to progress to caring for the children who are ready to transition from our therapeutic communities in Kent and Norfolk and into a fostering household. You will be provided with professional training and support through the Institute of Integrated Systemic therapy, accredited by the United Kingdom Council for Psychotherapy.

Foster carers make a vital contribution to a child’s continued recovery, so we recompense them with a highly competitive financial reward and benefit package in appreciation of your significance to our service.

We need individuals or families who are warm, compassionate and committed preferably with experience of fostering. If this sounds like the challenge you have been looking for, we’d like to hear from you.

Find out more at

Childhoodfirstfostering.org.uk Registered charity no. 296909

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Or call 01795 505 389 (Kent) Or 01603 984 788 (Norfolk)

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Online Safety

Play

Online Safety Film Competition open to all UK Schools The Childnet Film Competition is open to all schools and youth settings across the UK. Childnet are inviting all young people aged 7-18 to take on the challenge of creating a short film in response to this year’s theme: We want an internet where we’re free to…

Each year Childnet ask groups of young people, whether they are from schools, youth groups or other educational settings, to create short films highlighting the positive use of the internet, and the ways that young people can come together to create positive change online.

The Film Competition is split into two age categories, and schools or youth settings must oversee and submit entries on behalf of all participants.

The three selected finalists from both the primary and secondary age category will be invited to a private screening at London’s British Film Institute. They will then be presented with great prizes for their school or youth setting by our prestigious judging panel. Prior to the screening event, Childnet

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liaises with each finalist group to ensure the day is as accessible as possible.

There are tailor made resources to support entrants in making their films, within the free to download competition pack. This contains education resources, film advice and guidance for educators.

The competition is a great opportunity for young people to create inspiring films which will be used to educate and inspire others across the UK. The Film Competition is delivered as part of Childnet’s work in the EU’s UK Safer Internet Centre, with additional support from Disney and the Motion Picture Association.

To find out more and enter visit www.childnet.com/film-comp

Key competition dates:

Competition opens: Monday 6th January Competition closes Wednesday 3rd June Finalists announced: Friday 12th June Finalists event: Wednesday 1st July

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Welcome March • April 2020 Issue 105

Editor

Peter Sutcliffe editor@senmagazine.co.uk 01200 409810

Advertising sales Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

Administration Anita Crossley (left) anita@senmagazine.co.uk 01200 409802 Amanda Harrison (centre) office@senmagazine.co.uk 01200 409804/800 Dawn Thompson (right) dawn@senmagazine.co.uk 01200 409804/800

Design Rob Parry design@senmagazine.co.uk

Director

Jeremy Nicholls

Ahead of World Autism Awareness Day (2 April) and World Autism Awareness Week (30 March to 5 April), this issue of SEN Magazine includes a special feature on autism (p.54) with contributions from key figures in three leading charities.

Caroline Stevens of the National Autistic Society examines what it’s like to be autistic (p.56); Ambitious about Autism’s Emily Niner looks at the barriers facing teenagers seeking support following an autism diagnosis (p.58); and James Cusack of Autistica outlines some of the latest developments in autism research (p.62).

Elsewhere in this issue, you will find features on sensory rooms (p.26), multi-sensory equipment and approaches (p.29), ADHD (p.34), short breaks (p.38), wheelchair accessible vehicles (p. 42), dyslexia (p.48), transition to adult life (p.66), performing arts (p.76) and learning outside the classroom (p.79).

In our recruitment feature (p.86), Margaret Mulholland looks at the role of teacher training in supporting the recruitment and retention of staff. In his regular column on SEN law (p.24), Douglas Silas discusses the right to choose a mainstream education for your child with SEN. And as always, SEN’s CPD, training and events section (p.89) includes details of the

■ World Autism Awareness Week starts 30 March (p.54).

latest courses, workshops, conferences and exhibitions.

If you would like to have your say on any issue relating to special educational needs, we are always keen to receive contributions for our point of view section. Please send me a short email if you’re interested.

Peter Sutcliffe SEN Magazine Editor editor@senmagazine.co.uk

Next issue deadline Advertising and news deadline: 8/4/20 Disclaimer

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

SEN Magazine Ltd Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email info@senmagazine.co.uk senmagazine.co.uk

SEN Magazine ISSN: 1755-4845

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CONTRIBUTORS Sonia Ali Jodi-Alissa Bickerton James Cusack Kairen Dexter Srinivas Gada Joanna Grace

Kim Griffin Andrew Hobbs Mike King Alex Manners Mary Mountstephen Margaret Mulholland

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Emily Niner Douglas Silas Caroline Stevens Una Summerson Andy White

join us on facebook.com/senmagazine

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March • April 2020 • Issue 105

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48 54 56

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Making the magic happen How to get the most out of sensory rooms

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Sensory strategies Practical tips for using sensory equipment and approaches in the classroom

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Why drama is for everyone How drama can be a force for change and inclusion in our schools and beyond

Making outdoor learning work Five tips for engaging pupils with SEN in learning outside the classroom

ADHD management What is ADHD and how can we support individuals who live with it?

The right to respite How families are being affected by UK short breaks provision

Regulars 8

SEN news

Essential questions to ask yourself before you buy a wheelchair accessible vehicle

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The latest products and ideas from the world of SEN

Dyslexia: diagnosis and beyond

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Choosing a WAV

What are the key processes in identifying and diagnosing dyslexia?

World Autism Awareness Day/ Week feature We need more understanding

24 72

What’s new?

Point of view Have your say!

SEN law Mainstream education for children with SEN

Book reviews Recruitment

Getting to grips with what it’s like to be autistic

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“I’m autistic; now what?”

89

CPD, training and events

96

SEN resources directory

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About SEN Magazine

The barriers facing teenagers as they seek support following an autism diagnosis

Creating a better future The latest on developments in autism research

How teacher training can support recruitment and retention of staff

Grown-up issues Practical advice on preparing students with learning difficulties for adult life

In the next issue of SEN Magazine: speech, language and communication needs learning disability play autism healthy eating for kids ed-tech numeracy

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fostering sport Autism Show preview dyslexia recruitment CPD and much more…

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Sensory rooms

Dyslexia

Autism

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Performing arts SEN105

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SEN news

Unnecessary admin is preventing SENCOs from doing their job Call for national template for EHC plans and assessments SENCOs are having to spend too much time on administration that is too complicated and too confusing, and this is affecting the support they are able to provide to pupils with SEN and disabilities.

Conducted by Bath Spa University and nasen, a new report suggests that 74 per cent of special educational needs coordinators (SENCOs) are fulfilling over-complicated administrative tasks and other unrelated duties during time allotted to their SENCO role. This is stopping them from being able to carry out their role effectively.

Requests for information for education, health and care (EHC) plan needs assessments, and the complicated paperwork requested by local authorities, are causing great pressure on SENCO workloads. This is exacerbated by the lack of consistency across local authorities, in terms of practice and the clarity of the processes involved in assessing for and producing EHC plans.

The “unnecessary weight of administration” is even causing some SENCOs to seek a move away from the profession.

Overloaded “This new research has demonstrated how SENCOs are being overloaded with needlessly complicated administrative tasks – which risks impacting on children with SEND and the level of support that they receive”, says Dr Helen Curran, Senior Lecturer in Education: SEN at Bath Spa University. “… SEN processes and practices across local authorities should be urgently reviewed to re-evaluate non-statutory paperwork requirements – and to develop a consistency of practice across all local authority areas.”

The report finds that only 17 per cent of SENCOs have been allocated more time over the past year to facilitate their role than in the previous year. Indeed, only 50 per cent say they have been given the same amount of time this year to conduct their role as in the previous year. Of those SENCOs who say they have been allocated “extra time”, 67 per cent are using it to perform administration tasks. This is despite the call to legally protect SENCO time in 2018’s National SENCO Workload Survey, published by Bath Spa University, nasen and the National Education Union.

and wastage, a single national template for the needs assessment process and for EHC plans should be created, the report says.

Other specific recommendations include reviewing the SEN and Disabilities Code of Practice in relation to the role of the SENCO. This would involve a mandatory requirement for the SENCO to be a part of the senior leadership team, and protecting SENCO time to enable them to fulfil their role.

SENCOs should be placed on the leadership pay scale and should be given extra administration support. In addition, the Department for Education should provide sufficient funding for the SENCO role for every school in the country.

The report recommends a review of provision for children with SEN in the Code of Practice, including revising the deffiniton of SEN to reflect changes in the sector and in the pupil population, as well as developments in understanding of neurodiversity.

“These findings ignite an important discussion around the additional demands on SENCOs, and highlight the need to re-define their role, as well as reduce paperwork and provide greater support with administration”, says Dr Adam Boddison, Chief Executive of nasen.

A total of 1,806 individuals contributed to the study, which was open for just under four weeks to all those who worked in education. Participants included teachers, headteachers, local authority staff, consultants and outreach workers, but the majority (89 per cent) of respondents were SENCOs.

Consistency needed

The report – The Time is Now: Addressing missed opportunities for Special Education Needs Support and coordination in our schools – can be found by searching at bathspa.ac.uk

In order to ensure consistency of SEN provision and practice across all local authorities, and reduce excessive administration SEN105

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Technology will transform lives of pupils with SEN The Government is to finance school trials of assistive technology which it says will help “level the playing field” for pupils with SEN and disabilities.

Set to include up to 100 schools across the country, the trials will feature innovations such as eye-gaze technology to aid communication for those with severe motor impairments, and speech recognition and text-to-speech software to support pupils with dyslexia.

Launching the initiative at the Bett 2020 show, Chris Skidmore – who was then the Minister for Universities, Science, Research and Innovation – claimed the programme will help identify technologies that can help remove barriers for pupils with SEN and disabilities, and enable them to access the curriculum in ways that were not previously possible. “Harnessing the power of modern technology can help us change and transform lives and unlock the potential of every child”, he said.

Running from April 2020 until July 2021, the programmes will assess the effectiveness of different types of assistive technology and identify best practice in using these solutions to support the learning of pupils with SEN.

The new assistive technology trials will run alongside the development of a network of demonstrator schools and colleges to support peer-to-peer learning in the use of technology, to be launched in spring 2020. These will be supported by a consortium consisting of the London Grid for Learning, The Education Foundation and the Sheffield Institute of Education.

The Government has pledged an initial investment of £300,000 to fund the trials, as part of its wider proposed investment of £10 million through the Department for Education’s EdTech Strategy, announced in April 2019. The Strategy seeks to promote collaboration between tech firms and the education sector to create solutions to key education challenges, including: promoting the use of technology to improve opportunities for pupils with SEN; using technology to reduce the time teachers spend marking and preparing homework; and examining the use of apps to improve literacy and communication skills for disadvantaged children.

Responding to Mr Skidmore’s announcement, the CEO of the British Dyslexia Association, Helen Boden, highlighted the importance of early adoption of the right assistive technology for children with dyslexia, and the use in schools of technology that is becoming common in the workplace to aid young people’s transition to work. She welcomed the Government “moving in this direction” but cautioned that assistive technology is not a replacement for early diagnosis and specialist support for dyslexia. “Government cuts to education funding mean that availability of these vital services is poorer than at any time in recent memory”, she said.

Better support for learning disability workers is key to compassionate care A target-driven approach and staff burnout in learning disability services are affecting the quality of care provided to service users. Services should do more to encourage and support staff to deliver high-quality compassionate care.

These are findings of new research conducted by master’s student Hope Brennan at Manchester Metropolitan University.

People working in learning difficulty support services are struggling to build compassionate relationships with patients due to time pressures, being short staffed and a lack of resources – even though compassion is one of the NHS’s six core values.

The small-scale study also finds that an absence of selfcompassion could be causing burnout and even secondary trauma – emotional distress from the traumatic experiences of others. senmagazine.co.uk

Professionals who participated in the study suggested that their values around compassion often conflicted with the procedures valued by their services. Lack of resources and time and feeling the service was short staffed all contributed to staff feeling stretched when it comes to providing compassion to service users.

Published in the British Journal of Learning Disabilities, the research recommends that professional be given more supportive supervision and that the attitudes of candidates towards providing compassionate care should be considered during the recruitment stage of employment.

News deadline for next issue: 8/4/20.

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Services must work together to improve support for SEN Local areas need to perform better and ensure closer cooperation between services to meet the needs of children and young people with SEN, says the head of the education watchdog Ofsted.

In the Inspectorate’s latest Annual Report, Amanda Spielman argues that Ofsted area inspections relating to SEN and disabilities show a “decidedly mixed picture”. Needs are identified effectively in the best performing areas, where workers from education, health and care are cooperating in a joinedup way. In these areas, leaders exhibit a good understanding of the effectiveness of arrangements for pupils with SEN and disabilities and services are responsive to the needs of children and families. However, the Chief Inspector says that “in too many areas, this is not yet the case”.

Roughly a third of areas inspected to July 2019 were found to have a weakness in joint commissioning. Inspectors said that service leaders did not properly understand the lived experiences of children or their education, health and care needs. As a result, they did not know what services to commission. This, in turn led to “considerable waste”, particularly where different services overlap.

Leaders across EHC services within a local area do not always accept their collective responsibility and accountability for provision for children and young people with SEN. “Too often, parents encounter significant fractures in statutory arrangements such as EHC assessment and planning, even in areas that seem to be working well”, says the Chief Inspector. In these cases, the system is not working well as a whole to make the best decisions and achieve the best outcomes for children and young people.

Identification rates in England of broad SEN are currently increasing and the number of pupils with an education, health and care (EHC) plan (or a statement of SEN, which preceded EHC plans) has increased by almost 17 per cent since 2014.

Amanda Spielman believes that Ofsted inspections “have exposed a lack of coherence and coordination” in provision for SEN and disabilities across local areas.

The Government announced in September 2019 that it is conducting a review into special educational needs provision, five years on from the reforms introduced by the Children and Families Act. The Ofsted Annual Report 2018/19: education, children’s services and skills, can be found on the Government’s website, gov.uk

Families face “nightmare” wait for autism diagnosis Nearly half of parents are waiting 18 months or more for their child to receive a formal diagnosis of autism, with some families having to wait for over three years, according to new research.

In a survey of nearly 4,000 parents conducted by Ambitious about Autism, more than 70 per cent reported that, even after they got an official diagnosis, they did not receive adequate support for their child with autism. Many said they were left “completely alone”, without information about sources of support or follow up appointments.

to the GP with concerns about my son’s development”, says Helen. “I lived this life day in day out, worrying he might have something like brain cancer, or wondering if I was just a bad mum, and not knowing how to help him.” Helen says receiving the diagnosis finally gave her the confidence to seek support in the community, and further her understanding of her son.

Until then she worried it was “all in her head”.

From the time of initial referral for an autism assessment, 46 per cent of parents surveyed did not receive a formal diagnosis for more than 18 months. “Many parents say they feel isolated and helpless as they wait to find out if their child has autism”, says Jolanta Lasota, the charity’s Chief Executive.

One parent, Helen from Kent, waited two years for a diagnosis for her son Evan, who is now four. “I didn’t think I could go

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Children’s needs are not being met by mental health system Progress in the provision of mental health services for children does not mask the “chasm between what children need and what is being provided”, says the Children’s Commissioner for England Anne Longfield.

The injection of an extra £60 million for specialist children’s mental health services has contributed to an improvement in provision, with an additional 53,000 children entering treatment, the Commissioner states in her annual bulletin on child mental health services. She points in particular to an increase of almost 50 per cent in the number of children accessing eating disorder services since 2016/17.

However, The Commissioner warns that services are still “far from where they need to be” and do not meet the needs of the estimated 12.8 per cent of children in England with mental health problems – or many more children who fall just below the threshold for clinical diagnosis. Roughly three per cent of children were referred to services last year, which equates to just one in four children with a diagnosable mental health condition.

The Commissioner’s research finds huge regional variation in terms of the quality of service provided. While some clinical commissioning groups (CCGs) are able to ensure more than 90 per cent of children referred actually enter treatment, in ten CCG areas this figure is lower the 50 per cent. Although children make up 20 per cent of the population, only ten per cent of mental health spending is allocated to them.

Of the 195 CCGs in England, 161 increased spending on mental health services for children and young people in 2018/19, with average spends going up from £54 to £59 per child in real terms.

Anne Longfield welcomed the positive developments on children’s mental health seen over the last two years, and the promise of further improvements in coming years. However, she cautioned that greater numbers of children are seeking support and the Government needs to ensure help is available. “We are still a decade away from a decent mental health service for all children”, she said.

The Commissioner has sent formal statutory notices to a number of areas which national data indicates are lagging behind other areas of the country. “It is still not clear whether national and local government and the NHS is facing up to the scale of problems in children’s mental health services and the devastating impact this has on children”, she said.

To read the report, The state of children’s mental health services, go to childrenscommissioner.gov.uk

Big increase in number of school-based counsellors The number of schools commissioning professional help for children’s mental health issues has increased significantly since 2016, according to a new survey. In 2019, 66 per cent of schools provided school-based support for students’ emotional and mental wellbeing, compared to 36 per cent in 2016.

The new survey, conducted by school leaders’ union NAHT and children’s mental health charity Place2Be, shows an improved understanding and recognition of children’s mental health in schools, but access to external NHS help has not improved and more schools are now buying in their own support.

“We know that early intervention is absolutely key when it comes to mental health and wellbeing. We can see that schools are responding to an increasing need and a lack of capacity in specialist services by commissioning their own support such as counsellors”, says Paul Whiteman, NAHT General Secretary.

“Although to be applauded, this is another area where schools are being forced to use scant resources for urgent provision that is not provided for in their budgets.” senmagazine.co.uk

Nearly three-quarters of school leaders said the majority of their staff are confident at recognising the signs of mental health problems among children and young people (compared to 61 per cent in 2017). Only four per cent of school leaders agreed that child and adolescent mental health services (CAMHS) respond quickly to requests for support. Just five per cent feel that children referred to CAMHS get help when they need it.

Catherine Roche, Chief Executive of Place2Be stresses that schools cannot tackle the mental issue of pupils alone. “They need expert help in school, backed up by NHS services that can step in when more specialist support is required”, she says.

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Agencies are failing to prevent child abuse The sexual abuse of children by family members is not being prevented or effectively tackled because local agencies are not able to keep them safe, says a new report.

Conducted by government inspectorates covering education, care and law enforcement, the report finds that agencies are often “woefully ill-equipped” when it comes to dealing with familial abuse. Both at local and national level, strategies to combat abuse are “virtually non-existent”. Criminal investigations are “ineffective”, meaning in some cases that children are left at risk, and the perpetrators of these crimes are not being brought to justice.

Abuse by family members is thought to account for around two-thirds of all child sex abuse, although under-reporting may mean that the true figure is significantly higher.

While progress has been made on addressing the “grooming” of children outside the home, familial abuse does not receive the attention it needs, the report says.

It finds that: criminal investigations are of a poor quality, with significant delays leading to children being left in potentially unsafe situations; where they exist, attempts to prevent abuse are too focussed on known offenders; there is little evidence of efforts to educate the public about child sex abuse in the family; too great a reliance is placed on children speaking out about abuse; and there is too much of an emphasis on police investigations, at the expense of children’s welfare.

“Prevention is the best form of protection”, says Ofsted’s Chief Inspector Amanda Spielman. “If we are to deal with incest or

other abuse involving families or family friends, we must talk openly and honestly about the signs and symptoms – to protect children and to stop abusers in their tracks.”

Inspectors did discover examples of effective work in all areas, and initiatives that are working well, but these were too “piecemeal”; the report calls for a more strategic and consistent approach to effective intervention.

The multi-agency response to child sexual abuse in the family environment – published jointly by Ofsted, Her Majesty’s Inspectorate of Constabulary and Fire and Rescue Services, Care Quality Commission and HMI Probation – can be found by searching at gov.uk

Care worker pay is low and getting worse The Education Policy Institute (EPI), supported by the Nuffield Foundation, has published a detailed analysis of the childcare workforce in England.

A large proportion of childcare workers are found to be struggling financially. The childcare workforce earned an average hourly pay of £8.20 in 2018, around 40 per cent less than the average female worker. Childcare workers are in a position of high financial insecurity, with 44.5 per cent claiming state benefits or tax credits. This is more than “competing” occupations such as hairdressers and beauticians (occupations that are often regarded as career alternatives), or the female working population as a whole (34 per cent).

Pay in the sector has gone down in real terms by nearly five per cent since 2013, despite working women overall seeing rises of 2.5 per cent. Real-terms pay decreases mean that childcare workers’ pay in 2018 was virtually the same as that of hairdressers and beauticians.

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The childcare sector is experiencing both immediate and longterm recruitment problems, the survey suggests. Childcare providers frequently report difficulties in hiring staff, particularly well qualified staff, and the sector’s workforce is ageing. In 2018, around 90,000 childcare workers were 55 years old or above.

“The evidence clearly indicates that a skilled and qualified workforce is a key driver of high-quality provision”, the authors say. “Yet this report finds that the skills and sustainability of the workforce are going in the wrong direction.”

The report, The early years workforce in England: A comparative analysis using the Labour Force Survey, can be found at epi.org.uk

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Study to look at ways of engaging disabled children in sport A new three-year research project will seek to better understand the needs of parents and families of disabled children when it comes to accessing sport and physical activity.

The project will explore the barriers and motivations of families, and also look at access to provision, the challenges of families being active together, the impact on siblings with no disability, and if there are differences between community and education provision.

The disability charity Sense and the ukactive Research Institute are calling on parents of disabled children to complete an online survey. Following the initial research, Sense will establish a national activity programme for disabled children and evaluate the impact of it on the child and the wider family.

In 2015, Sense launched a public inquiry into the provision of play opportunities for children with complex disabilities. It found that 92 per cent of parents felt their child did not have the same opportunities to play as their non-disabled peers, while 81 per cent of parents reported difficulties in accessing local play opportunities.

“We know that children with complex disabilities often miss out on participating in sport and physical exercise, which is vital for staying healthy, learning new skills and making friends”, says Alissa Ayling at Sense.

A study by ukactive in 2016 found that primary school children lose up to 74 per cent of their fitness over the summer holiday period.

The new research project will be divided into two phases, beginning with a consultation to understand the complex

needs of families with disabled children in order to inform the development and delivery of sport and physical activity sessions, family days and other initiatives. The second phase will see ukactive’s Research Institute undertake the measurement and evaluation of specific interventions for families with children who have complex disabilities and non-disabled siblings.

The online survey is open until 15 March 2020 at surveymonkey.co.uk/r/Sensesurvey_ In the next issue of SEN Magazine (SEN106 May/June 2020), Alissa Ayling, Head of Sport and Physical Activity at Sense, will discuss the benefits of sport for children with SEN and complex disabilities, and some of the barriers they face in terms of engaging with physical activity.

Sleep linked to language skills in neurodevelopmental disorders New research has discovered that Down’s syndrome, Fragile X syndrome and Williams syndrome are all linked to sleep disruption in very young children, and that sleep plays a crucial role in the development of these children’s language skills.

The researchers found that sleep was disrupted amongst children with all three neurodevelopmental disorders. On average, typically developing children slept for about 50 minutes longer per night than those with a neurodevelopmental disorder.

Led by Dr Dean D’Souza of Anglia Ruskin University (ARU) and published in the journal Research in Developmental Disabilities, it is believed to be the first cross-syndrome study to examine sleep, and the relationship between sleep and language, in very young children with these neurodevelopmental disorders.

They also spent less time awake during the night. Whereas typically developing children spent on average just three minutes awake per night, the children with a neurodevelopmental disorder were awake for around 30 minutes longer.

Alongside colleagues from the University of Cambridge, Birkbeck at University of London; The LonDownS Consortium, Semmelweis University in Budapest and the University of Oxford, Dr D’Souza compared the vocabulary size and sleep patterns of 75 infants and toddlers with one of these neurodevelopmental disorders alongside 30 typically developing children of the same age. senmagazine.co.uk

The study also found that the longer the infants and toddlers with Down’s syndrome and Williams syndrome slept at night, the more words they knew. For each additional ten minutes of sleep, these children would understand the meaning of six additional words. The researchers were unable to test this relationship with children with Fragile X syndrome because of the limited sample size.

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Advertisement feature

Tickets on sale for The Autism Show 2020 Tickets for this year’s Autism Show, in association with the National Autistic Society, are now available at autismshow. co.uk. Visitors booking their tickets early can make a 20 per cent saving on the door price, and guarantee their place at the largest event dedicated to autism in the UK. The Autism Show will be returning to London, Birmingham and Manchester in June, with over 100 hours of new talks, clinics and workshops, plus hundreds of specialist products and services. Once inside the event, all theatre sessions, one-toone clinics and feature areas are free to enter and all content is CPD certified for professionals.

Now in its tenth year, The Autism Show attracts over 10,000 parents, family carers and professionals looking for trusted advice, support and information.

Wide range of speakers We can exclusively reveal some of the speakers who are confirmed to speak in the Autism Matters Theatre.

On the Friday, which has an education focus, Dr Rebecca Wood (University of East London) will speak on helping autistic pupils to flourish in the classroom; Justin Price (Freemantle School) will look at understanding distressed behaviour and how to minimise the triggers at school; and Anna Hamlet (OT at the NAS’s The Anderson School) will explore how to improve the sensory environment for autistic pupils.

On Saturday, with a focus on the home environment, speakers include: Dr Ann Ozsivadjian (Evelina Children’s Hospital) examining the ways to help children and young people cope with anxiety; Dr Prithvi Perepa (University of Birmingham) speaking on understanding the complex needs of children with multiple diagnoses; and Connor Ward (autism Vlogger and consultant) talking about the benefits of social media for autistic people.

Hear from people with autism In the Hub Theatre 1, you can gain invaluable insights from autistic adults speaking on topics including: sex and relationships; strategies for regulating anxiety; learning social skills and developing selfawareness; the benefits and dangers of being online; and living with Asperger’s.

Before and after their talks, Hub Theatre 1 speakers will be found close by on the Autism Assemble stand, where senmagazine.co.uk

they will answer questions and meet visitors who are looking for guidance.

In the Hub Theatre 2, you can discover a huge choice of practical strategies and approaches from specialist professionals.

Subjects covered include: managing transitions; how to find the right school; overcoming the barriers to employment; residential care; using apps to create social stories, visual timetables and independent living sequences; navigating the SEN maze; estate planning; and the transition into adult services.

Wireless headphones are provided to visitors in all theatres and relevant features, to reduce sound levels and help those with sensory processing difficulties.

Free one-to-one clincs Visitors wanting personalised advice can book onsite a free 30-minute session with a specialist advisor in a one-toone clinic. Subjects covered include: managing distressed behaviour; mentoring and employment support; preventing and challenging school exclusion; specialist ASC occupational therapy; and how to use wills and trusts to secure your child’s financial future.

If you’re visiting with children, you should find time to visit the Sensory Room, where they can play and interact with the latest sensory products. Professionals can also source products to rejuvenate or build in-house sensory rooms. A quiet room is also available for visitors. The full list of show features will be announced shortly.

Amongst all this content, visitors can explore the exhibition and speak to the UK’s leading suppliers of learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care, specialist schools and much more.

Book your tickets now and save 20 per cent at: autismshow.co.uk ExCeL London: 12 to 13 June 2020 NEC Birmingham: 19 to 20 June 2020 EventCity Manchester: 26 to 27 June 2020 SEN105

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What’s new?

Tickets now available for The Autism Show 2020

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Foster with Childhood First

The national event for autism, in association with the National Autistic Society, is returning this June with a packed programme of specialist talks, workshops and clinics, plus hundreds of products and services which can make an immediate difference to those you care for, support or teach.

Childhood First want the best for children in their care. If you are passionate about wanting children to succeed, and you would like to learn how to promote their recovery from trauma and abuse, you are the type of person Childhood First is looking for.

Key speakers will include: Dr Prithvi Perepa, Lecturer in Autism Studies at Birmingham University; Dr Georgia Pavlopolou, Senior Teaching Fellow in Sleep and Mental Health at UCL; and Pete Wharmby, autistic teacher, parent and blogger.

Foster carers provide resilience and tolerance, and are consistent and reliable. If this describes you and you have experience caring for or working with children and young people who have experienced trauma and abuse, Childhood First want to hear from you.

Book your tickets and save 20 per cent at autismshow.co.uk

New 14 to 19 Centre at Bleasdale School Bleasdale School has introduced their new 14 to 19 Centre.

It is a mixture of a new build and a refurbished area in the day school building. Students now have dedicated classrooms, work rooms and a common room area themed in a modern grey and lime colour scheme.

Email fostering@childhoodfirst.org.uk or phone 020 3960 6485.

Childnet launch new education resources to support young people with SEN

The curriculum is based on pathways to adult learning, ensuring all pupils follow a purposeful route to adulthood.

The STAR Toolkit, which covers topics such as sexting, and the reliability of information and people, equips young people with the skills to recognise edited content online.

The STAR Toolkit, from leading online safety charity Childnet, enables and empowers educators with the knowledge they need to support young people online.

01524701217 admin@bleasdaleschool.lancs.sch.uk bleasdaleschool.lancs.sch.uk

Developed in partnership with SEN educators and with support from Facebook, the toolkit forms part of Childnet’s work in the UK Safer Internet Centre.

Find out more about the toolkit by visiting childnet.com/resources/star-sen-toolkit

Brotherwood Klastar

Change lives – foster for Derbyshire

When the Collins family were looking for a quality, safe and discrete wheelchair accessible vehicle for their son Mark, they were drawn to the Brotherwood Klastar – a loweredfloor conversion of the Mercedes-Benz V-Class.

Derbyshire County Council needs foster carers to help it keep brothers and sisters in its care together.

Mark has a variety of needs but the family wanted a “carlike” vehicle which didn’t compromise on quality. The Klastar enables them to carry out everyday tasks including shopping and going for meals. “We are extremely happy with our vehicle and would recommend this vehicle to others because of the safety aspects and the luxurious spec”, says Mrs Collins.

Brotherwood.com

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You don’t need any special qualifications to be a foster carer and the council provides training, a wide range of benefits and additional financial support to people who foster siblings.

Foster carers need to be aged 21 or over, have a spare room and go through a few checks to make sure fostering is right for them before they’re assessed.

If you could help siblings in care get the best start in life, visit derbyshire.gov.uk/fostering

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What’s new?

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“Rail” world experience for College students Fourteen Fairfield Farm College students recently visited Siemens Rail Automation in Chippenham.

The day out gave students the chance to experience a professional manufacturing facility, and included a whole host of activities and guided tours. Students got to experience soldering, virtual reality and how it’s used in the rail industry, and 3D printing techniques. They even got to ride an onsite fire engine.

Fairfield Farm College works closely with local and national employers to expand their work placement offerings, giving students the chance to thrive in a real workplace environment.

Sensory processing with GriffinOT Do you live or work with children who have sensory processing issues? For example, do they avoid messy textures, constantly fidget or struggle with unexpected sounds?

GriffinOT’s online sensory processing disorder (SPD) training is designed to teach you how to support these children. Providing ideas for the classroom and home, the training is written especially for teachers and parents.

There’s a free introduction and a more in-depth course which explores how to use sensory strategies safely.

Use code SEN0320 for ten per cent discount on all courses.

Invoices are available from training@GriffinOT.com

ffc.ac.uk

griffinot.com/sen/

Anti-microbial steel canopies

The Hyperactive Children’s Support Group

Fordingbridge plc, the West Sussex canopy and construction contractor, have introduced an antimicrobial finish to their steel canopies.

“Thanks to our continued projects within the NHS, we are delighted to offer this optional finish to all of our client sectors,” explains Managing Director Steve Toone. “We have always tried to work ‘with’ our clients rather than just ‘for’ them. It’s what allows us to continue to develop designs and structures based around safety as well as good aesthetics.”

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The HACSG was founded in 1977 to raise awareness of the adverse effects of certain additives, food intolerance and nutritional deficiencies that can contribute to hyperactivity/ attention deficit hyperactivity disorder (ADHD).

The HACSG was the first to undertake research into the importance of essential fatty acids (omega 3 and 6 oils) and the co-factor vitamins and minerals like zinc, magnesium and B vitamins. Thousands of children have benefited from a change of diet and nutritional supplements.

Many studies, including government research, find food and additives do affect the children.

For a free information pack, visit hacsg.org.uk

The finish is available on all steel canopies, with a 25 year structural guarantee. fordingbridge.co.uk

Adapted and custom vehicle leasing

Naidex 2020

GKL are a national independent leasing company specialising in business leases, and adapted and custom vehicle contract hire.

Naidex, Europe’s most established event dedicated to the future of disability and independent living, is back on 17 and 18 March 2020 at Birmingham’s NEC.

They cover most makes and models and offer full wheelchair accessible and custom design vehicles from smaller cars to larger 17seat adapted vehicles. They also lease bespoke vehicles to councils, schools and care homes and have a strong relationship with existing customers.

GKL have vast experience in dealing with vehicle converters and can offer leases to suit the individual client, in terms of contract length, mileage and profile.

Contact sales@gkluk.com gkluk.com

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You’ll find 300 seminars, 400 exhibitors, expert-led panel debates, networking opportunities and interactive features such as the Live Sports Arena, the Mobility Test Track and the Accessibility Summit.

There will also be the launch of the Naidex Junior Trail, exclusively dedicated to children with disabilities.

With all this on offer, Naidex should once again be the hub of the disability sector. Register for your free ticket at naidex.co.uk

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What’s new?

Animal husbandry at Kisimul Kisimul group provides education and care for children and young people with severe learning disabilities and autistic spectrum disorder.

The school and college use animal husbandry as an integral part of their vocational offer. Using the onsite small holdings as a learning base provides both sensory and practical opportunities for learners to engage in motivational activities.

Input can be directly related to wider functional learning intentions, such as weighing and counting out feeds or following a simple visual sequence, or by directly learning specific vocational skills such as exercising the ponies.

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MemRabel 3 with visual and audible memory prompting Launching at Naidex 2020 is the MemRabel 3 by Medpage Limited.

The MemRabel 3 offers visual and audible memory prompting for people with cognitive impairment and or learning disability. A simple touch screen menu with help wizards guides you through creating personalised timed memory prompts or instructions using videos, photos and text.

You can also use the free app to use your Smartphone to send memory prompting alarms to MemRabel 3 from anywhere.

kisimul.co.uk referrals@kisimul.co.uk

Visit easylinkuk.co.uk and search MR3 for full details.

Forest of Forgotten Discos

The Motability Scheme

There’s a mystery in the forest – at Contact Theatre, Manchester from 10 December 2020 to 3 January 2021.

The Motability Scheme enables disabled people to use their mobility allowance to lease a new car, scooter or powered wheelchair without the worry of owning and running one.

Everyone has forgotten how to have fun. There’s no bright lights, no music and definitely no disco. Until one day, nineyear-old Red runs away from home, stumbles into the forest and meets three bears. Red and the bears embark on an adventure to solve the mystery – with some help from the audience along the way.

Insurance, servicing and breakdown assistance are all included and car adaptations are available. Family members and carers can also drive the car on behalf of the disabled person.

Motability, as a national charity, provides grants to disabled people towards the cost of a Scheme vehicle, adaptations or driving lessons. For more information, visit motability.co.uk or call 0800 093 1000.

The Forest of Forgotten Discos is a playful, inclusive Christmas show, suitable for ages four+.

To book, visit contactmcr.com

Bringing the magic of theatre to school

Autism online training

There is clear evidence that attending theatre performances can help enhance social bonds and play a useful role in helping children develop emotional intelligence.

However, this can be an organisational minefield, incurring transport costs and accessibility issues.

With more than 50 years of learning from first-hand experience, no one has more practical knowledge of autism than the National Autistic Society.

M&M Theatrical Productions transform gyms and dining halls, creating a fully immersive and authentic theatrical experience using state-of-the-art lights, sound and special effects. Their inclusive, cross-curricular productions can be relaxed and tailored to meet audience needs, ensuring children of all ages and abilities are equally engaged, educated and entertained. magicoftheatre.com

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Developed by autistic people, the National Autistic Society’s online modules will enhance your knowledge of autism and fit into your busy schedule. Modules include: Understanding autism; Autism and communication; Autism and sensory experience; Autism, stress and anxiety; Autism, sport and physical activity; and Safeguarding children on the autism spectrum.

Training is £30 + VAT per online module licence. Bulk purchase or subscription packages are available. autism.org.uk/training

senmagazine.co.uk

What’s new?

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New interactive guide for access arrangements and disabled students allowance This easy-to-use, interactive guide will help you identify suitable assessments to determine whether your students have specific learning difficulties. With in-depth descriptions and easy-to-read reasonable adjustment tables, this downloadable interactive PDF can help you to better support your students’ unique examination needs.

Pearsonclinical.co.uk/aadsaguide

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HE access course for people with SEN If you know someone with additional needs who is thinking of progressing towards higher education, the new Freeman College, Access to Higher Education Course in Art and Design could be the answer.

This Level 3 OCN qualification prepares SEND learners, without traditional qualifications, for study at University.

An education learning co-ordinator and personal tutor will monitor progress throughout and provide regular support and advice on personal and academic challenges. Find out more at rmt.org/freeman or call 0114 252 5940.

Freeman College is a provision of Ruskin Mill Trust. rmt.org

EarlyBird Plus Programme updated Do you support autistic children aged four to nine?

The National Autistic Society’s EarlyBird Plus Programme helps families of school-aged children understand autism, encourage communication, and understand and support behaviour. It is the only autism family support programme which specialises in children aged four to nine and focuses on a consistent approach between home and school.

Taking part in the programme has had a life-changing impact on many families, with parents describing it as an “absolute must to help you begin to learn and understand how your child’s mind works.”

Could you be the family this little boy needs?

His carers say he is a tremendous character and has a really mischievous sense of humour. He loves the theatre, stories, wheelchair football, Mary Poppins, getting messy in sensory play, and music brings a smile to his face.

He is a snappy dresser, likes baking and shopping, and is a real people person.

If you think you could provide a forever family for him and would like to find out more, Sheffield Adoption Team want to hear from you.

Learn more at autism.org.uk/earlybirdlicense

Email lizzy.pannell@sheffield.gov.uk or call 0114 273 5010.

Relaxed performance: The Gruffalo + The Snail and the Whale in concert

Sunken Trampolines for schools and residences

On Friday 29 May, the Royal Albert Hall will screen a double-bill of Julia Donaldson and Axel Scheffler’s much-loved family stories, accompanied live by the BBC Concert Orchestra.

Since spring 2019, Sunken Trampolines have been producing and installing the first wholly UK manufactured inground Rebound Therapy trampoline.

The Oscar nominated adaptation of The Gruffalo will screen alongside the world premiere of The Snail and the Whale live in concert – with an on-stage performance from the stories’ creators.

This is for children and adults with autism, sensory and communication impairments and learning disabilities. Chillout spaces and BSL interpretation will be available. royalalberthall.com 020 7589 8212

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Two sizes have been made, a standard schools trampoline size 15’ by 9’ and a 12’ by 8’, both of which comply with sporting equipment safety standards, meaning schools and residences can have an easily accessible sunken option instead of a heavy, clumsy above-ground trampoline.

Compatible for outdoor and indoor use, the ST100 and 110 are perfect for Rebound Therapy and recreational use with great responsiveness and power combined. sunkentrampolines.co.uk

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What’s new?

TES SEN North Tes SEN North returns to Manchester on 24 and 25 April, providing tools and techniques to bring learning alive for pupils with SEN. The new Inclusion Theatre, in association with the NAHT, will provide updates on SEND policy and campaigns, tips on inclusion, and finish with the SENCO Surgery, where visitors can discuss every-day challenges with experts.

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Easy News for people with learning disabilities The latest edition of Easy News magazine, specifically for people with learning disabilities, is out.

This issue provides a news roundup covering the fires raging across Australia, the Middle-East crisis, Greta Thunberg and much more.

You can download a copy by visiting unitedresponse.org.uk/easy-news

Visitors can boost their professional development in expert-led CPD seminars, and enjoy the Opening Keynote Panel Debate, Parent, Carer and Teacher Forum, Exhibitor Workshop Theatre, and bustling exhibition.

Register free and book seminars at tessenshow.co.uk/manchester

TG Escapes launch tree planting scheme for schools TG Escapes, providers of timber frame ecobuildings in education, have teamed up with the reforestation organisation EcoMatcher to plant trees in Uganda on behalf of their customers. The initiative is designed to engage school communities in sustainability as well as offset carbon.

Staff, students or parents can track and chat to their own trees using the TreeTracker app. For more information and to see SEND case studies and videos, visit tgescapes.co.uk

SEN leadership recruitment Veredus has been a trusted provider of leadership talent to SEN schools, academies and FE colleges along with alternative provisions for over a decade. Their services include interim management, executive search and selection, and assessment and development.

Their team of professional recruiters understands the SEN sector and is sensitive to its unique recruitment requirements.

In addition to providing academic leaders, Veredus has an outstanding track record of providing interim strategic experts, including CEOs and regional leads, as well as professional services specialists such as business managers, finance directors and HR directors.

Call Paul Horgan on 07833 481211.

For a turnkey service from planning to handover, call 0800 917 7726 or email info@tgescapes.co.uk

Would you like to create an outdoor sensory space but have no funding?

CVI Range assessments at WESC Foundation

The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surroundings in a safe childcentred inclusive environment.

Staff from WESC Foundation have announced an assessment service for children with a cortical or cerebral visual impairment (CVI).

Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.

For a free copy, email enquiries@timotayplayscapes.co.uk or call 01933 665151.

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Assessments based on Christine Roman-Lantzy’s CVI Range framework are carried out to provide a baseline assessment of functional vision for children with this condition.

Staff from the charity recently presented the results of a pilot study that showed how subsequent interventions carried out

by WESC Foundation staff resulted in improved functional vision in students over the period of several years.

For more information, email Richard Ellis at REllis@wescfoundation.ac.uk wescfoundation.ac.uk

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Sen products / services

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Point of view

Point of view: education company COO

Education: the human right that’s being denied Quality schooling is a right and a necessity for all pupils, writes Andrew Hobbs The right to an education has come a long way since the Universal Declaration of Human Rights in 1948, with world illiteracy levels halving between 1970 and 2015. However, with 264 million children across the globe currently without access to education and ten per cent of the world’s children unable to read and write, we still have a long way to go.

Good education has the power to change lives. The United Nations (UN) has stated that education is vital to meeting its Sustainable Development Goals (SDGs), but the global challenge for education is not just about providing access, but ensuring progress. To whom does this responsibility fall?

The barriers to education are multifaceted. But it is imperative to understand the potential for a quality education to exert influence on the health, wellbeing and financial prosperity of children. While the success of SDGs is the most powerful blueprint we have to catalyse access to quality education, there is a smaller yet vital role to be played by businesses across the education industry.

The divide between the haves and the have-nots has characterised the education debate for years and questions on how social inequality barriers can be erased to create a fair learning landscape continue to set the agenda.

While this debate rages on, it is important for policy-makers, educators and the industry to recognise the power we have to create real change in access to education. We have some incredible minds driving innovation in our sector, constantly reimagining how the classroom of the future will look and developing new ways to engage our children creatively in their learning.

Playing our part The wealth of vision and talent in the learning industry means that we have a level of responsibility to do what we can to ensure the progression of access to quality education in every country. Within the UK, the recent PISA results showed “positive” progress has been made in international school rankings, which reflects our teachers’ continuous efforts to engage their pupils, using innovative and creative methods.

The UN’s SDGs for education aren’t just limited to lesser developed countries. Here in the UK, the attainment gap SEN105

About the author Dr Andrew Hobbs is Chief Operating Officer of Exemplar Education, a UK provider of home learning support for children. exemplar-education.com @ExemplarEduc

@ExemplarEducation

We have some incredible minds driving innovation in our sector between more and less advantaged pupils is growing. A recent report by social mobility charity Sutton Trust, found that the new GCSE system in England is in danger of “further disadvantaging the disadvantaged”, with grades for less advantaged pupils falling.

Furthermore, recent reports suggest that our SEN system is failing children. Children with SEN are some of the most vulnerable in our society and with continuous budget cuts, these children will be the most affected. In addition, we have seen children’s mental health critically deteriorate, with a recent OECD survey revealing that children in the UK had some of the lowest scores of any country for “life satisfaction”. This shows there is a distinct need for intervention.

Education is a human right that should be available to all children regardless of where they come from. However, we must ensure that each child benefits from a high-quality education, in order to have a fulfilled life and a prosperous future.

A referenced version of this article is available online at bit.ly/3bGuilx senmagazine.co.uk

Point of view

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Point of view: person with Asperger’s

Travel chaos Alex Manners highlights the trials of using public transport for people with a hidden disability

Public transport can be challenging for many people with hidden disabilities like Asperger’s and autism. The noises, smells, sights and the sheer number of people at a train station or airport can be overwhelming.

When I was at secondary school, the thought of taking a bus or train to school (nine miles away) would have been terrifying, so I used to travel every day by taxi with five other people.

When I left school, my parents and I agreed it was time for me to start becoming more independent. So a man from our local council provided me with three days of travel training and it was fantastic. He showed me how to get the train into the city centre and gave me lots of great tips and advice, like where to sit and what to look out for. Then he showed me how to catch the bus to my new college. The training left me feeling a lot more confident.

Although I am now much happier about travelling by train, I still don’t like using the bus. Like many people on the autism spectrum, I don’t like change. I have had many buses cancelled on me and I don’t feel confident with the bus routes or which stops to get off at.

Booking train tickets online can be quite confusing and I used to get very stressed about it. When my mum showed me some of her preferred websites for booking tickets, I was adamant that they wouldn’t work for me. However, when I gave them a try, I actually got used to them. They can still be confusing at times though, and I believe travel companies should make their websites clearer and more concise.

Plan ahead As soon as I book tickets, I print them out and I save photos and details of my journey to my phone. Don’t assume that you will be able to get Wi-Fi at the station or on the train! I also make sure I have contingency plans in case trains are delayed or cancelled, and that I know where to go if I need to ask for help. Many people with autism struggle with new environments and often have a fear of the unknown. So it’s always best to plan your journey in advance. This could include a pre-visit to the train station or airport, or looking at some photos.

Another issue that people with autism often face is sensitivity to all the bright lights and colours in travel venues. Light coloured senmagazine.co.uk

About the author Alex Manners is a children’s radio show presenter, public speaker and the author of That’s Not Right! My Life Living with Asperger’s. He recently started the “Travelling with a Hidden Disability” campaign. thealexmanners.com @thealexmanners thealexmanners @

Like many people on the autism spectrum, I don’t like change walls and using diffusers on lights would both help. Other useful changes could include having smaller waiting areas and more of them, using different textures on seating, and having clearer signage.

Being able to travel by public transport has changed my life. I now go all over the country on trains and this has enabled me to start achieving my dreams and experience many wonderful adventures. Although it was a struggle to start with, practice and planning has made it more manageable. It would be a big help though, if travel companies would think about how they could make the experience of using their services easier for all their customers.

What’s your point of view?

Email editor@senmagazine.co.uk

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The right to mainstream education Douglas Silas outlines the legal duties relating to mainstream provision for pupils with SEN

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here is a general requirement under the law for local authorities (LAs) to provide a mainstream education to children and young people with SEN.

Mainstream schools (that is maintained schools, academies that are not special schools, maintained nursery schools, 16 to 19 academies, alternative provision academies, and PRUs) must: • use their best endeavours to make sure that a child or young person with SEN gets the support they need • ensure children and young people with SEN engage in the activities of the school, alongside pupils who do not have SEN • designate a teacher, for example the SENCO, to be responsible for coordinating SEN provision (this does not apply to 16 to 19 academies) • inform parents when they are making special educational provision (SEP) for a child or young person •

prepare an SEN information report.

The provision of an SEN information report requires a school to set out their arrangements for admitting children with disabilities and SEN and the steps being taken to prevent them from being treated less favourably than others. This should include the facilities provided to enable access to the school for disabled children and their accessibility plan showing how they plan to SEN105

Many reasonable adjustments are inexpensive and will often just involve a change in practice

improve access progressively over time. This is often referred to as mainstream “inclusion”.

What does inclusion involve?

Schools must follow general duties under the law to promote disability equality, as set out in the Equality Act 2010 (previously in the Disability Discrimination Act 1995). This covers their duties towards individual disabled children and young people which mean that they must make reasonable adjustments, including the provision of auxiliary (supplementary) aids and services for children and young people with disabilities and SEN, to prevent them being put at a substantial disadvantage.

What are reasonable adjustments?

The Equality and Human Rights Commission (EHRC) states in its guidance that there are many reasonable adjustments that schools are already making for disabled pupils (such as the senmagazine.co.uk

SEN law

What constitutes a reasonable step will depend on all the circumstances of the individual case

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About the author Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors.

SpecialEducationalNeeds.co.uk @douglassilas

use of auxiliary aids, like coloured overlays for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software). They also point out that many reasonable adjustments are inexpensive and will often just involve a change in practice, rather than the provision of expensive pieces of equipment or additional staff. The EHRC adds that the duty to make reasonable adjustments requires a school to take positive steps to ensure disabled pupils can fully participate and enjoy the other benefits, facilities and services that the school provides for other pupils. It is also an anticipatory one owed to pupils with SEN and disabilities generally, so schools need to think in advance about what pupils might require and what adjustments might need to be made for them.

What about EHC plans?

As I discussed in the last issue of SEN Magazine (SEN104, Jan/Feb 2020), the SEN and Disabilities Code of Practice (CoP) states that if a child’s parent or a young person makes a request for a particular nursery, school or post-16 institution – that is, maintained nursery schools, maintained schools, any form of academy, free school, non-maintained special schools, further education, sixth form colleges, independent schools or independent specialist colleges (which have been approved by the Secretary of State) – the LA must comply with that preference and name the school or college in the child’s education, health and care (EHC) plan, unless: • it would be unsuitable for the age, ability, aptitude or SEN of the child or young person, or • the attendance of the child or young person there would be incompatible with the efficient education of others or the efficient use of resources.

Where such a placement is named on an EHC plan, the placement must admit the child or young person.

The child’s parents or the young person may also request a place at a non-maintained early years provision, independent school, specialist college or post-16 provider (who are not referred to above). If this happens, the LA need only “consider” their request. This means that the LA is then not under the same conditional legal duty to name it.

If a parent or young person does not make a request for a particular placement, or does so and the request is not met, the LA must then specify mainstream provision in the EHC plan unless it would be: • against the wishes of the parent or the young person, or • incompatible with the efficient education of others. senmagazine.co.uk

@douglassilas

■ Schools have a duty to ensure pupils with SEN get the support they need.

Also, if the LA considers a particular mainstream place to be incompatible with the efficient education of others, it must show that there are no “reasonable steps” that a mainstream nursery, school, or post-16 institution in its areas could take to prevent incompatibility.

What are “reasonable steps”?

The CoP states that what constitutes a reasonable step will depend on all the circumstances of the individual case and may include factors such as: • whether taking the step would be effective in removing the incompatibility • the extent to which it is practical to take the step • the extent to which steps have already been taken in relation to a particular child or young person and their effectiveness • the financial and other resource implications of taking the step • the extent of any disruption that taking the step would cause.

The CoP gives many examples of “reasonable steps” but also says that there may be reasons why it may not always be possible to take reasonable steps to prevent a mainstream place from being incompatible with the efficient education of others. It adds that a decision not to educate a child or young person in a mainstream setting against the wishes of the child’s parent or the young person should not be taken lightly.

So, overall, there is quite a strong legal right to mainstream education for children and young people with SEN. SEN105

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Sensory rooms

Making the magic happen Joanna Grace explains how schools can get the most out of their sensory rooms

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he Department for Education specifies that, in order to be considered adequate provision for children with SEN and disabilities, special schools should have a multi-sensory room (DfE, 2015). Yet “the evidence we have about the effectiveness of multi-sensory rooms universally lacks the scientific rigour required to be counted as significant” (Fava and Strauss, 2010). Recent research (Grace, 2019) reports that many users do not feel they are getting the most out of their multi-sensory room.

Are multi-sensory rooms a waste of time and money? Why do we think they are a “must-have” if research findings are so lacklustre?

Scientifically valid research into the effectiveness of sensory rooms may be absent, or of poor quality, but anecdotal evidence abounds. We cannot argue with the powerful testimony of those who have witnessed how sensory rooms can inspire wonder and transform lives.

“The stressed are relaxing, the silent are speaking, and the withdrawn are coming out of themselves” (Hirstwood and Gray, 1995).

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“For the first time my daughter wanted to be a part of the world… our lives have changed completely” (McCormack, 2003).

As is often said, there is “magic” to be found in multi-sensory rooms, but a lot can get in the way of us discovering it. In 2019, I completed a small scale study looking into how multisensory rooms are being used in the UK today. In this article, I am going to share some findings of this research and provide practical strategies to help you make the most of your multisensory room.

Who, why and when?

Timetabling for use of a shared multi-sensory room is a complicated business, involving careful negotiations and consideration of all who will be using the room, as well as

For half of my class, the sensory room is the only place where they can access their learning senmagazine.co.uk

Sensory rooms

Some teachers reported multiwalled projection rooms being used as glorified cinemas

awareness of what their specific needs might be. You could simply allocate every class the same amount of time in the room across the week, or post a sign-up sheet on the door so that people can choose their slots on a first-come, first-served basis. These simple techniques for sharing the resource may initially seem to be fair, but consider this statement from one teacher who took part in the research and you will immediately see the problem: “For half of my class, the sensory room is the only place where they can access their learning; all the other children in the school get 30 hours in rooms where they can access learning, my class only gets one.”

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About the author Joanne Grace is a sensory engagement and inclusion specialist, trainer, TEDx speaker and founder of The Sensory Projects. She is the author of Multiple MultiSensory Rooms: Myth Busting the Magic (Routledge, 2020).

TheSensoryProjects.co.uk @Jo3Grace

/joannagracethesensoryprojects

If the children you support have differing needs, their requirements for access to the multi-sensory room will also differ. So, while everyone having a turn is fair, perhaps some of those turns should be longer than others.

Other teachers in the study spoke of the length of time it took them to get their class to and from the room; for many, this was up to fifteen minutes, meaning that in an hour’s slot they only had 30 minutes of access. They could work around this when their designated hour fell in the middle of the day and they could take time from school breaks or from another lesson to travel, but if they had the 9am slot, many admitted they simply did not use the room.

Use it as it’s intended How you use your multi-sensory room is crucial if you want to maximise the benefits for pupils. Some teachers in the study reported multi-walled projection rooms being used as glorified cinemas, and rooms with padded walls and furniture being used as containment zones for children who were expressing their difficulties through violent outbursts.

It is true that a multi-walled projection room will make an amazing cinema space but it is unlikely that it was installed so that each class could spend an hour a week watching films. Of course, this can be fun but couldn’t more be done with the room?

It is understandable that when struggling with a student who is being violent staff might, as an emergency measure, put them in the room they consider to be the safest. However, multisensory rooms are not designed with this purpose in mind.

Metal mounted projectors and Perspex covered equipment can be very dangerous if broken (and very expensive to replace).

If a sensory room is used for this purpose once, that might be acceptable, but if it happens more often or becomes a habit, the school should ask itself some serious questions. Does it ■ Sensory rooms can be inspiring resources when used well.

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need a space for containment? If so, shouldn’t it install one that is designed specifically for this purpose. Does the school need to change how it manages behaviour issues so that this need does not arise in the future? Coming to the multi-sensory room for a session only to discover it blocked by a child in distress is not helpful to either the distressed child or those hoping to have a session in the room.

Ensure your staff have access to relevant training. Simply having a multi-sensory room is not enough

Design and maintenance While good suppliers will involve all concerned in the design and planning process, some teachers said companies had designed rooms for them without their input and without meeting their students. Some also reported that they had not fully understood the full cost of maintenance contracts they had entered into. The result is that many people have rooms with broken equipment and design features that limit accessibility.

Obviously, there’s no point having these fabulous pieces of technology if you can’t use them. So it is important that all relevant staff, as well as students, are involved in the planning process to ensure you get a facility that meets the individual needs of your students and setting.

Here are a few issues to look out for that were raised by participants in my research: • Are you using padded floors in the design? They can be very useful for some students but they can also limit the mobility of students who are only able to be ambulant on hard surfaces.

• Check if all equipment has to be switched on before it can be adjusted, as this can lead to pupils being overloaded by sensory stimuli as they enter the room, before it can all be turned down.

• Are all sensory areas accessible to those in wheelchairs or hoists? All pupils need to be able to get through the door and around pieces of equipment in the room. Know the turning circle and the hoist footprint of your biggest pieces of mobility equipment and consider these in the design of the room.

• Do you understand the maintenance agreements?

It is natural that if you are using your multi-sensory room a lot, as you would want to be if you have such a wonderful thing, it will suffer wear and tear. Some schools had installed equipment believing they would be able to maintain it themselves, or have it replaced under warranty, only to discover that the people installing it had replaced mechanisms within the equipment thus invalidating the warranty and ensuring that only they could maintain it. One school I spoke to had to have a perfectly good sensory room ripped out and replaced because they could not afford the maintenance contract on it. So make sure you understand the full implications of the contracts you are entering into with suppliers.

The right training Effective training can have a huge impact on how well schools are able to use their sensory rooms. If you just fill up your exciting new room with people and switch everything on, you will probably find everyone gets overwhelmed by sensory overload. Some may display this overload by becoming passive or withdrawn and inexperienced staff might interpret this as relaxation.

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Everyone I spoke to in my research had received training in how to switch their rooms on and how to operate the equipment, but only one person had been trained in how to use the room.

If you value the outcomes you can create for pupils in your new facility, ensure your staff have access to relevant training.

Simply having a multi-sensory room is not enough.

The magic to be found in a multi-sensory room lies beyond the equipment within it. Indeed, the factor most often cited as essential to the effectiveness of their sensory room practice by the people I interviewed was darkness. It was in their sensory rooms that they could create a blackout and the darkness was where pupils could start to get really inspired. From this platform they could then explore the wonderful effects of some of the equipment in the room. The amazing resources we have at our fingertips today are perfect for casting sensory spells, and simple resources and improvised environments can do the same, but all can be rendered pointless by a lack of understanding of the skills involved in casting our spells.

Hulsegge and Verheul (1986) are widely recognised as the staring point for multi-sensory room practice and they were very clear about where the magic lay: it was between people, not in a room or a resource. “Most important are the interpersonal contacts”, they said. “These can never be substituted by machines or effects”.

If you want to see great things happen in your sensory room, look at the people who will share the space. What do they need?

How do they connect? How will this room and the resources within it support these connections? It will be a different answer each time. If you have a one-size-fits all approach, it will always be the wrong size. Throw it out and start again, not by flicking through a catalogue of technological wonders, but by looking at the people who will use it and finding that magic spark of connection.

References

DfE (2015), Area guidelines for SEND and alternative provision.

Available online at gov.uk/government/publications/send-andalternative-provision-area-guidelines Fava, L., and Strauss, K. (2010) Multi-sensory rooms: Comparing effects of the Snoezelen and the stimulus preference environment on the behaviour of adults with profound mental retardation. Research in Developmental Disabilities, 31, 160–171.

Grace, J. (2019) Multiple Multi-sensory Rooms: Mythbusting the Magic. Speechmark, Routledge. Oxon.

Hirstwood, R. and Gray, M. (1995), Practical Guide to the Use of Multi Sensory Rooms. TFH Special Needs.

Hulsegge, J. and Verheul, A. (1986) Snoezelen: Another World. Rompa, England.

McCormack, B. (2003). Snoezelen: A mother’s story. The Exceptional Parent, 33(10), 38-41.

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Sensory strategies Practical tips for using sensory equipment and approaches in the classroom, by Kim Griffin

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ccupational therapists often recommend sensory strategies, such as using wobble cushions or weighted products, and movement breaks, for children with sensory processing challenges. This article will explore why these strategies may be helpful for certain children and how to monitor effectiveness.

Arousal and sensory modulation Arousal relates to how alert the body is. Many things can affect a student’s level of arousal, including basic things like sleep, general wellness, hunger and the need to go to the toilet.

Arousal can also be affected by stress and sensory processing – in particular sensory modulation.

Sensory modulation is “the ability to produce a behaviour and/or response that matches the nature and intensity of the sensory input and environment” (Miller, 2014). The brains of children with modulation difficulties do not interpret the sensory messages they receive from their body effectively. This means they may not generate a response that matches the sensory information they receive (Bialer and Miller, 2011).

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Different sensory supports and equipment are designed to help with different types of sensory system Their response might be bigger than is expected (over-response or over-sensitive), for example, a child that can’t ignore and keeps attending to background sounds. It may be less than expected, for example, a child who doesn’t respond to their name being called (under-response or slow response). A third type of response is sensory seeking. This is when the child tries to get more of the sensory input, for example, the child who is fidgeting with items on their desk.

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Bouncing on a trampoline might help to organise one student, but it could completely dysregulate another

Sensory modulation affects arousal and attention. A child who is sensitive might be in a higher alert or stressed state due to too many sensory inputs. The child who is slower to process sensory inputs, on the other hand, can frequently miss information. A sensory seeker might have to expend most of their energy on trying to increase their arousal level so they can attend to the teacher. Each response affects the child’s ability to focus on the teacher and complete their learning.

About the author Kim Griffin is a paediatric occupational therapist with extensive experience of working with children who have sensory and/or motor skill challenges, including those with autism and dyspraxia. Her current focus is on creating online training and resources for schools, teachers and parents.

GriffinOT.com @Griffin_OT

@GriffinSensoryOT

Which type of sensory support is best?

Sensory equipment and supports are designed to help with sensory modulation and/or to help to increase or decrease a child’s arousal. Each child is an individual, so there are no universal solutions for all children. Different sensory supports and equipment are designed to help with different types of sensory system. They are also designed help to either increase or decrease a child’s arousal. Here, four common supports used in classrooms will be discussed. An occupational therapist can help with assessment and recommendations.

Weighted products, especially lap pads, can be helpful for children who fidget due to poor body awareness. This is because the extra weight can give them extra feedback about where their body is so they can focus on their learning. Weighted blankets can be a good addition to a sensory calm space as they can help children who are in a higher arousal state (for example in meltdown) to calm down. It is important to make sure though, that you can see the child’s face to monitor their breathing and arousal.

Wobble cushions

Sensory movement breaks or circuits

Wobble cushions are plastic air filled cushions which come in a few different sizes. These cushions can be helpful for children who are constantly moving about, fidgeting and maybe rocking in their chair. They may also help a child who is slumped in their chair and appears to have low energy as it might help to “wake up” their system.

Sensory movement breaks, or sensory circuits, are another common sensory strategy that schools implement. These usually consist of a variety of movement activities that are set up for children to do with the aim of helping them to regulate and organise their arousal for learning.

It is hypothesised that these children use their movements to help to stay alert and to increase their arousal. The cushion can provide a more appropriate and less distracting way for them to receive movement whilst sitting in their chair. It is expected that the child would move about on the cushion, however, behaviours such as getting up out of their seat or rocking back in their chair should decrease.

Weighted vests or lap pads Weighted products include vests, lap pads and blankets. The theory of a weighted product is that they provide additional deep touch pressure. Sensory integration theory suggests that these sensory inputs are calming for the nervous system and help to decrease arousal. When using these, it is important to ensure that the child is always supervised and that the product does not ever impede the child’s breathing. The general weight recommendation is a maximum ten per cent of the child’s body weight. Although this figure does not come from any rigorous study or research, it is a good guide to follow.

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The challenge with movement breaks is that different children can have completely different sensory needs. Bouncing on a trampoline might help to organise one student, but it could completely dysregulate another. Therefore, when using this kind of strategy, it is important to ensure you monitor the child’s responses and tailor the movement to meet their individual sensory needs. When working well, the movement or circuit should help the child to return to class and attend and focus.

In addition, recent thinking (Miller, 2014) suggests that sometimes the sensations children are seeking (such as movement) do not necessarily organise them. Their movement may not improve arousal or help the child to settle and focus.

Miller (2014) currently recommends that the movement needs to be structured to facilitate the child’s arousal. For example, the child should complete a certain number of movements (perhaps 20 jumps and stop) or the movement should be organised into a sequence or routine. Heavy work (push, pull and carry) activities should also be included within the movement breaks to help with regulation. senmagazine.co.uk

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the changes you would like to see for the child by using the sensory strategy. These might include: • increasing time spent completing activities or tasks or attending during sensory input • increasing the number of times the child puts their hand up to answer a question • decreasing the number of times the child needs reminders from the teacher to pay attention • increasing the amount of work the child produces or completes • decreasing the number of times the child engages in a specific activity, such as distracting peers, touching others, or being out of their chair.

Once you have set a target, monitor the child for two weeks and record a baseline level of performance. For example, at the outset, the child might need six reminders per lesson from the teacher to stay on task. Then, once the sensory strategy is implemented, continue to monitor. In the case of the reminders, a reduction in the frequency would suggest the strategy is helping.

■ A sensory movement break can improve a pupil’s focus when they return to class.

Chewy toys A large number of chewy toys are available in different sizes, shapes and textures. They are designed to help children who chew on non-food items, such as their collar. Chewing typically helps to decrease arousal and calm the individual down.

When choosing a chew toy, it is useful to consider where in their mouth the child chews. If they chew at the front, a round shape might be preferred. If they chew at the back, then a longer shape might be best.

One thing to consider with chewing is that it can often be an indicator of increased arousal, or increased stress. It can be helpful to consider what else is occurring in the environment which might be increasing the child’s arousal. Changing this may have a bigger impact than a chewy toy.

How to monitor progress The goal of using any sensory strategy or equipment at school is to facilitate attention, learning and participation. Targets should be set before sensory strategies are tried. Think about

The goal of using any sensory strategy or equipment at school is to facilitate attention, learning and participation senmagazine.co.uk

It is also important to check with the child to find out what their views are. Some children might not like the strategy, or they may not want to be different from their peers. Where they are able to, make sure you include them in decision making.

It is important to avoid writing goals or final targets that state the child will be able to manage without their sensory support or equipment – for example, “By the end of KS1 Jon will be able to sit in class without his wobble cushion.” This might seem like common sense, but unfortunately, I have read this kind of goal far too many times to count.

The children who are more likely to benefit from sensory equipment or supports are the children that have difficulties with sensory modulation. These children have difficulty maintaining the optimal arousal level required for learning and participation.

Researchers (Miller, 2014) are showing that this difference in sensory processing occurs at a nervous system level. If the sensory support helps, it’s because it is giving their body (and nervous system) the sensory input it needs to be successful with attention and learning.

I would advise you to think of sensory supports in the same way you would a pair of glasses or a hearing aid. You would never write a goal recommending that the child would be able to manage without them. If the sensory support is helping the child, removing it should never be the target. If you have access to support from an occupational therapist, they will also be able to help you with choosing correct supports and writing relevant goals.

References

1. Bialer, D. and Miller, L.J. (2011), No Longer A Secret – Unique Common Sense Strategies for Children with Sensory or Motor Challenges, Future Horizons, USA. 2. Miller, L.J. (2014). Sensational Kids: Hope and Help for Children with Sensory Processing Disorder – Revised. Penguin Random House. USA.

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Empowering education: how can you bring learning to life for pupils with SEN? Discover what’s on at Tes SEN North (24 to 25 April 2020, Manchester Central) Tes SEN North is back in Manchester on 24 and 25 April 2020, bringing together the most exciting aspects of the Tes SEN Show, along with some brand-new special features.

Launched in 2019 in response to increasing demand from the North, Tes SEN North is the must-attend event for the wider special educational needs community. Throughout the two days, there’s a wealth of opportunities for education providers to boost their professional development, discover the latest assistive technology and SEN resources, and hear from the sector’s leading names.

Kickstarting the show on Friday 24 April is the Opening Keynote Panel Debate, the highly anticipated discussion featuring SEN policy influencers. This year, visitors will watch as the Children’s Commissioner for England, Anne Longfield OBE, debates key SEN issues along with NAHT’s President Judy Shaw, the Department for Education’s SEN and Disability Professional Advisor André Imich, and a representative from The Autism Education Trust (AET).

The CPD programme covers key topics from across the sector in 17 expert-led seminars. On Friday, SEND consultant and advocate Jane Friswell discusses how we can be sure that a pupil has SEN, and later on, BCC Pupil and School Support’s Lesley Brine will share key strategies for supporting pupils with cognition and learning difficulties in mainstream settings. Continuing onto Saturday, psychologist and educational consultant Alan Heath explains the individual elements of auditory processing and offers practical options for improving these skills, while Neil Mackay, CEO of Action Dyslexia, provides solutions to accelerate learning for students in the classroom who are on the dyslexia spectrum.

On Friday 24 April, there is an unmissable new feature, the Inclusion Theatre in association with the NAHT, providing an opportunity for SEN leaders and practitioners to have their voice heard. Sessions from the Council for Disabled Children, NAHT, Autism Education Trust and more will run throughout Friday, providing an update on SEND policy and campaigns, tips on inclusion, autism-friendly classrooms and more. This exciting, new Theatre will finish with an expert-led SENCO Surgery, where visitors can discuss their day-to-day challenges with experts including Cathy Hamer, Pat Bullen and more. senmagazine.co.uk

Back by popular demand is the Parent, Carer and Teacher Forum, taking place on Saturday 25 April. This Theatre creates a safe space for visitors to learn from the unique experiences of speakers who are parents, carers and teachers of children with SEN. Throughout the show, visitors can explore the latest resources in the Exhibitor Workshop Theatre. It’s a fantastic opportunity to discover how certain products, services and resources can be used to enhance SEN practice and support the requirements of learners throughout different educational settings. There’s plenty of opportunity to engage with the products, join in with audience participation and ask any questions.

The free-to-attend features are located throughout the bustling exhibition, hosting a wide range of dedicated SEN suppliers, charities and associations. Plus, visitors can benefit from exclusive discounts, offers and giveaways. The show is colocated with Nursery World NORTH, giving attendees access to the unique overview of the intersection between early years and SEN through an exciting array of free-to-attend Nursery World NORTH special features.

It’s essential that SEN professionals stay up-to-date with the latest policy changes and best practice, but it’s also important to enjoy a fun, informative day away from schools and settings to meet with colleagues, gain inspiration and return ready to bring learning alive for pupils with SEN. Register your free place for Tes SEN North and book Early Bird seminars now at tessenshow.co.uk/manchester SEN105

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ADHD

ADHD management Srinivas Gada looks at what ADHD is and how best to support individuals living with it

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ttention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder. It’s a varied condition of children who are inattentive, impulsive and active at levels higher than expected for their age.

ADHD is thought to affect around three to five per cent of children globally, with prevalence as high as eight to ten per cent of school-age children in the USA. Like most neurodevelopmental disorders, ADHD is more common in boys than girls. This is partly because of identification and reporting bias, as boys tend to show more aggressive and externalising behaviours that are noticeable, and girls tend to show more inattentive and internalising ones, that can be missed easily.

A genetic imbalance of catecholamine metabolism in the frontal brain appears to play a key role in its causation. Various environmental factors would seem to play a secondary role in the causation of ADHD.

Diagnosing ADHD People who have ADHD, especially if it’s undiagnosed and untreated, exhibit a high rate of low self-esteem, low mood, depression, and anxiety. Attention difficulties can lead to progressive school failure, resulting in poor educational and employment outcomes. These are often avoidable. Untreated ADHD sufferers have a raised chance of injuries, getting involved in accidents and driving offences. Impulsive behaviours can lead to drug and alcohol abuse and assaults, leading to convictions that are preventable.

ADHD can be hard to live with for the person who has it, and for those around them. Children with ADHD are often difficult to bring up and are liable to develop educational, behavioural and emotional issues. The outcome for children and adolescents with ADHD is better if:

The lack of a “medical label” of ADHD can lead to various moral labels being applied by others

In recent years, researchers and commentators have been keen to point to what are seen to be some of the benefits of having ADHD, particularly in terms of an ability to think creatively and approach knowledge and problems from different perspectives.

How does ADHD affect the child and those closest to them?

ADHD can affect children and their family and friends in several ways. A child’s difficulty in paying attention can lead to poor school performance. Children with ADHD can be erratic, domineering and intrusive. Overactivity and poor listening skills make it difficult to participate in group activities and team sports. These common ADHD behaviours add to the difficulty in making and or maintaining friendships and could cause peer rejection.

Furthermore, a child’s non-compliant behaviour is often burdensome on parental relationships and teacher-peer relationships. The lack of a “medical label” of ADHD for a child can lead to various moral labels being applied by others to the child or their parents, such as “problem child”, “poor parent” or “difficult family”. All this can lead to social isolation and exclusion from events such as birthday parties.

Consequent to all the above, a child (and their family members) could develop low self-esteem, stress, low mood, anxiety,

• a child is diagnosed and receives help • caregivers and teachers are given the necessary information, support and advice • treatment adherence is maintained.

So, the need to diagnose this condition early and manage it effectively is paramount.

The diagnosis of ADHD requires that the child meet the criteria defined by the DSM-5 (APA, USA) or the International Classification of Diseases (ICD-10) criteria for the hyperkinetic disorder. Assessment requires information from more than one setting such as home and school. Additionally, there needs to be evidence of the above symptoms, causing impairment in a child’s social and or educational functioning.

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■ Creative thinking is often cited as a benefit of ADHD.

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ADHD

Overactivity and poor listening skills make it difficult to participate in group activities and team sports Main features of ADHD ADHD is a neurodevelopmental condition with three main categories of symptoms. These are inattention, hyperactivity, and impulsivity. Any of the child’s parents, caregivers or teachers may report the symptoms mentioned below.

Inattention This could present as: • failing to pay close attention to details • making careless mistakes in schoolwork and other activities

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About the author Dr Srinivas Gada is a consultant paediatrician in neurodevelopment and neurodisability who has edited the Oxford Handbook of Community Paediatrics. A former consultant at Oxford University Hospitals, he now has an independent practice at the Manor Hospital in Oxford and the Portland Hospital in London. ocnd.co.uk in/dr-srinivas-gada/

• difficulty in organising belongings and tasks

and depression. These may also lead a child into bullying or being bullied, parental separation, attachment difficulty and or divorce. In some cases, these affect parental employment and family income, leading to suboptimal education and life outcomes for the child.

• dislike for tasks that require sustained attention, such as homework

Things to look out for

• often losing things, for example, pencils, books, toys, and assignments

Nearly half of children with ADHD could have one or more of the following issues:

• being easily distracted by unrelated sounds or stimuli

• varying degree of learning difficulties or problems with literacy

• forgetfulness in daily activities, such as chores or homework.

• coordination disorder or dyspraxia

Hyperactivity This could present as: • excessive fidgeting with hands or feet, or squirming in their seat

• autism spectrum disorder (ASD)

• appearing not to listen to what is being said to them

• difficulty remaining seated in a classroom • being unduly noisy in play • difficulty in engaging quietly in play or leisure activities • acting as if “driven by a motor” or seeming to be “always on the go” • excessive running around or climbing.

Impulsivity This may present as: • difficulty in waiting for one’s turn • blurting out answers before the question is completed • interrupting in conversations • excessive talking • intrusion into others’ games or activities.

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• difficulties in falling asleep or staying asleep • behavioural disorder, such as aggression, conduct disorder and oppositional disorder • sensory processing disorder (they may, for example, be sensory seeking or exhibit sensory defensiveness) • mood disorder.

The lack of an assessment for ADHD could lead to a missed chance of the above conditions being identified and successfully addressed.

On the other hand, various other conditions and issues can either present as ADHD or trigger behaviours resembling ADHD. Some of these are: • sensory impairments in hearing or vision • sleep impairment • child neglect or abuse • autism/ASD • death or divorce in a family

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• parental job loss • poor parenting or attachment difficulties • being teased or bullied • medical conditions such as thyroid disorder, certain epilepsies and anaemia.

On occasions, these conditions can co-exist with ADHD, adding to the complexity of an assessment. Hence a comprehensive evaluation of a child’s medical, psychosocial, developmental and educational aspects is essential before a diagnosis of ADHD can be made.

General principles for supporting children with ADHD Establishing good communication between home, school and health professionals is vital. During the assessment, allow the child or young person to give their account. Involving the child and family in decision making should help secure their cooperation in executing the management plan.

I would also encourage parental participation in local and national self-help and support groups. Support parents by providing them with information on positive parenting techniques, encouraging a balanced diet and regular exercise for the child. I am not aware of any evidence for the effectiveness of exclusion diets. However, the elimination of foods that worsen behaviour would be beneficial.

ADHD management without medication Treatment of ADHD involves behavioral/psychological, educational and environmental interventions. Any coexisting conditions should be treated/addressed concurrently with ADHD. For children aged under six years, who meet the diagnostic criteria for ADHD, behaviour therapy rather than medication is advisable. Medication may need to be added if target behaviors do not improve with behavioral therapy alone and if the child’s functioning continues to worsen.

Establishing good communication between home, school and health professionals is vital

Behavioural or psychological interventions could consist of: • reinforcing the wanted behaviour (positive reinforcement) • discouraging the behaviour you don’t want (negative reinforcement) • setting house rules, routine, structure and timetable and giving visual cues • avoiding trouble by offering opportunities for play, planning ahead and problem-solving • offering training and support to parents • offering the child social skills training.

Educational and environmental interventions could consist of: • pastoral support • encouragement • giving regular feedback to the child • certain modifications such as sitting in the front of the class, away from windows and doors • offering short breaks between activities • working one-to-one or in small groups • participation in a support group • access to the resource base • access to work and taking tests in less distracting environments • receiving a private signal from the teacher as a reminder • providing additional time to complete any assignments and tests.

ADHD management with medication When medication is prescribed for ADHD treatment, stimulant medication such as Methylphenidate is indicated as a firstline agent. Non-stimulant medication such as Atomoxetine is indicated where there are side effects or poor response with the use of stimulant medication. Children being treated need to be monitored regularly according to NICE guidance.

Where the use of medication is being considered by professionals, all concerned need to be provided with good information regarding what the medication options are, their effects, possible side effects, the implications of carrying and storing controlled medications, and issues such as airport laws and taking medication away on holiday.

■ Parents can find children with ADHD challenging to bring up.

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Coexisting neurological or medical conditions, such as tics or sleep disorder, also need to be managed concurrently. senmagazine.co.uk

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Short breaks

The right to respite Una Summerson examines the state of UK short breaks provision and how families are being affected

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t is 30 years since the right to short breaks for families of children in need was enshrined in law by the Children Act 1989. The Act recognises the importance of short breaks to the emotional and physical wellbeing of families of disabled children.

Short breaks, which are also known as respite care, can include day-time or overnight care in the home or elsewhere, educational or leisure activities outside the home, or services to assist parent carers in the evenings, at weekends and during the school holidays.

Why breaks matter Research shows that families who receive a regular break are emotionally stronger, physically healthier and experience lower rates of stress, depression and sleep deprivation. For disabled children, short breaks give them independence, with the opportunity to spend time with peers away from home.

Essentially short breaks relieve the pressure on families’ dayto-day lives, helping them stay together and preventing them from reaching crisis.

In recognition of this, The Children Act 1989 requires local authorities to provide services designed to assist family carers of disabled children to continue to provide care “by giving them breaks from caring”.

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Only one in ten families with disabled children receive a short break

Regulations made under the Act in 2011 make clear that short breaks are not just intended for families at crisis point.

Local authorities have a duty to consider giving families short breaks to enable parents to take part in training, education or to carry out household tasks, as well as spend time with other children in the family. But sadly, despite the evidence of their benefits and the duty on local authorities to provide them, only a small proportion of families with disabled children receive short breaks.

No relief Research carried out by Disabled Children’s Partnership (Give it Back, 2019) with 3,400 parents of disabled children, found that 57 per cent have never received a short break and shockingly 12 per cent don’t even know what short breaks are. According to this research, only one in ten families with disabled children receive a short break. senmagazine.co.uk

Short breaks

There is some excellent provision out there and it can make the world of difference to your family

The reason behind this is undoubtedly due to the prolonged and ongoing squeeze on local authority budgets over the last decade. Children’s services have historically been underfunded, but there is now an unarguable crisis in children’s social care.

In 2015, research by the Every Disabled Child Matters campaign (Short Breaks in 2015: An uncertain future) found that more than half of local authorities had cut spending on short breaks for families with disabled children since 2011/12. The findings were gathered through Freedom of Information requests to every local authority in the UK. Of the 126 local authorities who responded, 73 had made an average cut of 15 per cent in spending on short break provision since 2011 and for some it was as high as 26 per cent. When taking inflation into account, 75 per cent of local authorities had cut their short break provision in real terms.

The consequences of this hollowed out support was laid bare in the Give It Back research which found that: • only four per cent of parents feel they get the right support to care safely for their disabled children • more than half (54 per cent) of parents have been treated by a GP for depression, anxiety or stress • 40 per cent have experienced relationship breakdown with a partner since diagnosis.

This is unacceptable and that’s why it is so important that the Government gives back the £1.2 billion funding that is missing for disabled children’s services.

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About the author Una Summerson is Head of Policy at Contact, a charity for families with disabled children. She is on the steering committee of the Disabled Children’s Partnership, a coalition of 70 charities. contact.org.uk @contactfamilies

@contactfamilies

Accessing short breaks Short breaks are most commonly provided by local authorities, but the NHS also has important responsibilities to provide this support. Sometimes where respite centres are providing care to children with complex health needs, it will be a joint initiative under the “working together” duties.

Some short break schemes may be described as “universal”, which means they are available to all children and you don’t need an assessment to access them. Eligibility criteria for universal short breaks must be set fairly. Speak to your local authority to see if they offer universal short breaks.

Local authorities do have the power to charge for services they provide under the Children Act 1989 and the Chronically Sick and Disabled Persons Act. Each local authority will have its own charging policy and it is usually your income and savings as a parent that are taken into account. Your child’s Disability Living Allowance shouldn’t be taken into account, and you should not be asked to pay more than you can afford.

Despite the difficulties of accessing short breaks it is a family’s right to request one, so don’t be put off from applying. There is some excellent provision out there and it can make the world of difference to your family.

If you are looking to get a short break, speak to your local authority. The main route to accessing respite involves undergoing an assessment of your child and family’s needs by social services.

To find what short breaks may be available, you can try contacting your local Family Information Service. Families in Scotland can search for services at Shared Care Scotland, the national third sector organisation providing information on short breaks.

■ Short breaks can provide new opportunities for children as well as respite for parents.

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Short breaks

Family struggles Angelina Murphy from Hertfordshire fought the closure of Nascot Lawn respite care centre in the High Court. Although her case was successful, the centre was eventually closed and the family are dealing with the consequences.

Angelina and Gary Murphy from Hertfordshire have two children, Liam aged ten and teenage daughter Laura. Liam has Down’s syndrome, epilepsy and chronic lung disease. He requires round the clock care. Liam and his family were supported by Nascot Lawn respite centre in Hertfordshire until it closed one year ago. They received three days and three nights respite a month, when the family caught up on sleep and were able to do everyday things together, that they are unable to do with Liam.

They now qualify for carers to come into the home at night.

The carers do a night shift from 10pm to 7am to give the family regular sleep to help them care for Liam throughout the day.

But they are not finding this a suitable alternative, because they are required day in and day out to provide intensive care with no break. Even when the carers are there, Angelina and Gary are still on high alert and on occasion have to step in when Liam is critically unwell or they hear him in distress.

Angelina said: “We are a ticking time bomb. Life has become chaotic. We are living day to day.”

Fighting cuts Nikki Kimber from St Anne’s in Lancashire led a parent campaign against cuts to a local short breaks service for disabled youngsters.

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Even when the carers are there, Angelina and Gary are still on high alert

Nikki’s daughter Antonia, aged 17, uses the Break Time service and was dismayed when Lancashire County Council proposed ending it last year. She got together with a group of parents to oppose the threatened closure. They recruited the help of a specialist law firm and, in August 2019, the council announced it was reconsidering the funding cut and would review all short breaks services.

While parents remain concerned for the long-term future of Break Time, they are relieved to get more time to input into plans for short break provision in the area. Lancashire Break Time provides short breaks for parents or carers of young people with SEN and disabilities and can take the form of evening, weekend and holiday clubs lasting at least two hours.

Nikki said: “Antonia has benefited hugely from the Lancashire Break Time clubs and activities. It is a joy to see her interacting with her peers at the special sports club in an environment where she isn’t judged but is valued, encouraged and stretched.

Whilst she is enjoying her time away from us we can recharge our batteries.”

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Hat-trick of outstanding Ofsted inspections for Abbeyford Abbeyford Children’s Home in Dentons Green, St Helens is celebrating its third outstanding Ofsted report in three years.

The council-run respite centre – which provides short breaks for children and young people with complex health, learning and social communication needs – received a visit from inspectors in December 2019 and has been judged to be outstanding across the board.

Ofsted found that young people make excellent progress at Abbeyford and are encouraged to try new activities, which leads to them learning new skills.

“We’ve established such a motivated and inspirational team of staff here who, together with the continued support of parents and guardians of the children and young people who attend Abbeyford, are without doubt the key to this success”, said Registered Manager Paul Spencer.

The picture shows staff, service users and their families celebrating last year’s outstanding Ofsted report with a garden party. senmagazine.co.uk

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Accessible vehicles

Choosing a WAV Andy White provides five essential questions to ask yourself before you buy a wheelchair accessible vehicle

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any families benefit from the mobility that comes with ownership of a wheelchair accessible vehicle (WAV). For some though, the decision to buy their first accessible vehicle and the process of choosing it can be challenging. Whether due to budget, uncertainty or a determination to “make do” with a standard car, it can take several months to decide upon a WAV.

Most users find travelling centrally in the WAV to be much more enjoyable

Browsing online, you will find a huge selection of WAVs available in the UK today. While this can be a bit overwhelming for the first-time buyer, it’s good to know that the marketplace can generally provide a suitable product to meet almost all requirements. It may be worth making a shortlist of reputable providers, and explaining your requirements to them to see what they recommend. In order to start refining these options, here are five important questions you’ll need to answer.

If a carer needs to quickly access the wheelchair user to provide care, being able to sit directly next to them is much more convenient than having them isolated at the rear. Most users find travelling centrally in the WAV to be much more enjoyable, as they are closer to the driver and passengers and have a better view out. This also makes communication with the wheelchair occupant much easier.

1. Where is the wheelchair user located?

2. How much space do you need?

It is crucial to consider where, within the vehicle, the wheelchair user should be situated, as different types of WAVs offer different options. Lower-cost models typically restrict the wheelchair space to the rear of the vehicle behind the other passengers, while some offer more inclusion, next to the passengers. Some even position the wheelchair user up-front next to the driver.

People (and wheelchairs) come in a variety of shapes and sizes. Measure the wheelchair user’s seated height, width and front-to-back length, as these dimensions will help you further refine your choices.

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Check these dimensions against each vehicle’s entry height, width and internal headroom, ensuring that there is plenty of

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Some companies will bring a demonstration model to your home

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About the author Andy White is a Sales Consultant at Brotherwood, which designs and supplies wheelchair accessible vehicles. brotherwood.com

space and headroom for the wheelchair user without them being cramped. A low, flat, level floor tends to provide more comfort, improved forward visibility and a lower centre of gravity for less roll.

@BrotherwoodAuto

@BrotherwoodAuto

Adequate space is especially important for younger wheelchair users, where correct posture when seated promotes comfort and wellbeing. Occupational therapists strive to ensure that wheelchairs support healthy posture and this should also be considered when choosing a WAV. Providing adequate headroom and a level floor will help to maintain good posture when travelling, reducing discomfort and fatigue. Think about how long you may have the vehicle, and whether you may need more internal space in coming years to accommodate the requirements of a growing child.

You will also want to consider any specialist equipment you carry on a regular basis, and that you have space to transport everything. Products such as roof boxes can be added to most WAVs as a quick and easy way to increase storage space.

3. Are you going to purchase or lease?

There are different ways to acquire a WAV. For many, the Motability Contract Hire scheme offers an affordable option, with an advance payment and surrender of your Mobility Allowance or Personal Independence Payment required to lease a new WAV. Motability also includes many of the costs of car ownership – including insurance, maintenance and servicing – for a five-year contract.

Not all vehicles are available through Motability though, and there are restrictions on how the vehicle can be used. You may be looking for a longer-term investment, or be ineligible, in which case there is a range of both new and pre-owned vehicles to choose from. Be sure to shop around for insurance (there are a few specialist providers) and look at what warranty the vehicle is covered by.

4. Is it suitable for daily use?

The vehicle you select should be suitable for everyday journeys and for all potential drivers. Any WAV needs to be easy to load and unload in your usual parking areas – whether at home, shopping or perhaps at school.

Check the availability of extras; you may, for example, want a powered winch, so check whether it is included or optional.

Attention should also be paid to passenger safety. The restraints should fit correctly and be easy to operate; ask if have they been tested for the safe transportation of your wheelchair weight, as some systems may require upgrades for heavier chairs. senmagazine.co.uk

■ It’s important to understand the specification you want from your WAV.

5. Can I try before I buy?

Once you have a handful of vehicles that look suitable for your needs and budget, make sure you try them out before you make your decision. Some companies will bring a demonstration model to your home, and although you may find many offering the same base vehicle, the quality and comfort that each conversion offers can vary immensely. Try to use the same test route for each vehicle, to give you an understanding of the differences of each conversion. Check the vehicle will be suitable for any multi-storey car parks you may use, and any traffic calming schemes in your area.

On a test drive, make sure the wheelchair user can ride comfortably and has enough space. Load and unload the wheelchair a few times to ensure the process is easy to carry out.

Don’t be rushed into making a decision; there is plenty of choice and lots to consider. Remember that the vehicle should fit your current and future requirements and, if possible, it’s better to invest a little more in a vehicle that does all you need, than to compromise on a vehicle that you have to replace sooner than you anticipate. What may seem like a minor annoyance on a short test drive can soon become a bigger issue on a vehicle you use every day.

Taking the decision to buy a converted vehicle is still a big step for many. But hopefully with these tips, you can make a start on the road to independence.

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Accessible vehicles

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Dyslexia

Dyslexia: diagnosis and beyond Sonia Ali outlines some of the key processes involved in identifying and diagnosing dyslexia

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yslexia is believed by many to be one of the most commonly occurring learning differences. The British Dyslexia Association estimates that around ten per cent of the population is dyslexic. Even though the condition is relatively common, accessing effective and appropriate support is not straightforward for many students.

Ideally, traits that are symptomatic of dyslexia should be identified early in a child’s schooling. Years 2 to 5 are the optimal stage in a child’s learning to receive the phonological, word reading and spelling interventions that are generally recommended for dyslexic pupils. The right support, teaching strategies and mentoring at this age can help address a widening of the attainment gap between a pupil with dyslexia and their peers, and help mitigate feelings of low self-esteem that may develop if a student simply “struggles on”.

A formal diagnostic assessment provides a detailed and accurate profile of the student’s strengths and weaknesses and gives recommendations for a tailored, personalised approach to the student’s learning.

It is therefore invaluable for teachers to receive training and continuing professional development (CPD) to be able to recognise and identify signs of dyslexia. The school’s SEN SEN105

Dyslexia can affect people in different ways and to differing degrees

policy should outline the steps that staff must take when a student presents with traits that may suggest dyslexia.

Identifying the first signs of dyslexia Dyslexia can affect people in different ways and to differing degrees. “Compensatory” factors – such as the level of involvement from parents/guardians, general ability, access to resources and intervention, confidence and resilience – will also have an impact on a student’s attainment. Nevertheless, all dyslexic students will present with some challenges in word reading, spelling accuracy and language processing. Reading comprehension may be affected, but some dyslexic students can become adept at using contextual clues to understand the gist of a text. senmagazine.co.uk

Dyslexia

It can be very useful when behaviour challenges arise to consider the possibility of unidentified SEN

When a teacher notices any weaknesses in these areas, they should aim to gather further evidence to determine possible underlying reasons for these challenges. This evidence can be gathered in various ways and within the context of the learning that normally takes place. For example, observing the student, quick assessments of word reading and spelling and looking at examples of the student’s written work can all provide useful insights.

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About the author Sonia Ali is an Inclusion and SEND Advisory Teacher and dyslexia specialist for SENDSuccess, the SEND advisory outreach service for schools in the borough of Waltham Forest. sendsuccess.org.uk in/sonia-ali-b44347ba/ @soniaali37

Visual and auditory processing speed The student may: • need additional time to process spoken or visual information, such as text

It is widely accepted that the literacy challenges experienced by dyslexic individuals stem from cognitive processing differences in the following areas.

• make errors when asked to read a sequence of numbers or letters aloud and at speed

Phonological awareness and processing A student with dyslexia will have weaknesses identifying, discriminating, manipulating and blending the sounds (phonemes) in language.

Working memory Working memory refers to a person’s capacity to hold information in their short-term memory and use this information to carry out a task, such as following a sequence of instructions.

A child may present with the following signs:

The student may:

• difficulty learning and retaining sound and letter correspondence (phonics)

• need instructions to be broken down into smaller units

• difficulty with accurate word reading

• need additional time to formulate a written response.

• appear tired in class or lose focus easily • often require instructions to be repeated.

• weak auditory discrimination of rhyme • frequent self-correction when reading or guessing words based on a string of letters • frequent spelling errors that may include letter transposition and letter omission in words the student is familiar with.

Sometimes, dyslexic students exhibit behaviors such as disengagement from learning, anxiety or low-level disruption; by this stage, school may trigger negative emotions and/or resentment. It can be very useful when behaviour challenges arise to consider the possibility of unidentified SEN, such as dyslexia or attention deficit hyperactivity disorder (ADHD), and investigate further.

Using screening tests Screening tests can be a useful way of gathering more detailed information about a student’s weaknesses, but caution should be applied when using the information obtained. A screening test does not confer a diagnosis of dyslexia and does not provide a complete and entirely accurate learning profile of the student.

The key point to remember when using screening tests is that they are one form of information gathering and do not negate the need for other evidence, such as the class teacher’s observations and examples of written work, to be gathered.

■ Teachers’ observations are important in identifying possible dyslexia.

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Dyslexia

Next steps When staff have identified that a child has dyslexia-type weaknesses, the first step should be to implement targeted strategies in class and, in most cases, provide the child with small group or one-to-one literacy interventions. The rate of progress a student makes following effective and consistent interventions can be a strong indicator of dyslexia.

Generally, in primary school, the most common form of intervention aims to develop word reading skills through phonics-based teaching. Dyslexic students will often require overlearning to embed the sound/letter correspondence of the English language.

While there are 26 letters in the English language, the number of phonemes in the language is often said to be 44 (though different researchers do cite slightly different figures for phonemes). In addition, many sounds can be represented by several different letter symbols (graphemes). For example, the sound “ay” can also be written as “ai” or “ae”. This is another reason why consistent, structured, cumulative and multi-sensory overlearning of the phonological code is useful for students in the early stages of literacy learning.

Older pupils may not require phonologically based training, but will benefit from spelling based interventions to retain the learning of spelling patterns and to learn spelling strategies as well as study skills training.

Diagnosis After a period of intervention of six months or more, it will become apparent if weaknesses in word reading and spelling still persist. At this stage, a formal diagnosis can be carried out to provide more individualised information and recommendations based on the student’s profile of strengths and weaknesses.

This can be carried out by an educational psychologist or a specialist dyslexia teacher who holds a Level 7 or equivalent

The student’s learning plan should be reviewed and evaluated regularly as they progress through school

qualification. In order for a student to be eligible to apply for Disability Student Allowance post-16, a dyslexia report must have been completed by a dyslexia assessor who also holds an Assessment Practicing Certificate (APC).

A formal diagnosis will provide a comprehensive learning profile of the student and should include: • a profile of strengths and areas of weakness • background information about the student, including developmental history • an overview of performance following psychometric assessment in literacy attainment, phonological awareness and processing, working memory and speed of processing • an overview of performance following psychometric assessment of verbal and non-verbal ability; dyslexia can occur across a range of ability levels, but a significant impairment in all areas of ability will indicate that a broader assessment is necessary • detailed and personalised recommendations.

Post diagnosis A diagnosis is not a silver bullet. As children move through school, their learning needs will alter and the recommendations on an assessment report for a Year 3 pupil will not all be relevant to the same pupil in Year 9. The student’s learning plan should be reviewed and evaluated regularly as they progress through school.

From Year 6 onwards, strategies that will have a long-term impact beyond literacy learning should also be implemented.

In order to deter the “learned helplessness” that can arise from too much support, the focus should be placed on empowering the student. The following strategies will facilitate increased student independence and self-knowledge.

• Provide touch typing lessons to enable the student to develop word processing skills to complete their written responses more quickly and accurately.

• Mentor and guide the student to recognise and develop their strengths and interests.

• Teach the student to use a range of assistive technology for different tasks and ensure they can access assistive technology in class.

■ All dyslexics experience some challenges with word reading.

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• Help them develop their metacognition by tutoring and supporting them to explore a range of revision and study techniques and find out what works best for them. senmagazine.co.uk

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Advertisement feature

Untapped potential: innovative new tech “empowers” dyslexic students The natural brilliance of dyslexic learners shines bright with the aid of the new assistive app Ayoa.

Excellent learners, different needs Albert Einstein – one of history’s greatest minds and a famous dyslexic – once said: “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life thinking it’s stupid.”

assistive tech app Ayoa, says: “We should empower dyslexic students by giving them the means to fully express themselves, their ideas and their work”.

Dyslexia is a common learning difference. While it can affect literacy, it has no bearing on intelligence. Plants may have different seeds, but they all need sunlight to grow. When teaching methods are matched to the needs of dyslexic learners, they don’t just progress, they flourish.

Ayoa is an innovative new mindmapping tool – with added task management features, encased in a highly visual format. Ayoa allows dyslexic students to generate ideas and give visual structure to their work.

Classroom inequality

Fast and visually-appealing, Ayoa keeps up with the agile minds of dyslexic thinkers so they can showcase their talents.

Numerous studies have linked dyslexia to enhanced creative ability, a flair for big-picture thinking, and a whole host of other assets.

Though our modern world is inundated with technology, so much of teaching falls back on linear, text-based methods. Teachers want to create neurologically-inclusive environments, but they need the right tools to be able to do so.

Ideas to excel, tech to capture them Visual techniques such as mind-mapping are well-documented for their ability to aid dyslexic thinkers – yet current technological offerings are clunky and outdated. Chris Griffiths, creator of the

Show dyslexic learners they can shine. Visit ayoa.com/dyslexia to: • book your free place on our “Dyslexia and Ayoa” webinar on 19 March or 8 April • try Ayoa assistive software for free • claim 35 per cent off for educators and students. ayoa.com

Celebrating Neurodiversity Awards Genius Within, an organisation supporting neurodiverse people in the workplace, have announced that autism advocate Siena Castellon will co-present the Celebrating Neurodiversity Awards, during Neurodiversity Celebration Week, on 20 March 2020.

The Awards recognises extraordinary achievement by people with ADHD, autism, dyslexia and dyspraxia as well as those organisations who champion neurodiverse talent.

Microsoft will be the major sponsor and will host the awards ceremony at its premises in West London. Microlink has pledged its official support, as well as being the sponsor of the Assistive Technology Award, joining a wide range of companies that are supporting the awards and recognise the contribution of a diverse workplace.

“Not only do our events celebrate the achievements of neurodiverse individuals and the strides being made in inclusion and research,” said Dr Nancy Doyle (pictured), CEO of Genius Within, “they also help raise money for neurodiverse charities.” geniuswithin.co.uk senmagazine.co.uk

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Introducing…

online

SEN Magazine’s baby sister

Read our new online magazine now at

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is released monthly to an audience of around 90,000, and includes news and quick-to-read features related to SEN policy, practice and personal experience.

Advertise online in Contact Denise Williamson on 01200 409808 or email denise@senmagazine.co.uk Advantages of advertising in • Large readership with a personal or professional interest in SEN. • Wide circulation by email and social media.

• Options for all budgets.

• People zoom! Even when viewed on a mobile phone, a small eye-catching advert can be highly effective.

• Far and wide and forever! The content of your SENextra ad is indexed by search engines and will remain findable indefinitely.

• Analytics: get useful statistics about views and clicks on your ad.

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Language skills

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Fairfield Farm College students work with University Of West Of England on robotics project Five students at Fairfield Farm College recently visited the University of West of England to take part in a robotics project nicknamed “Peppa”.

The aim of the project is to look at the future of technology to see how it could support children and adults with disabilities now and in the future.

Students joined the co-production research team to explore available technology, in order to understand how technology can impact on the lives of people with disabilities. As society changes rapidly as a result of huge advances in technology – including innovations such as driverless cars and developments prompted by enhanced connectivity through the internet – this is clearly an important topic for all children and young people.

Students experienced some of the technology available, including an interactive robot, to see how it could help with meeting the potential future needs of children and adults with disabilities. They also spent time in the robotics lab, which they all thoroughly enjoyed. senmagazine.co.uk

The students and staff from Fairfield were keen to thank the team at the University of West of England for their hospitality and for giving them the opportunity to be a part of the research process.

Fairfield Farm College, based at Dilton Marsh in Wiltshire, is a specialist college for students with learning disabilities. A registered charity, they offer flexible residential, day and weekend courses to students.

For more information about the courses and study options available, visit the College’s website at ffc.ac.uk SEN105

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World Autism Awareness Day 2 April 2020

World Autism Awareness Week 30 March to 5 April 2020

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It’s time to understand autism

Caroline Stevens, National Autistic Society

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Supporting teenagers post-diagnosis

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What’s happening with autism research?

Emily Niner, Ambitious about Autism

James Cusack, Autistica

Autism

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Autism

We need more understanding It’s time for people to get to grips with what it’s like to be autistic, writes Caroline Stevens

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lmost everyone has heard of autism. But far too few people know what it’s actually like to be autistic – both the unique strengths and how hard life can be at times.

I want the 2020s to be the decade where society changes, so autistic children and adults – and their families – are finally understood, supported and part of their communities, schools and workplaces.

There are some promising signs, with the Government set to publish an updated national autism strategy in the coming months and to extend this to children, alongside adults, for the first time. But real change won’t happen unless the strategy fully reflects the experiences of autistic children, adults and their families – and is backed up by funding, a wider reform of the social care and SEN and disability systems and, crucially, better understanding of autism across society.

World Autism Awareness Week (WAAW) is a fantastic platform to get everyone talking about autism – whether it’s the general public, politicians, health leaders or teachers – and finding out more about what life can be like for the 140,000 children on the autism spectrum in the UK. SEN105

Around 70 per cent of children on the autism spectrum attend mainstream school

Being autistic Autism is a lifelong disability. If you’re autistic, you tend to find communication difficult and can feel intense anxiety in social situations or when you’re not given enough time to process information, like questions in class. Many autistic people are also over or under sensitive to sound, smells, light, taste and touch – sometimes to extreme levels, for instance when bright lights cause actual physical pain. All of these can lead to someone becoming so overwhelmed that they experience a “meltdown” or “shutdown”, which can be physically and emotionally debilitating.

Every autistic person is different and will have their own strengths and difficulties. For instance, around 70 per cent of children on the autism spectrum attend mainstream school, with senmagazine.co.uk

Autism

All too often, autistic children end up in crisis before they get the support they need

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About the author Caroline Stevens is Chief Executive of the charity the National Autistic Society. autism.org.uk

varying levels of support needs. Mainstream school support could involve having a teaching assistant, an adjusted timetable or speech and language therapy. But other autistic children need more specialist support, such as autism-specific schools

@Autism

@NationalAutisticSociety

With the right support and understanding, many autistic children excel and achieve things they never thought they would – whether that’s living independently, going on to further education or getting a job they love.

Lack of support But at the moment, there is not enough understanding and support. Far too many autistic people and families are struggling, even to get a diagnosis. In some parts of the country, people end up having to wait months, even years to get a diagnosis. These long waits can be traumatic for autistic people and families, who are often already vulnerable and desperate for help. And getting a diagnosis is often vital in being able to access support.

All too often, autistic children end up in crisis before they get the support they need. They can miss months or years of schooling and the opportunity to make friendships; some are formally or informally excluded and miss out on education altogether. This can be devastating for their mental health and

What do autistic people want you to know?

Autistic people and their families recently told the National Autistic Society the top five things that they want everyone to understand about autism. These are that autistic people may: 1. feel (sometimes intense) anxiety about change or unexpected events 2. be (in some cases extremely) under or over sensitive to sound, smells, light, taste and touch (called sensory sensitivity) 3. need extra time to process information, like questions or instructions 4. face high levels of anxiety in social situations 5. have difficulties communicating and interacting with others.

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long-term aspirations. Parents then have to fight for the right support, whether that’s in school, or from health and social care services. Many parents end up having to give up work so they can fill the gap in support.

New opportunities The 2020s offer a genuine chance for change. The Government will review the national autism strategy for England and set out its commitments to improve support for autistic people in a number of areas – from social care support to employment.

And, crucially, the Government is extending this to children and young people for the first time, following campaigning by autistic people, their families and charities. It has also been announced that the Government is soon to do a major review into SEN and disability.

The updated strategy and review are opportunities to drive forward improvements in education, health, care and public understanding, and make sure that no autistic child or adult is held back from reaching their full potential.

It is essential that the new strategy supports full implementation of the Children and Families Act 2014 and the SEN and Disabilities Code of Practice; at present, too many autistic children are not receiving the support that the law says they should have.

Societal change The Government clearly has a huge role to play in leading the changes autistic children, adults and their families need.

But this must be accompanied by change in every part of our society, starting with improving our understanding of autism.

This will help to change attitudes, transform lives and ultimately create a more inclusive society. And what better opportunity could there be to do this than World Autism Awareness Week?

Better understanding of autism could transform the lives of hundreds of thousands of autistic people. Together, we can achieve this.

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Autism

“I’m autistic; now what?”

Emily Niner explains some of the barriers facing teenagers seeking support following an autism diagnosis

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etting an autism diagnosis often takes a long time and once it has been received it is not the end, but the beginning of a lifelong journey. Sadly, for young people in the UK who are seeking information and support for a newly received, or an existing, autism diagnosis, there are often very limited opportunities to access help and advice.

Many of the autistic people I work with were diagnosed as teenagers or young people. However, they say they struggled with post-diagnostic support that was tailored to their parents or carers, rather than them. Their diagnostic reports are deficit based – based on a series of milestones they haven’t reached – which can compound an already low level of self-esteem or a feeling of being burdensome. Too often, late-diagnosis and lack of understanding can lead to problems in their education, family or personal lives; they lose confidence and their mental health suffers as they struggle to understand their identity without support.

So why are people sent away with little more than a label? The National Institute of Clinical Excellence (NICE) Quality Standards for Autism recommend that people receive post-diagnostic or emotional support within six weeks of a diagnosis. However, we know that this is happening in very few places. Of the fifteen young people on Ambitious about Autism’s Youth Council, only one young person had received any support of this kind, though they all feel it would have been beneficial.

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Just because you have a diagnosis doesn’t mean you suddenly understand yourself Their asks aren’t difficult; they want relatable information from autistic peers to help with self-acceptance and understanding what autism means for them. They want to learn about coping strategies, co-occurring conditions and reasonable adjustments.

Ultimately, they want a place or a person that answers their questions. For one young person their diagnosis “felt like everything [they] had ever known had gone” and searching for answers online only made this feeling worse. Just because you have a diagnosis doesn’t mean you suddenly understand yourself or the new terms that come with it. Learning about the terms that matter – like camouflaging, masking and stimming – and finally having the vocabulary to explain your experiences could make all the difference.

Learning from other countries Thanks to the Winston Churchill Memorial Trust, I was able to travel to Australia and New Zealand to learn from services for young autistic people. When we talk about post-diagnostic senmagazine.co.uk

Autism

Young people say that receiving a diagnosis can be both a relief and something scary

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About the author Emily Niner is Participation Manager at the charity Ambitious about Autism. ambitiousaboutautism.org.uk @AmbitiousAutism

support, it can sound medical and sterile. But it doesn’t need to be pathologised. Quite often, services that aren’t aiming to provide specific post-diagnostic support are the ones that are achieving the most. In some cases it can be helpful to talk to a professional, but all the services I saw working were led by other autistic people or by allies and were much more relaxed and informal. The programmes I visited were based around a variety of areas, with groups focused on: interests; learning new skills such as cooking, budgeting and tech; having fun and socialising; school; and one-to-one peer mentoring. But in all cases the outcomes for young people were empowerment and solidarity in their autistic identities.

Australia has recently rolled out a funding initiative, the National Disability Insurance Scheme (NDIS), under which you can receive money to buy support services, and access groups, employment, therapies and training schemes. One young man I met had NDIS funding to cover supported employment, travel training, physio sessions and a personal assistant to help him access community and social or activity groups. This may not seem like post-diagnostic support but ultimately, this holistic approach allows people to thrive, and become more independent and confident.

@ambitiousaboutautism

In New Zealand, there is much less funding on offer. However, each district health board across the country has an autism coordinator to whom you can be referred after diagnosis. This person can support you for two years beyond your diagnosis, refer you to services, provide you with training, and work with you and your supporters on your priorities. Each region of New Zealand also has a Needs Assessment Service Coordination (NASC) service which can assess your needs, support you with service planning and help you apply for money and resources.

These roles help people feel less alone; you know there is someone whose job it is to help you navigate the system and find the best services for you.

Next steps for the UK While there is some excellent work going on in the UK to support young people post-diagnosis, there is still a long way to go to ensure this support reaches everybody that needs it.

Young people want information they can relate to, that can help them understand their identity and reduce feelings of fear and isolation.

Greater awareness of the NICE Quality Standards for Autism is needed, to ensure that more young people receive postdiagnostic and emotional support within six weeks of a diagnosis. Young people say that receiving a diagnosis can be both a relief and something scary; while it is an answer to a question, it is also the start of hundreds more questions. They want others to know it is OK to feel how they’re feeling; in their words, “We want less pity and more support”.

■ Young people with autism say they want “less pity and more support”.

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One young person I met in New Zealand told me that “understanding your autistic self gives you a shared language with a worldwide community”. Whatever form post-diagnosis support comes in, it is vital it helps young people feel empowered with knowledge, positive about the future, and supported to reach their potential.

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Autism

Creating a better future James Cusack outlines some of the latest developments in autism research

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ike all of us, autistic people are unique. Despite being one diagnosis, autism is not simply one thing but a spectrum of differences which mean each person has different strengths and challenges. Understanding these differences is key to ensuring that autistic people can thrive in life. That’s what research aims to achieve, but it requires a combination of approaches in order to make a difference to every autistic person.

Biology and development Autism has a large genetic basis. That means that autism can be explained by biological differences driven by our genes. Researchers are now working to understand which genes drive the differences we see in autism. So far, we know that this is more complex in autism and there are already hundreds of genes which are connected to autism. There are cases where the differences we see in autism can be caused by one gene (known as a monogenic condition), but most commonly a person is likely to be diagnosed with autism when a combination (possibly hundreds) of genes act together to generate differences that mean a person meets the threshold for a diagnosis of autism. The fact that there are hundreds of genes implicated in autism explains why autistic people are so different from one another. Genetics and brain imaging research may eventually help us to understand how we can deliver personalised support for autistic people.

Biological research may also reconceptualise how we think about autism and other conditions. It can explain why autism is rarely diagnosed on its own. We know that most autistic people tend to have a co-occurring condition like ADHD, anxiety or epilepsy. Increasingly, through research, we are understanding why this overlap exists and it may in fact reshape how we diagnose these conditions and ensure that any support a person receives is more focussed around their strengths and difficulties.

Understanding real-world issues In the real-world, it is more important than ever to understand the different needs of autistic people. In 2016, Autistica asked over 1,000 autistic people, relatives and carers for their top research questions. Understanding sensory processing and

Researchers are now working to understand which genes drive the differences we see in autism SEN105

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We need evidence that tells us how to give autistic people access to meaningful employment or activities

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About the author Dr James Cusack is Director of Science for UK autism research charity Autistica. autistica.org.uk

how to make environments better for autistic people were two of their top ten concerns. Sensory processing differences can create stress in certain environments and they can stop autistic people going places or doing things they want to do. There is a lot of talk about creating autism-friendly environments at the moment but not a lot of evidence. We also know that every autistic person is different and, for that reason, we need to know which environments work for every autistic person.

@jamcusack

@Autisticacharity

To resolve these issues, Autistica is using citizen science – creating an online platform where autistic people, family members and carers can share how sensory processing affects their daily life. The hope is that by collecting large amounts of data we will learn about the types of different experiences that autistic people find challenging.

Many autistic people feel that research happens without them.

This project aims to empower autistic people as co-creators.

Autistic people will be involved at every stage and will act as authors in the final research papers.

The research team will work with organisations and policy makers to improve the challenging environments identified in the project. This will change environments to suit autistic people’s needs and preferences and educate those who know little about autism. In the end, the aim is to make schools, workplaces and leisure facilities more accessible for autistic people, and educate the public about their needs.

Employment that works for autistic people For more than 20 years, there has been a lot of talk about the potential of autistic people in the workplace. Yet, in that time we’ve barely moved the needle on employment figures for autistic people – who continue to be denied opportunities to work despite the fact that the overwhelming majority of people

■ Autistic people have clear ideas about the types of support they need.

would like the opportunity to do so. To move past this issue, we need evidence that tells us how to give autistic people access to meaningful employment or activities. Discover Autism Research and Employment (DARE) was set up to gather that much needed evidence base. By creating this evidence we have the best chance of ensuring that more autistic people can gain access to meaningful employment (currently only 16 per cent of autistic adults are in full-time employment).

Thanks to this research we now know that 87 per cent of autistic adults would benefit from adjustments being made, but over half of autistic people felt unable to request these adjustments.

Only two per cent of employees reported being approached by their employer about the need for any reasonable adjustment.

Information was also collected on the types of adjustments that autistic people would like. The types of adjustment that autistic people requested fell in to three classes: management and job role (for example, more explicit instructions), physical environment and equipment (for example, noise-cancelling headphones) and social and cultural practice (for example, training staff on neurodiversity and specific needs).

■ The every-day experiences of autistic people are shaping new research.

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From biological research through to real-world research, it is clear that autistic people all bring unique strengths and challenges. Research can help us build a world in which it is possible for all autistic people to live a long, healthy and happy life. To do this we must ensure that research serves everyone and that we respect and listen to the different needs and view that autistic people and their family have.

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Advertisement feature

A more inclusive approach to education and communication At the Hesley Group, integrating speech and language therapy into the wider educational curriculum has created a more inclusive and rewarding experience for all. This is evident for all to see during a recent learning project at Wilsic Hall School.

Focussing on the story of “The Bog Baby”, Hesley’s multidisciplinary teams of teachers, therapists and support workers worked together to make learning more accessible and enjoyable. Speech and language therapists developed a “sensory story” to go alongside the story. This contained a range of different objects to feel and smell which directly related to the story, such as flowers, fishing nets and shells.

Key words for the story were also provided along with their Makaton signs. The speech and language therapist demonstrated to the teachers how to deliver this sensory story during their CPD sessions. Plus resources were shared to help teachers learn any new Makaton signs.

Using the environment and facilities to help tell the story was an important step too. The new multi-sensory room at Wilsic was used to deliver these sessions, making use of the specialist equipment to support the sensory story further. The “magic carpet” was set up as a pond (a key theme throughout the story) which responded to touch.

The class teacher read out the story and the speech and language therapist and therapy assistant supported the individuals to engage in the sensory aspects of the story by passing each item round and using key vocabulary. Support workers also engaged and encouraged their students to participate.

Throughout the story, the class teacher used the key Makaton signs, such as “up”, “down” and “blue”, and actively encouraged all staff and students to copy him and sign too. Many students copied the signs and appeared to enjoy this. Movement was also used to engage the students as the teacher encouraged everyone to jump into the “pond” at a key point of the story.

Engaging learning All the students involved engaged really well with the whole story and participated in all aspects.

One student in particular, who struggles to engage in school work and sustaining his attention, sat in the middle of the “magic carpet” and engaged in all sensory items throughout senmagazine.co.uk

the 30-minute session. This is a real achievement for him, as he would have struggled to access the story otherwise, if delivered in a classroom environment.

These sessions will continue in the other classes within the school to support engagement of all the students in the curriculum in a format that is meaningful to them. Speech and language therapy support within the school environment continues to be a vital part in ensuring all the individuals are supported with their communication skills and are able to interact and engage in the curriculum positively.

If you would like to learn more about Wilsic Hall School or our other children and young people’s services, visit our website at hesleygroup.co.uk or call us on Freephone 0800 055 6789.

Established in 1975, Hesley Group provides specialist residential services, education and vocational opportunities for young people and adults, often with autism, who have a learning disability and complex needs with behaviour that may challenge.

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Transition

Grown up issues Kairen Dexter provides some useful pointers on preparing students with learning difficulties for adult life

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hen a child has learning difficulties, there is always an underlying question of what will happen later in their life. The thought of how their son or daughter will cope as an adult can be very worrying for many families, but this doesn’t have to be such a daunting prospect if it is planned for from an early age.

It is important that we raise our expectations and encourage aspirational thinking about what the child’s future might look like. Of course, the outcomes we want to establish will need to make sense in the real world, so we have to have a shared vision and develop appropriate services and procedures together – involving families, schools and health and care services.

Common issues for the young person and families can include: • the change from paediatric to adult services • the fear of leaving an educational establishment that they may have been attending since the age of two • a lack of availability of transition support and other services • a lack of knowledge and information about what is available in the local community • poor signposting to pathways for action (or not having support in place early enough to make a difference).

The more complex the needs a young person has, the more difficulty they may have in securing a successful transition to adulthood. Many children with SEN, and especially those with learning disabilities or complex physical needs, will need more assistance on their pathway to adulthood. Preparation must begin at a very early age, using a highly personalised approach.

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Preparation must begin at a very early age, using a highly personalised approach

Three of the key pathways to greater independence in adulthood are: • employment/supported employment • independent living • community inclusion.

Employment For many young people with SEN and disabilities, some form of employment is a key goal – whether it be supported or not, paid or voluntary, regular or casual. Education settings need to ensure the curriculum the young person is following is supportive of this aim. Here are a few examples of how this can be done.

In the early years, vocational role-playing can be covered alongside developing problem-solving, reasoning and literacy skills.

In primary school, pupils can visit local community establishments such as libraries, retail and service outlets, or senmagazine.co.uk

Transition

Ensuring the individual’s safety in society is essential when promoting independent living skills

fire and police stations. Children should be given access to a wide range of influences, and supported to make decisions about their own potential career interests. Secondary school age pupils can be given access to career related role models while they start to develop their own career ideas, based on their vocational and personal profiles.

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About the author Kairen Dexter is the Headteacher at Bleasdale School, Lancashire, a specialist school for pupils aged two to 19 years with profound and multiple learning difficulties. bleasdaleschool.lancs.sch.uk

Post-16 students can then build on the strengths and interests that were highlighted in their profiles, including further work on academic and vocational qualifications. This could also include work experience at an appropriate level.

Throughout children’s development at school, English and maths are paramount, as they underpin so many career opportunities.

Independent living Supporting independent living involves encouraging the development of self-help skills (such as feeding, drinking and toileting) in the early years. Choice-making is also a key skill here.

The primary curriculum should include further skills development, including tasks such as washing, cooking and brushing teeth.

This can also include functional skills, including telling the time and the use of money in context.

Secondary curriculums can build on earlier skills by generalising them into other areas, for example, independent travel training, preparing snacks and socialising unsupervised.

Post-16, students should learn to manage and develop the use of money and further enhance personal skills to include daily living tasks.

Ensuring the individual’s safety in society is essential when promoting independent living skills.

Community inclusion Young people who will struggle to access independent living and employment pathways as adults, including those with profound and multiple learning difficulties, still need to be a part of their community and included in social activities. They may not be able to sustain employment, but they have a right to lead a fulfilling life.

In the early years, pupils should be supported to look at making friends and developing social interaction with both pupils at their setting and those in mainstream placements. They should be encouraged to communicate as effectively as possible with both familiar and unfamiliar people. senmagazine.co.uk

■ Young people need opportunities to practice social skills.

By primary school age, pupils should work on team playing, developing friendships and choice making, including weekend activities. By secondary school age, pupils can look at internet safety, building appropriate friendships and relationships, and having opportunities to belong to different social groups. They will need to generalise to age appropriate activities that still meet their cognitive ability.

As they approach adulthood, post-16, students should be supported to further develop their sequencing skills (such as times of day), organising their day-to-day activities and managing their own possessions, while continuing to develop in an age appropriate manner.

Schools need to challenge pupils throughout their education and be open to the fact that some young people may change pathways as they develop. It is incumbent on all services in the multi-disciplinary team around the child or young person to ensure their needs are fully met and continue to be appropriate throughout their school life. However, it is not solely the responsibility of professionals to equip young people with skills for adult life. Parents and carers also play a key role in the education of their child. Professionals and families need to work closely together to bring about a successful transition to adult life for each individual child.

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Transition

At Bleasdale School we believe that every child matters.

Bleasdale School is an Outstanding School (Ofsted 2017) in the centre of the picturesque village of Silverdale in an Area of Outstanding Natural Beauty.

The School is a Lancashire Authority school catering for pupils 2-19 years with Profound and Multiple Learning Difficulties (PMLD), some with ASD and a minority with challenging behaviour. We are a specialist day school which also offers optional residential provision.

We are extremely proud of the provision we offer. We agree with Ofsted that we are an “Outstanding” school. As a small school our staff know the children extremely well. Everyone is passionate about the work that is done here. Our school motto, “Learning Together, Achieving Together”, is foremost in all our thinking. It is our aim to encourage and help each individual to reach their full potential and beyond.

The school day is complimented by extended opportunities to practice key skills such as communication, independence and life skills with a wide range of exciting and stimulating activities in the evenings.

Pupils receive an extended educational curriculum to enable them to gain a broad and balanced education where pupils are encouraged to practice their goals through continuity across all activities.

At Bleasdale School we take Safeguarding of children very seriously and all our staff will have an Enhanced DBS check.

We teach through a sensory personalised curriculum in small classes with a large multi-disciplinary team. The school has a wealth of resources including a swimming pool, Rebound room, bespoke sensory suite and fully inclusive playground.

Pupils are taught a range of skills and have a broad and balanced curriculum. In addition to classroom experiences, pupils have access to a range of therapeutic learning sessions. These are currently: Rebound therapy, hydrotherapy and music interaction. Each learner’s individual needs are taken into consideration when planning all sessions. This ensures all the needs of every child are effectively met.

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Tel: 01524701217 or email admin@bleasdaleschool.lancs.sch.uk www.bleasdaleschool.lancs.sch.uk

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Transition

We are one of the leading providers of independent specialist education and care for children, young people and adults with autism, severe learning difficulties, global development delay and associated challenging behaviour. Our track record of success has been achieved through an ethos of high aspiration, placement stability and our inspiring environments. These all combine to optimise life opportunities for children, young people and adults.

Our schools offer personalised curriculum programmes which are inclusive of a range of therapeutic interventions. We provide placements in a day, termly and up to 52 week residential a year, depending on individual need. Our schools are based in Lincolnshire and Surrey and provide full time education for pupils aged 8 to 19 years. Post 19 education is provided at our Specialist College in Peterborough.

Our support and care is continued into adulthood with several adult homes and supported living homes across the East Midlands, West Midlands and within the south east of England.

Our approach allows each individual to develop their independence and look to the future with increased confidence. We are truly proud of the role we play in changing the lives of children, young people and adults in helping them to realise their full potential.

www.kisimul.co.uk

Email: referrals@kisimul.co.uk

T: 01522 868 279 Lincolnshire

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Transition

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How parents and carers can manage educational transitions effectively Parents and carers are often on the frontline when it comes to managing challenging educational transitions for students with SEN. Dr Vaughn Price is regularly asked to share his expertise on how parents and carers can ensure students are well equipped to handle educational progression. Whether they are changing schools, heading to college, or moving on into the community, the Principal Clinical Psychologist at Beechwood College sets out his recommendations to support students in adjusting to this time of change.

Why educational transitions are challenging As we are all aware, people with SEN can find transition between life events, or simply changes to everyday routine, especially difficult. Educational transitions are often among the most daunting and hardest to absorb.

I always recommend to parents that photos, videos, and infographics can be highly effective when explaining and mapping the transition.

Know your surroundings One of the fundamental pieces of advice I give to any parent or carer during this phase is to maintain their daily routine as closely as possible. As we know, SEN individuals value routine highly, as such monitoring and controlling this will ensure consistency, and avoid any potentially stressful, unplanned situations.

Familiarity encourages all of us to feel less anxious about a new situation. The same is true for someone with SEN. Therefore, I also suggest that parents and carers take students for as many scheduled visits as can be rearranged. Dates of visits should always be fully communicated, so they are not unexpected and the student can prepare fully.

Easing the transition During any transition, three things need to be prioritised above all else: consistent communication between all parties involved; really listening to what the young person says; and thoroughly communicating the transition process to the young person.

We all understand the value of communication in supporting people through stressful, or emotional times. When it comes to supporting someone with SEN through a potentially distressing transition, this is vital. Effective communication between the student and everyone involved with the transition definitely helps to ease the process and introduce a sense of order. Most importantly, the students must see themselves as being a central part of the process and must feel fully involved and know that their voice will be heard and their wishes valued and considered.

These visits will give students the opportunity to acclimatise to their new environment, meet new people, and visualise their transition more effectively in the long run. Additionally, they enable parents and carers to familiarise themselves with the student’s new surroundings and care team and provide the appropriate support for effective transition.

Getting organised A final suggestion is to support the young person in making a transition pack to introduce a sense of organisation into the process. This pack can include maps of the new service, pictures of staff, examples of work expected, lists of new rules, and a frequently asked questions (FAQ) section. Introducing visuals and colour-coded themes into it will simplify the process for the person and help them retain the new information more easily.

By scheduling and organising the new routine in this way, parents and carers can aid the student to achieve a sense of control and consistency, which will help to ease any anxiety.

Visual communication I have found that visual communication is actually highly effective in communicating transitions and is often the forgotten tool. Visual information is much more easily processed in comparison to verbal information, and studies have found that 65 per cent of verbal information is retained after three days when supported by visual aids, compared with just 10 per cent without. senmagazine.co.uk

Dr Vaughn Price is an experienced clinician who has worked within services for people with autistic spectrum conditions and neurodevelopmental disorders for much of his professional life. He joined Beechwood College as the Principal Clinical Psychologist in July 2018. lshealthcare.co.uk/beechwood-college SEN105

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Book reviews

Book reviews The Autism Language Launcher

A Parent’s Guide to Helping Your Child Turn Sounds and Words into Simple Conversations

K.C. Wilde

Although the title suggests it is aimed specifically at parents, the author says this book is also intended for professionals, such as teachers and therapists, and for caregivers working with or looking after someone with autism.

Wilde, who is UK-based, has spent many years working with children with autism. She is a Director of The Son Rise Program and leads training programmes, as well as educating parents from all over the world.

The book is composed of three parts: Making Speech Possible, Speech-Building Techniques, and The Next Language Step for Your Child.

Part 1 discusses the process of assessing the child’s readiness to engage and interact with an adult. It moves on to look at deepening the relationship and challenging the child to learn, grow and communicate. The author introduces a number of games and activities in Part 2, and provides answers to frequently asked questions and includes some scenarios to illustrate her points.

Part 3 works through specific goals, such as speaking in simple phrases and speaking using adjectives and prepositions. Each one includes a goal description, techniques, tips and progressions.

This is a useful step-by-step guide.

Jessica Kingsley Publishers £14.99 ISBN: 978-1-78592-482-8

Research-Informed Practice J. Ludgate

This book is part of the Bloomsbury CPD Library series, designed to help teachers evaluate their own practice and support others. It draws on the knowledge of experienced teachers and current research to provide strategies that enable teachers to improve classroom performance.

The focus is on helping all teachers to become research-informed practitioners through understanding of a four-step process to assess, improve, evaluate and consider the current situation. This reflective process then leads on to working and training others.

This particular structured text guides the reader through the process of understanding how to use research to transform teaching. Its author teaches at a large comprehensive in Hampshire and runs an annual teaching conference.

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The text is highly reflective, encouraging the reader to look at their practice in relation to questions for consideration, rating scales, teaching tips and action points.

Part 1 covers areas such as engaging with research and putting it into practice. In Part 2, this is broadened out to look at training others and preparing and planning professional development programmes.

This book would be of value to members of staff who are responsible for managing CPD as it provides a clear structure for developing confidence in understanding and engaging with your own knowledge and skills as a precursor to training others.

Bloomsbury Education £22.99 ISBN: 978-1-4729-6153-2

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by Mary Mountstephen

Inclusive Education for Autistic Children

Helping Children and Young People to Learn and Flourish in the Classroom

Dr R. Wood

This book is based on research involving 20 autistic people, as well as the views and perspectives of a further eight autistic contributors, to provide insight into ways that educational inclusion, wellbeing and longer-term outcomes might be improved.

Dr Wood is a former teacher and autism education practitioner whose research forms the foundation of this publication.

Chapters include: Descriptions of autism, Sensory issues, Learning and cognition, Communication and Socialisation. Each chapter follows a common format and includes information based on the author’s research participants. The comments from these participants can be quite difficult to read, as

they highlight how schools do not necessarily understand the difficulties that these children experience socially and emotionally when interacting with others.

Wood uses an accessible style, taking complex issues and providing the reader with a deeper understanding of the lived experiences of autistic individuals and how all this impacts on the practical aspects of day-to-day teaching and learning.

The author’s passion for educating those working in this field is evident throughout and she makes a strong case for reshaping attitudes towards autism and promoting more accepting concepts such as neurodiversity.

Jessica Kingsley Publishers £16.99 ISBN: 978-1-78592-321-0

What Works?

Research and Evidence for Successful Teaching

L.E. Major and S.Higgins

The authors of this publication previously produced the Sutton Trust-EEF Teaching and Learning Toolkit. Major is a former Chief Executive of the Trust and Higgins an academic, former primary school teacher and author.

In this book, they cover 21 common teaching approaches, presenting the research and evidence behind each of them. Their aim is to support and inform teachers and school leaders to boost the learning and life options of all their students.

Thousands of intervention studies are summarised, in order to provide guidance on what has worked to improve the wider outcomes for children, not just academic gains measured by test results. Teaching and leadership tips are

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included to demonstrate how the evidence translates into successful classroom practice The authors also identify ten of the most common teaching “myths” – such as “preferred learning styles” and “grouping learners into sets based on their current performance” – and they summarise why teachers need to swap these for more valid strategies. They argue that some of the “myths” are driven by large commercial organisations rather than academic provenance.

This is a well-constructed text that synthesises a vast amount of research into manageable bite-sized chunks for anyone seeking information and guidance on best practice.

Bloomsbury Education £18.99 ISBN: 978-1-4729-6563-9

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Hi, I’m Kevin, I’m 6 years old Things that make me happy.

I love action songs such as Round and Round the Garden and Heads, Shoulders, Knees and Toes.

Playing Boo! I will move my head to find you.

Stories such as Dear Zoo, Dr Seuss or Bear Hunt. I can anticipate when something exciting is about to happen…

Oh and the Hungry Caterpillar and the Gruffalo!

Listening to music, especially Slovak Gypsy music.

Watching films such as Moana, Mary Poppins, Coco, The Greatest Showman, especially the songs and the noisy bits! Water play, anything tactile, walks in my wheelchair, cinema, being silly, trampoline, horses.

What people like and admire about me.

I have a wonderful sense of humour and laugh and smile when someone is funny or cheeky to me. They say my smile is contagious and must be my super power!!

Even though I can’t talk, I can show my emotions and can tell you when I’m happy, sad, cross, playful.

I join in with things and give things a go. That could be wheelchair football, messy play, splashing in water, theatre trips, shopping trips, baking cakes…

How I want to be supported: I need a family who can recognise that I have a lot to give and where I can be the centre of their world. I am strong and adaptable but need a family for good where I won’t have to keep moving.

I will be supported to attend a local school and to be the very best I can be; my legs are getting stronger when I use my standing frame. I am also strong on the inside too and give my all to everything I do. There’s not much I don’t like except tidying my room!

I will enrich your life; you will find yourself learning Slovak words, and you will help me to be super-proud of my Eastern European heritage. You will laugh at funny jokes with me.

I’m learning how to communicate all the time and have little conversations with people who talk and play with me. You will be a good advocate and help me access new tools for learning.

You will support me to make choices for myself and help me influence my surroundings, and to be empowered.

I like it being noisy, busy, with lots of bustle. I love bright colours. You will be fun, kind, silly and sociable.

I’m beginning to make choices for myself and I’m good at trying new things. I was very brave when I moved from hospital to my current home.

I make a big impression on all those who meet me.

I’m a real hero. I won a Star Award for being brave, overcoming adversity and making people smile.

I can build strong bonds and have my special, favourite people. I recognise voices very well.

For more information please contact: Contact: Lizzy Pannell, Family Finder/ Social Worker, Adoption Team, Sheffield City Council Tel: 0114 2053504 Email: lizzy.pannell@sheffield.gov.uk Address: Adoption Service, Sheffield City Council, Level 7, East Wing, Moorfoot, Young Street, Sheffield S1 4PL

Fostering / adoption

Could you adopt Joseph Born in August 2017 Joseph is the happiest and most loving child that I know. Although he currently has limited words, he understands simple language and has an excellent routine.

Could you adopt Jamie?

Meet Jamie! Jamie is full of fun, loves to play, and laugh. Jamie is two years old and is an inquisitive boy with plenty of energy; he keeps busy all day long and sleeps very well at night.

Joseph will make sounds that the foster carer understands.

Joseph is diagnosed with global developmental delay. However, he is making steady progress.

Jamie likes to play with musical toys, run and dance around as much as he can. Jamie has started nursery and very much enjoys being a part of lots of fun and is making great progress socially.

Joseph is an inquisitive boy with amazing energy and enjoys exploring his environment. He sleeps very well and is keen to try new foods. Joseph loves musical toys and mobile phones. Joseph is having regular hydro-therapy and portage.

Jamie is having regular input from portage which is supporting him, as well as speech and language therapy which he is fully engaged with.

Joseph has an excellent attachment with his foster carer and her family and is adored by them all.

For more information please contact: Jackie Jenkins Tel: 07500 052877 Email: Jackie.Jenkins@achievingforchildren.org.uk

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Jamie has an excellent attachment with his foster carer and enjoys the attention of adults.

For more information please contact: Sarah-Jane Hopkins Tel: 07902 702472 Email: sarah-jane.hopkins@southwark.gov.uk

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Performing arts

Why drama is for everyone Jodi-Alissa Bickerton explains how drama can be a force for change and inclusion in our schools and beyond

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s drama teachers and practitioners, it’s our job to challenge the often cited perception that drama is not for everyone. Of course, we don’t all want to be out front and centre stage, but there are many roles we can play in this unique team environment. That drama is being reduced or completely cut in schools is shocking to those of us who have gained so much from practicing it and who know its immense power. Many school drama teachers leave a mark on the young people they teach and I still remember the encouragement given to me in the place where I felt safe.

Without disabled role models it was sometimes hard to imagine where I’d end up, but we all need to have our misconceptions challenged and our expectations raised. We all need nurture and support in our creative endeavours and to be given the space to discover, and tell, the truth.

One sad truth is that young disabled people often have to work harder to be seen as equals. It’s not fair and it’s a constant fight, but teachers and parents can play a major role as allies in the lives of young disabled people.

Creative development I stopped wanting to be an actor when I was 24. I couldn’t handle the rejection, what I experienced as a superficial industry, and that some directors thought I couldn’t be believable in a role as a disabled person with my “aesthetic”. My comeback SEN105

Young disabled people rarely see themselves reflected back on stage or screen

was to make change from behind the scenes, joining many before and alongside me to turn the tables and find lots of disabled people to make art and tell stories. We would create space to learn, fail, discover, triumph and develop confidence and ambition. From there, I imagined us all doing a sort of Mission Impossible-like bungee jump from above, landing like avengers onto creative platforms where no-one would be given the chance to reject us. We are getting there, but we still have quite some way to go to be recognised alongside our non-disabled peers.

In 2012, I started working with eight young people, all wheelchair users, who’d never met a disabled actor or director. It was then that I began to reflect on my own education and the lack of disabled drama leaders in my life. Young disabled people rarely see themselves reflected back on stage or screen. If they do, it’s often in a side story about bullying, or being socially saved by a senmagazine.co.uk

Performing arts

The argument that drama in education can develop transferrable skills still seems to be lost on many non-disabled person who becomes their best friend or teaches them to walk again! Even then, it’s rare for these characters to be played by disabled actors. So where do we expect young disabled people to find their role models?

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About the author Jodi-Alissa Bickerton is a disabled drama practitioner and the Creative Learning Director at Graeae Theatre Company. graeae.org @graeae

@graeae

Inclusive practice A great drama education shows young people there is more to drama than performing and that it’s not just for extroverts.

Drama can develop quiet, effective leaders, inventors and designers, and it builds resilience, creativity and the confidence to understand the changing world around us.

In drama we can make sense of our identities, present others’ perspectives and develop our humanity and empathy. On the flip side, drama can also reflect some of the biggest barriers to inclusion, rooted in traditional texts, teachings, representations and approaches.

When making our drama programmes accessible, we need to consider both our intentions and the outcomes we want to achieve, then be creative and accessible in terms of how we get there. We should examine the “how” without losing the heart – the thrill and challenge of achieving our goal. We need direct conversations with young disabled people, and to acknowledge that access is a shared responsibility; the whole group should be engaged in creative processes, with accessibility for everyone at the core.

Dramatic leads As a disabled drama practitioner, there is a safety in arriving on the first day in a class of disabled students. The fear of being laughed at and memories of being bullied dissipate.

You are connecting with people who share your experiences.

Sometimes you talk about it and make a play about it, but the knowing is often enough to lay a foundation of understanding to propel you straight into the artistic heart of what you will create together.

■ Drama is a team effort involving many different disciplines.

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■ The opportunity to explore our humanity is central to drama performance.

The eight young people I met in 2012 were responsible for creating the first young company and youth programme at the theatre company I work for – connecting families, young people and schools with creativity, accessibility and social change.

They are now young adults with various interests and ambitions in the arts and further afield. I trust they are preparing to ask my cohort to move over, so they can sit in our places as they become leaders in their own right.

Even though the UK is more progressive than many other countries in terms of disability and education, the argument that drama in education can develop transferrable skills still seems to be lost on many in government circles. So it is important that educators and practitioners who collaborate with disabled young people continue to increase the presence of professional disabled role models for the next generation.

Those of us working in education and the arts should continue to work closely with our local communities, and to facilitate collaboration across all schools, to build relationships and model truly accessible education; by doing this we can help to ensure young disabled people are not shut away and denied artistic experiences and the opportunities to develop invaluable life skills.

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Learning outside the classroom

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Making outdoor learning work Mike King provides five tips for engaging pupils with SEN in learning outside the classroom

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he concept of telling children to get outdoors because it is good for them has been around for a long time. I was one of four boys and my mother promoted this idea with great enthusiasm. On reflection, this may have been a coping mechanism for her, but the command to “go and let off steam” was always obeyed.

Since the late eighties, the message has changed format as governments have changed, austerity has impacted funding, mobile phones have transformed communication, and environmental awareness has become a part of more children and young people’s experience. We still though, tell children to get outside because it is “good” for them, but what about those for whom getting outside isn’t all that straightforward?

Is getting outside always good for learners with SEN and disabilities? What are the risks and rewards and how do we make outdoor activities work for us as educators?

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What about those for whom getting outside isn’t all that straightforward?

What does “good” look like?

In 2015, a report by Fiennes et al. reviewed existing research on outdoor learning. Of the thousands of outputs published between 1968 and 2015, the review concluded that only 58 contained primary research data to support claims around the impact of outdoor experiences. Of these original research

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I believe a little bit of risk-taking is at the core of what the outdoors can offer

activities, very few focussed on the impact of outdoor experiences on those who faced barriers to accessing the outdoors, whether because of physical disability, learning difficulties or socio-economic reasons.

Indeed, for the most part, academic studies had pursued lines of enquiry that related to the benefits of outdoor learning and outdoor experiences on children in traditional education settings. Clearly, this approach represented straightforward and potentially fruitful ground for researchers to cover at the time. Children in mainstream education could easily take part in a range of outdoor activities, such as residentials and water sports, and the numbers were reliably high since they tended, on the whole, to turn up to take part. Few faced such barriers to access as to make a large sample impossible to achieve.

One of the unintended consequences of this – in addition to the paucity of original studies that is now beginning to be addressed — is that until fairly recently, much of the research on how “good” it is for children to get outside has leaned towards an able-bodied and neuro-typical understanding of what “good” looks like in the outdoors. Such a perspective tends to promote the myriad physical and emotional benefits of outdoor learning as the key drivers of positive experiences – often characterised as “character development” or “resilience boosting”. While I am not suggesting that these interesting studies in any way promote an ableist or exclusionary agenda, nor do I dispute their respective findings, I do want to suggest that in considering the risks and rewards that characterise the

About the author Mike King is CEO and Executive Head Teacher at Releasing Potential, an education charity and independent school for children with SEN. He is also Chair of Trustees for the Institute for Outdoor Learning (IOL). releasingpotential.com @InsitituteOfRP in/mike-king-431a4429/

outdoor experience for children with SEN and disabilities, we may need a more nuanced approach that asks: what does “good” look like for children with SEN and disabilities in the outdoors?

Risks and rewards I have seen the outdoors unlock incredible benefits for those with a range of SEN and disabilities. Many of the children I have worked with, in my tenure as Executive Head in a school for children with SEMH needs, have found themselves excluded from outdoor activities due to the risks they pose. These risks are very real, but I believe a little bit of risk-taking is at the core of what the outdoors can offer those whose self-esteem and confidence are the key to unlocking potential in a range of other areas of learning and life.

The outdoors can provide the ultimate opportunity to thrive for those who struggle in traditional teaching and learning environments; children can suddenly see themselves in a new

■ Outdoor learning can help transform a pupil’s self-image.

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It is rare that trust, once built, is not returned by children

light as learners who can achieve. I have also seen the outdoor context exacerbate existing anxieties and work counter to a child’s best interests when practitioners and educators don’t get it right; in this way, learning outdoors always carries a risk.

As educators, we cannot expect the environment to do all the work for us, nor can we make assumptions about children’s experiences and learning that are rooted in our own interpretive filters or world view.

Five tips for getting outdoor learning right

■ Building trust is an important aspect of outdoor learning.

1. It’s not about the activity In my experience, outdoor leaders and educators can overprioritise the activity or “goal” of the session. For children with SEN and disabilities, the activity will always be secondary to the relationships built with you and with each other. I have spent countless sessions in the outdoors with children who refused to take part in activities, or whose additional needs meant things couldn’t go ahead as planned. What I have learned is that those moments of co-regulation, adapting, and trying to co-create solutions, is where the most learning and growth happens. We need to see setbacks as the natural product of learning, and prioritise relationship building, trust and communication as the real goals of our sessions. In the outcome driven world of education, I understand this is a tall order, but it is achievable with commitment and long-term investment in relationships. The outdoors offers an important vehicle for this because activities are not undertaken in isolation and there are a range of things that can go wrong, from bad weather to a hole in your shelter!

environments and freely available will help encourage learners to engage with the world outside on their own terms, and help create lasting habits like resilience.

2. It is all about the planning With careful planning that prioritises learners’ emotional needs, the outdoor environment can provide the perfect level playing field for groups of all abilities to be actively involved together.

The outdoors allows those with practical skills to excel and improve, whilst ensuring everyone can take part. As a parent of a wheelchair user, it has also been my experience that the outdoors can provide a real barrier to accessing activities.

However, this should not stop children engaging if the planning is done right; sailing, canoeing or cooking over an open fire, for example, are easily accessible to disabled learners with the right plan. It’s crucial to have multiple backup plans that take into account the way learners with SEN and disabilities may respond to challenges; always have a plan A, plan B and plan C. 3. Think more creatively about the outdoors Not all settings will be able to offer activities like sailing or kayaking, but we can all go outside of the buildings we are in. In order to achieve the best outcomes with vulnerable learners, we need to think of inventive ways to deliver learning outside the classroom, rather than focus on the reasons why we can’t take part. Seeing the outdoors as close to our own senmagazine.co.uk

4. Help your learners harness social agency In the past, people oriented themselves around family, religion and the work place. Future generations though, may look towards the environment as a unifying space, or they may focus more on shared socio-economic and political concerns.

To prepare our children for how the future may develop, we must help them understand and appreciate the resources they will have available to them. Connecting children to the world around them by embedding learning in the outdoors in meaningful ways can contribute to their experience of belonging and community, instilling a sense of collective social justice as well as promoting individual agency and autonomy.

5. Take risks The children I have worked with have usually been excluded from mainstream settings and pupil referral units. They selfidentify as “bad” and risk-assessments in previous settings will almost certainly have restricted their access to equipment, limited their interactions with others and prepared for trouble at every turn. The outdoor environment offers us an opportunity to take managed risks and show children who struggle in other environments that they can be trusted. In my experience, it is rare that trust, once built, is not returned by children; this will always result in better outcomes.

Nobody really likes to be the “bad kid”. Although it is tempting to perpetuate a cycle where risk is removed entirely from a child’s education, this doesn’t easily enable us to show that we trust the children in our care. The outdoors can offer an opportunity to take small risks in allowing children to take part in activities they might not normally be trusted to do. Almost always, the risk results in some form of positive outcome.

Sometimes it may take time, but the reward usually comes.

References

F iennes, C. et al. (2015), The Existing Evidence-Base about the Effectiveness of Outdoor Learning, UCL Institute of Education, Giving Evidence, Institute for Outdoor Learning and The Blagrave Trust.

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Advertisement feature

The advantages of teaching sensory regulation How often have you observed a child playing and realised they have little attention to the consequences of their actions, or watched them try to carry out an activity such as putting on a coat but have no apparent awareness of where to place their arms or even recognise which way round it goes? Selfregulation involves several complicated processes that modify how a child responds to their environment.

Children have to learn how to use their senses and link it to what they already know. They translate what they experience into information that will help them to complete an activity, be it a thought, emotion or action.

Several schools in Staffordshire recognised that they had a substantial number of children who were unable to use their senses appropriately to make sense of the world, hindering their ability to participate effectively in classroom learning.

Consequently, the schools decided to work with small groups of pupils to develop sensory awareness and promote and practise self-regulation. Children identified as having poor coordination, concentration and/or listening skills were encouraged to attend a daily session, at the start of the school day, to complete a “Sensory Circuit” programme. This is a twenty-minute, daily programme, run by a teaching assistant, where children complete physical activities designed to improve sensory processing, which leads to a greater ability to learn new skills and adapt leant responses to new situations.

What’s Involved?

The circuit focusses on three key areas. Initially the children complete activities which provide vestibular stimulation within a controlled setting, “alerting” the brain that it is about to be used. Actions include strenuous physical activities such as skipping, jumping from a trampette onto a mat or jumping around a course of cones on a Space-hopper. This allows children with excessive energy levels to “let off steam” while also energising less-active children.

The second part of the circuit focusses on activities that require multi-sensory processing and balance. The child has to “organise” their body, plan their approach and do more than one thing at a time, in a set sequence. Activities are designed to provide challenges involving multi-sensory processing, including balancing, moving and throwing. Finally, the children complete a “calming” section to ensure that they return to the classroom feeling calm and centred, ready for a day of

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learning. Activities may involve being massaged with a large exercise ball being run slowly over the back of a child lying on a mat, or some yoga/pilates type activities to calm breathing and promote relaxation.

Outcomes Schools that have been involved in the Sensory Circuit training have reported that the training has had a positive effect on pupils, and teachers can see an improvement in their confidence, concentration and ability to learn. One school that participated in the trial recognised that the positive impact that had been gained from delivering the programme deteriorated without the sustained intervention, so this time, they intend to deliver the programme for twenty weeks, rather than the initial ten-week programme. 90 per cent of the children involved in the programme felt that the programme had been beneficial to their development. Parents were also kept involved in the programme and although there was limited feedback, once the programme was completed, parents agreed that they had noticed that their child had enjoyed the activity and seemed calmer at home. All parents requested that their child be allowed to continue to participate in the programme.

Want to know more?

If you are interested in learning more about this approach, there is a clear and helpful guide produced by Jane Horwood entitled Sensory Circuits: A sensory motor skills programme for children, published by LDA. If you are interested in establishing your own self-regulation sequences and require support to get it started please email senis@entrust-ed.co.uk for more information. entrust-ed.co.uk

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Advertisement feature

Cambium Sustainable – quality outdoor learning and forest school training across the UK At Cambium Sustainable, we believe that all children and young people have the right to explore, play and learn in the outdoors.

Research shows that children who have regular access to natural environments have improved social, emotional and physical development. Children with SEN can particularly benefit from the advantages that abound outdoors with opportunities for sensory development, mobility and speech and language.

For over 20 years, Cambium Sustainable has been providing quality training and support for settings wishing to enhance and develop their outdoor provision. We have a network of trainers across the UK, offering local training for local demand.

From accredited forest school and outdoor learning training and consultancy, to school grounds development and support for existing practitioners, Cambium can support your setting to make the most of the fantastic opportunities which exist just outside of the classroom! cambiumsustainable.co.uk

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Recruitment

Training to make a difference Margaret Mulholland explains how teacher training can support recruitment and retention of school staff

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f you were asked to recommend teaching to a friend, what would you say?

I know what I’d say: teaching is a rewarding profession and teaching pupils with identified SEN who struggle with learning brings additional, deeper reward. At the heart of our job is the ability to celebrate pupil difference and take pride in our vocation to bring out the best in our pupils.

Last year, I was fortunate to work with education leaders from Apple. They talked about why people join the company and why so few want to leave. Their mantra was: “We come here to do our life’s work”. This is a marvellous sentiment, suggesting lifelong commitment to making a difference; it made me feel good just hearing it and is exactly how I think all good teachers feel about what they do.

Yet today we have a shortage of teachers, particularly acute in special settings and in mainstream schools with high populations of pupils with SEN and disabilities. Real-terms cuts to school funding add to teacher retention challenges.

The very real perception of workload pressure remains a barrier to recruitment and retention, and training costs are a challenge now that primary teacher training bursaries are no longer available. On top of this, those who want to teach in a special setting regularly report mixed messages about career progression.

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We should always train to teach all children, rather than learn to teach in a particular context

Attracting applicants The Department for Education (DfE) is attempting to address teacher shortages. The “skills test” which had proved to be a barrier for many new applicants has been discarded. And there is a new advertising campaign to drive recruitment. Debate on social media has highlighted the need to include the benefits of teachers working with pupils with SEN and disabilities in its media messaging.

To support the specific difficulties in attracting teachers to the SEN sector, it is a shame the DfE recruitment and retention strategy failed to look in any detail at the unique professional reward of providing for learners whose profiles are complex across health, behaviour or cognition challenges.

In these settings, workload hurdles are less about marking and preparation and more about the relational and emotional senmagazine.co.uk

Recruitment

We will have to stop the excessive measuring of one child against the other

challenges, and the highly personalised nature of all interactions with children and families. This needs addressing explicitly by the DfE when reviewing the recruitment and retention strategy.

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About the author Margaret Mulholland is SEND and Inclusion Specialist at The Association of School and College Leaders (ASCL). She writes a monthly research column for Tes with a focus on inclusion and initial teacher training. ascl.org.uk @ASCL_UK @MargaretMulhol2

We should always train to teach all children, rather than learn to teach in a particular context. Pupils don’t come with a predefined mainstream or special label. However, information for those passionate about working with vulnerable learners and interested in applying to training programmes that champion disability and difference needs to be clearer. Further, opportunities offered by schools and universities should be more consistent, rather than determined by luck or locality.

Teacher training needs even greater focus on classroom diversity. We need to train teachers for the breadth of atypical pupils, not just for “average” children; we need training to teach individuals.

This will strengthen our profession as well as our provision, and requires further development of the initial teacher training curriculum. Currently, some courses do offer modules focused on SEN and disabilities. Whilst this is helpful, a more powerful approach would be to permeate SEN across the whole programme rather than as a separate “option”, reflecting the academic, social and emotional diversity in our pupil cohorts.

There is validity to the argument that more money in education, more flexible pathways into teacher training, and a heightened focus on the most vulnerable will help teacher recruitment. In addition, I would stress that what is most needed is a change in the current framework of accountability to incentivise inclusivity of schools.

Inclusive training In the past, England has had teacher training pathways that prepared teachers for working in a special school. I can see how this can plug a recruitment gap and act as an effective short-term fix, but it is not a strategic response to strengthening the profession.

■ Teaching assistants could be encouraged to train as teachers.

children. I look forward to the development of the impending National Professional Qualifications that will develop specialist knowledge and pedagogy of inclusivity.

We should also do more to encourage those who have worked as teaching assistants in special settings to extend their training to become qualified teachers. Many will have had one-toone experiences, getting to know pupils who have the most complex academic, health, and social profiles. They learn about the child and their family, and know how important holistic understanding can be to meeting the academic needs of the child who finds learning so difficult.

A new direction We should absolutely celebrate the benefits of learning to teach the most vulnerable pupils in our classrooms and I wager we will see teacher recruitment improve.

My difficulty with this approach is that it encouraged discriminatory behaviour, creating a perception that teachers who trained in special education were somehow unable to teach a class of 30.

However, a radical shift in approach will need to happen: we will have to let go of the one-size-fits-all approach to teaching, and we will have to stop the excessive measuring of one child against the other.

In 2020, nine out of ten children with SEN and disabilities are in mainstream schools. I’d prefer not to distort the understanding of what good teacher education is: learning to teach all children, not just learning to teach in a particular setting, or “special”

We should be shouting from the rooftops why teaching in a special school or working in a school with a high proportion of pupils with SEN and disabilities is a career maker, not a career breaker.

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Recruitment / situations vacant

Veredus Interim Management-paying special attention to your needs Veredus has an outstanding reputation for recruiting interim senior leaders to the SEN sector. The types of roles that our interim managers undertake include: • Covering vacant senior roles while permanent recruitment is undertaken • Managing change programmes and projects • Providing coaching and mentoring to improve the performance of existing teams, particularly in settings that are in Ofsted category We are keen to expand our network of interim managers and would like to hear from experienced and accomplished leaders with ASD, SLD and PMLD backgrounds.

If you would like to join our market-leading network of interim managers, or to hear more about how our interim managers can help improve, stabilise or transform your school, college or provision, then please contact Paul Horgan: e: paul.horgan@veredus.co.uk t: 020 7932 4233 m: 07833 481 211

Find new people... ...through

SEN is read by special needs teaching and support staff throughout the UK. If you are recruiting special needs staff, advertise in SEN Magazine’s recruitment section.

If you have training courses to publicise, let people know about them through the pages of SEN Magazine. With a targeted audience of over 36,000 special needs professionals, it’s the obvious choice.

Call Denise on 01200 409808 or email denise@senmagazine.co.uk

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CPD, training and events Your indispensable guide to SEN courses, workshops, conferences and exhibitions

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CPD, training and events

Rebound Therapy Training Courses

‘ReboundTherapy.org’ – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses.

Founded 1972

01342 870543

reboundtherapy.org

MEd Professional Practice in Dyslexia and Literacy

This programme is designed for professionals who are passionate about supporting learners with dyslexia. The programme is quality assured

by Middlesex University and you will receive a Middlesex University award upon completion. dyslexiaaction.org.uk

MA in Education (Early Years) modules

Centre for Research in Early Childhood CREC offers a flexible way for trainees and early years practitioners to gain a post graduate Masters degree in Early Years Education.

All modules are designed specifically for early years practitioners and leaders in the early years. They are offered as part-time courses which can be fitted around a busy, full-time working life. crec.co.uk/ma-in-education

Part-time training

Diploma in Trauma and Mental Health Informed Schools and Communities

Ten-day training over two terms in many regions.

University validated 12-day training in London. Also available in your venue. info@traumainformedschools.co.uk traumainformedschools.co.uk

March 2020 3 to 5 March

4 March

17 March

24 to 26 March

Improving mental health provision for children and young people - policy developments, collaboration and the role of schools

Understanding stress and anxiety in autism and their impact on behaviour

Autism and SPELL Licensed User Training

Central London This conference will discuss latest thinking on priorities for improving children and young people’s mental health provision in England. westminsterforumprojects.co.uk

4 March

Kidz to Adultz Middle Ricoh Arena, Coventry

autism.org.uk/training

17 March

Autism and Sensory Integration

Leyland Methodist Church, Leyland Led by Ruth Kiley, Sensory Occupational Therapist.

Discount for autistic people, parents and carers (use code PASC50). reachoutasc.com

kidzexhibitions.co.uk

This one-day course will explore a range of issues related to autistic people and sexuality including boundaries, friendships and relationships.

7 March

Therapeutic Conversations That Change Lives (including witnessing domestic violence, being a young carer, sexual/physical abuse) Conference with awardwinning author and expert Dr Margot Sunderland. 10.00 to 16.30. Cost: £183.

The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

10 to 12 March

EarlyBird Licensed Training

London

London

Equip yourself with a comprehensive toolkit allowing you to inspire children to develop a mindful and self-regulating approach towards their wellbeing.

EarlyBird and EarlyBird Plus are programmes for parents whose child has received an autism spectrum disorder diagnosis aged 0 to nine.

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Learn how you can help autistic people to reduce stress and anxiety, understand their behaviour, and support them during difficult times.

Kidz to Adultz Middle is an event by Disabled Living dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

Special Yoga and Mindfulness for Autism and ADHD

specialyoga.org.uk

Manchester

autism.org.uk/training

19 March

Sexuality, relationships and autism London

autism.org.uk/training

20 and 21 March

CBT Techniques with Children and Teenagers

Two-day training with Dr Carlotta Raby. 10.00 to 17.00.

Cost: £330.

The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

21 March

NAPLIC Conference and AGM City Hall, Sheffield

DLD: Moving Forward Together. Speakers include: Caroline Rowland, James Law and Marie Gascoigne.

Practitioner presentations: Making use of evidence and sharing best practice.

Exhibition. Members £135.

Non-members welcome.

01273 381009

carol.lingwood@btopenworld.com naplic.org.uk/conferences

London

A three-day training course that licenses autism experienced professionals to deliver the Autism and SPELL course to their teams. autism.org.uk/training

25 March

The new Ofsted inspection framework – implementation, impact on schools and the next steps for the curriculum Central London

Conference with Matthew Purves (Ofsted), Catherine Anwar (Summit Learning Trust), John Blake (Now Teach), Dr Tom Harrison (University of Birmingham), Emma Knights (National Governance Association) and Dan Morrow (Woodland Academy Trust) and others. westminsterforumprojects.co.uk

25 March

Autism and SPELL in Higher Education Manchester

This one-day introductory course builds your knowledge of autism and how to support autistic students at university. autism.org.uk/training

31 March to 1 April

Teen Life Licensed User Training Sheffield

A programme for parents of autistic people aged between ten to 16 years. autism.org.uk/training

April 2020 16 to 17 April

Autism, Learning Disabilities and Offending Behaviour Conference Newcastle Upon Tyne

A two-day conference to discover the latest thinking from international speakers, as well as learn from smaller scale research and innovations. autism.org.uk/conferences

senmagazine.co.uk

CPD, training and events

New CPD and wellbeing support service from NAHT School leaders union NAHT has launched a new service which members can buy into to help them improve access to support and training across their whole school.

The scheme provides: travel expenses and back-fill costs paid when attending an NAHT event; whole-school “Wellbeing Days” delivered by experts; counselling, physiotherapy, GP and nurse support; private operations and therapies included for all staff; budget protection by covering sickness absences; and whole-school mental health provision to tackle stress and workload issues that are common in schools and colleges.

CPD can be expensive, but it’s essential”, says NAHT General Secretary Paul Whiteman. “It’s often not the cost of courses themselves but the add on costs like travel and paying for supply teachers to cover staff who are off-site for a day or two which deters schools from investing.”

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TEACCH® Autism programme

3 DAY TRAINING COURSE June 3 Day 22-24. 2020 £407.00 January 3 Day TBA. 2021 £410.00

Course led by: Professor of Psychiatry Laura Grofer Klinger clinical psychologist, PhD Executive Dir. of the TEACCH® Autism Programme These trainings are most appropriate for: Educators, therapists, administrators, professionals & families AM/PM refreshments & light lunch

Office 199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

naht.org.uk/nahtwellnessandprotect senmagazine.co.uk

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CPD, training and events

18 April

24 to 25 April

29 and 30 April

12 May

Building the Bonds of Attachment: Awakening Love in Traumatised Children

Tes SEN North

The Schools and Academies Show London

Relationships and Sex Education for Autistic pupils (based on the new RSE curriculum)

Conference with international attachment expert Dr Dan Hughes. 10.00 to 16.30. Cost: £183.

The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

19 April

What Teenagers Need to Know About Life in Order to Live it Well Conference with awardwinning author and child expert Dr Margot Sunderland.

10.00 to 16.00. Cost: £165.

The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

20 to 26 April

Special Yoga For Special Children London

In-depth seven-day course to provide you with the confidence and tools to encourage the child’s full potential to flourish. No yoga experience necessary. specialyoga.org.uk

Manchester Central Boost your professional development with affordable, expert-led seminars at Tes SEN North. Save money when you book sessions online at tessenshow.co.uk/manchester

28 April

How to write good Social Stories

Leyland Methodist Church, Leyland Led by Lynn McCann author of “Stories that Explain”. Discount for autistic people, parents and carers (use code PASC50). reachoutasc.com

ExCeL, London

Leading education policy and best practice event bringing together over 4,000 senior education leaders to overcome some of the biggest challenges affecting the education sector. The event delivers senior government figures, key association leaders and inspirational teaching practitioners from across the UK, whilst supporting personal growth with free CPD hours through engaging conference content and best-practice workshops.

Led by Lynn McCann, Autism Specialist Teacher, Discount for autistic people, parents and carers (use code PASC50).

This course is CPD accredited. reachoutasc.com

13 May

Sensory Engagement for Mental Wellbeing

29 April

0203 770 6627

Birmingham

schoolsandacademiesshow.co.uk

Exploring the Impact of the Senses on Behaviour

30 April

Sensory strategies to promote mental health for people with complex disabilities.

Eventbrite booking, early bird and group discounts available.

Brighton

Practical day full of insight into how the senses effect behaviour. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com TheSensoryProjects.co.uk

Sensory Engagement for Mental Wellbeing Brighton

Sensory strategies to promote mental health for people with complex disabilities.

Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com TheSensoryProjects.co.uk

Please check all details with the event organiser before you make arrangements to attend.

May 2020 7 May

Kidz to Adultz South

Farnborough International Exhibition and Conference Centre

sensorystory@gmail.com TheSensoryProjects.co.uk

14 to 15 May

The Super Sensory Lexiconary Birmingham Explore the application of sensory development to learners with complex disabilities, with guest speakers and extra content.

Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com TheSensoryProjects.co.uk

Kidz to Adultz South is an event by Disabled Living dedicated to children and young adults with disabilities and additional needs, their parents, carers and the professionals who support them.

29 May

kidzexhibitions.co.uk

Royal Albert Hall

11 May

Autism and eating challenges Training London

This one-day course focuses on understanding and supporting autistic children with eating challenges. autism.org.uk/training

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Leyland Methodist Church, Leyland

Relaxed Performance: The Gruffalo + The Snail And The Whale In Concert Don’t miss a double-bill screening of Julia Donaldson and Axel Scheffler’s muchloved family stories, with live accompaniment from the BBC Concert Orchestra.

There will be chill-out spaces available and BSL interpretation provided.

020 7589 8212 royalalberthall.com

senmagazine.co.uk

CPD, training and events

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Travel grants to fund learning about world’s best care systems As the number of children in care hits an all-time high for the UK, a grant scheme will be introduced to try to find the world’s best solutions for the care system.

A new programme of Churchill Fellowships, launching in April, will fund up to ten people a year to seek out world leading ideas for improving the lives and outcomes of children and young people in care in the UK. This programme, open to all adult UK citizens, will seek to address the growing challenges facing the UK care system.

The programme will run for three years, sending Churchill Fellows overseas to explore international approaches in this field and bring back ideas and solutions that can be actioned in the UK. Applications for the scheme will be open from 30 April 2020 at wcmt.org.uk senmagazine.co.uk

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CPD, training and events

June 2020 5 June

Plymouth Marjon University undergraduate and postgraduate open day

Book now to find out more and discover their courses.

9am to 3pm. marjon.ac.uk/courses/opendays/

5 June

11 June

19 to 20 June 2020

What is Happening in Our Multisensory Rooms?

The Autism Show

14 July 2020

In association with the National Autistic Society, The Autism Show is the national event for autism. It attracts over 10,000 parents, family carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of talks, clinics and workshops. All content is CPD certified. Book your tickets now and save 20 per cent.

Autism and Learning in the Classroom (get ready for September)

Sheffield A research driven day promoting a reflective personalised approach.

Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com TheSensoryProjects.co.uk

12 June

Develop Your Sensory Lexiconary Norwich

Explore the application of sensory development to learners with complex disabilities. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com TheSensoryProjects.co.uk

birmingham.autismshow.co.uk

Exploring the Impact of the Senses on Behaviour Sheffield Practical day full of insight into how the senses effect behaviour. Eventbrite booking, early bird and group discounts available.

6 June

sensorystory@gmail.com

Plymouth Marjon University undergraduate and postgraduate open day

Book now to find out more and discover their courses.

9am to 3pm. marjon.ac.uk/courses/opendays/

NEC Birmingham

TheSensoryProjects.co.uk

12 to 13 June

The Autism Show ExCeL London

26 to 27 June 2020

The Autism Show EventCity Manchester

In association with the National Autistic Society, The Autism Show is the national event for autism. It attracts over 10,000 parents, family carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of talks, clinics and workshops. All content is CPD certified. Book your tickets now and save 20 per cent. manchester.autismshow.co.uk

July 2020

Leyland Methodist Church, Leyland Led by Lynn McCann, Autism Specialist Teacher. Discount for autistic people, parents and carers (use code PASC50).

This course is CPD accredited. reachoutasc.com

September 2020 26 to 28 September

Education Egypt 2020 Egypt International Exhibition Center, Cairo Supported by the Ministry of Higher Education and Scientific Research, Education Egypt is designed for all levels of education professionals and will be dedicated to presenting the latest innovations in educational products and services from the world’s leading brands. education-egypt.com/SEN_ Magazine

In association with the National Autistic Society, The Autism Show is the national event for autism. It attracts

9 June 2020

over 10,000 parents, family carers, and professionals

Autism, Anxiety and PDA

looking for trusted information, practical advice,

Leyland Methodist Church, Leyland

and specialist products and

Led by Lynn McCann, Autism Specialist Teacher. Discount for autistic people, parents and carers (use code PASC50).

This course is CPD accredited.

100 hours of talks, clinics and

reachoutasc.com

services. Choose from over workshops. All content is CPD certified. Book your tickets now and save 20 per cent. london.autismshow.co.uk

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senmagazine.co.uk

CPD, training and events

OTs included in Additional Roles Reimbursement Scheme It has been announced by

the

BMA

GP

Committee England that

occupational

therapists will be included in the new GP contract as one of the professions in the Additional Roles Reimbursement Scheme. There will now be 100 per cent reimbursement for all additional staff recruited via Primary Care Networks (PCNs). For the average PCN in 2020/21, the funding equates to around seven full-time equivalent staff through an average reimbursement pot of £344,000.

Inclusion within the scheme is subject to satisfying three criteria: adequate supply nationwide to meet demand; demand from general practice for the roles; and a guarantee that the roles are additional to those that are already in place.

“This is fantastic news for our profession and more importantly will have a positive impact on the people who use our services”,

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Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE June 2 Day 25-26. 2020 £274.00 January 2 Day TBA. 2021 £280.00

Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, professionals & families AM/PM refreshments & light lunch

Office 199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

says Karin Bishop, Director of Professional Operations at the Royal College of Occupational Therapists. senmagazine.co.uk

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SEN resources directory

Sen resources directory Information, advice and support for all things SEN

ADHD ADHD Foundation Training and awareness raising around ADHD. adhdfoundation.org.uk

National Attention Deficit Disorder Information and Support Service Resources and information for ADHD. addiss.co.uk

Autism Ambitious about Autism National charity for children and young people with autism. ambitiousaboutautism.org.uk

Autism Alliance Network of 16 UK autism charities. autism-alliance.org.uk

Cerebral palsy Action CP

Epilepsy Action

Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

Advice and information on epilepsy. epilepsy.org.uk

Scope UK Help, advice and support for those affected by cerebral palsy. scope.org.uk

Child support Childline Confidential advice and support for children. childline.org.uk

Down’s syndrome

Autistica

Down’s Syndrome Association

Autism research charity. autistica.org.uk

Information, support and training on Down’s syndrome. downs-syndrome.org.uk

National Autistic Society Help and information for those affected

by ASD. autism.org.uk

Brain conditions Cerebra UK Charity for children with brain related conditions. cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals. childbraininjurytrust.org.uk

Bullying Anti-Bullying Alliance Coalition of organisations united against bullying. anti-bullyingalliance.org.uk

Bullying UK Support and advice on beating bullying. bullying.co.uk SEN105

Epilepsy

Down’s Syndrome Research Foundation UK Charity focussing on research into Down’s syndrome. dsrf-uk.org

Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia. driveryouthtrust.com

Dyspraxia

Young Epilepsy Support for children and young people and training for professionals. youngepilepsy.org.uk

Hearing impairment Action on Hearing Loss Charity for people with a hearing loss. actiononhearingloss.org.uk

National Deaf Children’s Society Charity supporting deaf children and young people. ndcs.org.uk

Learning disability BILD Charity offering support and information on learning disabilities. bild.org.uk

Choice Forum Forum for discussing issues affecting those with learning disabilities. our.choiceforum.org

Mencap Learning disabilities charity. mencap.org.uk

Learning outdoors Council for Learning Outside the classroom Awarding body for the LOtC quality badge. lotc.org.uk

Literacy

Dyspraxia Foundation UK

National Literacy Trust

Dyspraxia advice and support. dyspraxiafoundation.org.uk

Literacy charity for adults and children. literacytrust.org.uk senmagazine.co.uk

SEN resources directory

Mental health MIND

Advice and support for people experiencing a mental health problem. mind.org.uk

NHS National Health Service nhs.uk

Department of Health Northern Ireland health-ni.gov.uk/

Health in Wales wales.nhs.uk

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Special educational needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your smartphone or tablet for iOS (on Apple App store) or Android (on Google Play store). specialeducationalneeds.co.uk/ senfyi-app.html

NHS Health Scotland healthscotland.scot

Rebound Therapy ReboundTherapy.org

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

SEN law Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.

SpecialEducationalNeeds.co.uk

IPSEA

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus. shinecharity.org.uk

Tourette’s syndrome Tourette’s Action Information and advice on Tourette’s. tourettes-action.org.uk

Free, legally-based advice for parents of UK Government children with SEN. ipsea.org.uk For Department for Education, Department of Health and Social Care SLCN and other departments.

Ace Centre gov.uk Advice on communication aids. ace-centre.org.uk

Visual impairment

Afasic

Help and advice on SLCN. afasicengland.org.uk

Communication Matters

Support for people with little or no clear speech. communicationmatters.org.uk

I CAN

Children’s communication charity. ican.org.uk

The Communication Trust Consortium of charities raising awareness of SLCN. thecommunicationtrust.org.uk senmagazine.co.uk

New College Worcester Advice and support for those teaching children who are visually impaired. ncw.co.uk

Royal Society for Blind Children Support and services for families and professionals. rsbc.org.uk

RNIB Support and advice for those affected by visual impairment. rnib.org.uk SEN105

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In the May/June issue of SEN Magazine: • speech, language and communication needs • learning disability • play • autism • healthy eating for kids • ed-tech • numeracy • fostering • sport • Autism Show preview • dyslexia • recruitment • CPD

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