SEN Magazine - Issue 106 - May/June 2020 by SEN Magazine

May • June 2020 • Issue 106

SEN under lockdown Maths anxiety Inclusion by tech. Feeling good about dyslexia Autism’s two-edged sword Emily Haddock takes a break Tourette’s • Fostering • Working in SEN • Silas on Corona Developmental Language Disorder • Severe Learning Disability Sport and outdoor play • Careers • CPD • SEN news and much more…

Welcome May • June 2020 Issue 106

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

As a perceptive reader, you will quickly detect a common theme running through this issue. Yes, the Coronavirus has coloured much of our news and editorial this time. On pages 14 to 19, Douglas Silas and Rukhsana Koser give us their legal perspectives on the Government’s Coronavirus legislation and guidance, and Nicola Anderson has some suggestions for making those lockdown days as enjoyable and productive as possible. We hope you enjoy Joanna Crawford’s infectious enthusiasm for her own dyslexia, on page 24, as much as we did in the editorial office. Another favourite is Lucy Livingston’s thoughtprovoking article on page 26, looking at compensatory strategies for appearing ‘normal’; are they really worth the bother? On page 32, Becky Clark explains the terminology of DLD (developmental language disorder), and then Samantha Bowen describes the terrifying, wonderful journey she made as a parent to the irrepressible Lucy, who has severe learning disabilities but who can still teach us adults a thing or two about life.

anxiety on page 40, and then Karina Auer opens our fostering feature on page 44 with a glimpse into the ups and downs of fostering a child with special needs. Dates for your diary Foster Care Fortnight runs from 11th to the 24th May. On page 48, Nancy Doyle has some practical things to say in her article in which she demystifies Tourette’s and coping with tics. Then Louis WickettPadgham writes about removing barriers to participation in sports, and Kristina Causer explains about the ‘six senses’ of inclusive play. That’s it. I’m stepping back from my role as Editor for now, but I’m leaving you in the capable hands of my colleagues. Meanwhile, please keep sending us your contributions and comments, and above all, please stay safe.

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

Alexandra Riley has some practical suggestions for how to calm maths

Director

Jeremy Nicholls 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 Kierran Pearce Emily Haddock Douglas Silas Mary Mountstephen Rukhsana Koser Adam Gordon

Joanna Crawford Dr Lucy Anne Livingston Becky Clark Samantha Bowen Alexandra Riley Karina Auer

Nancy Doyle Louis Wickett-Padgham Kristina Causer Sarah Sherwood Brian O’Hagan Nicola Anderson

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May • June 2020 • Issue 106

SEN law A special on the provision of special needs education during the lockdown

What lockdown means for parents 16

An explanation of the key implications of the lockdown for parents of children with special needs

Reaching out How a Sussex charity is adapting to lockdown

Keeping kids focused Making the most of those long lockdown days

Inclusion as standard

How new developments in education technology are enabling learning for pupils with special needs

Feeling good about dyslexia A personal story of turning dyslexia from a negative to a positive force in life

Are compensatory strategies in autism a double-edged sword? The trials and personal costs of the struggle to appear ‘normal’

Developmental language disorder (DLD)

Classroom support for Tourette’s How schools can be made more productive and manageable for pupils with Tourette’s

Making sport accessible to all

A look at how to enable children with special needs and disabilities to benefit from physical activity

Regulars 6 10 12 56 58

SEN news What’s new? The latest products and ideas for SEN

Point of view Have your say!

Book reviews Careers Key issues when considering a job in a special school

CPD, training and events

SEN resources directory

About SEN Magazine

Supporting children with language difficulties

Learning from Lucy

The experience of bringing up a daughter with learning disabilities has been the ultimate life lesson

Tackling maths anxiety Techniques for building pupils’ confidence and engagement with maths

Changing lives one step at a time A glimpse into the world of parents fostering children with special needs

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Dyslexia senmagazine.co.uk

COVID-19

Fostering

Maths

Learning disabilities

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SEN news

Coronavirus threat to youth mental health Constant reminders of external threats can lead to feelings of insecurity and increased anxiety. Real disruption to routines, through social distancing, school closures and the lockdown are thought to be affecting the mental health of children and young people. A new survey has been launched by experts at the University of Oxford, which will track children and young people’s mental health throughout the COVID-19 crisis to identify what advice, support and help can actually protect their mental health. According to Professor Cathy Creswell, the researchers hope to reach more than 10,000 parents and carers across the UK with their online survey. “Their responses will help us really understand how families are coping and what support could make all the difference to children, young people and their families’, she said. Initial survey results indicate that as many as one in five primaryage children are afraid to leave their homes and are worried there will not be enough food to eat during the course of the Covid-19 outbreak, following media reports of panic buying and empty supermarket shelves. These results are based on response from the first 1,500 parents to sign up to the Co-SPACE (Covid-19 Supporting Parents, Adolescents and Children in Epidemics) and indicate that more than half of younger children are worried about family and friends catching

the disease. One in three respondents reported that their child was worried they would catch Covid-19 themselves, and almost a quarter of the youngest children were afraid of infecting someone else, and some that their children were worried about the amount of money coming into the household. Older children were less concerned, according to their parents. The survey is for parents of 4-16 year-olds. To take part, visit https://cospaceoxford.com/survey

GCSEs under fire A recent survey of school heads found that just 13% think GCSEs should be kept in their present form. The remainder thought that GCSEs are in need of change (47%), or that GCSEs should be scrapped altogether and assessment at 16 should be reviewed (40%). The survey of 800 heads was carried out by the Association of School and College Leaders (ASCL). Most respondents said GCSEs do not work well for all students, and they raised concerns that the qualifications are not accessible to a significant proportion of lower attaining students, including those with special educational needs. Rachael Warwick, President of ACSL, said “the Government’s reforms deliberately made GCSEs harder and resulted in life becoming even more difficult for the very children who most need our support. The pressure of a large number of terminal exams and the ignominy of Grades 1-3 are creating young people who exhibit unprecedented levels of stress and anxiety. Add to this the pernicious potential of social media to attack self-esteem and perpetuate bullying, and the fact that nearly a third of the country’s children grow up in grinding, relentless poverty, and we have a perfect storm.” SEN106

Those calling for GCSEs to be scrapped felt that it was time to review assessment at 16 in an era when young people are expected to remain in education or training until 18 and that a lighter-touch system of assessment was needed to facilitate onward progression. Those favouring reform suggested changes such as reducing the amount of exams, the volume of content in courses, and the emphasis on having to recall large amounts of information. A common theme among many respondents was the need for a broader range of alternative qualifications senmagazine.co.uk

SEN news

Computer Game for Visually-Impaired Children Goes Mobile A computer game which has been shown to improve functional vision in children with partial visual field loss, is now fully compatible with mobile devices. Eyelander was developed by the University of Lincoln together with the WESC Foundation (a specialist charity supporting young people with visual impairment) and is a “gamified” version of eye movement training programmes originally developed to help adults experiencing problems with vision after suffering a stroke. A published clinical research trial has shown that the game delivers measurable improvements in functional vision for children with loss of sight on one side (a condition known as hemianopia). The game was professionally developed by Mutant Labs from a prototype developed by the research team. It is free to play and is designed to be colourful, fun and engaging for children. Players search for shapes on the screen which help their character to escape from a mysterious island. It can now be played on both mobile phones and tablets for the first time. Lead researcher at the University of Lincoln, Prof. Tim Hodgson said: “We’ve been taking a step by step approach to making the game more widely available as we build the evidence base for its effectiveness, but we decided now was the time to make it more widely available for tablets and phones. It actually makes the game more fun to play using a touch screen rather than a mouse and cursor so we’re really pleased with the results”. The game is freely available at www.eyelander.co.uk

Welsh school commended for approach to Trauma and Mental Health Crownbridge School in Torfaen is the first special school in Wales to receive a ‘Trauma and Mental Health Informed School Award’ for its commitment to pupil and staff mental health. The award was presented by not-for-profit The Centre for Child Mental Health (CCMH) and Trauma Informed Schools UK (TIS UK), providers of trauma and mental health training for teachers and education staff across the UK. Crownbridge supports children and young people with severe learning difficulties and highly complex needs who have been previously let down by the education system through a variety of initiatives including a pet therapy dog and rabbits, garden spaces in which children can learn, hydrotherapy, music therapy, horse riding and other outdoor activities. Headteacher Lesley Bush said, “We have transformed our school’s culture and reduced incidents of disruption, conflict and internal exclusions. It is a key strategy for facilitating school improvement and has been at the forefront of our work in terms of behaviour and wellbeing. Receiving this award continues to validate our approach and we are extremely proud to be recognised as a Trauma and Mental Health Informed School.”

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SEN news

Coronavirus reveals ‘horrible attitudes’ A GP surgery in Somerset reportedly recommended preparing ‘do not resuscitate’ (DNR) orders for autistic adults in the care of an Autism support group in case they became critically ill during the Coronavirus crisis. The advice was swiftly denounced by the Somerset health trust and just about everyone who was prepared to comment publicly. “Some really horrible attitudes still prevail” said one commentator. Sadly, this does not appear to be an isolated incident, with similar cases being reported in Brighton and south Wales. The British Medical Association points out that blanket DNRs are in any case ethically unacceptable and that a learning disability, autism or stable long-term disability, are not in themselves ever reasons for a DNR.

Fostering Excellence Nominations for the Fostering Excellence Awards 2020 are open. Please nominate the incredible people you know and help celebrate the transformational power of foster care. You can nominate more than one persoṇ: foster carers, careexperienced young people, social workers, fostering-friendly employers. Check that they would be willing to accept an award publicly and appear in the media. Nominations close on 5 June 2020. The awards ceremony is due to take place on Monday 19 October 2020 in London. Information and nomination forms are available at thefosteringnetwork.org.uk/awards.

London school and social work ‘superstars’ supporting vulnerable children Boroughs have praised the ‘superstars’ in London schools, early years services, and social work teams supporting vulnerable children during the coronavirus emergency. London Councils, the cross-party group for local government in the capital, highlights how schools and children’s services have rapidly adapted to the challenges posed by Covid-19 and maintained support for those most in need. Schools and early years childcare providers have played a crucial role in London’s response to the pandemic by staying open for the children of key workers – including doctors and nurses, police officers, and council staff in vital frontline services. Children with education health and care plans for their special needs are also eligible to stay in school – and special schools have remained open if it has been judged safe to do so and if there is demand. SEN106

Less visibly, London social workers are keeping up face-toface contact with vulnerable children in critical cases. Support is prioritised for those with the most significant safeguarding needs, with borough social care teams providing ongoing protective support. Cllr Elizabeth Campbell, London Councils’ Executive Member for Schools and Children’s Services, said: “Boroughs are incredibly grateful to everyone in London’s schools, early years services, and social care teams supporting vulnerable children in the face of the coronavirus outbreak. Although the last few weeks have been hugely difficult and we continue to face momentous challenges, staff have worked flexibly and with great commitment to keep services running for vulnerable children. We’re lucky to have so many superstars working in schools and children’s services across the capital.”

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Sen Products and Services

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What’s new?

Become a Play Therapist Play Therapy is becoming one of the most effective methods of supporting children facing a range of mental health and emotional wellbeing problems. The evidence base held by Play Therapy UK suggests success rates range from 77 to 84 per cent. The Academy of Play and Child Psychotherapy (APAC) has trained over 4,000 therapists over the past 20 years. If you hold a Level 6 qualification and professional experience of working with children, you could become a Registered Certified Play Therapist.

promotional content

Trainee therapy dogs join Fairfield Farm College Fairfield Farm College has some new employees. Mouse, Sully and Chewy are training to work with the College as therapy dogs. Although still in training, they are already doing amazing work, helping to reduce student anxiety and enabling them to fully participate throughout the day. These four-legged helpers will be visiting the college each week, helping to provide positive changes towards learning and improve the motivation of students.

01825 761143 contact@apac.org.uk apac.org.uk playtherapy.org.uk playtherapyregister.org.uk

Students thoroughly enjoyed having the new additions around, with one student saying it was the “best day at college ever!”

Change lives – foster for Derbyshire

Children’s epilepsy seizure alarm from Medpage

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

ffc.ac.uk

The Medpage Model MP5V2 epileptic seizure movement detector is designed to detect a variety of seizure types in people of all ages, from babies to adults. The high-sensitivity, high-performance sensor and control software positively identify seizure movement from a sleeping person, ignoring usual sleeping movements. Detected seizures are notified via two carer pagers. Additionally, the included camera is automatically triggered to record seizure activity. For more information, search “MP5V2” at easylinkuk.co.uk

New Deaf Academy

National Autistic Society: online training

This summer, a new residential special school and college for deaf young people opens in Exmouth, Devon.

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

The Deaf Academy (Formerly Exeter Deaf Academy) is designed to meet the needs of deaf children and young adults with additional disabilities, ranging from mild learning disabilities and autism to multi-sensory impairment and physical disabilities. The Deaf Academy employs DeafSpace architecture from the US, with managed acoustics and light. It is fully accessible with lifts, wide corridors and spacious classrooms and bedrooms. Specialist education, care and therapy staff support students to gain language, confidence and independence. exeterdeafacademy.ac.uk

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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

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What’s new?

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New provision from Ruskin Mill Trust This year, newly developed programmes and provisions will extend Ruskin Mill Trust’s specialist education and social care offer. Operating for over 30 years, to reimagine the potential of learners through its method of Practical Skills and Therapeutic Education, Ruskin Mill Trust offers people with learning difficulties (including autistic spectrum conditions and complex needs) a range of provision from schools, colleges and gateway to independence programmes, to adult social care. To find out more, or become part of the team at sites throughout England, Scotland and Wales, contact

Would you like to create an outdoor sensory space, but have no funding? 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 child-centred inclusive environment. Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.

0330 055 2653 or admissions@rmt.org

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

Could you be the family this little boy needs?

CVI Range assessments at WESC Foundation

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.

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

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

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

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

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.

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

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.”

sunkentrampolines.co.uk

Learn more at autism.org.uk/earlybirdlicense

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Point of view

Point of view: teacher

Let’s talk about SEN Schools need to encourage children to understand and embrace difference, writes Kierran Pearce Children are inquisitive. They are building connections every day, which means they will ask questions or have thoughts about what some of us would see as the most abstract things. Of course, children also ask questions about each other. Why does that child talk like that? Why are they making those noises? Why do they have those ear defenders? When we don’t educate, we don’t understand. Discrimination is often born out of a lack of understanding. Walk round most schools in England and somewhere you will see words displayed such as “inclusion”, “equality”, “togetherness” and “kindness”, but do we practise what we preach? Speaking to children about their differences is something that should be natural to all of us. If schools want to be inclusive, this needs to involve inclusive conversations. Our brains work in different ways and this is often highlighted by children with SEN. When we get the information on why something works in the way it does, we usually understand it better; the way this information is delivered will make a difference to our level of understanding, but we can grasp the basics. Having an inclusive environment is not about getting everyone to do the same thing, it’s about allowing everyone to be who they are. I was once told: “At this school we don’t expect the children who come through our doors to fit in with us, we expect our staff to fit in with them”. Explaining to children about the different ways our brains work can leave them feeling empowered and inspired.

Discussing the positives Children in special schools want others to know about difference. These children do not go to these schools for their whole lives; they will seek to integrate into society, but many fear what society might think of them. Society is also scared of them too because it doesn’t understand them. Terms like “autism”, “ADHD” and “global day” are ones they may hear from time to time, but how often are they given a proper explanation of what they mean? I am not saying we should put people up in front of their peers and single out their labels, but we should put awareness of our differences into the school curriculum. Within this curriculum, we should focus on the positive aspects of our differences, the ability to be proud of who you are and the power of individuality. Indeed, SEN106

About the author Kierran Pearce is a teacher at a special school in Essex and Director of the Multi-schools CIC, which seeks to change attitudes towards children and young people with SEN. multischoolscouncil.org.uk

@multischools (search) the multi schools council

Having an inclusive environment is not about getting everyone to do the same thing throughout history many of the people who have made the biggest impact on society and our everyday lives are those who have not been afraid to do something “different”. If it starts in school, it will filter into society. Perceptions of people who learn and think differently will change, and discrimination against people with SEN and disabilities will decrease. It is up to educators to educate, not to be scared. We should support children to be the creators and guardians of their own futures, and help them to unlock the potential in their own unique minds. If we started this at an early age, we would see the benefits at each stage of their development and throughout their lives. We would start to appreciate others for who they are, and we would also begin to understand ourselves a little better. senmagazine.co.uk

Point of view

Point of view: former headteacher

‘I needed a break’ Emily Haddock explains why she’s taking a break from being a special school headteacher Headteachers are leaving the profession in droves, as official figures show that almost a third of school leaders are now leaving within three years of taking up the post. Of the secondary school headteachers aged under 50 who were appointed in 2013, 31% had left by 2016. One in five primary school headteachers quit their posts over the same period, according to the Department for Education (DfE). This shocking statistic is also getting worse as the number of school leavers who are throwing in the towel has increased since 2011 when the DfE report’s analysis of retention began. Most people don’t quit their jobs on a whim or make the decision lightly to leave a profession which, as educationalists know, is challenging enough to gain entry to in the first place. And I am sure most headteachers who make the difficult decision to step down will struggle to achieve the salaries, holiday and benefits which are afforded to heads. So why did I go from being a successful executive headteacher to quitting without a job to go to? The answer is that, at 32 years old, five years into being a headteacher, I cannot afford to burn out, I cannot afford to quit and I cannot afford to reach breaking point. And I am not ashamed to admit that, five years in, I was struggling.

Time to reflect I needed a break from safeguarding concerns which were complex and challenging. The perilous mix of social media and county lines gangs had seen me dealing with some serious incidents of harm to young people who I cared deeply about. Working in independent residential special schools also has its own safeguarding challenges and uncertainties. I needed a break from the ever changing cycles of educational policy and practice, including new Keeping Children Safe in Education guidance, which meant a new safeguarding and child protection policy and, therefore, new staff training and a new website. And, whilst I agreed with the changes which were made to KCSIE, did these changes (and extra work for me) have any tangible impact on the actual significant harm which my children were coming to? This is one example of a policy change – and the work which that change creates for senior leaders – which pales into insignificant next to the need to change the entire format of a school development plan and self-evaluation form because of a new Ofsted framework. senmagazine.co.uk

About the author Dr Emily Haddock was an executive headteacher of two special schools. She is currently travelling in Australia, New Zealand, Peru and Brazil. @emilyhaddock

I am not ashamed to admit that, five years in, I was struggling I needed a break from my exhausted teachers, who, in turn, need a break from lesson observations, endless scrutiny, data collection, a new Ofsted framework and a shifting emphasis in pedagogy. Yes, these may be necessary evils in terms of proving the impact of teachers, but my natural inclination is to be protective of them, especially when they are feeling overwhelmed because of the increasing demands placed upon them. I love being a headteacher, but the role is hard and I know that to enjoy a long and successful career as a head I will need to have breaks. So, roughly every five years, I will retire for six months and use that time to remind myself why I love teaching and the amazing experiences that educating children brings. It is an honour to lead a school but to do this well over the longterm, every so often I just need not to do it for a while.

What’s your point of view? Email editor@senmagazine.co.uk

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SEN law

Schools in lockdown Douglas Silas clarifies how the Government’s lockdown guidance affects schools

s many people, both professionally and personally will already be aware, many schools have now closed because of the Coronavirus pandemic. I thought that it would therefore be helpful to compile here as much (clear) information as I can from what we have gleaned on the internet so far about what happens to SEN provision now.

schools and nurseries is set to remain open. The Government is advising parents to speak to their local authority if their child’s school is closed and it will then be the LA’s duty to redirect them to a local school that their child can attend, if necessary. Special schools are expected to remain open during the closures.

(1) What is the current situation?

(2) Does the Government guidance say anything else?

The Secretary of State for Education has announced that most schools were to close on Friday 20 March 2020, but that education was still going to be provided for some categories of children/young people (considered to be ‘vulnerable’), as follows: •

Those with social workers; and

• All children with Education Health and Care (EHC) Plans. The Government guidance has said that it wants to keep parents in work who are doing vital jobs to support crucial sectors that ensure the country continues to function amid the Coronavirus pandemic. Therefore, a skeleton network of SEN106

The Government guidance further says that, if it is at all possible for children to be at home, then they should be, but if a child/ young person needs specialist support, is vulnerable or has a parent who is a critical worker, then educational provision will be available for them. The government though is encouraging local authorities (LAs) to keep residential special schools and specialist colleges open if possible. Teachers and other staff will continue to work, but many will now do so remotely or online. senmagazine.co.uk

SEN law

Finally, the guidance has said: ‘We should like to reassure parents that they are the best judge of what is right for their child and will not be penalised for keeping a child at home.’

(3) What does this all mean? Theoretically, this means that schools are being asked to continue to provide care for a number of pupils whose parents are ‘key workers’ (see below), but they are closed to the majority. Also, provision still needs to continue for children and young people with EHC Plans. Special schools should remain open during the closures, whilst educational settings generally will continue to cater for vulnerable children and pupils whose parents are key workers. LAs still have an obligation to carry out EHC assessments, but staff may be unable to meet deadlines.

About the author Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors. SpecialEducationalNeeds.co.uk @douglassilas

@douglassilas

(4) What does this mean in practice? The guidance may have become a bit clearer by the time you read this, but it seems that the majority of children and young people who receive SEN support, but do not have an EHC Plan, will be expected to stay at home, unless they have a social worker or parent/carer who is a key worker. In summary, Government guidance says the following: 1. If it is at all possible for children to be at home, then they should be. 2. If a child needs specialist support, is vulnerable or has a parent who is a key worker, then educational provision will be available for them. 3. Parents should not rely for childcare upon those who are advised to be in the stringent social distancing category, such as grandparents, friends, or family members with underlying health conditions. 4. Parents should also do everything they can to ensure children do not mixing socially in a way which can continue to spread the virus, and they should observe the same social distancing principles as adults. 5. Residential special schools, boarding schools and special settings should continue to care for children wherever possible.

(5) Who are ‘key workers’? The Department for Education has said: “If your work is critical to the COVID-19 response, or you work in one of the critical sectors listed below, and you cannot keep your child safe at home, then your children will be prioritised for education provision.” It has then published a list of “key workers” whose children will be prioritised for schooling during general closures, as follows: (a) Health and social care - This includes frontline health and social care staff such as doctors, nurses, midwives, paramedics, as well as support and specialist staff in the health and social care sector. In addition, those working in supply senmagazine.co.uk

chains, including producers and distributors of medicines and personal protective equipment are included. (b) Education and childcare - This includes nursery, teaching staff and social workers, as the Department has said these workers are required to deliver its plans. (c) Key public services - Those required to run the justice system, religious staff, as well as those responsible for managing the deceased and journalists providing public service broadcasting are on the list. (d) Local and national government - The list “only includes administrative occupations essential to the effective delivery of the COVID-19 response or delivering essential public services”, including payment of benefits. (e) Food and other necessary goods - The list includes those involved in the production, processing, distribution, sale and delivery of food. (f) Public safety and national security - Police, support staff, Ministry of Defence civilian staff and armed forces personnel are on the list, along with fire and rescue staff, as well as those responsible for border security, and prison and probation staff. (g) Transport - The list includes those who will keep “air, water, road and rail passenger and freight transport modes operating during the COVID-19 response”. (h) Utilities, communication and financial services - Staff required to keep oil, gas, electricity, water and sewerage operations running are on the list, along with those in the civil nuclear, chemical and telecommunications sectors. Those in postal services and working to provide essential financial services provision are also included. SEN106

COVID-19

What lockdown means for parents Rukhsana Koser explains key implications of the Coronavirus Act for parents of children with SEN School closures and EHC plans As parents, you will know how best to keep your child safe and, if it is safer for your child to be at home at this time, you are fully entitled to keep them at home, even if your child’s school or local authority (LA) is offering them education as a child with an education, health and care (EHC) plan. Just because they are not in school does not mean the child will lose their school place or the provision in Section F of their EHC plan. If you consent to changes to, or reductions in, your child’s provision contained in Section F of the EHC plan during this outbreak you will not be considered to have agreed a permanent change to support recorded in your child’s EHC plan.

Coronavirus Act 2020 The Government introduced new legislation in response to COVID-19 which allows LAs to use their reasonable endeavours to ensure that provision and support in Section F of the EHC plan continues to be available to meet EHC needs and to prioritise their efforts to support those with the most complex SEN106

The appeal process may be slower, which simply reinforces the need to lodge appeals promptly

needs. The Coronavirus Act 2020 offers flexibility to LAs in respect of Special Educational Provision (detailed in Section F of the EHC plan) enabling LA’s not to deliver some or all of the provision contained in an EHC plan if it is not reasonable to do so at this time. Obviously, the risk of temporarily downgrading the duties of the LA means that parents and young people could find it difficult to take action against the LA to enforce provision required to meet their child’s needs in the interim. The correct way forward will need to be considered on a case by case basis. senmagazine.co.uk

COVID-19

If your child’s annual review is coming up, it may be postponed for the foreseeable future The right to appeal local authority decisions

About the author Rukhsana Koser is a solicitor at Education Lawyers, part of Langley Wellington LLP Solicitors. langleywellington.co.uk

The current situation may impact on parents obtaining a right to appeal if the whole SEN administrative process is slowed down due to LA staff being off sick.

@LWSolicitors

If you have a decision letter from the LA now notifying you of your right of appeal to the SEND Tribunal, especially if you have received a final amended EHC plan naming your child’s secondary or post-16 educational placement, I strongly advise you to use your right of appeal and to prepare and lodge your appeal as quickly as possible (and obviously within two months of the decision letter at the latest) so it is registered and in the system. If, once your appeal is registered, you need to delay the timetable, this can be done by completing the Request for Change form, but you will have the security of Tribunal supervision and timetabling to move matters forward.

SEND Tribunal hearings and appeals SEND Tribunal hearings are proceeding and are being conducted via telephone or video conference. So it is important that you check that your witnesses will be able to join your hearing by telephone or video conferencing. The SEND Tribunal continues to process recent appeals that have been lodged by parents or their representatives. This is excellent news. However, appeals will now run on a 20 (not 12) week timetable. I expect that the appeal process may be slower, which simply reinforces the need to lodge appeals promptly. On the other hand, this may ease the extreme pressure on the Tribunal brought on by higher levels of cases requiring a hearing, and give you more time to prepare your case, plan your appeal and obtain the evidence to support your case.

EHC needs assessments While the Government has stated that they are considering flexibility for LAs regarding the EHC process and timescales, no further information has yet been provided. In the meantime, parents should expect LAs to proceed with EHC needs assessments and annual reviews within the normal statutory timescales and deadlines. In particular, please note that young people and parents should still have got an amended EHC plan before 31 March if the child or the young person is transitioning to post-16 education. If this has not happened for you, contact the LA immediately or seek legal advice. The appeal timetable for phase transfers will still be 12 weeks Requests for EHC needs assessments should be made promptly and LAs currently have to continue processing requests and assessments within the statutory time limits and avoid causing a back log. senmagazine.co.uk

@LangleyWellington

However, EHC needs assessments are the most likely area to be significantly affected by school closures and social distancing, especially when professionals like LA educational psychologists are unable to meet the child in person and/or in school, which is best practice. Therefore, if you put your EHC assessment request in now, even if there is a delay professionals can contact you and arrange a prospective assessment date and obtain paper information and/or have a telephone appointment with you to move the process on until they are able to assess again in person.

Annual reviews The Government may change the timescales for holding annual reviews of EHC plans. If your child’s annual review is coming up, it may be postponed for the foreseeable future. However, if your LA and school are willing, annual reviews can be completed through telephone or video conferencing. This is an opportunity for all working in this area to try to work in a different way and should ensure delays to the requirement to review EHC plans are avoided. Only pursue this though, if you are dissatisfied with the support your child is receiving. If you have no complaints about the provision recorded in Section F, you do not have to agree to the annual review. The provision in the EHC plan will remain the same. If you are at the start of the process, I strongly suggest that you put in your request for an EHC needs assessment for your child as soon as possible, as there is a high chance it will be refused in any event and you will need to challenge the refusal through an appeal, which has a three month timetable. Don’t delay as experience suggests that the LA may well refuse the assessment if you wait until normality returns. Please note: the situation with COVID-19, including government guidance and the law, is changing rapidly. The information in this article was checked by the author on 30 March 2020. SEN106

COVID-19

Reaching out across Sussex Charities are adapting fast. Brian Oâ&#x20AC;&#x2122;Hagan of Reaching Families describes how they have had to modify their entire approach. Reaching Families is a small charity supporting local parentcarers in West Sussex. The coronavirus pandemic has just made our mission exponentially harder. We normally focus on face-to-face and group contact, building networks of mutual support and helping parents make connections. All of this has become harder in a world now defined by distance. Parentcarers are used to self-distancing and social isolation, but none of us were prepared for this. Enter technology, which we are harnessing to shift our methodology in order that we can still reach families. As a small voluntary organisation we are fortunate that our size and modest infrastructure allow us to respond quickly to the needs of families during the pandemic. For example, the support groups which we normally run in Billingshurst, Littlehampton and Worthing are now delivered via Zoom. Our books and factsheets are already available in PDF and eBook format, our training has been adapted to deliver as live chat and webinars, our support groups by Zoom, our befriending and counselling now delivered by Zoom or by phone. We are lucky too to have supportive funders and, like many similar organisations of our size, our flexibility has enabled us to change track quickly. SEN106

Whilst our size and the focus of our work allow us to make these changes the months ahead will be no less daunting as we work out how best to support families. Weâ&#x20AC;&#x2122;re identifying what issues they find most challenging, how that will change as the picture unfolds, how we can best speak up for families, and how we can help them make the transition back to normal life when this is all over. Like many organisations we are feeling our way and doing what we can to engage with families and find out what they need. Charities like ours and the wider community sector will be vital in providing the support which vulnerable families receive during the pandemic. The Government needs to do more to recognise and support families of children with special educational needs and disabilities. They have more to do in supporting the charities, voluntary organisations and community groups that will be so vital to the task ahead. Brian Oâ&#x20AC;&#x2122;Hagan is a parent-carer and Director of Reaching Families, a grassroots charity providing information, training and peer support for parent-carers in the towns and villages of West Sussex. Reaching Families exists to reach and empower isolated and marginalised families of children with special educational needs and disabilities. It was founded by parent-carers and continues to be managed and governed by parent-carers. www.reachingfamilies.org.uk senmagazine.co.uk

COVID-19

Keeping kids focused Simple ways of maintaining a positive learning environment Schools are closed for most children in order to stem the spread of COVID-19. As hundreds of families are now isolated in their homes, this time is certain to be difficult for parents, as they juggle their own workload, ensure their children’s education is not compromised, and keep their households running.

Make the environment conducive to learning Whatever the age of your child, they will need to be sitting comfortably at a table and in a chair that’s suitable for their height and size. The environment should be free from distractions and ideally near to an open window, to provide them with consistent levels of fresh air and natural light. Some children find it soothing and helpful to have quiet, instrumental music playing in the background to help them to focus, but this may be distracting for others.

Make a timetable for each day

time to 30 minutes per session, it should most definitely be used as a great learning tool.

Include an hour of physical exercise Each day should include at least an hour of physical exercise. This doesn’t need to be high-impact or intense - it can be anything from running around in the garden, walking the dog, a game of football or dancing around your living room! Again, keep it varied to alleviate any chances of boredom.

Read, Read, Read It doesn’t matter what they are reading, as long as they are keeping up with this skill. It’s vital for life and for accessing all areas of the curriculum as they progress through their learning journey; it’s also a lovely, independent and quiet activity to do, helping children to relax and explore their imagination.

It’s good to have a timetable that children can either fill in independently or with their home educator. Children of all ages thrive on routine and boundaries; schools provide this in abundance and it will make most children feel secure and happy if they can follow a similar routine for their home-schooling.

Cut them some slack and have fun!

Vary the learning style Make sure that all learning does not only mean sitting and completing worksheets. Children of all ages love variety to keep them stimulated and thriving. Worksheets and workbooks are great for quieter and more independent learning, but iPads, YouTube and online websites and games can also be used. Add fun and variety into the day!

This time with your children is precious. Try not to feel too pressured to make everything perfect and stick religiously to expectations. Children pick up on negative feelings and will begin to shy away from learning if they associate it with boredom or ending up being ‘told off’. Try to have fun with your children, have conversations with them, learn together and grow and thrive as a family.

Most children will be used to using technology within their school day and, providing that it is educational and that they limit their

Nicola Anderson is Head of Customer Support at the UK’s leading online tutoring service MyTutor

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No child or young person can be expected to be working at 100% all day, every day. There may be times or whole days when the timetable of learning needs to be scrapped completely in favour of a family activity or watching their favourite film

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Ed tech

Inclusion as standard Adam Gordon looks at how education technology is enabling learning for pupils with SEN

he rollout of the new EdTech Strategy from the Department for Education (DfE) – with its aim to cut workload, create efficiencies, remove educational barriers and ultimately improve academic outcomes – marks an exciting time for schools. Supported by £10 million of funding, the Strategy is set to advance digital innovation by enabling teachers, lecturers and other education leaders to work with experienced schools, benefit from their expertise and formulate solutions to resolve current issues within education. The initiative focuses on five key areas: • administration processes – reducing the burden of “non-teaching” tasks • assessment processes – making assessment more effective and efficient

Technology that focuses on accessibility is moving into the mainstream market “golden age” of accessibility. Now more than ever, technology that focuses on accessibility is moving into the mainstream market. In response to commercial demand for accessible technology, tech giants are commissioning significant research and channelling funding into this market.

Mainstream accessibility

• learning throughout life – supporting decisions about work or further study and helping those who are not in the formal education system gain new skills.

As mainstream and assisted technologies become more aligned, tools which help remove barriers to learning also become more readily available. Many inclusive technology features are now included automatically in standard products. For example, full screen reading tools designed to make documents easier to read, especially for students with dyslexia, are now available on mainstream computers and software. They can be used by anyone wishing to simplify reading on their devices.

Of the five areas listed, it’s heartening to see the emphasis on inclusion within teaching practices which potentially heralds a

Some tablet devices are also used by the blind and partially sighted community. People with reduced sight typically find

• teaching practices – supporting access, inclusion and improved educational outcomes for all • c ontinuing professional development – supporting teachers, lecturers and education leaders

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Ed tech

Users can narrate an entire story and be readily presented with a very accurate transcription

it difficult to navigate a standard touchscreen due to a lack of tactile feedback. Accordingly, functions are being introduced by some manufacturers that enable users to navigate their device screens through voice-over software, along with different ways of controlling their devices, including with voice commands. Nowadays, if someone with dyslexia needs to proofread written work, they can choose from a wide range of text-tospeech options (including a range of product options and free browser extensions) to read out content on the browser. This allows someone who may have trouble reading or processing information to identify typos, grammatical errors and structural flaws in written work. Previously, specialised and expensive software would have been required.

About the author A former assistant headteacher, Adam Gordon is now the SEND and Inclusion Manager for edtech charity LGfL. The charity is one of the delivery partners of the DfE’s EdTech Demonstrator Programme, part of the roll-out of the EdTech Strategy in England. lgfl.net/inclusion @LGfL

@LGfL

Changing lives These advances in technology have some very positive implications for schools. Normalising assistive technology helps learners with SEN and disabilities feel included in mainstream learning. For example, previously the use of speech-to-text software (dictating to a computer) was unusual but nowadays it is extremely common for anyone to dictate text messages into their phone because they don’t feel like typing, or their hands are occupied. ■ Accessibility is becoming mainstream.

A good example of how assistive technology could change an individual’s life was when one young person with dyslexia started to refuse to attend school trips. The trips often included tasks that involved reading information from exhibits in order to answer questions. The young person was unable to read without help and he had been made to feel bad about this by some of his peers. As he had a smartphone, it was suggested that he download an app which uses a phone camera to capture text and play that as audio to the user. With the app, the student could use his smartphone and a pair of headphones to complete reading tasks, so he felt much more comfortable attending school trips.

Text-to-speech software This assistive technology reads aloud digital text. The software can be downloaded as a free browser extension for user interface modifications and is available in many windows and iOS products. Difficulty with reading is no longer as great a barrier to accessing information as it used to be, thanks to this feature.

Adaptable user interfaces

Speech-to-text software

Many devices now have settings which allow user interfaces (the place where a user and a computer system interact) to be adapted to an individual’s needs. Examples include making fonts larger or smaller or changing colour combinations. Some devices also allow content on a user interface to be read aloud or displayed in a way that makes it easier for a user with dyslexia or a visual impairment to read.

This is now more powerful than ever before. Previously, only a few products offered this feature, it wasn’t particularly reliable and it would take a long time to recognise the voice of the user. Today though, cloud-based software from some of the biggest names in computing has excellent built in speech-totext features. Users can narrate an entire story and be readily presented with a very accurate transcription.

The possibilities offered by technology for teaching children and young people with SEN and disabilities are, I believe, astounding. With new edtech products and initiatives being developed all the time, it is going to be very interesting to track the journey of edtech advancement in England in coming years.

Below are three types of technology which can help remove barriers to learning, are widely available and are often built in to mainstream technology.

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Dyslexia

Feeling good about dyslexia Joanna Crawford reveals how she turned dyslexia from a negative to a positive force in her life

love talking about dyslexia, but it wasn’t always like this. For a long time, I struggled to come to terms with being dyslexic, and it wasn’t until I was 16 that I realised it wasn’t so bad after all.

I was diagnosed in Year 2, which is a lot younger than most dyslexics. Primary school was a breeze, apart from the times I was taken away for special support in school and afterwards, and most of the time I felt normal. When the 11+ came around though, problems started to emerge. I always ran out of time and failed both exams. My dream of going to the local grammar school was shattered and I started questioning my abilities. Luckily, my parents appealed my case and I was given a place at a girl’s grammar school. From here on, my journey though the education system took a rocky path.

Tough times I was trouble at school. I couldn’t focus and I fell in with a bad crowd, making a name for myself for all the wrong reasons. The thing is, nothing made sense to me. I had come from an average primary school and I was suddenly thrown in with girls who had gone to private schools, so they were already miles ahead. Maths lessons were a complete shock to me and the teachers didn’t appear to care that I didn’t know how to do long multiplication or division. Lessons seemed to fly by and I couldn’t catch up. I remember breaking down during a times-table test; I just stared at the page, bleary eyed, feeling completely useless. I did have “support”, in a questionable sense of the word; I was taken out of lessons to learn how to do joined-up handwriting

I was trouble at school. I couldn’t focus and I fell in with the wrong crowd SEN106

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Dyslexia

I wasn’t the problem after all; the problem was the way I was being taught

and other pointless things, but this just made me fall even further behind. It felt like my school was a factory churning out good results, while I was an unfinished product that had fallen off the conveyor belt. I faced a lot of criticism and negativity about my dyslexia from both my peers and teachers, who seemed to belittle something that I could not change about myself. I would hear things like “dyslexia just means you are bad at spelling”. Once, I was even questioned about whether it’s possible to be dyslexic in geography. Such comments ate away at my confidence and my mental health really suffered. I was constantly battling low self-esteem and depressive thoughts. I resented being dyslexic, believing that I’d never succeed because I was the problem.

Using my strengths In Year 10, I was told that I wasn’t going to make it into sixth form because I wouldn’t pass my maths GCSE. Across all subjects, I was always either average or below average – something that seemed undesirable to a grammar school. As a last resort to keep me in school, my parents sent me to a tutor who specialised in dyslexia. In my first session, I finally understood fractions. My tutor used visual and kinaesthetic learning techniques to appeal to my imagination. With each session, my parents and I were amazed at how easy it was for me to pick up maths equations and techniques. I was devouring each problem I was given and starting to enjoy what I was being taught. It seemed like a miracle, but it really wasn’t. My tutor understood what worked best for me and helped me recognise my own strengths and weaknesses. She made me realise that I wasn’t the problem after all; the problem was the way I was being taught, which was something I could change. I applied this approach to the rest of my learning. Rather than focusing on what the teacher said was best, I focused on my own abilities and used them to help me learn. I was drawing on huge pieces of paper, using brightly coloured pens and revising by making up funny acronyms. Rather than assuming I wouldn’t be good enough, I transformed my learning experience into a dyslexia friendly environment. I ended up with six A*s and four As at GCSE. I don’t think anyone could believe it, but I had worked so hard and the path to my future, which had seemed destined to lead to failure, now promised real hope. senmagazine.co.uk

About the author After creating a short documentary at 17 years old, about how dyslexics are disadvantaged in the education system, Joanna Crawford was made an ambassador for the British Dyslexia Association. Now aged 22, she has a BA and MA from the University of Exeter, and is an aspiring journalist. youtube.com (search “Jo Crawford dyslexia”) @JoCrawford310 @j0crawford

I transformed my learning experience into a dyslexiafriendly environment From that time, I have always viewed my dyslexia as a positive. Of course, I have stumbled along the way. Before applying to higher education, for example, I was told that I shouldn’t look at the best universities, but that didn’t stop me. And there were days during my degrees where I would have a complete breakdown, believing that I couldn’t possibly read 50 pages in one sitting or write a 4,000 word essay. When I worked out how I could use my dyslexia, creativity and determination to my advantage though, everything became much more achievable. It is extremely empowering to be able to use my dyslexia as a strength, rather than seeing it as a limitation, and this has opened doors to so many opportunities for me. If it wasn’t for my dyslexia, I would not be an ambassador for a dyslexia charity, I would not have spoken in the Houses of Parliament, and I wouldn’t have a masters degree from a great university. I believe that I was fortunate because I was diagnosed early on and I had supportive parents who could also afford a tutor for me. I know that several of my friends who only found out they were dyslexic at university or later feel their opportunities were adversely affected as a result. With all the benefits that dyslexia brings, it is worrying to see people’s potential being curtailed due to a lack of support. Of course, this poses the wider question of whether our education system is doing enough both to recognise and support young dyslexic individuals. SEN106

Autism

Autism: Are compensatory strategies a doubleedged sword? Dr Lucy Anne Livingston examines the trials and personal costs facing many autistic people as they struggle to appear “normal”

key characteristic of autism is the great variability we see between different individuals. This means that although all autistic people generally show a similar pattern of behaviour – difficulties with social interaction and repetitive and restricted behaviours and/or interests – these behaviours can manifest very differently from one person to another.

Autistic people who compensate are nevertheless autistic

For a large proportion of autistic people, their behavioural differences are strikingly clear to those around them. From childhood, they may stand out next to their neurotypical peers – to parents, teachers and doctors – and as such receive a timely autism diagnosis as a child or young adolescent. However, there also appears to be a subgroup of autistic people who, at least in certain contexts, show very few autistic features. They may make good eye contact, demonstrate neurotypical-like social reciprocity and do not express obvious special interests. They are often told by others, including professionals, that they simply don’t “look” autistic. Because of this apparent non-autistic presentation, these individuals may not receive a necessary autism diagnosis until adulthood. It is this latter group that mine and Professor Francesca Happé’s research together has focused upon.

Hidden characteristics

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How is it then that “neurotypical-presenting” autistic people exist? The simplest explanation would be that these individuals are simply experiencing a milder form of autism; they show fewer autistic behaviours because they are less autistic. However, our research so far has showed this is unlikely to be the case. We investigated autistic adolescents and measured their observable autistic behaviours, as well as their internal mental processing using computerised tasks. In particular, we measured their theory of mind – the ability to understand other people’s minds – which is often found to be affected in autism. We found that a subgroup of individuals, despite profound difficulties in theory of mind, actually showed few autistic social difficulties when interacting with the experimenter. These individuals also showed other typical autistic characteristics, senmagazine.co.uk

Autism

Many autistic adults work really hard in social situations just to pass as neurotypical

such as a tendency to focus on detail over the bigger picture. Therefore, this suggested to us that perhaps these individuals are experiencing similar levels of autistic difficulties and differences as other autistic people but they have greater ability to compensate for them. This is the compensation hypothesis of autism.

About the author Dr Lucy Anne Livingston is a Lecturer in Psychology at Cardiff University and a Visiting Researcher at the Institute of Psychiatry, Psychology and Neuroscience, King’s College London. cardiff.ac.uk/people/ view/1749875 @Lucy_Livingston

In our initial study, we refer to these individuals as “high compensators”; somehow they are able to get by in social situations without relying on a theory of mind, at least in the way in which neurotypical individuals do. Further analysis gave us some insight into how this might be possible. These high compensators demonstrated greater intellectual ability, and greater ability to plan and regulate themselves (known as “executive function”), than other autistic people in the study. Perhaps then, these autistic people are able to intellectually work out social rules and so-called “acceptable” forms of social behaviour, enabling them to regularly pass as non-autistic in social situations. Further evidence that autistic people who compensate are nevertheless autistic, and often still require an autism diagnosis and support like other autistic people, comes from some qualitative research. We asked autistic adults to tell us in detail about the strategies they use to compensate for things they find difficult in social situations. We found that many autistic adults work really hard in social situations just to pass as neurotypical, with the experience of socialising often feeling like learning a foreign language or doing complicated mental arithmetic. For example, one person said, “we have a hell of a lot of difficulties and just because we hide them doesn’t mean they don’t exist”. This again suggests that, although it might not always be obvious to other people, neurotypically-presenting autistic people are still inherently autistic, experiencing both difficulties and strengths associated with the condition.

“Appropriate” behaviour We also found that there is an array of different strategies autistic people use. These include learning when and how long to make “appropriate” eye contact and modelling neurotypical people’s gestures and facial expressions, as well as using sophisticated internal calculations to work out other people’s thoughts and feelings (for example, facial expression A + gesture B + context C = thinking D). Finally, we found there are both positive and negative consequences associated with heavy use of compensatory strategies. On the one hand, strategies that enable individuals to at least “appear” less autistic on the surface may help them to gain employment and relationships and live independently. senmagazine.co.uk

■ ...other autistic people have a greater ability to compensate.

On the other hand, compensatory strategies often come at a high cost to the individual, causing high levels of stress, depression and even suicidal ideation. Such individuals are also less likely to receive appropriate support and a timely diagnosis, as their difficulties are often overlooked by doctors and other professionals. One person who received their autism diagnosis in mid-adulthood said, “adults with undiagnosed autism consider suicide, because every day is like a scheduled and definite torture session. Even on a good day, my face and mind is exhausted from the performance that I have to put on”. This is also poignantly reflected in Duncan’s story (below). It is clear that he has reaped both the benefits and significant personal costs from using compensatory strategies throughout his life. Therefore, compensation – which enables you to appear more neurotypical than you truly are – may represent some kind of double-edged sword; as one person put it, “we exist in a harmful no man’s land between disability and normal functioning… we have enough skills to at least do something, but we always skip along that fine line, where at any time we could be rejected, hated or attacked for being different”.

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Autism

As researchers, clinicians, parents and other professionals, then, we should be aware that compensatory strategies may not necessarily serve a positive role for all autistic people and be careful about necessarily promoting such strategies, for example, through social skills training. Training an autistic person to “appear” neurotypical may not necessarily result in the best outcome for that individual. Overall, much more research is needed to understand wide individual differences and complexity in autistic people’s experiences. As Duncan so aptly puts it, compensation is both a friend and a foe. It can be an “indispensable lifeline”, but this may come at the cost of sacrificing a happy and healthy life. Here, Duncan tells his story.

Duncan’s Story My life has been a story of all-pervasive coping strategies. I have a fulfilling career, but only thanks to a vast amount of support and perhaps a pinch of luck. Without my compensation mechanisms I’d have been able neither to carve out this life for myself, nor to survive it day-to-day. As I grow older, I realise just how heavy a toll they exact. These strategies get me through life, but exhaustion and frequent burnout is the price. With them, I can almost pass for neurotypical, but then I find I’ve got in too deep and I crash in a scrambled heap. Since childhood, I have had to be constantly rescued from precipices of behavioural disaster, skewed perception, emotional anarchy, sensory turmoil and social despair. My parents three times moved house to accommodate my needs and give their bizarrely wild and unpredictable offspring a chance. Eventually, my diagnosis of autism made sense of the chaos and contradictions, but the everyday challenges endure. An important strategy is eye contact. “Look at people when they’re talking to you”, my mother would encourage. Today

These strategies get me through life, but exhaustion and frequent burnout is the price

everyone thinks I do it very convincingly, but when I’m tired I struggle to maintain it. It’s a conscious, learned skill, and lots of energy goes on “doing” the eye contact at the expense of fully digesting what the person is saying. I like people and I love life. I learned to watch and analyse others, creating my own persona in order to swim rather than sink. I observed social successes and noted precisely how they were achieved. I scripted and rehearsed conversations, and copied behaviours became my own as I painstakingly matched them to the situations I met. But I was clueless inside, calculating my reactions without nuanced understanding. Often, I have appeared to be socially confident and adept when I’m a crashing mess of confusion, so the support, explanation and reassurance I’ve desperately needed are the last thing anyone around would think to give me. Sometimes I pull it off, but sometimes I don’t, and inner bleakness and feelings of unworthiness result. Whenever I said something that worked in a conversation, and I felt I’d said something that contributed a flowing energy to the dialogue and didn’t stick out, I felt an inner swelling of pride and success. Another important strategy is “layering”. I’m invariably gripped by obsessive anxieties which have to be constantly thought through. So I layer my thoughts and attention, packing the intrusive thoughts onto a lower level of processing in order that I can proceed with the events of the moment. The careful management of my schedule is another strategy, and I’d highlight two typical instances. Firstly, I struggle to keep the bigger picture in mind and I become obsessively absorbed with one topic. Counteracting this is vital to maintaining equilibrium and good mental health. Secondly, my compensatory strategies exact a heavy toll on my energy, so it’s essential that I plan ahead, spreading out my work pattern with frequent breaks to recharge. My desire to test and flex my social muscles has often led me to over-socialise, but social situations are exhausting and can be baffling, so I have to ration them.

■ An important strategy is eye contact.

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Compensatory mechanisms form the glue that holds my fractured being together in the face of the world. I couldn’t manage without them, but sometimes their camouflage is as much my foe as my indispensable lifeline. senmagazine.co.uk

Autism

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Autism

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Developmental language disorder (DLD) Becky Clark looks at how we can support children with a range of language difficulties

ifficulties with language affect children’s learning, understanding and ability to express themselves. A number of different diagnostic labels have been used to describe these issues and this has contributed to limited awareness and understanding amongst professionals and the general public. In order to raise the profile of the condition, in 2012 I got together with a group of professors (Dorothy Bishop, Gina Conti-Ramsden, Courtenay Norbury and Maggie Snowling) in the UK and Natalie Orringe, a public relations consultant, to create a series of accessible films for professionals and parents to help build understanding of these common, yet often hidden, conditions. The films gained a great deal of interest in the UK and globally, being used in teacher training sessions and shared online through social media. However, we were still challenged by the continued issue of terminology; it’s hard to achieve awareness effectively if we don’t have agreement on what we are raising awareness of! We also became aware that use of a variety of terms impacted on accessing information and interventions for a child and a common term is needed so parents can find communities for support. SEN106

DLD may not be obvious and may be masked by other associated or secondary issues

A recent consensus process (2016 to 2017) led by Professor Dorothy Bishop of Oxford University, brought together experts in the field to address the terminology issue. A set of criteria was established, the term “developmental language disorder” (DLD) was agreed upon and subsequently, the Royal College of Speech and Language Therapists endorsed these recommendations. Once an agreed term was in place, raising awareness gained new impetus and now speech and language therapy departments across the UK are using the agreed criteria and the term DLD is gaining traction in schools. senmagazine.co.uk

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Each child with DLD will have a different profile of skills and difficulties

Diagnosing DLD The overarching diagnostic criteria for DLD are that: • the language difficulties create obstacles to communication or learning in everyday life

About the author Becky Clark runs ClarkSLT, speech and language therapy services for schools in SE England and via teletherapy, and was co-founder and editor of the RADLD YouTube campaign (previously called RALLI), which created short films for professionals and parents on children’s language difficulties.

• the problems are unlikely to, or have not resolved by five years of age

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• the problems are not associated with a biomedical condition, for example, a genetic condition or autism spectrum disorder (ASD).

(search) RADLD

A speech and language therapist (SLT) can diagnose DLD and this can be done without the need for an assessment by an educational psychologist in relation to non verbal IQ. An important part of the diagnostic process is gathering information from professionals and/or parents and understanding how the child’s language profile is affecting their functioning in everyday life and learning.

Why educators need to know about DLD • DLD is common and affects approximately 7.5 per cent of children, which equates to approximately two children in every classroom. • DLD may not be obvious and may be masked by other associated or secondary issues. • Language skills are absolutely key for learning across the curriculum, including understanding of concepts, acquiring knowledge and using reasoning skills. Language skills are predictive of academic success. • Difficulties are likely to be persistent across a child’s life, so it is essential that educators from early years to post16 have a good understanding of DLD. • Oral language and literacy are closely related and interdependent. Children with DLD often have problems understanding what they read and many children with DLD also meet criteria for dyslexia. • Children’s difficulties need to be identified and supported to improve a wide range of outcomes. Studies have shown that teenagers with language difficulties are 2.5 times more likely to report symptoms of depression, and at school entry, teachers reported that children had more symptoms of social, emotional and behaviour problems. Children with DLD are at higher risk of friendship issues and DLD is associated with higher rates of unemployment and lack of independence.

@BeckyClark22

posted across it, a house point chart with Harry’s name at the very bottom, and children in the class having fun with one boy in the corner, facing the wall, crying. The picture didn’t in any way reflect the physical reality of the classroom but gave us an insight into Harry’s view of himself and his feelings about school.

DLD profiles Language development is complex and multi-dimensional. Each child with DLD will have a different profile of skills and difficulties.

Dimension

Explanation

Phonological processing

Speech sound processing

Semantic knowledge

Meanings and relationships between words

Syntax and morphology

Word order in sentences and word parts signalling meaning – for example “-ing”, “-ed”

Verbal learning/memory

Holding words in memory and storing new word labels or word sequences

Word finding

Knowing a word but struggling to retrieve it

Pragmatic language

Understanding what is meant in context through inferencing, and using language appropriate to the context

As a speech and language therapist, I have seen direct evidence of how language and related literacy difficulties can affect a child’s emotional wellbeing and self image. Harry – a funny, bright and sociable young man – drew a picture of himself in a classroom. Harry drew a “bad work board” with his work senmagazine.co.uk

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Create a classroom environment where not understanding is OK Potential signs of DLD at school or college Schools should refer children with signs of DLD to speech and language therapy services for an assessment. But what are the signs to look out for? Signs of DLD • Difficulties learning and remembering new words such as curriculum subject words. For example, the language of science and maths can be challenging. • Problems with reading comprehension (which can be masked if the child has good decoding skills). • Spoken explanations or written language can be hard to follow and the child may make grammatical errors.

Support for DLD Given that many children will have persistent language difficulties, we need to consider how we can best support children from early years to post-16 and prepare young people for adulthood. I use “five Ss” to explain five key focuses of speech and language intervention.

Five Ss of speech and language therapy Skills

For example, word knowledge, sentences, making inferences

Strategies for learning and communication

For example, vocabulary learning strategies, strategies to use to help understanding

Self-awareness

Supporting the child or young person to understand their difficulties with language in the context of their strengths

Support

Advice from speech and language therapists so parents/carers and professionals can support with skills, strategies and self-awareness

Self-advocacy

A focus on skills, strategies and selfawareness to help the child or young person develop their ability to self-advocate in relation to their language difficulties

• Apparent difficulties with listening or paying attention. • A ppearing to understand but having difficulties carrying out instructions, “forgetting” information or not completing language-based homework tasks. • Misunderstandings with peers, for example due to not understanding the rules of a new game. • Frustration, avoidance or withdrawal.

Tips for teachers supporting children with DLD Consider spoken communication and written materials How quickly do you speak and how complex is your language? Do you explain things explicitly for children who may not “read between the lines”? Changing our own communication takes self-reflection, intention to change, feedback from others, and practice. Professionals are likely to need specific and structured coaching to make adjustments to their own communication. Simple changes to the language of written materials may mean a child can follow instructions and attempt a task rather than getting stuck interpreting what they are required to do. Use visual and practical strategies Consider if the use of visual support or practical demonstrations can take the place of or supplement spoken instructions. Provide pictures, symbols or key words on the board for the children to see and refer back to. Demonstrate activities where possible rather than relying on wordy explanations. Check the child has understood by asking them to tell or show you what they need to do. Most importantly, create a classroom environment where not understanding is OK, and asking for repetition or explanation is seen as a positive strategy. Support language development Simplification and visual/practical supports for understanding need to be complemented with methods to purposefully support and scaffold development at the child’s current level. SEN106

Techniques include asking open questions, extending the child’s answers and modeling language structures using visual support where possible. Schools need to identify the vocabulary essential to accessing a topic and provide additional and explicit teaching of words.

The future for DLD Given the relationship between language and outcomes for education, literacy and mental health, it is essential DLD gains a high level of attention within education. Schools should draw upon the expertise of speech and language therapists and specialist teachers, develop expertise within their schools and develop the knowledge and skills of all teaching staff. It is encouraging to see the progress made with awareness of DLD in recent years. Children with DLD deserve our understanding and schools are increasingly recognising the relationship between language skills and good outcomes. We need to keep talking about DLD. senmagazine.co.uk

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Learning disability

Learning from Lucy Bringing up a daughter with learning disabilities has been the ultimate lesson in life, writes mum Samantha Bowen

wasn’t present at the time of my daughter’s conception; I was recovering at home 12 miles away from the IVF clinic when she was being “created”. And yet the bond was there from the start, a strong committed love willing her to bloom and come to life, to reach her full potential as a human. I sometimes wonder if this distant connection helped build my resilience for the road ahead. I have certainly had time to reflect on what the terms “full potential” and even “human” mean to me since then, and I’ve had long battles with my inner self over both. She stole the room’s attention before she was returned to my body. A TV monitor fixed to the wall in the IVF theatre room displayed her in all her naked glory, as she divided in front of our eyes from a two-cell embryo into a four-cell one. We were told this was something very few IVF parents ever got to witness but her next trick took my breath away. On implantation into my womb lining, the ultrasound monitor glowed as a bright white spark flashed on the screen. I gasped in amazement, taking it as a sign that she would live, and a couple of weeks later, I was not surprised to learn that our fertility treatment had finally worked.

Unicorns We had absolutely no idea at the time though, that the reason for this struggle and indeed for Lucy’s slow embryo growth was SEN106

We have had several doctors wrongly assume Lucy’s diagnosis on appearance alone

an unbalanced translocation of her chromosomes resulting in a unique diagnosis. As admired and mysterious as “unicorns” are, giving birth to one was uncharted territory, with no-one able to offer any prognosis or even advice. There are no syndrome groups to join, no national days to celebrate and in the absence of understanding comes judgement and guesswork from others. This started very early on for us, about an hour or so after her birth. Lucy and my husband had been whisked away to the special care baby unit, leaving me alone on the maternity ward. A paediatrician stuck her head through a gap in the curtains around my bed and declared, “I think there is something genetically wrong with your baby”. Still under the influence of the morphine given to me during my C-section, I mutely asked senmagazine.co.uk

Learning disability

The judgement spread through the group like a fever, as if Lucy’s disability could be catching

if she meant Down’s syndrome, to which she replied: “Yes, I think your baby has got Down’s syndrome”. Then just as quickly as she had emerged, she vanished behind the curtains and left me alone to digest this information for an hour. As it happens, it was misinformation as Lucy does not have trisomy 21, or Down’s Syndrome. Unbelievably, though, this wasn’t the last time she would be labelled with it. Over the last ten years, we have had several doctors wrongly assume her diagnosis based on appearance alone and, more alarmingly, strangers have run up to us when we were out shopping to pronounce that they also have “one of those” – a “Down’s” cousin, sister or uncle in their family. It’s like a misplaced “welcome to the club” greeting, which can be particularly poignant as, in many ways, this would have been a much easier outcome for us. I’m a firm believer that all children are different and, especially for those with a syndrome diagnosis, it is important to see the human rather than the condition. There’s no doubt that for me, being part of this group would have helped at times.

About the author Samantha Bowen is a parent to a child with severe learning and physical disabilities. As Museum Development Officer for Kent/ Medway, she established a project (and a practical toolkit) to improve museum access, and the museum experience, for children with SEN and disabilities. The charity Learning Disability England has been involved in facilitating this article. learningdisabilityengland.org.uk @makedoandSEND

Deceptively different In the early days, despite her very small size, Lucy was just like any other baby and even though we got her diagnosis within weeks of her birth, to the outside world she was no different. I wish, looking back, that I hadn’t known for the first year but then at six weeks old, she was also diagnosed with hip dysplasia and placed into a Pavlik harness that kept her in a spatchcock chicken position for two months, so there was no blending in at mother and baby group for us from then on. Here again, the judgement spread through the group like a fever, as if Lucy’s disability could be catching. Fear, and possibly guilt at the relief they felt, caused the other new mothers to treat me as a pariah, which further added to my feelings of isolation. Perhaps unsurprisingly, I suffered a breakdown when Lucy was four months old. They were dark times indeed and I am thankful for my strong family, as the support just wasn’t offered by any of the formal systems that really should have stepped in from the time of Lucy’s birth. As the months progressed and the milestones remained unmet, Lucy’s disabilities began to reveal themselves little by little. The subtlety of how this was referenced by medical professionals seems darkly humorous, but I rallied against it at the time. “Developmental delay” wrongly suggested she’d “get there in the end” – that things would develop but just take a bit longer and that as a parent, I needed to be more patient. At around two years old when speech and language therapy started, the learning delays were focused on her communication ability. Simple turn-taking through play therapy was supposed to create building blocks for speech, which in Lucy’s case has never come. This relied on Lucy being interested in engaging with a particular toy and wanting to interact with the human

■ The SLD label doesn’t do justice to Lucy’s cunning..

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Learning disability

I no longer believe our traditional methods of measuring learning truly capture all that is going on

■ She gets what she wants most of the time.

offering it. However, she got bored easily and was a good judge of character, finding some professionals almost as irritating as I did!

Shifting labels We found a great special school which she started attending aged four. Overnight, “developmental delay” was re-labelled as “learning disability” and at one point, a teacher referred to her as having profound and multiple learning disabilities (PMLD), which floored me. I wasn’t prepared for a label that would fix her disability to a position on a continuum. I wasn’t perhaps prepared for a diagnosis of her learning disability and, by virtue of that, her learning potential. She has since then been reclassified as “severely learning disabled” and I’m old and wise enough to know that this is

probably accurate while, at the same time, it isn’t. The label is given due to her inability to verbalise with words, or visibly process information at a level anywhere near what is usually expected for her age. It doesn’t however, grasp her keen sense of investigating (nosiness), her brilliant sense of humour or her cunning and strategic planning skills that enable her to get whatever she wants the majority of the time. She is quick witted, funny, well-liked and has a well-developed sense of self and, dare I say it, a good attitude. She is empathetic to others who are upset, “reads” people and situations accurately and is at times a wise soul and older than her years.

Changing my worldview Being Lucy’s parent has affected my own outlook and also my vocation. I am a museum professional and work in a sector focussed on learning about things, but I have time and again questioned the methods employed to both deliver and assess this. My experience has lead me to develop work with special needs students and teachers to utilise museums in different ways, unlocking not only the potential within the learners but also within the museums’ collections and staff. I now speak nationally at conferences on this topic and wrote a “toolkit” for the museum sector on engaging with those with SEN and disabilities, which is being used as a blueprint for other sectors, such as archives. All of this however, has come from my own learning, through raising Lucy and our shared experiences. It has emerged as I have re-evaluated what learning really is. I no longer believe that our traditional methods of measuring learning truly capture all that is going on. I have a postgraduate degree, but Lucy has taught me more about being human and the importance of life than any qualification ever could. It is difficult to put it into words, but I feel that she has a deeper understanding of why we are here. Lucy is unbridled by needing to learn or use words that others understand in order to communicate with them. This does not mean she doesn’t understand what I or others are saying to her. She grasps the meaning of life and is “in the moment” more fully than most of us.

■ She grasps the meaning of life.

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The phrases we use as euphemisms for intelligence and discovery – such as “bright spark”, “lightbulb moment” and “flash of inspiration” – are themselves illuminating. Perhaps it was indeed a sign that Lucy started out for me as a spark of brilliance on that ultrasound monitor; because of her skills at shining a light on the true meaning of life, she is and will continue to be my teacher and my guide as we travel through it together. senmagazine.co.uk

Learning Disabilities

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Numeracy

Tackling maths anxiety Alexandra Riley looks at how to build pupils’ confidence and engagement with maths

f you have pupils with SEN and disabilities who suffer from maths anxiety, they are far from alone. Maths anxiety affects thousands of people across the nation and is widely acknowledged as a barrier to engagement and progress in maths, as well as other areas of education, employment and life. The good news is that maths anxiety can be tackled. By developing a widespread understanding of maths anxiety, schools can start to take steps to build the confidence of pupils with SEN and help them progress in the classroom and beyond.

What is maths anxiety? Leading academic Sue Johnston-Wilder describes maths anxiety as “a negative emotional reaction to mathematics that acts as an ‘emotional handbrake’ and holds up progress in maths.”¹ It’s something that can affect all individuals at all ages and stages of learning. It’s thought that one in ten 8 to 13-yearolds in Britain suffer from maths anxiety,² with recent studies reporting that children as young as four can feel anxious about maths.³ Maths anxiety can manifest in many ways, from a feeling of mild tension through to experiencing a strong and deeprooted fear of maths. For pupils with SEN, it may be one of a number of factors affecting how they learn in maths. The causes of maths anxiety are likely to be complex in the case of pupils with SEN; however, research has shown common causation factors which seem to feature irrespective of age, gender, ethnicity or additional needs. When an individual feels in danger of failing, being socially excluded or embarrassed when working on a maths-related task, maths anxiety can occur as part of a fight or flight response. Many pupils have highlighted experiencing maths anxiety when they’ve found the work too difficult, feel in competition with peers, sensed gender bias, experienced insensitivity from teachers, or lacked remediation.4

It’s thought that one in ten eight to 13-year-olds in Britain suffer from maths anxiety SEN106

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Numeracy

Many symptoms of maths anxiety appear similar to those of poor behaviour

There is evidence to indicate that the majority of those who experience maths anxiety tend to be “empathisers” – learners with a “feeling” rather than a “thinking” preference. Pupils with SEN demonstrating a tendency towards “feeling” may need particular attention when it comes to tackling maths anxiety.

About the author Alexandra Riley is Senior Strategy Manager at Pearson. This article is based on insights from the #PowerOfMaths Tackling Maths Anxiety 2019 roundtable. go.pearson.com/ tacklingmathsanxiety @PearsonSchools

Spotting the signs Maths anxiety can elicit physical and emotional reactions such as frustration, anger, avoidance, distress and helplessness. One of the challenges in identifying maths anxiety is that it may not always be visible. As recent in-school research projects have highlighted,5 many symptoms of maths anxiety appear similar to those of poor behaviour. This can mean that there’s a risk of misattribution and pupils not being able to get the support they need. There are numerous similarities between presentations of maths anxiety and poor behaviour such as not starting work, spending too much time on easy questions, automatically responding “I don’t know” to spoken questions or claiming they don’t know where to start. There is also saying the first number than comes to mind, not showing working out and not completing, or doing the bare minimum for homework. In SEN settings, identification is further complicated by the spectrum of additional needs and difficulties these pupils may experience. Therefore, it’s particularly important in these settings to develop an understanding of how pupils feel about maths and pinpoint any maths-specific anxiety that could be acting as a barrier to learning. Depending on what’s right for your school and pupils, you could provide different ways for them to communicate their feelings on a regular basis, through conversations or questionnaires. Staff surveys can further help in identifying and tracking maths anxiety, as well as informing appropriate interventions

Teaching practice and homework Setting maths homework and encouraging maths activities at home can have the power to impact on children’s learning and perceptions of maths. For these to have a positive effect, however, it’s vital that tasks have appropriate support and scaffolding to avoid children feeling helpless. It has also been highlighted by teachers and leading academics that an overemphasis on speed and pace of answering questions can be an issue.6 This can lead to an atmosphere of competition which may increase the potential “risk” of humiliation. It can particularly disadvantage pupils with SEN who often value thinking time, working with additional supports senmagazine.co.uk

■ Pupils with SEN often value thinking time.

such as manipulatives, or drawing diagrams to aid their learning. As a result, this can hamper their depth of understanding and also increase stress. It is well worth looking for factors within your control – such as school policies and teaching practices – where you could tweak your approach in order to alleviate this type of stress and anxiety. Also look closely at the tools you use. High-quality resources, including textbooks, teacher guides, online materials and videos, are great for outlining essential subject knowledge; providing carefully structured questions to consolidate learning and develop skills; guiding teachers in supporting learners at every attainment level; and enabling them to effectively assess their pupils.

Working with parents and carers Sharing the definition, potential causes and manifestations of maths anxiety with parents/carers will raise awareness of the issue outside the school gates. Providing fun maths activities that focus on enjoyment and problem-solving strategies, as well as examples of positive maths talk at home, will continue

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Use the Growth Zone Model This model by Lugalia et al (2013)7 gives students a way to name and communicate their feelings, helping to reduce anxiety and build resilience. It includes: 1. The comfort zone (students work on familiar tasks independently). 2. The growth zone (new learning happens here, it’s safe to find activities challenging).

Comfort Growth Anxiety

■ Fun, real-world application of maths.

your work in influencing pupils’ (and even parents’ and carers’) perceptions and confidence in maths. Take this opportunity with parents and carers to celebrate individual achievements, breaking down stereotypes about who is “good at maths”. Raising the profile of diverse individuals in STEM subjects can show that maths is for all. It is vital to promoting inclusion for pupils with SEN, not just with parents but with all, to demonstrate that their additional needs or difficulties do not exclude them from achieving at school or experiencing a fulfilling career.

Build resilience and success in maths There are numerous ways you can help build your pupils’ resilience and success in maths, including the following methods. Bring maths to life Getting the context right can be crucial. Sometimes, tasks covering content at the right level for pupils with SEN are designed for younger students. These tasks may feel patronising and lead to disengagement. If pupils experience fun, real-world applications of maths that are relevant to what they see and understand on a daily basis, maths stops being an abstract concept and becomes normalised: it becomes something that is meaningful, all around us and accessible. Task troubleshooting Carefully scaffolded tasks that start with accessible questions can boost pupils’ confidence by enabling them to gradually build success. Setting open tasks that prioritise exploration over “right” answers can provide the perfect opportunity for pupils to express what they do know, rather than focusing on what they do not yet understand.

Carefully scaffolded tasks that start with accessible questions can boost pupils’ confidence SEN106

3. The anxiety zone (here, what is being asked is not within the student’s reach at that moment and the student starts to experience threat rather than challenge). You could print and use this as a physical and visual aid in the classroom with your pupils. For example, pupils can place an object on the colours of the model at regular intervals to indicate their emotions. This will not only enable teachers to better understand what their students may need, but it can also help pupils to be more aware of their emotional responses and equip them with the confidence to tackle whatever maths might lie ahead in future years. This could have particular benefits for pupils with autism: some teachers have reported that their autistic pupils very much appreciate the opportunity to develop their awareness and communication around feelings. Whilst maths anxiety won’t be tackled overnight, educators are perfectly positioned to make a positive difference by helping young people with SEN to access maths, grow in confidence and be part of the community of people who enjoy the lifechanging power of maths. Here’s to the beginning of more discussion on this important topic. Footnotes

1. Pearson (2019). A Guide to Tackling Maths Anxiety. Available at: go.pearson.com/tacklingmathsanxiety 2. Carey, E., Devine, A., Hill, F., Dowker, A., McLellan, R., and Szucs, D. (2019), Understanding Mathematics Anxiety: Investigating the experiences of UK primary and secondary school students. Retrieved from: repository.cam.ac.uk/bitstream/handle/1810/290514/ Szucs%2041179%20-%20Main%20Public%20Output%208%20 March%202019.pdf 3. The British Psychological Society. (2019), “Maths anxiety affects a third of young children”. Accessed at: bps.org.uk/news-and-policy/ maths-anxiety-affects-third-young-children 4. Nardi E. and Steward, S. (2003) Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom, in British Educational Research Journal, Vol. 29, No. 3, 2003, 346–367. 5. Case study from Rob Brown, Maths Teacher at West Lakes Academy, Cumbria.Pearson (2019). A Guide to Tackling Maths Anxiety. Available at: go.pearson.com/tacklingmathsanxiety 6. Pearson (2019). A Guide to Tackling Maths Anxiety. Available at: go.pearson.com/tacklingmathsanxiety 7. Lugalia, M. et al. (2013), The Role of ICT in developing mathematical resilience in learners. Retrieved from: researchgate. net/publication/262950745_ Lugalia_M_Johnston-Wilder_S_and_ Goodall_J_2013_The_Role_of_ICT_in_developing_mathematical_ resilience_in_ students_INTED_2013

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Numeracy

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Fostering

Changing lives one step at a time Karina Auer offers a glimpse into the world of parents fostering children with SEN

very day, over 65,000 children in the UK are living with almost 55,000 foster families and every 20 minutes another child comes into care. In the next 12 months, a further 8,600 foster carers are needed to ensure that every child in foster care can be matched with a family that meets their needs. A wider pool of foster carers is required right across the UK, to guarantee that children can live with a family that do not only have the skills and experience to care for them but are also a good “match”, in terms of their of location, culture, lifestyle, language, and interests. This is something fostering services up and down the country strive towards all year. Currently, there is a specific requirement for foster carers who can look after teenagers and sibling groups, and also a need for more people coming forward to foster children with a disability. SEN106

It was amazing to see how quickly we all connected with her

Discovering new worlds Stuart Lewis and his wife Lauren are two such carers and have been fostering for almost four years. But when they started out as short break carers, they couldn’t imagine fostering children with additional needs. “We had just never considered it. We naively only thought of wheelchair users, which wouldn’t work in our narrow townhouse”, says Stuart. Back then, he and his wife Lauren looked after children for one or two weekends a senmagazine.co.uk

Fostering

That they have chosen to confide in you is a real step forward

About the author Karina Auer is Media and Communications Officer at The Fostering Network.

month or helped out when holiday cover was needed. But everything changed when the couple was approached to look after a little girl with autism and a learning disability for a few weeks. At first, they were concerned. “We anticipated it could be tough and we wouldn’t have a clue how to communicate with a mostly non-verbal child”, Lauren remembers. But their worries proved to be unfounded. “It was amazing to see how quickly we all connected with her. She brought so much joy and laughter to our house and immediately felt like part of the family.” The little girl has been living with Stuart, Lauren, their 15-year-old son and 12-year-old daughter for two years now and they have never looked back.

Growing with challenges It’s in the nature of fostering that it’s not all a bed of roses. Fostering can be physically and emotionally demanding and the Lewis family are not pretending otherwise. “There are of course lots of challenges. You fit in many social work meetings, always deal with numerous professionals who share responsibility of the child in your care and you manage contact with birth parents and siblings. It can be tough when there are sleepless nights, or challenging behaviour”, says Stuart, “but it’s good to know there is a lot of support provided through the social workers and other care professionals.”

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Sleepless nights are also something very familiar to Chris Pope, who has fostered alongside his wife Shirley for more than ten years. Chris says: “We have long faced the challenge of regular disturbed nights. This was especially the case following some rather traumatic family history work. A five-year-old wakes at two in the morning and suddenly “needs” to understand why rain falls from clouds, flows into the rivers and out to the sea (“but where does it all go?”) I think it took about two hours to sort that, and even as a geographer I am not at my best at that time! “This pattern continued six years later. You never have all the answers as a carer. For instance, you can suddenly realise that you actually know nothing about popular electronic games! But there is also a serious side to this; sometimes they wake because they have had a nagging concern about other members of their birth family. They have said they really want to keep it boxed up – but the lid keeps opening. “You learn coping strategies for yourselves and them. Jumping in the car and going for a drive is one; I have spent several nights driving around rural by-roads in silence or chatting about absolutely nothing before the issue suddenly pops out. Thank goodness for 24-hour fast food! “That they have chosen to confide in you is a real step forward. They can be just as pleased as you are at your own special family events and the importance, especially for long-term fostering, of keeping everything as normal as possible within your family is really worth doing. Our own adult children keep closely in touch.”

Adapting to surprises “All children are special. But fostering a child with additional needs adds an extra challenge here and there”, says Chris. The couple have been looking after twins with varying levels of ADHD, complex social, emotional and behavioural challenges and complex attachment issues for almost nine years. When

■ She immediately felt like part of the family.

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Fostering

the twins came to live with them, they weren’t aware of the boys’ additional needs, and neither were their social workers. “It was a bit of a detective story, a puzzle we had to solve”, remembers Chris. “We asked ourselves whether their behaviour was just the result of their difficult start or was there something else?” The couple worked hand in hand with the boys’ school to identify issues, and their GP was able to refer them for further testing. “A year later we had a clear evidence-based diagnosis”, explains Chris. “Both boys now receive appropriate support, medication and therapy – and this has made such a difference.” “Still, it can be complicated trying to untangle what behaviours and traits are due to disability and what is due to life experiences”, confirms Stuart.

Small changes – big achievements Despite the challenges, both families couldn’t imagine a life without their fostered children. “It’s such an incredible privilege to have this amazing little girl in our family, filling our house with so much fun. We see her develop and are constantly amazed by each new step she takes. There is so much to celebrate”, says Lauren about looking after a child with additional needs. “Early on I remember how she would panic and melt down every time I put my coat on. I always had to do hers first, so she didn’t think I was leaving without her”, Lauren adds. “Within a few months, she’d gained confidence and no longer panicked over that. These are the incredible achievements we’re celebrating, sometimes on a daily basis, with her and she is constantly surprising us.”

Foster Care Fortnight 11 to 24 May 2020 From 11 to 24 May, The Fostering Network is running Foster Care Fortnight – the charity’s annual campaign to raise the profile of fostering and celebrate the positive way in which foster care transforms lives. It is also the UK’s biggest foster carer recruitment campaign.

Building up a network of support is a vital part of being effective as a foster carer

Better together Foster carers play a crucial role in society and are at the heart of the team around the child, and yet, they couldn’t do it all alone. Chris highlights: “Building up a network of support is a vital part of being effective as a foster carer. It is even more important when you are having to address specific additional needs.” The Popes work closely with their children’s school and teaching staff to secure the best possible outcome. But they also have a good relationship with their fostering service and social workers. Nonetheless, the couple know the struggle to find adequate help. “Support from an overstretched and under-resourced system is a challenge. We had to push at every stage for getting the right support in place. Sometimes you pushed at an open door; sometimes you had to be more persistent. You might not always get what you want but you never stop trying.” For Lauren and Stuart, having a community that is understanding of the issues foster carers are faced with, makes all the difference. “The fostering community is close-knit and supportive and definitely one of the keys to thriving in this job. With entering the disability community, we have entered a whole new world and have found it to be an incredibly friendly and supportive place.” Foster carers might be faced with different challenges, but they have one thing in common: the desire to transform children’s lives. “Fostering is a life enhancing experience as well as being a life-changing experience. If you have time, space and think you can offer opportunities and experiences to children and young people who may have had a rocky start, we can think of nothing more fulfilling”, says Chris. “It isn’t always easy, but it’s always worth it.”

This year’s theme, #ThisIsFostering, highlights that fostering has highs and lows, difficult conversations and proud moments, joyous celebrations and heartwrenching sadness, big challenges and even bigger rewards. It shows what fostering can be, while also underlining the specialist skills and extraordinary traits common among foster carers and others involved in fostering. Throughout the two weeks, you can find out about what fostering entails and how it differs from adoption, how to become a foster carer and what to expect when a child comes to live with you. For more information, visit thefosteringnetwork.org.uk/FCF ■ Fostering is a life-enhancing experience.

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Fostering

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Tourette’s syndrome

Classroom support for Tourette’s Nancy Doyle explains how schools can be made more productive and manageable for pupils with Tourette’s

ourette’s syndrome is a much misunderstood condition. It attracts a lot of sensationalist press coverage, without receiving the same level of understanding that is often accorded to other conditions such as autism or dyslexia. It is thought that roughly one per cent of the UK population has Tourette’s syndrome (TS), which is about the same as autism, although far fewer people understand what TS is and how it affects individuals.

Trying to stop a tic has been likened to attempting to prevent a sneeze

Having TS means that both physical and verbal tics are present, these being movements or sounds that the person cannot control. Most people with TS have simple tics, such as eye blinking, throat clearing or cracking their knuckles. These are common in childhood, with as many as 10 to 20 per cent of children developing some isolated tics, typically around Key Stage 1 and 2, which they then grow out of in adolescence. Educators are therefore likely to encounter children with minor tics, a few of whom will go on to develop TS. Complex tics occur in around 0.25 per cent of the population, with even fewer developing coprolalia, which refers to tics that are rude or insulting in nature, such as swearing or making obscene hand gestures.

Suppressing tics

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TS most frequently co-occurs with autism, attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD) and anxiety. Children are likely to appear anxious and jumpy, and may be self-conscious about their tics, not knowing why they occur. Trying to stop a tic has been likened to attempting to prevent a sneeze; it requires an enormous amount of effort and is often impossible. Suppression of tics can lead to exhaustion, stress and lack of focus on the task at hand. Eventually, the tic will need to be released. Initially, children may try to suppress tics in an attempt at compliance, especially if they feel they will be chastised for senmagazine.co.uk

Tourette’s syndrome

Stress exacerbates Tourette’s syndrome, making tics more frequent and harder to control

distracting other pupils and not staying still. This can lead to them having feelings of self-reproach, shame and frustration. Other conditions may or may not be diagnosed, and if they are untreated into adolescence they can be a major cause of mental health issues in the teenage years. Stress itself exacerbates TS, making tics more frequent and harder to control. Some tics can lead to repetitive strain injuries or, with complex tics, actual physical injuries to person and property which can be extremely frightening for the child.

About the author Dr Nancy Doyle is a registered occupational psychologist with 15 years’ experience of assessing and coaching neurodiversity at work. She campaigns with the British Psychological Society and is a Research Fellow at Birkbeck College, University of London. Nancy is the founder and CEO of Genius Within. geniuswithin.co.uk @NancyDoylePsych

@geniuswithinCIC

What helps pupils with Tourette’s syndrome? There is a legal imperative for schools to make adjustments for children with TS. I typically recommend providing pupils with a breakout space where they can go to “tic out”, letting all their tics loose without worrying about what others will think. Additionally, you may need to encourage open conversation with peers and teachers so that tics aren’t surprising and stigmatising. If their tics are really obvious, it can help the individual to have an alert card explaining that they have TS, and to develop some stock phrases to inform people on first meeting that they have TS. Reducing anxiety and ensuring physical comfort is key. Pupils may need permission to move during assembly or take exams in quiet spaces. Reducing unnecessary distractions and preventing sensory overload are also important. So it’s crucial to think, for example, about the impact of busy corridors during transitions, whether the child can be seated in a quieter corner of the classroom, and whether potential issues with lighting, acoustics or smells at school can be addressed to help children with TS and other conditions.

Positive qualities TS is often associated with higher levels of creativity and innovative thinking than the general population. People with TS tend to develop good observational skills and cognitive control, in order to avoid sensory triggers and thoughts which would then lead to tics. People with TS are also thought to display high levels of empathy and consideration for others. Co-occurring conditions like autism and ADHD often come with strengths in visual processing or mechanical thinking, and these can overlap into TS. The key to educating children with TS, as for most children, is to find their passion – the activity or interest that takes them into a state of hyper-focus. Individuals with more severe TS and coprolalia have been known to significantly reduce tic-ing when engaged in photography, climbing, art or music. For example, the pop singer Billie Eilish has TS yet doesn’t tic when she is singing. Supporting a pupil with TS can be an inspiring journey. You will need to be flexible, and to stop worrying about ensuring the pupil gains average grades across the board. To achieve senmagazine.co.uk

■ Encourage open conversation.

to the best of their abilities, these children need supporting in the activities they enjoy and are inspired by, and the right encouragement to think broadly about how they can turn their interests into skills for life. People with TS need our understanding and empathy. In return, they can contribute their creative souls to our school communities. SEN106

Sport

Making sport accessible to all Louis Wickett-Padgham looks at what needs to be done to enable children with SEN and disabilities to benefit from physical activity

very child and young person, no matter how complex their disabilities, deserves the right to enjoy a physically active life. Sport and physical activity play a huge role in keeping people fit and healthy, supporting social inclusion and building confidence through learning new skills and making friends. There are so many physical, mental and social benefits to being active but, according to the Sport Englandâ&#x20AC;&#x2122;s Active Lives Children and Young People Survey 2018/19, disabled children and young people are more likely to be less active than non-disabled children. The study also showed that disabled people are more likely to have poorer wellbeing and experience loneliness.

What are the barriers to sport and physical activity? There are many reasons why those with SEN and disabilities do not have equal access to sport and physical activity: activities may not be inclusive; sports and fitness venues can be inaccessible to them; provision is often limited in many areas; staff and organisers can lack confidence in, and training on, how to deliver inclusive activities; and perceptions about the capabilities of children and young people with SEN are often inaccurate. The sport and physical activity sector has a wider role to play in ensuring that children and young people with SEN are not SEN106

Involvement in sport can be crucial in tackling isolation and loneliness left out. Whatever the barriers may be, itâ&#x20AC;&#x2122;s important to work towards breaking them down and providing environments where all children have the time, space and confidence to be active in a way that suits them.

What are the benefits? Aside from the obvious benefits of improving physical fitness and health, sport and physical activity can provide opportunities for children and young people with SEN and disabilities to be active, while promoting greater independence. Involvement in sport can be crucial in tackling isolation and loneliness, which is particularly important given that half of disabled people say they are lonely. In addition, an activity such as yoga, for example, can help to make everyday tasks more manageable by improving strength, balance and mobility. Creating sports opportunities for children and young people with SEN and disabilities doesnâ&#x20AC;&#x2122;t just help the individuals themselves but has many other far-reaching benefits. It can help to influence perceptions about what is possible for disabled senmagazine.co.uk

Sport

Experienced instructors and providers can help to make sessions enjoyable, accessible, inclusive and fun children and young people, and it can encourage the health and social care sectors to become better equipped to support them. This, in turn, will encourage stronger collaboration across these sectors, and even government at all levels can be influenced to understand and pay more attention to the role that sport and physical activities can play in the lives of all children and young people. The more we can encourage inclusion and participation in sport for people with disabilities and SEN, the more we can help to reshape attitudes and bring about real change in society. Franklyn is deafblind and has cerebral palsy and epilepsy. When rock climbing was first suggested to his support workers, they were unsure about whether he would be able to take part in the activity, as he had never tried anything like it before. For the first couple of weeks, Franklyn spent his time at the sessions becoming familiar with the environment, the equipment and the instructor. However, it wasn’t long before he started to try climbing with a member of the support staff climbing alongside him and encouraging him along the way. By week eight, Franklyn was regularly climbing to the top and starting to explore the climbing wall by himself. He has really taken to the activity and both his key support worker, Suzanne, and his mother have seen a big change in him. Suzanne said:

About the author Louis Wickett-Padgham is Sport and Physical Activity Development Manager at the charity Sense, which supports people living with complex disabilities, including those who are deafblind, to communicate and experience the world. sense.org.uk @LouisW_P @sensecharity

“For Franklyn, the sessions have meant he has been able to develop a relationship with someone outside of the charity that supports him, a very trusting relationship with the instructor. He’s definitely become quite confident and it’s increased his strength.”

How to support participation in sport It is essential that everyone involved in supporting children and young people with SEN and disabilities works closely together, and with the wider community, to develop a range of inclusive sports and physical activities that meet the needs of these young people. Experienced instructors and providers can help to make sessions enjoyable, accessible, inclusive and fun. A huge range of inclusive activities are available, from cycling and climbing, to dance, football, swimming, martial arts, table tennis and yoga. Flexibility is a key element in making these activities a success; sessions should be adapted depending on the needs, abilities and interests of the young person taking part. For example, yoga can be done standing or seated, while adapted bicycles can include tricycles, tandems and platform bikes for wheelchair users. Sometimes, participants also need to take their time to explore the space and equipment freely, and sessions can include fun games as a way of introducing people to the activities and getting them moving. When adapting sports to make them inclusive, it’s often about breaking down the principles of each sport into bitesize elements which can be explored in a more sensory way. For example, in inclusive football the principle of tackling to win possession of the football can be adapted to get participants to make shoulder-to-shoulder or foot-to-foot contact, encouraging them to use their own strength to experience tackling in a way that is more engaging to them.

■ He’s become more confident and has increased his strength.

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By taking an inclusive approach, and by being inventive, we can all work together to increase the range of sport and physical activities available to people with SEN and disabilities, so that no-one should be isolated, left out or unable to fulfil their potential. SEN106

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Advertisement feature

Swim England releases new awards supporting SEND pupils in school swimming Swim England has released a brand new set of awards – the School Swimming Foundation Awards – which are part of the nationally recognised Swim England School Swimming and Water Safety Awards scheme. The new awards are designed to provide support and recognition to school children with special educational needs, disabilities or other needs which mean they are unable or are taking longer to achieve the full national curriculum requirements for swimming and water safety: • perform safe self-rescue in different water based situations • s wim competently, confidently and proficiently over a distance of at least 25 metres • use a range of strokes effectively. There are six School Swimming Foundation Awards, each with a number of outcomes, which help pupils to progress in smaller steps and achieve personal goals, either with or without support. The awards focus on the following: • acclimatisation to the pool environment • water confidence and individual core aquatic skills • moving and travelling around the pool, giving pupils a feel for recognisable strokes and offering them the SEN106

opportunity to progress to front crawl, backstroke and breaststroke if they are able • essential water safety. The main aims of the awards are to: • ensure all pupils have access to the most essential swimming and water safety skills, whatever their ability • provide reward and recognition to every pupil who participates in school swimming lessons • keep all pupils motivated to continue with their school swimming lessons • provide schools with a more comprehensive range of inclusive materials and guidance for pupils of different abilities. The School Swimming Foundation Awards are available to all schools that are members of the Swim England School Swimming and Water Safety Charter. More information on the Charter and how to sign your school up can be found at swimming.org/schools senmagazine.co.uk

Play

Inclusive outdoor play Outdoor play spaces must be nurturing and welcoming for all pupils, writes Kristina Causer

lbert Einstein famously described play as “the highest form of research”. Play England, in their Charter for Children’s Play, define it as “what children and young people do when they follow their own ideas and interests, in their own way, and for their own reasons.” Play is so important that in 2010, the Welsh Government even made it a legal requirement for every Welsh local authority to secure sufficient play opportunities in their area for children. Yet it seems we still have to fight for the rights of children’s play, particularly for children with SEN and disabilities.

The benefits of play With today’s children aged five to sixteen spending, on average, six hours a day in front of a screen, the benefits of outdoor play have perhaps never been more in evidence. Play offers children freedom and space; it increases their self-esteem, awareness, physical and mental health; it builds resilience; and it fosters learning and problem solving. Crucially, outdoor play promotes children’s learning and development in a way that indoor environments simply cannot match. It also provides a wonderful equal opportunity, that normal day-to-day life may not afford them, for children with SEN to socialise with others.

If we accept the importance of play for children, we must embrace its value for every child Children need daily exercise. Current NHS guidance states that children should aim for “an average of at least 60 minutes of moderate intensity physical activity a day across the week”. For young children, this won’t involve formalised team sports or gym equipment, so it will probably all be through play.

Play for everyone If we accept the importance of play for children, we must embrace its value for every child. Unfortunately, it is not uncommon for the requirements of children with SEN and disabilities to be neglected in playground design – not generally because of a lack of care but because their requirements are not properly understood. Government figures show that around 6 per cent of children (more than one in 20) under the age of 16 in the UK has a disability. So, even given the disproportionate number of children with SEN and disabilities in special school

Play spaces, either within schools or in public spaces, fulfil a vital function in our communities. They foster a deep connection with the natural world, encouraging children to be more active and motivated and therefore more open to learning. senmagazine.co.uk

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Play

All children should have a choice of activities available to them that they can enjoy with their peers

settings, most of our classrooms will have at least one child with a disability. So it is essential for educators and play space providers to recognise some of the key issues around accessibility and inclusion facing children SEN and disabilities.

The six senses of inclusive play How can we design play environments that include all children? For any local authority, school or individual looking to answer this question, it can be a daunting prospect to seek to understand the full range of needs of children with different SEN and disabilities. However, if we can understand every child’s play needs at a basic level, it becomes much easier for us to deliver a more complete and inclusive play environment. The six senses we are concerned with (excluding the seventh sense of taste, which can be challenging to cater for in a play space) are all core senses that every child should seek to engage (as far as they are able) on a regular basis for a healthy mind and body, and to be able to negotiate and interact with the world around them. Proprioception develops an awareness of self, allowing children to know where there limbs are without looking at them. Load bearing activities on joints, such as trampolining or using monkey bars, can be great for this. The vestibular sense responds to movements of the head or body, helping maintain physical balance, and is linked to healthy brain development. Roundabouts and swings offer excellent vestibular play opportunities.

About the author Kristina Causer is Head of Sales and Marketing at Jupiter Play and Leisure Ltd. She was the original founder and co-author of the PiPA toolkit, which is widely used in the play industry. jupiterplay.co.uk linkedin.com/company/jupiter-play-&-leisure-ltd linkedin.com/in/kristina-causer

Touch enables us to feel differences in pressure, texture, traction, pain and temperature. Activities and equipment that allow children to purposefully explore texture can be very useful here, such as play panels, water play and loose materials. Sight orientated play can improve hand-eye coordination skills and general perception. It can include activities that allow children to play with light, reflection or perspective, such as mirrored objects. Sound is a key part of our cognitive development, as it involves taking in and processing a lot of information. It can be useful to provide children with opportunities to make their own sounds, for example, with things like chimes, rattles and talk tubes. Smell also contributes greatly to our information gathering and processing activities. Our sense of smell is really brought to the fore in outdoor spaces, and can really help in creating a connection to a particular environment. The power of nature can be represented, for example, by hardy herbs and plants like lavender and rosemary.

Individual development If we are serious about designing play spaces for inclusion, all children – regardless of their developmental level, age or ability – should have a choice of activities available to them that they can enjoy with their peers.

■ Roundabouts offer excellent vestibular play opportunities.

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By offering children a wide range of activities, and opportunities to engage with their own preferred play tasks, we can also help them to free themselves from some of the pressures of a busy play space or playground. There is a great deal of value in supporting children to connect with their environment, and the people in it, on their own terms. Providing a play space that nurtures a broadly based sensory diet will encourage children to explore their own sensations, while helping them to develop their skills, make their own choices and, of course, have fun. senmagazine.co.uk

Play

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Book reviews

Book reviews How We Learn

The New Science of Education and the Brain

S. Dehaene

Stanislas Dehaene is a Professor of Experimental Cognitive Psychology and one of Europe’s leading neuroscientists. For over thirty years, he has been studying how education changes our brains. In this book, he provides an overview of the latest research into issues including: what learning is; how our brain learns; and reconciling education and neuroscience. He proposes seven definitions of learning and provides an overview of current theories into how the brain develops and acquires knowledge. Dehaene identifies four pillars of learning as essential to teaching: attention – the teacher’s role in directing this in their lessons; curiosity – nurturing a curious, playful

mindset; feedback – how learning from mistakes can be a positive experience for students; and consolidation – the role of routines, repetition and sleep in helping form more permanent memories. This leads him to draw a number of interesting conclusions about how we learn most effectively and the implications for classroom practice. This book will be of interest to those who want to learn more about current research into “the learning brain” and how this should inform more effective teaching practices in all settings. There are some particularly compelling observations on research into the impact of access to an enriched early childhood environment and curriculum.

Allen Lane £25.00 ISBN: 978-0-241-36646-2

Body Image in the Primary School

A Self-Esteem Approach to Building Body Confidence (second edition)

N. Hutchinson and C. Calland

This is the second edition of a popular publication that previously won a government award, with lessons highlighted by Ofsted as providing evidence of good practice. The authors are teachers and education consultants with extensive experience in children’s behaviour, mental health and wellbeing. Their expertise has been shared at national level, as well as with universities, schools and parents.

The book includes over 60 detailed and engaging lesson plans that cover the age range 4 to 13, with additional lessons on gender, social media and the “selfie” culture. There are also links to research relating to body image, academic achievement and emotional wellbeing.

Topics covered include: body image in children; the body image curriculum; guidance for schools; transition; and involving parents and carers.

A David Fulton Book (Routledge, Taylor Francis) £23.99 ISBN: 978-0-367-18842-9

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This book is an inclusive and supportive publication that addresses important issues that affect many children today in terms of how they feel about themselves and their perceptions of how others see them. It will be useful to teachers, therapists and other professionals in structuring teaching and support in a field that is increasingly important given concerns about bullying, obesity and social media.

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Book reviews

by Mary Mountstephen

How to Be an Outstanding Primary SENCO J. Ward

Jackie Ward is a practising SENCO, who has worked in primary education for over 25 years, specialising in SEN and disabilities and behaviour. With experience in several schools and a pupil referral unit, she is well-placed to advise current practitioners on ways to support others, as well as recognising the need for self-care in a role that is often stressful and always demanding. This book is aimed at aspiring, new and experienced SENCOs and the author takes into account the differing needs and situations of fellow practitioners faced with managing and prioritising multiple responsibilities. The chapters focus on key issues such as: legal requirements and duties; supporting children; supporting

colleagues; supporting parents; applying for statutory assessments; and education, health and care plans. Each chapter is clearly laid to support the reader in acquiring skills and competencies in their role, as well as providing several “top tips” and case studies. This is a very well constructed and researched book that deserves a wide audience. Ward identifies various social media groups that support personal wellbeing and addresses issues that might negatively impact on the SENCO’s role. She provides a well-crafted road map to enable teachers to work towards achieving “outstanding” results in this role.

Bloomsbury Education £16.99 ISBN: 978-1-4729-6329-1

The Foster Carer’s Handbook on Education Getting the Best For Your Child

S. Alix with E. Fursland and N. Hill

Although this book is aimed at foster carers, its appeal is wider than that, as it is packed full of advice and support and provides insight into the challenges faced by all those involved. Sarah Alix has worked in various roles associated with fostering and looked-after children – spanning practical and academic contexts – including doctoral work on the perceptions and experiences of trainee teachers and their mentors. The book opens with some concerning statistics regarding the levels of academic achievement for looked-after children, and highlights the raised levels of emotional, behavioural and health problems they face.

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Chapters cover: trauma and how early experiences can affect children’s learning; planning and the team around the child; the school system and learning support assistants; supporting children in school; sensory issues; encouraging friendships; and special needs, exclusion and alternative provision. Throughout the book, personal accounts drawing on the experiences of foster carers, professionals and young people help to bring the topic alive for the reader. The message is positive and supportive and provides an excellent insight into the challenges facing foster carers and the children they are responsible for.

coramBAAF Adoption and Fostering Academy £14.95 ISBN: 978-1-91003-987-8

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Recruitment

Is working in a special school right for you? Sarah Sherwood outlines key issues to consider if you’re thinking of applying for a job in a special school

orking with students with SEN can be one of the most rewarding fields in education. However, it is not something to be undertaken lightly. Students with SEN can experience a number of challenges which impact their learning and their ability to access education that can lead, for some, to placement in a specialist setting. Special schools cater for a range of needs. Some are generic special schools, whilst others will specialise in a particular condition such as autism, visual impairment or profound and multiple learning difficulties (PMLD). Often, students may have co-morbid conditions, for example autism and a hearing impairment. In these situations, there will be a decision as to the prevailing need, and the student will be placed in a school which addresses that need, but can also support additional needs. If you are considering a career working in a special school, here’s a guide to what you should think about, what the school will be looking for and what you should ask at interview.

Differences between special and mainstream settings Relationships Not all students at special schools build relationships with their teachers or support staff. Their diagnosis (such as autism) may impair social interaction, while others could have, for example, an underlying attachment disorder. There are often a number of other professionals working in, or contracted to, special schools, such as speech and language therapists, occupational therapists, educational psychologists and medical staff. Teaching and support staff will be working together with these professionals to meet the outcomes stated in each student’s education, health and care (EHC) plan.

Contact with parents is generally more frequent in special than mainstream schools Curriculum If you are a teacher with a subject specialism, you may be asked to teach additional subjects, as special schools do not always have the numbers of staff required to teach the range of subjects on offer. Staffing In each class in a special school, there are usually learning support assistants (LSAs) catering for students who require one-to-one or even two-to-one support. For some teachers, this may be the first time they have been asked to manage other staff.

What will the school be looking for? While different special schools may well be looking different characteristics and skills, potential candidates should try to demonstrate the qualities described below. Emotional resilience Working in a special school can, at times, be emotionally draining. Some students may experience mental health issues, and their way of managing them can include self-harm, which when first experienced can be upsetting for the staff member. Some special schools support students who have life limiting

Meetings Teachers and support staff will be asked to attend a range of meetings, including the annual review of the student’s EHC plan, meeting with visiting professionals, or attending external meetings. Parents Contact with parents is generally more frequent in special than mainstream schools. Most special schools will have some form of contact with parents at least weekly, perhaps through home/ school books, emails or telephone conversations. SEN106

■ An optimistic approach is important, with a need to repeat activities until a student understands.

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Recruitment

An interest in the particular special need that the school supports is definitely beneficial

About the author Sarah Sherwood is Director of SEN at LVS Hassocks and LVS Oxford, both specialist schools for young people with a diagnosis on the autism spectrum.

conditions, and candidates should consider what strategies they have for dealing with situations which heighten emotions. Relentless optimism The ability to keep repeating an activity or an element of learning until a student has grasped it, and the belief that the student will succeed, are essential. Often, for students with a SEN, this takes much longer than for their peers. Detective work The desire to “deep dive” into a student’s behaviour is vital. Unexpected behaviours or behaviours which challenge are a form of communication, and the perseverance to discover the trigger for a behaviour can be rewarding once strategies have been agreed and the student is able to adopt them successfully. Desire to learn An interest in the particular special need that the school supports is definitely beneficial, as the candidate will be immersed in this for at least 38 weeks of the year. Often, the school will offer CPD in its specialist area, but a desire to learn more about the specific condition outside of this will support personal development and understanding.

lvs-hassocks.org.uk lvs-oxford.org.uk

@LVSOxford

Working in an SEN school has many positives, including the close knit, mutually supportive class team and the small class sizes, enabling staff to get to know each student well. It is not unusual to have members of the senior leadership team supporting at break and lunch times and for students and staff to be on first name terms. Success for students can look very different to that in mainstream schools, from the celebration when a student can tie their shoelaces or when they are able to use a strategy for managing their anxiety, to achieving GCSEs and BTECs.

Flexibility In special schools, timetable changes may happen more frequently than in mainstream settings, as the school may be reluctant to employ agency staff due to the impact on students who do not know them well. This may result in a collapsed timetable and alternative activities taking place. Staff may also be asked to have students in their class who are on assessment visits, as often special schools do not restrict themselves to one intake per year.

What should you ask the school? Candidates who are invited for interview should consider asking questions about the following issues: • does the school use any specialist approaches to support students in meeting their EHC plan outcomes, such as British Sign Language? • what training does the school offer? • what does the induction look like? • does the school use any physical intervention programmes and, if so, how many interventions have there been in the current term? • how does the debrief process work for staff after a physical intervention or significant event? • if it is a residential school, do teachers support in the residential provision? senmagazine.co.uk

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Sen Products and Services

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CPD, training and events

CPD, training and events Your indispensable guide to SEN courses, workshops, conferences and exhibitions Rebound 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

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ICEP Europe

Due to recent queries about CPD courses, The Institute of Child Education and Psychology - ICEP Europe have extended the Spring term until the 30th of April and have applied a 10% discount to individual bookings across the site. The discount will be increased further for groups to a concession of 20% across all of their CPD courses. icepe.eu/cpd

Kidz to Adultz Events Free UK exhibitions plus free CPD seminars dedicated to children & young adults with disabilities and additional needs, parents, carers and professionals. For locations, venues and updates visit www.kidzexhibitions.co.uk

Online

Effective online SEN training during covid-19

Online Training offer flexible, online CPD which means you can continue to develop SMART goals and interventions away from the classroom. Our online chat/ video chat facility means you can stay in touch, while online case studies keep your goal setting effective. 12 SEN courses available including ASD and Supporting mental health. oltinternational.net

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Online Education from New Skills Academy

New Skills Academy pride themselves on providing the best online education courses to further your career. Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. Use code SEN80 for up to an 80% discount on all courses this month. newskillsacademy.co.uk/ courses/teaching

Understanding autism Recognize the strengths and challenges experienced by many autistic people and how to create enabling environments. autism.org.uk/training

Autism and communication

Identify communication differences for autistic people and what factors impact upon successful communication to improve your support. autism.org.uk/training

Autism and sensory experience

This introductory module explores how people respond to information from the senses and how this can be experienced differently by autistic people. autism.org.uk/training

Autism, stress and anxiety

Explore the factors that impact on stress and anxiety, in order to provide effective support to reduce the impact of stress and anxiety on autistic people. autism.org.uk/training

Women and girls

This module aims to support diagnosticians to better understand autistic female characteristics and therefore enhance confidence to diagnose successfully. autism.org.uk/training

Autism: supporting families

Discover the experiences of families, consider common difficulties and acquire effective approaches for support.

12 May 2020

Helping children with bereavement and traumatic loss LIVESTREAM EVENT (conference) 9.30 - 17.30 Cost: £165 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org

autism.org.uk/training

childmentalhealthcentre.org

Autism, sport and physical activity

19 to 21 May 2020

A comprehensive introduction to the autism spectrum focusing on the delivery of sport. autism.org.uk/training

Safeguarding children on the autism spectrum

Understand how autism is defined, identify safeguarding issues on autistic children and improve your communication and support. autism.org.uk/training

MAY 2020 Sat 2 May 2020

The use and misuse of psychiatric diagnoses: asd, adhd, fas, ocd, odd, conduct disorder, gad and major depressive disorder LIVESTREAM EVENT (conference)

How to feel competent in challenging misuse and educate about alternative frameworks. 10.00 - 16.00 Cost: £140 The Centre for Child Mental Health

Special Yoga and Mindfulness for Autism and ADHD Bournemouth Equip yourself with a comprehensive toolkit allowing you to inspire children to develop a mindful and self-regulating approach towards their wellbeing. specialyoga.org.uk/training/ special-yoga-mindfulness-forautism-and-adhd/

JUNE 2020 25 to 27 June 2020

Special Yoga and Mindfulness for Autism and ADHD Limerick Equip yourself with a comprehensive toolkit allowing you to inspire children to develop a mindful and self-regulating approach towards their wellbeing.

020 7354 2913

specialyoga.org.uk/training/

childmentalhealthcentre.org

autism-and-adhd/

info@childmentalhealthcentre.org

special-yoga-mindfulness-for-

SEN106

CPD, training and events

JULY 2020 1 and 2 July 2020

The Schools and Academies Show ExCeL London

11 July 2020

19 September 2020

When you’ve been to hell and back: breaking the cycle of the intergenerational transfer of trauma

The neuroscience of emotions and relationships. What you need to know to support children, teenagers and adults Conference

The Schools & Academies Show returns to London ExCeL for its first show of the new decade! Bringing together over 4,000 senior education leaders and dynamic educators to network, discuss concerns and source solutions from over 200 of the UK’s leading education suppliers, visitors will benefit from pioneering speakers, policymakers, innovative features, best-practice case studies, from across 8 specialised theatres designed to address every school’s most prominent challenge

with Lemn Sissay, Dr Valerie Sinason, David Taransaud, Tracy Godfroy Conference 10.00 - 17.00 Cost: £183 The Centre for Child Mental Health

schoolsandacademiesshow.co.uk

Autism, Learning Disabilities and Offending Behaviour Conference Newcastle Upon Tyne

Please check all details with the event organiser before you make arrangements to attend.

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

SEPTEMBER 2020

26 to 28 September 2020

16 and 17 September 2020

Education Egypt 2020

Discover the latest thinking from eminent international speakers, as well as learn from smaller scale research and innovations. autism.org.uk/conferences

SEN106

10.00 - 17.00 Cost: £183 The Centre for Child Mental Health

Egypt International Exhibition Center, Cairo

Your gateway to the largest student population in the MENA region. Education Egypt is inviting the industry to take a step beyond the classroom and discover the pioneering education solutions. Hina Siddiqui - Hinasiddiqui@ dmgevents.com education-egypt.com

OCTOBER 2020 3 October 2020

Working with bodies to heal minds (for children, teens and adults) London

10.00 - 17.00 Cost £183 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

7 October 2020

Special Yoga for Children &/ Or Young People with Hearing or Visual Impairment London

This training course offers mindful yoga practices to empower those who wish to use Special Yoga therapeutically with those who have sensory impairments. specialyoga.org.uk/training/ teaching-yoga-adults-childrenmultisensory-impairment/

senmagazine.co.uk

CPD, training and events

9 and 10 October 2020

20 and 21 November 2020

4 and 5 December 2020

TES SEN Show

The Autism Show

The Autism Show The Autism Show

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%

Business Design Centre, London Bring learning alive for pupils with special educational needs. Visit the UK’s leading special educational needs (SEN) show and discover the tools, resources and support to empower young learners with SEN. To stay up-to-date with the latest event news, educational content and more, register your interest in attending. tessenshow.co.uk

NOVEMBER 2020 9 and 10 November 2020

Naidex

Birmingham NEC Naidex is Europe’s most established event dedicated to the future of disability and independent living. The show is back for its 46th anniversary on the 9 and 10 of November 2020, at Birmingham’s NEC. To register for free tickets naidex.co.uk

senmagazine.co.uk

Manchester

manchester.autismshow.co.uk

DECEMBER 2020 30 Nov to 6 Dec 2020

Special Yoga for Special Children Glasgow

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/training/ special-yoga-for-specialchildren/

London

london.autismshow.co.uk

10 Dec to 3 Jan 2021

11 and 12 December 2020

Birmingham 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% birmingham.autismshow.co.uk

Forest of Forgotten Discos Manchester

There’s a mystery in the forest – at Contact Theatre, Everyone has forgotten how to have fun. There’s no bright lights, no music and definitely no disco. Until one day, nine-year-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. The Forest of Forgotten Discos is a playful, inclusive Christmas show, suitable for ages four+. To book, visit contactmcr.com

SEN106

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 SEN106

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

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 SEN106

About SEN Magazine

May • Ju

ne 2020

• Issue

106

SEN un d lockdo er wn Maths

anxiety

Inclusi

on by te

Feeling

Contribute Please email press releases, comments and article ideas to Peter at editor@senmagazine.co.uk

Autism ’s Emily H

ch.

good a

bout d

yslexia

two-ed ge

d sword

addoc k takes

a break

Touret te’s • Fo Develo stering pmenta • Worki Sport an l Langua ng in SE N • Sila d outd ge Diso oor play s on Co rder • Se rona • Caree vere Le rs • CP arning D • SEN Disabi news an lity d muc h more…

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SEN Magazine - Issue 106 - May/June 2020

Articles inside

Making sport accessible to all

Careers

Book reviews

Classroom support for Tourette’s

Learning from Lucy

Changing lives one step at a time

SEN law

Are compensatory strategies in autism a double-edged sword?

Developmental language disorder (DLD

Feeling good about dyslexia

Reaching out

What’s new?

Keeping kids focused

What lockdown means for parents

SEN news