SEN Magazine - SEN110 - January/February 2021 by SEN Magazine

Jan • Feb 2021 • Issue 110

Autism and Tourettes –

where they align Up-to-date on VI tech Bardet-Biedl Syndrome New research on Juvenile Dementia Word tips • Dyslexia • School well-being • specialist seating • SEN law Supporting deaf pupils • Outdoor fitness - CPD • SEN news • and much more!

Jan • Feb 2021 Issue 110

Editor Louise Alkema 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

Welcome As I write this, the end of 2020 is fast approaching. With all that has happened in the past twelve months, I for one am ready to put this year behind me! For this issue, we’ve tried to find some uplifting and inspirational articles so we can all enter 2021 with a good attitude (and, hopefully a fresh Covid-19 vaccination under our belts). If you’re looking for something really positive, go to page 70 for an article by Sarah Swain about the approach her school is taking to mental health. Looking to start 2021 with a renewed energy for post-16 education? You will really enjoy the article by Jenny Williams on the six principles she’s taking into the new year on page 38. To learn something new, go to page 49, where Tonia Hymers has written a detailed look into the life of children and young people with BardetBiedl Syndrome, or to page 66 for details on a type of music therapy which is helping young people with dementia. On page 73, Sara Peden has contributed a response to an article on Dyslexia in our previous issue, if you’re feeling like a longer read. Finally, I want to wish all our readers a happy, healthy and successful 2021– and as always, please feel free to email me at editor@senmagazine.co.uk if you have something to contribute to SEN magazine! Finally, I want to wish all our readers a happy new year – and as always, please feel free to email me if you have something to contribute to SEN magazine!

Design Rob Parry design@senmagazine.co.uk

Stay safe Louise

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 Adam Ockelford Catherine Routley Celia Webster Daniel White Douglas Silas

Emily Haddock George Bell George Christou Jenny Williams Laurie Cornwell

Mary Mountstephen Sara Peden Seonaid Anderson Tom Willock Tonia Hymers

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Performing Arts

Assessments

NEW Unique SEN approach in Leicester & Leicestershire Life is all about the ability to mix with others... think about ‘out of school settings’, do we only mix with people our own age? SMART provides a range of fun engaging activities for all young people, whilst providing the added value of positively enriching their wellbeing and mental health. SMART provide CBT coping strategies whilst exploring our social and emotional skills and anxieties because we care about the welfare of the “whole” person. We understand inclusion, diversity and that every young person is an individual, and they all have their own talents! Unique in our specialist and experienced approach, we embed social and emotional skills through our musical theatre workshops, combining with singing, dancing, and drama in a safe, supported, and non-judgmental environment. We encourage and guide friendships, whilst improving self-esteem and confidence along the way. SMART provide other fun activities through our creativity such as our expressive art short courses, personal development, connecting with Teens, special effect workshops, improvisation games and our ‘behind

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the scenes’ costume & prop design & making, lighting and sound technical workshops for those that do not want to be in the spotlight. We also support them on achieving their goals and provide equal opportunities for everyone to learn and enjoy. SMART’s unique programmes are delivered and based around clinical, psychological, and scientific research that is published evidence which proves that engaging with SMART will make a significant difference to your child’s and adults mental health and wellbeing. SMART also provide for adults, school holiday programmes and working with schools. Our workshops are for all young people, including those that struggle with mental health, anxieties, isolation, and SEN! Contact us to find out more information and how we can help you and your family.

Ph Mel: 07794128224, Email: enquiries@smartperforming.org or visit www.smartperforming.org

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SLCN

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Play

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Jan • Feb 2021 • Issue 110

24 28

SEN law Douglas Silas details the ins and outs of acquiring an EHCP

Outdoor exercise Why your school should invest in outdoor exercise equipment

Dyslexia A passionate response to a previous article about dyslexia

Down’s syndrome Six guidelines for carers

Assistive technology Is your school doing everything to assist visually impaired students?

Specialist seating

Regulars

The risks of buying cheap furniture for SEN environments

Post-16 learners

Six principles to guide you in the new year ahead

CReSTed

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

Point of view Have your say!

Book reviews

CPD, training and events

A closer look at life with a rare syndrome and how we can create more acceptance

SEN resources directory

Hearing impairment

About SEN Magazine

Find schools in your area catering to specific learning difficulties

Rare syndromes

Why it shouldn’t be ‘business as usual’ after Covid-19

Tourette’s syndrome and Autism An intriguing look into the similarities and differences between TS and ASD

Juvenile dementia New musical therapies are giving hope to young people losing their speech

Schools and colleges How Orchard Hill is staying ahead of bad mental health

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Specialist seating senmagazine.co.uk

Outdoor exercise

Assistive technology

Juvenile dementia

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Rare syndromes SEN110

Specialist College

be a h

Fostering

A hero is someone we can all look up to and admire. Some children donâ&#x20AC;&#x2122;t have that role model and thatâ&#x20AC;&#x2122;s where you come in. Here at Derbyshire County Council we need new foster carers. While we welcome applications for all fostering roles we currently have an increased need for carers for children with complex disabilities. You would provide family-based, long-term and short-break foster placements for children and young people who continue to live with their families or carers. You would be over 21 and have experience of working with young people with complex disabilities, have suitable accommodation or be willing to have it adapted with our help. You would be self-employed, paid at a higher rate (equivalent to a wage) and carry out the role full time as a main job. We think that fostering is one of the most rewarding things you can do and weâ&#x20AC;&#x2122;d love to talk to you about how you can join us to give hope, help and healing to children that need it. Call 0800 083 77 44 or visit derbyshire.gov.uk/fostering for more information.

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SEN news

Newlife the Charity for Disabled Children benefits from River Island’s festive fundraising River Island has supported Newlife from the beginning of its journey 30 years ago and has continued to show support after a difficult year for the charity by inviting people to ‘Do Something Wonderful’ through its festive Wonder Island campaign – with all funds going straight to Newlife’s vital services. During December Newlife was featured in River Island stores. Newlife has been hit exceptionally hard by the pandemic as its retail stores are its main source of income but, despite them closing during both lockdowns, the charity continued to operate its vital services. Mrs Sheila Brown, co-founder and CEO of Newlife, said: “We are so grateful to everyone at River Island and their wonderful customers for the loyal support they have shown Newlife over the last 30 years, and particularly so this Christmas. It has been an exceptionally difficult year for the charity but we are delighted that, thanks to River Island asking people to join them in doing something wonderful, we have ended the year being able to help so many more families with disabled and terminally ill children around the UK this Christmas.” It will help children like 22-month-old Edward Ruta, from Leigh-on-Sea, Essex, so he can play with his twin brother George. Edward was born with spina bifida and a tethered spinal cord, meaning he is paralysed in his legs and can’t walk. He also has a Chiari Malformation, where the bottom of the brain pushes down into the spinal canal. As there is a lot of pressure on his brain, cerebrospinal fluid has built up

on the brain. He is delayed in his development and has severe hearing loss and a heart murmur. Edward finds it difficult to play due to his conditions, and needs a lot of sensory stimulation to engage him to play. Newlife provided him with Sensory Pods and Multi-sensory Play Adventure Pods through its Play Therapy Pod service, which is a free loan of specialist toys. Edward’s mum, Katy, said: “The toys have been a godsend. Edward is able to use his hands so much better, he can pick up and move objects, and has developed skills he could not do before we got the pods.”

Support needed for ‘unsung heroes’ of Covid crisis in schools On Tuesday December 8, school leaders’ union NAHT held a crowdcast for School Business Leaders, aimed at identifying and offering support – much needed after a year in which they have been absolutely vital in dealing with the impact of the Covid crisis on schools and children. Paul Whiteman, general secretary of school leaders’ union NAHT, said: “Throughout this crisis school business leaders have been the quiet heroes. In the face of immense challenges they have been crucial to helping to make sure schools can deliver all that has been asked of them. They stayed up to the early hours of the morning to access the broken free school meals vouchers to make sure children had food over the holidays and during lockdown. They agonised over the books, squeezing every extra penny to pay for the necessary safety measures required to keep schools open, without promise of reimbursement. The stress of trying to keep things going in schools this year cannot be underestimated.

School business leaders have been right there alongside other school leaders making it work. NAHT has long called for a national pay scale for school business leaders which brings them into alignment with other school leaders, recognising the value they bring to the system, and delivering parity and equity. Recognition on the national leadership pay scale would be a just reward for school business leaders’ essential work during the pandemic. The SBL broadcast welcomed Pauline Aitchison from the National Network of Special Schools for School Business Professionals (NNoSS), Cheryl Campbell from the Association of BAME Business Leaders in Education (ABBLed), Steve Edmonds from the National Governance Association (NGA), and Natalie Dalvarez from the Institute of School Business Leadership (ISBL). It focused on identifying the networks and stakeholders that exist to support SBLs in undertaking their critical roles.

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SEN news

Significant improvements promised in Somerset after Ofsted inspection According to a December 3 article on the BBC website, parents in Somerset want to see actions being taken to improve services catering for those with SEND. After a March inspection by Ofsted and the Care Quality Commission found significant deficits in care, a ‘blueprint for improvement’ was announced by Somerset County Council. However, parents and carers are worried that the blueprint will remain all talk, no action. In the article, parent Julie Barnes says “On a basic level it reads quite well, it says all the right things, but then Somerset County Council policy always generally does say all the right things, but putting it into practice is a different story.” Ms Barnes also said that the true necessity is for more money and more buildings to house pupils in. In 2018, Somerset County Council approved major budget cuts to social care and other services. In the document on the plans for improvement of services, more funding is not explicitly mentioned.

Creative Briefs set to raise aspirations of UK children A £57,000 grant from Inspiring Futures will enable community interest company Creative Briefs to work remotely with young people aged 10+ across the UK on exciting design projects set by UK businesses, to give real-world insight about working in the creative industries. “We’re so delighted that Inspiring Futures has awarded us a grant which gives us an opportunity to work with even more young people across the UK,” said director Carole Airey “It means that we can continue to motivate young people about the infinite opportunities available to them in the creative sector!” The team at Creative Briefs have delivered all of their workshops to young people across the UK online since March. The Creative Briefs approach of setting real design briefs from businesses to young people is not just about allowing children to express themselves creatively, it also helps build resilience and life skills. Josh, a young ambassador at Creative Briefs, said: “Creative Briefs have given me so much confidence – I’ve spoken on radio, stood in lecture halls and worked on projects where I can see my work being used for a purpose. I’m so excited to hear that this funding will allow other children to have the same opportunities as me.” This 18-month project will be underway early 2021, with youth organisations taking part during weekday evenings, after school, over Zoom. creativebriefs.co.uk/inspiring-futures senmagazine.co.uk

School for girls who are blind or vision impaired celebrates 100 years Students and staff at New College Worcester (NCW) will be celebrating the centenary of Chorleywood College, a residential school for girls with little or no sight. The College opened in 1921 and in January 2021, a series of themed events will take place at NCW to commemorate the founding of Chorleywood College. The school later merged with the Worcester based boy’s school, Worcester College, to become New College Worcester as it is today, a co-educational school for children and young people who are blind or vision impaired in Worcester. Chorleywood College for girls with little or no sight was founded by the National Institute for the Blind (now the RNIB). In January 1921 Miss Phyllis Monk, the first headmistress, was establishing the very first secondary school for girls with a vision impairment. Many girls from Chorleywood were to be pioneers, going on to university and into occupations including physiotherapy, engineering, education and the law. The school was located in the Cedars, a large Renaissancestyle mansion in Hertfordshire. The beautiful building and grounds of The Cedars in Chorleywood, Hertfordshire is now the site of the Cedars Retirement Village. The boys’ school in Worcester and the girls’ school in Hertfordshire were both closed and merged to form the new school which opened on the Worcester site in 1987, with many students and some staff moving to Worcester to attend the new school. On Thursday 21st January, NCW will be holding a day of celebration involving 1920s themed lessons and meals, historic displays and a virtual event where former students and staff of the school can celebrate and share their memories. SEN110

SEN news

Gavin Williamson unlawfully removed child safeguards in pandemic

Learning disability charity calls for increased UK job coach funding DFN Project SEARCH has been calling for a new strategy to raise the profile of job coaches to help more young people with special educational needs and disabilities (SEND) get great jobs. Job coaching is fundamental to the success of supported internships. However, in many areas it remains underfunded and undervalued. The charity is also calling for more progress in its mission to bring more fairness and equality in society. DFN Project SEARCH CEO Claire Cookson said: “Every young person has a right to aspire to work, something that is often denied to people with special educational needs and disabilities (SEND). We need to use and share evidence-based best practice to promote and ensure long-term change and more fairness and equality in society.” DFN Project SEARCH is building a more inclusive society by helping young people with learning disabilities and autism to access high quality workrelated learning through immersive supported internships and improved opportunities to access long-term paid employment. The charity has ambitions to get 15,000 young adults with learning difficulties and autism into full-time paid jobs over the next decade. Having a future job coaching strategy in place will be fundamental to the success of these ambitions and bringing more momentum to society change.

According to a November article in the Guardian UK, judges found that education secretary Gavin Williamson unlawfully removed safeguards for children in care at the beginning of this year. Williamson did not consult children’s rights organisations or the children’s commissioner for England or any other bodies representing the rights of children in care before removing or diluting 65 separate legal protections designed for safeguarding children. Children’s rights charity Article 39 challenged Williamson with an appeal after the DfE had taken ‘swift action to bring in temporary changes during a national crisis’. These changes included time-scales for social worker visits to children in care, six-monthly reviews of children’s welfare, independent scrutiny of children’s homes, and oversight of adoption decision-making for babies and children. The DfE argued it had taken swift action to bring in temporary changes during a national crisis. The judgment, which was handed down on 24 November, said Williamson should have consulted the children’s commissioner for England, as well as other bodies representing the rights of children in care, before introducing the changes through the Adoption and Children (Coronavirus) (Amendment) regulations 2020.“It was manifestly in the interests of the vulnerable children who would be most affected by the proposed amendments that those agencies and organisations representing the rights and interests of children in care should be consulted,” concluded Lord Justice Baker, sitting with Lord Justice Henderson and Lord Justice Underhill.

News deadline for next issue: 10/2/2021. Email editor@senmagazine.co.uk

Outdoor education centres warn of risk of closure due to Covid A 13 December article in the Guardian warns that outdoor education centres are at risk of closure as a result of the Covid-19 crisis. The centres are not eligible for the funding available to other businesses because they are classed as ‘open’. Outdoor educators have said that councils are using Covid-19 as an excuse to sell off outdoor centres in order to secure the potentially lucrative properties they are on. They also warn that already vulnerable children are the ones being hurt by these closures, missing out on a ‘transformative part of their education’. Nick Liley, principal of Bendrig, a centre which normally caters to 4,000 young people with SEND, said SEN110

the government seems to view outdoor education as “nice to have” instead of a life-changing experience for deprived children. Mark Holroyd, an operations manager at Aylmerton Field Studies Centre, said “We really struggle to see why bars and pubs and cafes are open where total strangers come together, while outdoor education is seen as so dangerous. We’re talking about kids who have been indoors for a year, we’re talking about mental heath and physical health and the environment – all really key things at the moment. It’s a good industry. It just seems bizarre. Where are our priorities as a society?” senmagazine.co.uk

SEN news

Mum left in debt after council stopped autistic son’s school transport A Nottingham mum was left unable to pay her bills when she had to pay for a taxi to get her son to his special school because the city council withdrew his free transport, the Local Government and Social Care Ombudsman has found. The single mum, who is on a low income, had been receiving free taxis to take her son to school. But when the family moved house, the council stopped his transport without taking proper account of his mobility problems or his special needs, which include autism, attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Despite the mother twice appealing against the council’s decision, reapplying for transport when he moved schools and appealing twice more, the council maintained its decision was correct. This led to the boy being out of school for 11 months as the mother could not afford to pay for the taxi. The ombudsman’s investigation criticised the council for not taking into account professional evidence when assessing whether the boy qualified for free transport. It did not consider

SEN resources blog wins award A Cheshire-based entrepreneur has scooped national recognition for a business she started from home. Georgina Durrant (34) was selected by British businesses woman Jacqueline Gold CBE to receive a Women on Wednesday (#WOW) award in recognition of her success as a female entrepreneur. Georgina was selected for the contribution that her online business, SEN Resources Blog, has made to supporting parents and teachers of children with Special Educational Needs (SEN). Established three years ago, SEN Resources Blog has quickly grown to become the go-to online resource for all things SEN related. With over 20,000 loyal subscribers, it provides access to teaching materials and learning activities, plus private online tutoring. Having worked as both a secondary school teacher and SENDCo, Georgina recognised the gap in the market for an online SEN resource whilst privately tutoring SEN children. Unable to meet the ever-increasing demand for SEN tutoring, the Blog was established to support parents by sharing free advice and teaching tips. Swiftly recognised as an exceptional SEN platform, the Blog is so highly regarded by teachers and parents alike that it is now listed as one of the top 10 SEN blogs by Twinkl, the world’s largest online publisher of teaching resources. Many schools also provide direct website links to SEN Resources Blog from their home schooling platforms. SEN Resources Blog’s popularity has increased even further during 2020 with many parents turning to it for support during school closures. senmagazine.co.uk

the potential implications for the boy’s schooling when it withdrew transport mid-year and gave the mother no notice of the change. The investigation also found the council at fault for the way it carried out the mother’s appeal hearings. The Local Government and Social Care Ombudsman’s role is to remedy injustice and share learning from investigations to help improve public, and adult social care, services. In this case the council has agreed to apologise to the mother and reimburse the costs she incurred getting her son to school by taxi – totalling £1,511. It will also pay her £300 for the time and trouble in making the complaint and a further £1,000 to reflect the distress and difficulty the family faced when the council removed the transport. Additionally, the council will also pay the mother £5,500 to remedy the impact on the son of his lost schooling. The Ombudsman has the power to make recommendations to improve processes for the wider public. In this case the council has agreed to review its procedures to ensure decisions on school transport, and appeals against those decisions, are dealt with properly.

Mencap launches new resources to support parents and healthcare professionals With the launch of its Children’s Campaign, which is part of Mencap’s long-running Treat Me Well campaign which aims to transform healthcare for people with a learning disability, the charity is launching resources for both parents and healthcare professionals at the point of diagnosis. Resources aimed at parents of children with a learning disability provide information and guidance, focusing on informing parents about the support and services available from healthcare professionals. For healthcare professionals, the resources focus on the vital role they play when a family receive a diagnosis. Concentrating on the importance of communication and what support should be available, the resource aims to inform and convey the key knowledge healthcare professionals need to provide the best possible for care for families. To ensure families get the support they need, Mencap is calling for a Disability Coordinator role to provide support from the point a child is diagnosed as having a learning disability. A coordinator would play an important role in equipping families with the information, advice and support they need throughout their child’s life – both within the hospital and in the community.

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What’s new?

NEW Artsmark resource for SEND settings Artsmark is the only creative quality standard for schools accredited by Arts Council England. Artsmark’s flexible framework allows you to embed arts and culture across the curriculum and can support schools to help build young people’s confidence, character and resilience through creativity whilst prioritising pupil and staff wellbeing. Artsmark have recently produced additional guidance for alternative and specialist education providers to help you understand how Artsmark can work in your setting. This includes a resource about how Artsmark works in SEND settings and the positive impact it can have. artsmark.org.uk/support-specialist-settings

My Independence will transform outcomes for young people with SEND ASDAN’s new programme, My Independence, has been designed to help all learners with SEND prepare for adulthood. My Independence is structured around the four pathways for preparing for adulthood. It has been created alongside government advisers and SEND experts NDTi (National Development Team for Inclusion), and caters for learners working from pre-Entry level to Entry level 3.

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Valuable work experience for Fairfield Farm College students Students at Fairfield Farm College have recently started a new work experience placement at Bradford on Avon with the Canal & River Trust. Over the past few months, the students have been working hard, and have taken on a variety of jobs. They have been carrying out an array of maintenance tasks, as well as helping with pruning, mowing, gardening and more. Alongside these skills, they have learnt how to work as a team, how to communicate effectively and how to problem solve. ffc.ac.uk

New Service, New Opportunities Designed from the ground up, with input from therapists, care, education and behaviour experts, Ivy Lane School & Children’s Home in Wakefield is Hesley Group’s newest development. The service will provide a fantastic setting for young people aged 11 to 19 who have a learning disability, autism and complex needs. It reflects Hesley Group’s philosophy towards delivering complete support in a setting that inspires confidence and encourages independence. Due to open during Spring 2021, Ivy Lane will provide a modern setting in which young people can learn, flourish and reach their full potential.

Free samples at asdan.org.uk/my-independence

For more information call 0800 055 6789.

Become a Foster Care Hero

The Belly Seat

Do you have room in your heart and in your home to change someone’s life? You need to be over 21, have a spare room and go through a few checks to make sure fostering is right for you. You don’t need special qualifications, and you’ll receive training, benefits and financial support.

Inclusive Play’s Belly Seat creates a new experience in play, allowing children to lie flat on their stomach and still be involved, in the middle of the action.

Fostering is one of the most rewarding things you can do, and Derbyshire County Council would love to talk to you about becoming one of their foster care heroes. Call 0800 083 77 44 or visit derbyshire.gov.uk/fostering for more information.

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The Butterfly has space in a lying position and for sitting. You can play and rock with support on the sides and a supporting beam at the back which prevents anyone falling off. The Dune sandpit offers various access points allowing children with different abilities to play together. There are positions for lying down, wheelchairs and to stand. It can also be accessed from the middle. www.inclusiveplay.com +44 (0) 131 214 1180

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What’s new?

promotional content

Visual Times Tables

The National Autistic Society training

Some children with SEN have challenges with their short, long, and working memory and therefore the ‘automatic recall’ of times tables can be unattainable. It is essential we provide those children with a mechanism to understand multiplication as ‘repeated addition’ and a way to derive the times table facts.

The National Autistic Society has been running autism-specific schools and learning for autistic pupils and their families for more than 50 years.

The Maths Mum® “Skittles” Visual Times Tables use colourful, child friendly arrays to represent this concept. They build on existing knowledge of addition, counting on and number sequences to enable children to derive rather than recall the times table facts. Read more and purchase at www.themathsmum.co.uk

They offer training for school staff or bespoke packages for your entire team. Upcoming courses 25 January: Autism and eating challenges 26 - 27 January: Understanding and supporting autistic people 8 - 10 February: Teen Life licensed user training 23 - 24 February: Understanding stress and anxiety in autism 8 - 9 March: Autism and continence Find out more: www.autism.org.uk/training

Email contact@themathsmum.co.uk

Waterproof fall sensor for people with epilepsy

The National College Mobile App for Schools

Dignity is important to us all. In response to frequent requests for a fall detector for people with epilepsy to use in the shower. Medpage have introduced a reliable solution. The simple kit consists of a waterproof fall sensor pendant and a portable parent/carer alarm. Priced at under £60, it provides a perfect solution for independence.

The National College, a multi-awardwinning online professional development programme for schools, has launched an app which provides a convenient way for school leaders, teachers and staff to complete CPD anytime, anywhere.

Take a look: www.easylinkuk.co.uk/TUM31TXP11

With this comprehensive resource, member schools can embrace flexible learning and continue professional development at their leisure. During the latest inset day, 200,000 school users completed over 105,000 minutes of video CPD on the platform! Equipped with a range of expert-led SEND resources, this app is a must-have for SLT, SENCOs and support staff looking to deliver best practice for learners. For a free consultation, email meetings@thenationalcollege.co.uk and quote ‘SEN Magazine’.

The Motability Scheme The Motability Scheme enables disabled people to use their mobility allowance to lease a new car, scooter or powered wheelchair without the worry of owning and running one. Insurance, servicing and breakdown assistance are all included and car adaptations are available. Family members and carers can also drive the car on behalf of the disabled person. Motability, as a national charity, provides grants to disabled people towards the cost of a Scheme vehicle, adaptations or driving lessons. For more information, visit motability.co.uk or call 0800 093 1000.

Supported Internships for young people with special education needs and disabilities in North London Supported Internships are aimed at young people aged 16-25 who have an Education, Health and Care plan and want to move into work but need extra support to do so. Taking place at Whittington Hospital, interns can develop a variety of workplace skills including administration, maintenance, hospitality and housekeeping. The unpaid Supported Internships form part of the intern’s education and equips young people with special educational needs and disabilities with the skills needed for adulthood and employment. The programme is run by Ambitious College in partnership with DFNProjectSearch and Whittington Trust. ambitiouscollege.org.uk/supported-internships

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What’s new?

Pearson’s AA & DSA guide

The Sheiling Ringwood

As students prepare to continue their studies in the new year, they may need additional support to help them reach their full potential. To help you find the best assessment for your student’s unique needs, you can download Pearson’s easy-to-use interactive guide to Access Arrangements and Disabled Students Allowance, an intuitive way to find Pearson’s JCQ or SASC approved range of assessments, which provides valid insights that can support applications. With in-depth descriptions and easy-to-read reasonable adjustment tables, this downloadable PDF provides the guidance you need to make the right assessment purchase.

2020 has been challenging for many but, for us at The Sheiling Ringwood, it has also been a voyage of discovery, demonstrating how we can successfully adapt to changing environments. Across our school and college site, both learning and celebration have continued through the dedication and creative thinking of students and staff. Our response to early restrictions was to launch a YouTube channel and develop a new website, enabling us to deliver content that was both educational and fun for our students and their families. We continue to add digital resources to accommodate changing circumstances and support our students.

Download the guide at pearsonclinical.co.uk/aaguide

thesheilingringwood.co.uk

New Residential Hub at Portland

Slindon College

Portland College is based in Mansfield, Nottinghamshire, and has a strong history of supporting people with learning and physical disabilities to develop their employability, independence and communication skills. Their Residential Learning Service offers a unique, inclusive learning experience that connects the classroom with residential life.

Slindon College’s 14-acre grounds offer pupils a broad range of outdoor activities with playing fields used for traditional games as well as contemporary sporting activities. A MUGA for basketball, football and tennis and a swimming pool for water-based activities. The Farm is home to our animals and offers a hands-on experience whilst our growing beds enable a real field-to-fork experience. The Sensory Garden provides our pupils with a calm environment that allows them to explore their senses and nature. The woodland features the Forest School and our Mountain Bike Track.

Brand new this year, Portland has redeveloped their Firs building to become a state-of-the-art residential hub, with an additional fifteen furnished, en-suite rooms, giving learners who live on campus a homely environment in a supported setting. To start your Portland journey, give the Admissions team a call on 01623 499186.

Next Open Morning: Saturday 6 March. slindoncollege.co.uk 01243 814320 registrar@slindoncollege.co.uk

Grace Garden School

Inclusive Artistic support

Ruskin Mill Trust recently announced the opening of Grace Garden School, set in 18 landscaped acres near Bristol. Grace Garden School offers an education to young people from 9 to 16 who have complex social, emotional and behavioural difficulties including autism spectrum conditions. Children and young people are supported to learn as much as possible outside, participating in crafts, gardening and the exploration of nature. From these experiences, young people come to understand the larger world and their place in it, along with the connections between themselves and their community.

SMART SEN & Creative is a community, not-for-profit, inclusive company, providing creative and performing artistic activities. Through fun activities, children gain important social and emotional skills, personal development, and essential life skills. Our workshops are fun, for everyone to enjoy, including young people who may struggle with mental health, anxieties, and isolation. SMART provides Musical theatre workshops which are a combination of singing, dancing, and drama, creative after school activities, school holiday programmes and work in schools. We combine aspects of CBT and provide strategies in all our specialist programmes, working with either 1-2-1 or in groups, whilst providing positive support to children and their families.

To find out more contact 0330 055 2653 or admissions@rmt.org

W: smartperforming.org P: 077941 24224 E: enquiries@smartperforming.org

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What’s new?

Sovereign SEN sensory paths

Tes SEN Show Virtual

Sensory play equipment is one of the great ways children learn, helping them discover and master their senses of touch, sight and hearing. As education sector professionals, Sovereign recognises the important role sensory paths and educational playground equipment can play, particularly in SEN applications, and has developed an outstanding range for nurseries and schools to create experiences that stimulate the senses. Perfect for school playgrounds, our wonderful sensory paths can be fitted in any outdoor play area and encourage children to follow them to explore different textures through an interactive and hands-on approach. Get in touch and together we can make a difference.

Until we can meet again in person, reconnect with the SEN community at a brandnew online event: Tes SEN Show Virtual!

sovereignplayequipment.co.uk

On 14 - 16 January 2021, you can: • Gain high-quality CPD from SEN experts • Compare and source the latest resources • Enjoy free-to-attend presentations from SEN advocates • Discover and meet with inspiring exhibitors • Gain an update on the Government’s SEND Review and what recommendations mean for you in practice • Take home tools and strategies at the forefront of SEN provision • Put your questions to policy influencers Register your free place and book CPD seminars at tessenshow.co.uk/virtual

Sixth Form at St. John’s School, Seaford

Free Webinar: designing spaces for SEN

St. John’s will shortly be introducing its 6th form provision. The school has had post-16 provision for many years but is now galvanising the facility so that the young people have a strong, renewed identity. The newly refurbished 6th form block, with its own entrance, has two main learning areas, one more formal and one more relaxed, enabling young people to learn in an environment that suits their needs. They will still access the rest of the school but gain a sense of progression as they identify with their own space.

TG Escapes, providers of modular ecobuildings, supported The Festival of Learning Spaces, a free online series of webinars. One of these, “Designing additional spaces for special needs” features Kiran Hingorani, CEO of Swalcliffe Park School, Jayne Wilson, CEO of Petty Pool Trust and Matthew Ellis, National Facilities Manager at Acorn Care and Education. They talk about how their modular eco-buildings have enhanced their settings.

Tel: 01323 872 940 Email: admissions@st-johns.co.uk WWW: st-johns.co.uk

The webinar video is available to view at www.tgescapes. co.uk/education-sen-classrooms. If you would like to find out more about TG Escapes fully inclusive service, email info@tgescapes.co.uk or call 0800 917 7726.

Sunken Trampolines Ireland

Canute 360 from Techno-Vision

Having had unprecedented response during Covid-19 for trampolines across the globe, Sunken Trampolines have now launched in the Republic of Ireland. Ireland, where they now sell and install. If you are a school, OT or residence wanting a trampoline either in the ground or above, Sunken Trampolines has a wide range of trampolines to suit your needs.

Literature, musical notation, charts, graphs, mathematics, tables and spatial diagrams. All these become much more practical on a nine-line refreshable Braille display.

Look them up: www.sunkentrampolines.ie

For schools, Canute greatly increases the availability of Braille material. It reads all pre-formatted Braille Ready Files (BRF) and Portable Embosser Files (PEF), so you can read texts from Bookshare, the RNIB Library or any other Braille library. Using transcription software such as Duxbury DBT or Braille Blaster, any digital text file can be transferred to and read on Canute. Canute is ideal for beginners and young children learning Braille. techno-vision.co.uk

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What’s new?

Centre for Child Mental Health Vital online CPD and training for all child professionals (from education, social work. counselling, psychology and occupational therapy) on child and adolescent mental health and child trauma. Providing practical tools, techniques and key innovative strategies from international trainers and practitioners, all experts in their field. Upcoming live stream events include Dr Dan Hughes on The Nature of Transformational Therapeutic Change with Traumatised Children, then there’s The Neuroscience of Emotions and Relationships - what you need to know to support children, teenagers and adults, and a 2-day training on CBT Techniques with Children and Teenagers. www.childmentalhealthcentre.org

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

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New infants centre and residential floor opened Muntham House School is an all through special school, catering for boys with Autism, SEMH, and other SEN conditions. We provide both day and residential provision for boys aged 5-18. The school is set in 23 acres of beautiful West Sussex countryside. The facilities across the school are state-of-theart, supporting pupils to engage with learning and achieve outstanding outcomes. A unique, purpose built Infants Centre has been created alongside fabulous residential accommodation. An outstanding home away from home, ensuring all pupils are safe, happy and well cared for. www.muntham.org.uk

Equal Education Equal Education is a social enterprise providing 1-1 tuition through supplementary and alternative provision to children in care and those with SEND to improve outcomes and narrow the attainment gap. Tutors are qualified teachers with experience working with young people with complex needs, including those with autism. Our team works with tutors, Local Authorities and multiple agencies to provide targeted support to meet the young person’s educational, social and emotional needs. We recognise that the pandemic disproportionately affected young people with special educational needs and their families and would love to hear from you! Follow them @EEducationUK

New products from Tough Furniture

Support for Children with Sight Loss

One of Tough Furniture’s newer products, the Colstey 2-seater chair, is constructed of a solid piece of rotationally moulded plastic and is ideal for use in SEN environments where furniture may occasionally be subjected to challenging behaviours. It’s suitable for inside or outside use and comes in Lime, Magenta, Charcoal and White. It can also be weighted with sand to make it difficult to throw or tip over. For added versatility, it can also be teamed with the individual Colstey chair and the accompanying table – which features a built-in space for toys or books.

From answers and advice about living with sight loss to specialist services to help children live actively, independently and well, Guide Dogs can help.

www.toughfurniture.com 01588 674 340

Find out more at www.guidedogs.org.uk/children or call them on 0800 781 1444.

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New activity sheets to help children learn important skills through play are available to download now. Information and advice for parents and professionals and advice on access technology to suit a child’s vision impairment. Access to mobility and life skills courses to build independence and tailor-made large print books at everyday prices – also available for children with dyslexia

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Technology

Ten helpful tips for using Word George Bell gives some quick and helpful advice on how to use Word in an accessible manner.

t is often said that most Word users barely use 5% of its features. Indeed, many readers will undoubtedly be selftaught. Converting a regular document into an accessible one for students with Special Educational Needs can be a very time-consuming task. Here are 10 helpful tips for making a Word document which both looks good and makes good braille and large print for visually impaired users. 1. Use styles 2. Do not confuse headers and headings 3. If possible, do not format individual pieces of text

How many readers will admit to manually typing a Table of contents (TOC)? Just one added benefit is the ability to add a TOC which is automatically created in seconds, including page numbers, even with large documents. Another is that your TOC is hyperlinked, meaning that you can click on an item and be taken to that point immediately without having to scroll up and down to find it. For those using screen readers, this is a major navigational benefit. If you do add or remove text which changes the pagination, just a couple of mouse clicks will rebuild your TOC.

4. Use the minimum number of Styles 5. For braille: Do you really need that image? 6. Do you really need that table? 7. Do you really need that text box? 8. Do not use tabs and spaces to position text 9. Do not use the Enter key twice 10. Use Control + Enter to start a new page One of the most common mistakes made is in not using “Styles”. Whatever the output required, applying a Style to text does more than simply change the visual appearance. It also defines what the text is in the structure of a document, such as a Title, a Page Header, or a heading. Moreover, rather than manually making changes by highlighting the relevant text, a Style can be applied with a mouse click. If you don’t like the appearance of a Style, it is relatively simple to modify. And if you have used the same style in many places, ALL occurrences of that Style will be changed. senmagazine.co.uk

A very common mistake is to press the Enter key multiple times until a new page appears. By simply holding down the Ctrl key and pressing Enter, a new page will appear. A further time saving feature is using Templates. Perhaps you have changed a document in a specific way for a specific font size, or even change the colour of both typeface and background, you can therefore also save the document as a Template (with or without the text), and again quickly apply that Template when required for a new document. Learning how to use such features does involve a modest degree of learning, but you will very soon find that many things can be done much more quickly than before. Finally, don’t forget to use the spelling and grammar checker, especially if foreign language Styles have been used. If you find any, it may be wise to check with the originator before correcting. SEN110

Makaton

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Let’s Talk Makaton What is Makaton? Being able to communicate is one of the most important skills we need in life. Makaton is a language programme that combines signs, symbols, and speech to provide multiple ways for someone to communicate. The use of signs can support people who have unclear or no speech and symbols can help those who have limited speech and cannot or prefer not to sign. Makaton transforms the lives of those with communication difficulties by giving them a way to express themselves independently, which is proven to overcome frustration and promote inclusion. With Makaton, children can communicate straight away using the signs and symbols. Many then drop the signs or symbols naturally at their own pace as they develop speech. Being able to communicate eases frustration and gives children confidence and independence while developing communication and language skills. Makaton is a visual way to develop communication skills which helps stimulate sounds and words. This visual way of communicating encourages language development, such as putting words together. Makaton helps understanding, giving the child an extra visual cue to help them understand.

community support and much more. With Makaton Membership you can search for Makaton signs, symbols and videos from the Core Vocabulary on your PC, tablet, or phone at home and on the go! Group Membership is available, which includes up to 4 individual logins, so it is perfect for sharing within a family and between professionals.

Who uses Makaton?

Makaton Membership includes:

There are currently more than 2.2 million people in the UK with speech, language and communication difficulties, and over 1 million Makaton users. It can help children who have difficulty with:

• Search and view line drawings of signs, videos, and symbols for over 500 concepts in the Core Vocabulary

• communicating what they want, think or how they feel • making themselves understood • paying attention • listening to and understanding speech • remembering and sequencing Makaton is the UK’s leading language programme for adults and children with learning or communication difficulties. It is also used by everyone who shares their lives, for example, parents and other family members, friends and carers, education, and health professionals. Makaton is regularly used in schools, to support all children to develop communication, language, and literacy skills. Using Makaton across a setting supports integration, as children with and without language difficulties can communicate, learn, and play together more easily.

Makaton Membership Joining the Makaton Membership gives you access to the online Makaton Library of signs, symbols, and videos, MakaChat SEN110

• Download up to 40 signs and symbols per month to make your own labels, choice boards, games, and activities • Create your own favourites box for all the signs and symbols you use most • Access MakaChat community support from our knowledgeable Ambassadors and Tutors across the UK • Download activities, games, and other resources • Get special offers in our online shop “It is so useful to have all the signs and symbols just at my fingertips and I love that I can log on from my phone when I am out and about if I need to quickly check a sign. It is good to have all the signs and symbols in one place too, without needing to look in different manuals” Start your membership today or sign up for a free trial membership and sample what Makaton Membership can offer you via makaton.org/membership

Want to know more? You can find out more about Makaton and the work of The Makaton Charity by visiting our website makaton.org or contact us at help@makaton.org or 01276 606760. You can also follow us on Twitter (@MakatonCharity), Instagram (@Makaton) or join us on Facebook (Facebook.com/TheMakatonCharity). senmagazine.co.uk

Sen products & services

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Point of view

Point of view: former headteacher

Adapting to change during Covid-19 The pandemic made me reconsider my career break as a head teacher, writes Emily Haddock. In January 2020 I decided to take a career break and was in Australia and New Zealand when the pandemic hit. My plan was to take nine months off work, heading to China, Taiwan and Japan, to meet my friend, Jane, who had worked with me as Assistant head teacher, and her children, who had lost their husband and father very unexpectedly in September 2019. This trip, for all of us, was so needed. For me, it was a chance to reflect following significant safeguarding concerns and consider my future as a head teacher. But for Jane and her children this was to be a life changing trip where they were establishing themselves as a family of three. However, it was quickly apparent that heading to Asia would not be an option. So, after a period of mourning our cancelled trip, we decided to rally and book another holiday; this time heading to the opposite side of the world – surely this new virus couldn’t affect everywhere in the world! So we booked our second life changing trip – to Brazil and Peru, to walk the Inca Trail, visit the jungle and to samba on Copacabana beach. I flew home from my three months in Australasia and planned lots of social events in the week I was home to see all my friends and family, wanting to see as many people as possible before heading off on my next trip. What I didn’t know was that this would be the last chance for a long time to see my friends and family, not just because I was on the other side of the world, but because of Covid-19. Being a head teacher is not just a job title, it is an identity, and being a head teacher, sitting at home whilst my colleagues worked on the frontline, was disconcerting. I wanted to help but couldn’t help feeling relieved that I could continue with my career break, to regain my motivation, which I would never have been able to do in the middle of managing a global pandemic. Jane also wasn’t missing the challenges which leaders were facing in schools, needing that time to support her family. Her children were also appreciating the school closures, themselves struggling to cope with the demands of school whilst also processing their grief. But, the same as the rest of the country, life goes on and we learn to exist in our new world - where we can no longer hug SEN110

About the author Dr. Emily Haddock is an education consultant specialising in special educational needs, autism awareness, behaviour management and curriculum development. @emilyhaddock southmanchestertutors.com

“Sitting at home whilst my colleagues worked on the frontline was disconcerting” the ones we love, where going out for a drink is now is only possible alongside a ‘substantial’ meal, our coping strategies can no longer revolve around being able to get on a plane; and, in Jane’s case, like so many other families across the country, learning to exist with the loss of our loved ones. But life does go on, and I am back as a head teacher of a large special school, Jane is considering going back to work part-time in January, and her kids are back in school (when not looking after Sid, their new sausage dog puppy!). So whilst we wait for the game-changing vaccine, we continue with our zooms, meets and teams; social distancing; negative cases, positive cases; two-week isolations; virtual learning offers and everything in between. But what life repeatedly teaches us is that we will get through it and we will learn to adapt to whatever our life throws at us. Because it’s what us teachers always do. senmagazine.co.uk

Point of view

Point of view: parent

Finding ways to fit in While advocating for her daughter Maia, Celia Webster has found a better, more inclusive life for her and her daughter. Everyone has at some time experienced the feeling of being left out or not quite fitting in. This can be painful for many. When my daughter Maia was born, I also felt I had been given this child that somehow was not right and didn’t fit in. I struggled hugely with this. Yet over the years I have gradually realised how in many ways it’s society that’s not right, not my daughter. In fact, over time she changed her entire family for the better, as well as those around her. Now we can celebrate and enjoy our differences. At playgroups, people would look over at Maia, not in a mean way, but to work out what was different. Primary school was more accommodating and people on the whole were friendly and inclusive, despite the odd hurtful comment. Then came senior school. Maia started at a well-regarded academy. There was a boy on the bus who on more than one occasion pointed at my daughter and said “no one talk to this girl, she’s not normal”. Maia, who had previously been a happy child, began to pinch herself and be very distressed at home. Her confidence fell through the floor and her anxiety went through the roof. She was able to voice to me that not one of the children sought her out at school. She would go for days without any child speaking to her. I went to see the head after many failed attempts to seek any change, like a buddy for the playground. To my horror, the head said he’d heard that no one spoke to Maia in the playground at break, so they had decided to open the library at break times so she could go there. Unsurprisingly, most of the children with SEND left that school that same year. Sadly, even if children are included in school this does not extend usually to true inclusion, and play dates never happened. One family did invite her over - they will never know what this meant to us! I managed to transfer Maia to Egerton Rothesay School. From the first visit, she said, “Mum, they all talked to me and they all said hello!” From this time on we had several years of joy with people who loved her and valued her for who she was. Ten years ago a friend and I co-founded WAVE which stands for We’re All Valued Equally. It evolved out of our pain and the lack of valuing of our children and it opened our eyes to others. I began The Challenge Group, a support group and playgroup for families with a baby or child with additional needs and their siblings. We offered free massages and tea, coffee and cake and a bunch of beautiful flowers at the end of each session. It’s a place where we can share the struggles senmagazine.co.uk

About the author Celia Webster is the co-founder of charity waveforchange. She is also am the leader of The Challenge Group, a playgroup and support group which has been formed through waveforchange. waveforchange.org.uk @WaveForChange

@wavewithnotfor @waveforchangeuk

“We offered free massages and tea, coffee and cake and a bunch of beautiful flowers at the end of each session” and the joys and we’ve become like a family. It’s a place of belonging and welcoming. It’s a place I longed for when Maia was little and I never had WAVE is a movement for change, seeking to break down practical and attitudinal barriers and to create spaces where people of all abilities can socialise and have fun together! Through a new college (now at The Harington scheme - which is also amazing!) and through her friendships at WAVE, Maia has grown hugely in her confidence and sense of worth and belonging in the world. I have found that the world has become a better place through her and we discover what’s really important in life.

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

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SEN law

What the law says about EHC needs assessments Douglas Silas provides an overview of the law about EHC needs assessments.

n the last issue, I gave a quick recap about general SEN law duties and how things should fit together. However, when most people think about SEN law, they usually think about Education, Health and Care Plans (EHCPs). As such, it is important for me to now look at EHC needs assessments and discuss what you need to do to get an EHCP.

“What do you need to do to get an EHCP?”

What are EHC needs assessments? The aim of general SEN legal duties expects early years providers, schools or post-16 institutions to assess if a child/ young person’s progress is slower than expected. They then decide whether that child has Special Educational Needs that may require an EHCP to be made for them, because they may need more support than can be provided at the school or college. In these cases, an Education, Health and Care (EHC) assessment may need to be conducted. SEN110

EHC assessments (more properly referred to as ‘EHC needs assessments’) are considered when someone (such as a parent or a school) makes a request for an assessment, or otherwise brings a child/young person to the attention of the local authority (LA) responsible for them (i.e., the LA in whose area he/she is living, not where the school or college they go to is based). An assessment request can also be made by senmagazine.co.uk

SEN law

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

@douglassilas

“The LA must also consider whether the young person requires additional time to complete their education or training” • Evidence that, where progress has been made, it has only been as a result of additional intervention and support (over and above that which is usually provided). • Evidence of the child or young person’s physical, emotional, and social development and health needs, (based on evidence from clinicians/health professionals and what has been done to meet these needs). Also, where the young person is already over the age of 18, the LA must also consider whether they require additional time to complete their education or training (in comparison to the majority of others of the same age who do not have SEN). someone else, such as a doctor, social worker or therapist etc. A child’s parent(s), the young person themselves, or their school/college usually request an EHC needs assessment by writing to the LA responsible (there may also be a form for them to complete and submit on the LA’s website). They may enclose additional evidence/expert reports which support their request.

What will the LA consider when deciding whether to conduct an EHC needs assessment? The CoP states that the LA should consider the following things: • Evidence of the child or young person’s academic attainment and rate of progress (or developmental milestones in younger children). • Information about the nature, extent and context of the child or young person’s SEN. • Evidence of the action already being taken to meet the child or young person’s SEN (by the early years provider, school, or post-16 institution). senmagazine.co.uk

The LA can also develop their own guidelines to help them decide when it is necessary to carry out an EHC needs assessment, but these guidelines must not be applied as a blanket policy to certain children/young people or certain types of need.

What happens then? The law says that the LA must notify its decision as to whether or not it is necessary to secure an EHC needs assessment for a child/young person within 6 weeks to the child’s parent or the young person. If it agrees to conduct one, the LA must then also notify the responsible commissioning body, the LA officers responsible for social care for children/young people with SEN, the manager of any early years setting attended by a child, the headteacher (or equivalent) of any school at which a child/young person is registered and the principal (or equivalent) of any post-16 institution where they attend.

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SEN law

What happens in the EHC needs assessment? If the LA agrees to an EHC needs assessment, it must then formally seek advice and information, as follows: • Advice and information from the child’s parent/young person. • E ducational advice from the early years provider/ school/post-16 institution that the child/young person is attending. • Medical advice from a health care profession from the responsible commissioning body.

“Although an EHC needs assessment can lead to the preparation of an EHCP, this is not always the case!”

• Advice from any other person the LA thinks is ‘appropriate’.

assessment, they must also notify the child’s parent or the young person and give them the right to the Special Educational Needs and Disability (SEND) Tribunal (sometimes referred to as the ‘First-tier Tribunal (FtT) (Special Educational Needs and Disability’). If the SEND Tribunal uphold the appeal, an EHC needs assessment must be started within 5 weeks.

• Advice on provision to assist any child/young person in or beyond Year 9 in preparation for adulthood and independent living.

What happens after an EHC needs assessment?

• Psychological advice from an educational psychologist. • Advice in relation to social care.

• Advice from any person that the child’s parent(s)/young person reasonably requests the LA to seek advice from. If the child/young person has a hearing or visual impairment, the LA must also seek advice from a teacher of the hearing/ visually impaired. The LA should not only seek advice on the ‘needs’ of the child/ young person, but also on the ‘provision’ that may be required to meet those needs and about the ‘outcomes’ that should be achieved from receiving that provision. The assessment period usually takes about 10 weeks and advice and information requested must be provided to the LA within 6 weeks of the request. However, if the LA refuses to undertake an EHC needs

Although an EHC needs assessment can lead to the preparation of an EHCP, this is not always the case! Having conducted an EHC needs assessment, the LA must then determine whether or not to issue an EHCP. The legal test is that the preparation of an EHC plan should be made where: ‘in the light of an EHC needs assessment, it is necessary for special educational provision to be made for a child or young person in accordance with an EHC plan’ So, if the LA decides that it is not necessary for special educational provision to be made for a child/young person in accordance with an EHCP, the child’s parent/young person must also notify the child’s parent or the young person of their further right to appeal the decision, within 16 weeks of the LA receiving the original request for an assessment.

■ Young people or their parents have the right to appeal an assessment.

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Outdoor Activities

Ditch the gym: Outdoor equipment Tom Willock talks about the benefits of outdoor exercise for people of all abilities and about the outdoor fitness machines his company installs.

xercise is beneficial in so many ways for our physical and mental well-being. Outdoor gyms are easy to use and offer exercise opportunities for all ages and abilities. We have installed over 2,500 gyms in the UK, with over 1,000 into schools, as well as in many parks and open spaces which are free to use. The interest in our solutions to help children with special educational needs has grown by more than 20% over the last couple of years. We have installed equipment into all types of schools and Post-16 educational establishments.

The benefits of outdoor exercise material Of course, outdoor activities can also just be done without any equipment. However, exercise equipment can often add to the range of activities that can be done during a lesson. In terms of schools’ usage, there are several areas where the equipment can be very beneficial.

During PE lessons Outdoor fitness equipment can be used as part of a PE lesson. My company provides free lesson plans, and there are is also a lot of other free online material. As one organisation commented when considering an outdoor gym , “It needed to provide a space for them to release energy, help some children to manage themselves emotionally and to provide suitable PE classes that would improve fitness.” For children who may have trouble following more complex instructions, exercise machines are also an easier way to join in on a PE lesson.

Releasing energy Exercise equipment can also be used autonomously by pupils. Especially at the beginning of the day, exercise can help release energy and balance emotions before the start of the school day. Pupils can also use the exercise machines during the course of the school day as a way to regulate emotions or simply for some time away from the classroom. One school commented; “The outdoor gym has helped the children to get

“Exercise equipment can often add to the range of activities that can be done during a lesson.” SEN110

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Outdoor Activities

About the author Tom Willock is the Managing Director for Fresh Air Fitness. freshairfitness.co.uk @FA_Fitness fresh-air-fitness

“There are many outdoor gyms installed into parks and outdoor spaces accessible to the public.” more exercise, more fresh air and to refocus attention ready for learning.” The equipment is also used as an intervention to deal with behavioural incidents with individual pupils in terms of helping the pupil return to a balanced emotional state. “Using the equipment alone provides a place for pupils to spend some time to regain composure and motivation for learning”

Types of equipment It depends on the staff, the environment and the budget which exercise machines are best suited to a school. In terms of the equipment itself, we have found that a broad range of both strength and cardio equipment have been most popular. Both types of equipment get the heart pumping! In some cases where

this is needed, the gyms are made more inclusive by including pieces that are suitable for wheelchair users. As well as a mix of equipment types, we also find that a mix of double and single user pieces work well. Double pieces can help social skills, whilst a single user piece is an option for children who prefer to exercise alone.

Age range In many cases, we are looking to provide for age groups from 5-18 years of age. When the gym needs to cover this whole age range, we provide equipment sized specifically for younger children in addition to a separate range for older children and adults. On some occasions, the equipment will be aimed at older children. This often means that adult gym equipment is more appropriate, since this caters for users greater than 1.4 metres in height.

Other locations Outdoor gym equipment is not just limited to education environments. There are many outdoor gyms installed into parks and outdoor spaces accessible to the public. They are free and easy to use and in terms of finding a local outdoor gym, most suppliers provide some details of their installations on their website. You could also look on your council’s website, or even on an online map! There is strong scientific evidence that being physically active can help you lead a healthier and happier life. Based on the feedback that we have received from our customers, outdoor gyms are a great way of enhancing physical activity opportunities for people of all abilities, whether this be in educational environments or within the community. senmagazine.co.uk

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Outdoor Activities

Introducing the unique

Belly Seat

IP40 Butterfly

IP50 Dune Sandpit

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Inclusive Play are delighted to introduce the new and unique Belly Seat into our range of products. Giving children a new experience in play allowing them to lay flat on their stomachs and still be involved in the centre of the action. With wheelchair accessibility and various play options these products are truly Inclusive in every sense. Contact us for more information on these and our other products.

Inclusive Play (UK) Ltd www.inclusiveplay.com +44 (0) 131 214 1180

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Outdoor Activities

‘Infodemic’ underlines the importance of news-literacy skills Information overload has increased demand for lessons to help children make sense of the news. Before the pandemic, a survey by Action for Children found that nine out of 10 children said they worried about “adult” issues. Increasing numbers of parents and teachers are looking for ways to hold fact-based discussions about the big issues to challenge scary misconceptions and reduce anxiety. For children, this is the first time one story has affected the entire world for an ongoing period. News is more accessible than ever and the prevalence of fake news and misinformation highlights means that the value of children’s news literacy - having the skills to understand and think for themselves about current affairs - has shot up in 2020. The Economist Educational Foundation’s 2020 Impact Report reflects a spike in awareness and demand for news-literacy lessons. This comes as The APPG on Media Literacy has commissioned an independent inquiry looking at media literacy in schools. In March, the Foundation set up a weekly resource bulletin - full of activities to demystify and explore the news to help the millions of families home-schooling, and teachers educating their students remotely. The bulletin has now become permanent - exploring topical news items every week. One parent said; “The resources initiated a habit of stopping for a moment to think about the news instead of blindly believing it”. The Foundation’s flagship programme, the Burnet News Club, equips young people with news-literacy skills to help senmagazine.co.uk

them process scary news stories and identify misinformation. In last year’s cohort, 88% of students said that developing news literacy helped them deal with pandemic related news. 70% said they were now having conversations about the news at home. “[The pandemic] has emphasised the importance of developing a strong set of news literacy skills to be able to follow and make sense of a fast-moving story where a huge amount of alarming and often contradictory information is emerging.”, according to a BNC teacher. The Economist Educational Foundation’s latest impact report shows just how vital news-literacy skills are to parents and teachers. SEN110

Assistive Technology

Why your school needs to stay up-to-date with VI technology George Christou stresses the importance of staying up-to-date with the newest technology in order to give visually impaired students the best chance at learning.

hilst students with vision impairments have the same ability range as their peers, a loss of vision can create many barriers to learning and make it difficult for them to access the full curriculum within a mainstream environment. These barriers to learning vary considerably between students. Some may have difficulty discriminating between colours, whilst others may not be able to see the interactive whiteboard or read words on a screen, which makes completing school work impossible.

How assistive technology can help These barriers do not have to be insurmountable. From tablets and 2-in-1 laptops to specialised magnifiers and electronic braillers, there is a wide range of assistive resources and equipment available, which means students can access the learning opportunities available to them at school. Whilst these resources are widely available, it is not enough to simply purchase the equipment and hand it over to the students to use. A much more nuanced and considered approach is required to make the right choices for every pupil.

What to do before you invest It is vital that schools properly assess the needs of their students before investing a lot of money or time in equipment that may not be the right fit for their school. By carrying out a comprehensive assessment, a VI ICT specialist can help schools understand the specific needs of their students. Once this assessment is completed, they can recommend the most appropriate hardware and software for the school. However, just having the right technology is not enough. Teachers and classroom assistants need to know how to use

About the author George Christou is the Vision Impaired (VI) specialist ICT Manager for the Joseph Clarke Educational Service, which is part of Whitefield Academy Trust. whitefield.org.uk @WhitefieldNews

“It is not enough to simply purchase the equipment and hand it over to the students” the technology and how to make the necessary adaptations in order to fit students’ needs. It is therefore necessary for schools to undertake training with a VI ICT specialist, who can demonstrate how the technology can be used optimally. This gives both teachers and students the confidence to use the equipment and ensures that they get the most out of it. Specifically, VI ICT specialists can provide training in how best to use the technology in each subject area. For example, the same piece of hardware could bring information from the interactive whiteboard to a student’s desk and also give them the option to magnify information from a textbook, depending on the need. There are some fantastic products on the market today that can make a real difference to a student’s learning experience. In many cases, these products can help visually impaired students enjoy learning and keep up with their peers. As a result of Covid-19 and the subsequent closure of schools, teachers across the country are more tech savvy than they have ever been and have access to all types of technology. With the right training and equipment, they can make a real difference in the lives of visually impaired students.

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Assistive Technology

Techno-Vision Systems Ltd Where Customer Service Counts!

Announcing the release of the Duxbury Braille Translation software version 12.5 For more information, see techno-vision.co.uk/product/duxbury-braille-translator

If you have purchased a copy in the last 12 months, the upgrade is normally free of charge and can be downloaded from our web site at techno-vision.co.uk/downloads-free If you have an older existing copy, please feel free to contact us for cost of upgrades, and include your current Licence Number. Tel: 01604 792777 e-mail: info@techno-vision.co.uk

New business aims to help those with autism A new business aims to boost employment prospects in the creative industries for those with autism. Karl Mulgrew, who has just completed a masters in Project Management in the Business School at the University of Salford, realised there was an employment gap for autistic people in the music and performance industry. To help solve the problem, he created Autistic Musicians and Performers Society (AMPS), and he has even assisted his own brother on his first steps to a career in the arts. The aim of AMPS is to provide those with autism an equal opportunity in the music and performance industry. This is done through a tailored approach, depending on an individual’s place on the autism spectrum and their choice of job role. Karl said “It’s such a hard and fast industry, there’s not a lot of time for worrying about things like this, and I don’t think that’s fair. People with autism get little or no support in these industries.” As a person with autism having a bachelor’s degree in Music Business and experience as a music manager, Karl has the knowledge needed to envision what support those with autism in the music and performance industry would need. Karl is part of the University of Salford business incubator, Launch @Salforduni. Launch was set up in 2018 with the idea of aiding students and alumni in developing their own business. As part of a sixmonth support programme, users get access to a plethora of support from the team, including training, guidance, office space and financial aid. Karl, who wants to do a PhD in Health and senmagazine.co.uk

Social care, wants to develop AMPS to reach out to potential employers, agencies and his target demographic – people with autism. With hopes of gaining funding from Launch, Karl wants to spend the money on buying music recording equipment so AMPS can generate income that will be reinvested into the business. Applications are open to join Cohort 6 of the Launch Business Incubator. myadvantage.salford.ac.uk/Form.aspx?id=875215 SEN110

Specialist seating

Sitting comfortably: the right furniture for SEN Environments Unsuitable furniture in SEN environments can lead to dangerous situations, writes Daniel White.

hen choosing furniture for SEN environments, careful consideration needs to be given to ensure the products will be able to stand up to the rigours of day-to-day life. Furniture for educational spaces is often designed to be cost-effective, but such products may prove unsuitable for challenging environments, resulting in compromised safety for pupils and staff. For children on the autism spectrum and those with other speech, communication and language needs, learning environments can be overwhelming at times. Frustration and complex feelings that are difficult to process may result in behaviour that tests the strength and suitability of furniture to its limits. Some pupils may experience incontinence, in which case furniture should be water-resistant, easy to clean and quick to dry. Other behaviours may also include enthusiastic use, repetitive actions and, in some cases, non-accidental damage. This means that furniture in SEN environments must be up to the highest standard.

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â&#x20AC;&#x153;The long-term costs of unsuitable furniture can quickly start to build up.â&#x20AC;? The risks Safety

Protecting the safety of pupils and staff is of paramount importance. Unsuitable furniture presents injury risks if they are broken during use. Damaged items can create sharp edges that could cause harm, or may reveal small parts that could be ingested. In some cases, furniture may be thrown in frustration, posing injury risks to pupils and staff. These risks can be greatly reduced by a careful design approach and dependable production methods which focus on safety as the main priority. senmagazine.co.uk

Specialist seating

About the author Daniel White is Head of Sales at Pineapple Contracts, a manufacturer of furniture for challenging environments. pineapplecontracts.comÂ @pineapplecf

@PineappleContractsFurniture

â&#x20AC;&#x153;Frustration may result in behaviour that tests the strength and suitability of furniture to its limits.â&#x20AC;? Durability Durability is a big factor in furniture safety, but it also needs to be considered for user comfort. Enthusiastic use can result in sofa springs failing quickly, and repetitive actions such as rocking can soon take their toll on items. Off-the-shelf seating will not withstand such treatment for long, and may need to replaced multiple times over the years. As well as the inconvenience of the time spent waiting for replacements, the long-term costs of unsuitable furniture can quickly start to build up. Replacing items frequently will also disrupt the environment which can be unsettling, especially for children with Autism Spectrum Disorder.

What to consider Materials

Firstly it is important to consider the material your furniture is made from. Each option has its own benefits and drawbacks depending on your preferences and requirements. Plastics are a great option if a water-resistant, easy-to-clean item of furniture is required, or if it needs to be suitable for outdoor use. Anti-bacterial additives are available which, unlike surface treatments, provide protection throughout the product even if the surface is scratched or worn. Wood has an organic appearance and can be very sturdy and cost-effective, but exposed surfaces may require upkeep to maintain good condition and may be susceptible to deterioration from long-term cleaning.

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Specialist seating

All-foam products (without an internal frame) provide a soft and safe option for those who need it, and can be combined with anti-vandal vinyl covers which have heat-welded seams instead of stitching to ensure total water resistance and resistance to tearing.

Upholstery For upholstered furniture, the choice of fabric is worth thinking about carefully; does the item need to be resistant to stains? Or is it important that the fabric is patterns and tactile textures are important? Advancements in fabric technology mean that these attributes don’t need to be at the expense of comfort or water resistance, so there is no need to compromise on essential features. It should still be borne in mind that, while some fabrics are water-resistant, liquids can still penetrate through stitched seams and zips This means that for cases of regular incontinence or spills, more water-resistant options should be considered.

Manufacturing Furniture can be made in a variety of ways, and each method of manufacture brings its own benefits to challenging environments. Traditional wooden joinery can be very robust, and additional reinforcement techniques (like replacing springs and webbing with reinforcement panels) help to create sturdy tables and seating that will stand up to continuous, enthusiastic use. Alternatively, plastic furniture can be manufactured by a rotational moulding process. This process creates a totally water-resistant and hollow outer shell, which allows ballast to be added to create a heavyweight product that cannot be moved or thrown. For the

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“Some children find that a repetitive rocking motion provides a source of focus and calm” ultimate peace of mind, products can be securely fixed to the floor, making them totally immovable. Some children find that a repetitive rocking motion provides a source of focus and calm, so furniture designed to allow such motion –like rocking chairs- can contribute to better learning outcomes as well as reducing strain on products not designed for such treatment.

Conclusion The risks associated with using unsuitable furniture in learning environments can be serious, but they are easily avoidable. Suitable furniture doesn’t have to cost the earth, and by investing in products designed for challenging environments, the risk of injury and disruption can be minimised along with reducing long term costs. The right products made from the proper materials will allow schools, teachers and parents to feel at ease. But most importantly, the right furniture will create a safe environment that allows children to express themselves and learn in a way that is suited to them.

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Specialist seating

Advertisement feature

Virtus Modular Seating The Virtus Seating System is a new and unique dynamic seating system from RMS Limited which has been specially designed to support users who canâ&#x20AC;&#x2122;t maintain a symmetrical and unsupported sitting posture. The modular seating system allows users to choose between a fixed and dynamic backrest option, ensuring the posture of the pelvis and spine is kept neutral and supported at all times. The dynamic backrest allows the user to then extend in the seat - the backrest accommodates this by moving and matching the strength of the user â&#x20AC;&#x201C; then returns them back to the correct postural position once they relax. The Virtus is fully adjustable, and is compatible with a wide range of accessories, belts and harnesses, allowing the seat to grow and change with the individual, ensuring a cost effective and long lasting seating solution. RMS produce an innovative interface for the Virtus so the seat can be matched to virtually any base - indoor bases; outdoor mobility bases; and even powered bases. The seat has also been rigorously crash tested to British Standard ISO16840 requirements so that it can be rolled straight into a specialist vehicle and strapped down without having to transfer the user out of the seat. All of the Virtus seats are manufactured in the UK. Every seat is made to measure and then delivered nationwide by a team of local product specialists, who make sure your Virtus is set up just right. For more information and to book a FREE assessment, email sales@rms-kent.co.uk or call 01795 477280. senmagazine.co.uk

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Post-16 options

Six lessons for effective SEND practice Jenny Williams shares six key principles for SEND learning which she will be taking into account in 2021. “The vast majority of people in education and social care make the right decisions for children day after day, week after week, month after month.” I was encouraged by this conclusion from Ofsted’s annual report back in January 2020. It was recognition for the many teachers, mentors and leaders who have made it their vocation to care for, and educate, young people across the country. It was also a reminder of the countless decisions, small and large, that are taken each day, week, and month by experienced practitioners, professionals, and leaders. The unprecedented events of 2020 shone a spotlight on the courage needed for such decision making at all levels, in the face of deep complexity and uncertainty. What guided you last year? For me, it was an unwavering belief in the power of learning to engage, elevate and empower young people. In particular, to hold in esteem the talents and abilities of those in greatest need. SEN110

“Parents want to feel like they are equal partners in the process of planning a learning programme”

But what does that look like in practice? At ASDAN, we are enormously grateful for our long association with teachers and supporters of young people with SEND. Below are six things we’ve learned from your practice and experience. As you consider the decisions you are facing in preparing your students for adulthood in 2021, I hope my article gives you a moment to reflect, to affirm your plans, and maybe even an idea or two. senmagazine.co.uk

Post-16 options

About the author

“Practical learning in the community can be powerful when it is backed up by reflection and further learning in the classroom”

Jenny Williams is Chief Executive of ASDAN, a curriculum development and awarding organisation. Before joining ASDAN in 2016, she was Director of Vocational Education and Training at the Education and Training Foundation. asdan.org.uk @ASDANeducation

1. Practical learning prepares students for life beyond school Ben’s story (see box) illustrates one of the key principles of effective professional practice in post-16 education – practical learning in the community can be powerful when it is backed up by reflection and further learning in the classroom. “Things slotted into place for Ben when he started our community curriculum,” says Cathy Bradshaw, Assistant Headteacher at The Apperley Centre. “He loved it because he could see how meaningful it was to his life and how it could help him gain the skills to live more independently. In the community, he was able to practise his skills, such as mathematics, in a way that made sense to him. The practical learning he undertook led to a transformation in Ben. He has managed to progress on to a mainstream college where he is undertaking a course aimed at helping students with barriers to learning develop their self-confidence, independence, and work skills. He is really enjoying it and is doing brilliantly.” By helping students combine the practical elements of learning in the community with ample reflection in the classroom, with ample reflection in the classroom, students like Ben benefit greatly. students like Ben benefit greatly.

Asdan

2. T he four PfA pathways ensure a broad range of valued outcomes Effective practice also involves ensuring that the curriculum is closely aligned with the four pathways from the Preparing for Adulthood programme; (friends, relationships, and community; employment; good health; independent living). According to Julie Pointer at the National Development Team for Inclusion: “Historically, outcomes for SEND learners have been poor. The four PfA pathways are crucial because they ensure SEND learners achieve a broad range of outcomes that enable them to be part of their communities, have friends, and get a job. The pathways help learners become independent and have a good quality of life. That’s why they need to be at the heart and soul of every curriculum.” By including the pathways into your programme, you will be able to help your students aim for their personal goals of independence.

3. P erson-centred planning engages and empowers learners Person-centred planning is our third key principle of professional best practice in post16 education. Young people should be at the centre of the planning of their curriculum so that they take ownership of their learning. When learners shape their own programme of study and are consulted and listened to, they feel motivated and empowered. ■ xxxxxx

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Post-16 options

Poor mental health is often related to a lack of control over things happening in your life. So, by putting learners in control of their planning, we can boost their mental wellbeing. They start to believe in themselves, which leads to better mental health, which helps learners achieve new goals, which in turn builds their confidence.

“Showing progress is what education is all about,”

4. Recognition of progress and achievement helps build self-esteem and identity The confidence young people build through person-centred planning can be consolidated through ongoing reviews. “Showing progress is what education is all about,” according to Kevin Larsen, 14-19 Lead at Mabel Prichard School, a special school for learners with complex needs in Oxford. “Good quality ongoing reviews allow you to demonstrate achievement in keeping with the syllabus and help build up a clear picture of the learning profile of the student. If you are reviewing regularly, you can identify where planning is working well or where it may need to be adapted to meet the needs of the learner.” By regularly rewarding small steps of achievement, you can see students’ self- esteem and confidence grow. Acknowledging and rewarding the little things can make all the difference.

5. Effective transition planning supports progression When there is a good relationship between the post-16 provider and a feeder school, the college gains a better understanding of the skills, qualities, and aspirations of the young person. To support transition, post-16 learners at Mabel Prichard School have been attending City of Oxford College on a weekly basis, where they have benefited from a wide range of work experience opportunities. “This work experience has enabled learners to familiarise themselves with the college campus, the SEN Department and

college staff as well as socially interacting with other students,” says Kevin. “As a result, the students’ transition from school to college has been much smoother.” By preparing learners properly with good communication between the post-16 setting and the school, transition becomes a much smoother process for the students and the practitioners.

6. C ommunication with parents helps raise aspirations It’s very important that parents, too, are given the opportunity to believe their children can achieve. Parents want to feel like they are equal partners in the process of planning a learning programme that leads to great outcomes and enables their child to be as independent as possible. A young person’s voice should remain at the forefront, good communication with parents is key since they are able to help their child achieve goals and prepare for the future. These six principles will guide me in the coming year. 2020 was tumultuous, but with these ideas in mind, I believe we will be able to keep helping learners transition in really positive ways.

Ben’s story When Ben, a student with severe learning difficulties, started at The Apperley Centre, the post-16 provision at The Shrubberies School, he was a highly vulnerable young person who lacked confidence and independent living skills. Staff at the Gloucestershire centre enrolled Ben in their ‘community-based curriculum’, which is focused on practical activities in the community, backed up by reflection on experience and learning in the classroom. Ben started making great progress thanks largely to volunteering opportunities at Gloucestershire Orchard Trust; Westonbirt, The National Arboretum; and two cycling projects. Ben also completed activities which included accessing local leisure facilities. With his confidence growing, Ben went on to gain several qualifications, including passing mathematics and ICT qualifications at Entry level 1.

■ Good communication will help make transitioning a smooth process.

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Post-16 options

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Post-16 options

Advertisement feature

St. John’s College (Brighton), 19-25 years, education and residential provision The opportunity for young people with complex special needs to participate in further education beyond 19yrs is essential. It is not a subjective view, but rather a well-informed appreciation of the impact of what additional access and time in an adult orientated education provision has on a young person’s future. Here at St. John’s we offer a broad and stimulating Waking Day Curriculum that combines the learning of life skills with practical age-related learning activities such as music, performing arts, media and creative arts, all of which are an integral part of Brighton city life. Learners can play in the college band, perform at local venues including at a regular open mic night in the basement of a pub! Learners run a weekly radio slot at the local hospital and university and participate in the Brighton Fringe Festival and the Great Escape event. Learners are keen to be a part of college productions and we work in partnership with the amazing Flute Theatre company who provide interactive performances for young people on the autistic spectrum. A well-equipped print room turns learners’ art work into quality gifts and practical

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classes in gardening and sport provide excellent leisure and health opportunities. All learners achieve accredited qualifications from pre- Entry levels to Level 2 and some are supported to attend local mainstream colleges where they gain qualifications in extended vocational subjects. The development of work and functional skills is a priority, an extensive choice of work-based learning activities and community work placements provide highly relevant learning environments. Significant personal development and increased aspirations to undertake purposeful activities within society are tangible outcomes. Our proposed supported internship programme commencing in September 2021 will also provide increased capacity for young people with learning disabilities and difficulties to successfully enter the world of work and prosper. Tel: 01273 244 000 Email: admissions@st-johns.co.uk WWW: st-johns.co.uk

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CReSTeD

Council for the Registration of Schools Teaching Dyslexic Pupils The Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) is a charity founded in 1989 to help parents and those who advise them choose an educational establishment to support a student with Specific Learning Difficulties (SpLD). These include Dyslexia, Dyspraxia, Dyscalculia, ADD, ADHD as well as Pragmatic and Semantic Language Difficulties. The CReSTeD Council includes representatives from the BDA, Dyslexia Action, Dyslexia-SpLD Trust, the Helen Arkell Dyslexia Charity, educational psychologists and schools.

Category

CReSTeD maintain a Register of schools and teaching centres, accredited for their provision for students with SpLD. These establishments are visited by a Consultant, selected for their experience in the field of SpLD, to ensure that the criterions set by CReSTeD are met. All schools and centres are revisited every three years or earlier in certain circumstances. If successful, they are placed into one of six categories according to their type of provision:

Description

Dyslexia specialist provision (DSP)

Established primarily to teach pupils with dyslexia.

Learning support centre (LSC) â&#x20AC;&#x201C; formerly Dyslexia unit (DU)

Offers a designated unit that provides specialist tuition on a small group or individual basis, according to need.

Maintained schools (MS)

Local authority schools able to demonstrate an effective system for identifying pupils with dyslexia.

Specialist provision (SPS)

Specifically established to teach pupils with dyslexia and related specific learning difficulties.

Teaching centre (TC)

Designated centre providing specialist tuition on a small group or individual basis, according to need.

Withdrawal system (WS)

Helps dyslexic pupils by withdrawing them from appropriately selected lessons for specialist tuition.

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CReSTeD

Schools listed on the CReSTeD Register (as at 1st November 2020) Abingdon House School (SPS) London abingdonhouseschool.co.uk

Centre Academy London (SPS) London centreacademy.net

Kingâ&#x20AC;&#x2122;s School (LSC) Bruton, Somerset kingsbruton.com

Appleford School (SPS) Salisbury, Wiltshire applefordschool.org

Centre Academy - East Anglia (SPS) Ipswich, Suffolk centreacademy.net

Kingham Hill School (LSC) Chipping Norton, Oxfordshire kinghamhill.org.uk

Avon House School (WS) Woodford Green, Essex avonhouseschool.co.uk

Clayesmore Preparatory School (LSC) Blandford Forum, Dorset clayesmore.com

Kingsley School (The Grenville Dyslexia Centre) (LSC) Bideford, Devon kingsleyschoolbideford.co.uk

Barnardiston Hall Preparatory School (LSC) Haverhill, Suffolk barnardiston.com

Clayesmore School (LSC) Blandford Forum, Dorset clayesmore.com

Bedstone College (LSC) Bucknell, Shropshire bedstone.org Bethany School (LSC) Cranbrook, Kent bethanyschool.org.uk Blossom House School (SPS) London blossomhouseschool.co.uk Bloxham School (LSC) Banbury, Oxfordshire bloxhamschool.com Bredon School (DSP) Tewkesbury, Gloucestershire bredonschool.org Brockhurst & Marlston House Schools (LSC) Newbury, Berkshire brockmarl.org.uk Brownâ&#x20AC;&#x2122;s School (SPS) Orpington, Kent brownsschool.co.uk

Cobham Hall School (LSC) Cobham, Kent cobhamhall.com Dowdales School (MS) Dalton-in-Furness, Cumbria dowdalesschool.co.uk Ellesmere College (LSC) Ellesmere, Shropshire ellesmere.com Fairley House School (DSP) London fairleyhouse.org.uk Finborough School (LSC) Stowmarket, Suffolk finboroughschool.co.uk Frewen College (DSP) Rye, Sussex frewencollege.co.uk Fulneck School (LSC) Leeds, West Yorkshire fulneckschool.co.uk Hazlegrove Preparatory School (LSC) Yeovil, Somerset hazlegrove.co.uk

Bruern Abbey School (DSP) Chesterton, Oxfordshire bruernabbey.org

Holme Court School (DSP) Little Abington, Cambridgeshire holmecourt.com

Calder House School (DSP) Near Bath, Wiltshire calderhouseschool.co.uk

Kilgraston School (WS) Bridge of Earn, Perthshire kilgraston.com

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Kingswood House School (LSC) Epsom, Surrey kingswoodhouse.org Knowl Hill School (DSP) Woking, Surrey knowlhill.org.uk Laidlaw Hall (TC) London laidlawhall.co.uk Lime House School (LSC) Carlisle, Cumbria limehouseschool.co.uk Mayfield School (MS) Portsmouth, Hampshire mayfield.portsmouth.sch.uk Mayville High School (LSC) Southsea, Hampshire mayvillehighschool.com Millfield Preparatory School (LSC) Glastonbury, Somerset millfieldprep.com Millfield School (LSC) Street, Somerset millfieldschool.com Mitchells Dyslexia Facility (TC) Rustington, West Sussex mitchellsdyslexiafacility.co.uk Moon Hall College (DSP) Reigate, Surrey moonhallcollege.co.uk Moon Hall School (DSP) Dorking, Surrey moonhallschool.co.uk

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CReSTeD

More House School (SPS) Farnham, Surrey morehouseschool.co.uk Oswestry School (WS) Oswestry, Shropshire oswestryschool.org.uk Pipers Corner School (LSC) High Wycombe, Buckinghamshire piperscorner.co.uk Sackville School (WS) Hildenborough, Kent sackvilleschool.co.uk Sidcot School (LSC) Winscombe, North Somerset sidcot.org.uk Slindon College (LSC) Arundel, Sussex slindoncollege.co.uk St Davidâ&#x20AC;&#x2122;s College (SPS) Llandudno, Conwy stdavidscollege.co.uk Tettenhall College (LSC) Wolverhampton, West Midlands tettenhallcollege.co.uk Thames Christian School (WS) London thameschristiancollege.org.uk

The McLeod Centre for Learning (TC) Londonamandamcleod.org The Moat School (DSP) Fulham, London moatschool.org.uk The Sheila Ferrari Dyslexia Centre (TC) Woodford Green, Essex avonhouseschool.co.uk Thetford Grammar School (WS) Thetford, Norfolk thetgram.norfolk.sch.uk Trinity School, Rochester (SPS) Rochester, Kent trinityschoolrochester.co.uk

The MS category now includes schools approved by the BDA as Dyslexia Friendly Quality Mark Schools. These schools have demonstrated a high commitment to dyslexic learners and undergone rigorous scrutiny in order to achieve the Quality Mark award, which they hold for three years before being re-verified by the BDA. They are identified on the CReSTeD Register with the BDA Dyslexia Friendly Quality Mark logo.

Unicorn School (DSP) Abingdon, Oxfordshire unicorndyslexia.co.uk Walhampton School (LSC) Lymington, Hampshire walhampton.com Wycliffe College Preparatory School (LSC) Stonehouse, Gloucestershire wycliffe.co.uk

The Dominie (DSP) London thedominie.co.uk

Wycliffe College Preparatory School (LSC) Stonehouse, Gloucestershire wycliffe.co.uk

The Dyslexia Teaching Centre (TC) London dyslexiateachingcentre.co.uk

Ysgol Aberconwy (MS) Conwy aberconwy.conwy.sch.uk

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Dyslexia Friendly Quality Mark

Further information

The CReSTeD Register is available to view at crested.org.uk

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CReSTeD

The Dyslexia School since 1910

Leading day and boarding school for boys & girls aged 7-19 with Dyslexia & Dyspraxia • All teaching staff have dyslexia qualifications • Pupil progress and achievement increased year on year over the last 5 years • Dyslexia-friendly Assistive Technology utilised throughout the school to assist reading & writing

www.frewencollege.co.uk @frewencollege 01797 252494

Support for success Whether learning to type or getting extra tailored support, children ﬂourish at The McLeod Centre for Learning Children who struggle with reading and writing often compare their own achievements with those of their peers. They feel less intelligent, isolated and have low self-esteem. At The McLeod Centre for Learning, which has Crested accreditation, children address their learning needs within a nurturing environment, and find their way in the academic world again - or even for the first time. Before starting, children are assessed by Specialist Teachers and an individual programme is designed. Children enrolled in the Morning School receive English (dyslexia), maths (dyscalculia) and touchtyping/handwriting (dyspraxia) lessons. Groups are no larger than three and often individual. Dependent on needs, children usually attend one to five mornings a week, usually for one to three terms. The McLeod Centre for Learning runs after school sessions for 5-18 years. A wide range of subjects to A-level is offered as well as remedial handwriting, touch-typing and tutoring for 4+, 7+, 8+, 11+ and 13+ entry exams. Specialist support for dyslexia, dyspraxia and dyscalculia is also available. Their teachers, experienced in

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selection processes, provide interview practice for independent preparatory and senior schools. The McLeod Centre for Learning’s touch-typing classes are after school and at weekends during term time. Intensive courses are run during holidays. Many children, who have already learned during a course, choose to continue to work on spelling whilst building typing speeds. Amanda McLeod is the author and series editor of the Scholastic Handwriting series (Reception to Year 6). She is a committee member of the National Handwriting Association, one of their trainers and also their representative in the media. 74a Lupus Street SW1V 3EL; 020 7630 6970 / 07749 416604 amandamcleod.org mcleodcentre@gmail.com

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CReSTeD

Coronavirus testing for schools and colleges from January The department for education have announced that teachers and students will have access to rapid testing to help keep schools and colleges open throughout the spring term. From January, starting with secondary schools and including all special schools and alternative provision, the education workforce will be eligible for weekly on the spot tests. This will help identify asymptomatic cases – which make up a third of all cases – limiting the spread of the virus. This will be backed up by daily testing for staff who have been in close contact with a positive case therefore eliminating the need for self-isolation and allowing them to continue to come into school or college.

“Testing was arranged to be as unintrusive as possible, and the benefits have been tremendous. Attendance has improved as fewer close contacts have been required to self-isolate. Parents who may have been wavering have gained confidence to send their children to school, and staff have been reassured by the availability of testing. Testing has allowed us to refocus on teaching and learning. I am heartened that the scheme is to be rolled out nationally: it is a game-changer for the sector.”

Students will be eligible for daily testing if they have been in close contact with a positive case. You can read the press notice and the guidance on GOV.UK. Staff and students who are close contacts of cases will be eligible for daily testing, preventing the need for immediate self-isolation. Only if a daily test returns a positive result will the staff member need to isolate. Test kits will begin arriving at secondary schools and colleges for the first phase of rollout to staff from the first week of January. There is no expectation that school and college staff will need to work on this over the Christmas break. Existing staff meetings or inset days can be used for training as appropriate for each individual setting. Hamid Patel, CEO of Star Academies, a trust with schools participating in the autumn testing trials, said: SEN110

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BBS syndrome

Living with a rare disease: Bardet-Biedl Syndrome Tonia Hymers talks about what itâ&#x20AC;&#x2122;s like to have Bardet-Biedl Syndrome, and shares experiences from children who have this syndrome

hildren and adults with Bardet-Biedl Syndrome may experience any of the following symptoms due to their disease; visual impairment, obesity, kidney abnormalities, developmental delays, speech and language difficulties, extra fingers and/or toes and learning difficulties. Not everyone who has BBS will have all of these symptoms, and the effects will be different for everyone; some may have mild symptoms and others may have more severe symptoms, for example some may have global developmental delay with significant learning difficulties, yet others may go on to higher education. There can also be significant variation between siblings affected by the same gene. Someone registered as severely sight impaired at a young age may have a sibling with BBS who has good usable vision into their twenties.

What is BBS? BBS is an inherited and chronic disorder. When both parents are carriers of the BBS gene, there is a one in four chance that their child will have BBS. Families from all communities and all ethnic groups can be affected by genetic disorders, including BBS, but as an inherited disorder, BBS is more common in closely related communities where couples are blood relatives. Where BBS is confirmed genetically within a family, a simple carrier test is possible in at-risk adult relatives (e.g., siblings) to help them make informed family planning decisions. The option of Prenatal testing and Pre-implantation Genetic Diagnosis (in some families) is available where the BBS gene has been identified. senmagazine.co.uk

â&#x20AC;&#x153;Students with BBS are fed up with having to keep explaining their conditionâ&#x20AC;? The aspects of BBS that affect almost everyone diagnosed and have the greatest impact are sight loss, obesity and learning and emotional difficulties.

Rod-Cone Dystrophy Children with BBS often experience Rod-Cone Dystrophy. Rod-Cone Dystrophy is similar to Retinitis Pigmentosa and usually begins with night blindness during primary school years followed by a gradual loss of peripheral vision. The average age of registration of visual impairment for children with BBS is fifteen years. An individual with static vision loss will learn their limitations and develop adaptive coping strategies. However, when the visual impairment is progressive and fluctuating (depending on light and energy levels), these strategies gradually become less effective and protective. A sensory team or qualified teacher

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BBS syndrome

About the author Tonia Hymers is the Service Manager of BBS UK. bbsuk.org.uk @lmbbs1

@bardetbiedlsyndromeuk

“Not always having my resources for the lesson prepared beforehand means I can’t always do as much as everyone else” of vision impairment (QTVI) should be involved from an early age to help children deal with these challenges. A young student told us, ‘Not always having my resources for the lesson prepared beforehand means I can’t always do as much as everyone else’. Another said, ‘Sometimes I can’t see stuff, so I struggle in the lesson. When they turn the lights off to use the board it’s frustrating as I can’t then see because of my [poor] night vision’.

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There are many simple adaptions that can be made within the learning environment to aid young people with BBS. Examples include keeping layout changes to a minimum, allocating a first or last cloakroom peg, and being aware of and managing light sources (they should be behind or to the side of the student). Teachers can also use matte lamination on displays, flash cards and activities to reduce glare. Children with BBS may also

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BBS syndrome

“Obesity commonly affects those with BBS, usually commencing in childhood.” However emotional immaturity, poor reasoning, inflexibility, and obsessive thinking can carry through into adulthood. Many children and young people who have BBS struggle to make and maintain friendships. Social interaction opportunities are vitally important from a young age to enable young students who have BBS to develop their social skills ahead of any visual deterioration. The teaching team can encourage attendance at after school clubs, or support parents by identifying friendships in class to develop outside of school. One of our young members told us; ‘My friends have had mobility training, which has helped if I need support from them. This helps me to have some independence without adults.’

Supporting Children and Young People with Bardet-Biedl Syndrome

have poor facial recognition; using verbal cues and individual names enables them to follow the lesson. Access to a laptop or tablet will allow the student to enlarge/adjust contrast as needed, lesson resources should be pre-loaded or emailed to the student in advance and class and individual white boards should be kept clean to aid contrast and clarity.

Obesity Obesity commonly affects those with BBS, usually commencing in childhood. The cause is currently unknown, but research is being done to find out why children those with BBS are often obese. There is no single treatment approach, but those with BBS can successfully lose weight and a healthy well-balanced diet and active lifestyle approach is advocated. Obesity in BBS exposes children and young people to bullying and it is vital that teaching and support staff understand that being overweight is not always because of over-eating and that they communicate this to the other members of the class and school. Additionally, anti-bullying programmes should aim to decrease weight-based discrimination.

Learning and Emotional Difficulties Children and young people who have BBS often have some degree of learning disability, but they can do well in mainstream education if good support and low vision aids are available. There is a great variation in learning difficulties among the BBS population, with some individuals seemingly unaffected and others who have severe autism and global developmental delay. For some children, learning difficulties lessen as they mature. senmagazine.co.uk

Supporting children and young people with BBS requires a dynamic and attentive approach. An agreed package can quickly become inadequate, and it is important that the needs of the child are assessed regularly and with a good understanding of the condition and future prognosis. When asked what they thought their teachers should know about BBS, students told us; ‘They need to understand my type of vision problems and how this can affect my emotions, and they need to understand my low pain threshold’ and ‘They need to know all about the syndrome and how to keep me safe.’ Most of these students with BBS told us that they were fed up with having to keep explaining their condition, and that at times they didn’t feel believed or understood. With more education and a little effort, we can help these students feel heard. A student passport, completed with the child or young person and made available to all teaching and support staff would develop independence and self-advocacy skills and give the student confidence that their team understand BBS, are aware of their needs and are taking them seriously.

Who are BBS UK? Bardet-Biedl Syndrome UK is the only registered charity in the UK supporting those who have BBS, their families, and carers. The charity produces information booklets and resources, twice-yearly newsletters, an annual Weekend Family Conference, and a Conference Report and organises events designed to reduce isolation and increase knowledge and understanding across its community. For more information go to bbsuk.org.uk or email admin@bbsuk.org.uk.

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Hearing impairment

Supporting deaf pupils during and after Covid-19 Catherine Routley discusses the far-reaching impact of Covid-19 on deaf pupils – and what we can learn from lockdown

he impact of Covid-19 on children’s education has been extensively highlighted. However, it is not an exaggeration to state that the impact on special education, especially deaf education, has been even more significant.

The effect of lockdown When you consider the regulations introduced in the wake of Covid-19, it is not surprising that lockdown has had such a negative impact on deaf people and deaf education. The imperfect oral reception received by deaf pupils is complemented with facial expressions, proximity to the speaker and lip reading, all of which are being compromised during the pandemic. Additionally, the presence of masks has made the lives of the deaf community much harder. Not only do masks muffle sounds, they also prohibit the use of visual cues essential for understanding speech. Reliance on visual cues such as the position of the lips and facial expressions to interpret speech is something deaf and hearing people alike rely on. A hearing aid functions at maximum when the speaker is within a distance of approximately one metre; thus, the social distancing rule of two metres virtually cancels out the benefits of amplification. This is especially the case in dining areas, gym halls and busy classrooms. There is no question that clear face masks would be of great help to deaf students, and they should be readily available for all involved with teaching deaf students. senmagazine.co.uk

“The social distancing rule of two metres virtually cancels out the benefits of a hearing aid” Remote learning In the past few months, much has been made of the use of virtual learning. During the period when pupils were unable to attend lessons in person, schools legally had to provide remote learning. Unfortunately for deaf students, poor or degraded computer audio as a result of connection issues of faulty technology has has made it increasingly challenging for them to participate in lessons. A deaf student who does not usually have communication support in class may need it in order to access online teaching. For many, this means they have to rely on parental intervention, which is not always readily available. Using a radio aid at home may be beneficial in accessing sound on computers, tablets, or mobiles, as well as facilitating

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Hearing impairment

access with family and friends. Among other platforms, Oak national Academy and BBC bitesize both provide videos with BSL and subtitling.

Home visits Deaf children are often diagnosed at an early age and teachers of the deaf work actively with parents, helping them with language development, monitoring and assessments. However, in the present situation, accessing home visits is extremely difficult, if not impossible. In most cases, there is no alternative but to provide support remotely. However, this has many drawbacks –within the limits of a computer screen, it is much harder to coach parents, and demonstrating or modelling good practice and providing emotional support effectively cannot be done remotely. Although some support via a remote system is a possibility, this is not always be the most effective way of meeting families’ needs. Returning to school is an anxious time for many children, but even more so for those with a hearing loss. It has been well recorded that deaf children do not overhear information, incidental remarks and conversations which put them ‘in the picture’ with other kids. Changes to the classroom such as the introduction of ‘bubbles’, limited mixing of groups, staggered break times, frequent washing of hands, social distancing and all new regulations need to be talked about and explained prior to resuming school. Failure to do so could result in emotional difficulties during the return for deaf and hearing students alike. There are resources available to assist with the support and reassurance of deaf children in connection with the pandemic

About the author Catherine Routley trained as a teacher of the deaf and is still active in this role. She also has experience in teaching and providing training in Auditory Processing Difficulties, Working Memory, and ADHD. auditory-actions.co.uk @auditoryactions

E info@auditory-actions.co.uk E routleycatherine@hotmail.com

“New regulations need to be talked about and explained prior to resuming school” and these should not be overlooked. Examples include Deaf Kidz vs Covid-19 and the online game ‘Dave the Dog is worried about coronavirus’, a story told in BSL.

Staying positive But is it all bad news? Schools who were open for vulnerable pupils during lockdown found quite amazing results. More oneon-one time and a quieter atmosphere especially suited younger children, who were able to make significant progress, but it must be admitted that older children struggled with the lack of social interaction. However, despite its many shortcomings, we have learnt something valuable from the lockdown. The difficulties entailed in virtual support are documented now, but they have shown us that we do not need to see preschool children on a near weekly basis. There are occasions when advice can be given to families via zoom or with other online coaching methods. This way, parents will be empowered to manage their deaf child on their own, instead of being overwhelmed by the teacher. Additionally, lockdown has shown us that additional learning for teachers, such as deafness training, does not always need to happen at school or in person. Why should we keep teachers at school after a full day of lessons, when a power point with notes and video links can be provided for teachers to learn from at their own pace and at their own time? When Covid-19 is long gone, we will hopefully remember these useful lessons.

■ Distance learning can be challenging for pupils with hearing problems.

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NB It is acknowledged that an alternative way of writing deaf can be Deaf which refers specifically to the Deaf community. For the purposes of this article the deaf spelling has been used. senmagazine.co.uk

Hearing impairment

auditory actions is an independent consultancy committed to helping your school/service

An independent consultancy providing teaching and training: • Auditory Processing Disorder • Hearing Impairment • Assessments for students at colleges Catherine Routley Author of : Auditory Processing in the Mainstream classroom Special Learners in School Working Memory KS 1 and 2

info@auditory-actions.co.uk

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Autism

Autism feature

• Tourettes syndrome and Autism • Colleges for Autistic children • CPD

Autism

Differences and similarities of ASD and Tourette Syndrome Autism spectrum disorder and Tourette Syndrome have many similarities, but there is a long way to go in the acceptance and understanding of both, writes Seonaid Anderson.

here are many differences and similarities between Tourette Syndrome (TS) and Autism Spectrum Disorder (ASD) such as prevalence, symptoms, co-occurring conditions and movements which are associated with each condition.

TS is a genetic, inherited neurological condition in which people experience both vocal (sound) and motor (movement) tics, which can affect their wellbeing and learning. TS is one of a number of tic disorders. What is said about TS can be applied to all tics and tic disorders, especially as the clinical pathways and treatment are exactly the same in terms of medications and behavioural therapy. ASD is a pervasive developmental disorder with a range of deficits in social communication and social interaction. One of the similarities that ASD and TS share is the evolution of the understanding and acceptance of both conditions. However, it could be argued that TS is still behind in this regard. ASD was once considered to be a rare condition, but prevalence senmagazine.co.uk

â&#x20AC;&#x153;Concentrating on a lesson can be challenging if a child is trying to manage their tics.â&#x20AC;? estimates have risen, and suggested rates are around 1% to 2%. Previously, TS was also seen as rare, whereas now it is estimated that it affects 1 in a 100 school children. Therefore, many teaching professionals will have come into contact and taught students with TS. However, although prevalence rates can be suggested to be similar for ASD and TS, ASD is more well-known and well-funded than TS.

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“There are still myths surrounding Tourette’s Syndrome” Overlap Another similarity is that both TS and ASD are conditions that begin during childhood and mostly affect males. The male to female ratio is approximately 3:1 in TS and 7:1 in ASD. As well as similarities in terms of prevalence and gender ratio, research has also found that there are a significant proportion of TS patients who also have ASD. The rate of TS in children and adolescents with ASD has been reported by some researchers to range between 6 and 8%. Others have found much higher rates up to 22% for comorbid tic disorders in ASD (often these are in clinical populations). Tic disorders such as TS are also found more commonly in special education populations.

thought that approximately half of children with a TS diagnosis will see a significant reduction in their symptoms as they approach adulthood. However, that does leave around 50% of patients living with TS throughout their life, but with symptoms coming and going in terms of frequency and severity. As we know, the term ‘spectrum’ is used to indicate the wide range of abilities and difficulties associated with ASD. There have been arguments put forward as to whether TS should be renamed. Many regard it as a spectrum (like ASD) with people varying in terms of the severity of their condition including the frequency and intensity of their tics. Such has been the shame and stigma associated with the label of TS that some clinicians and families have been using the term ‘tic spectrum’ instead, which they find more acceptable.

Tics and stereotypies

Although TS is a common neurological condition, there are still myths surrounding it and a continuing journey for awareness and acceptance. Some myths about TS include that all people with TS swear, when in fact only about 15–20% people have this tic. Often TS is portrayed this way on TV and in the media. Frequently, it is assumed that TS is an excuse for someone behaving badly. However, it must be reiterated that tics are involuntary, and people with TS are not just ‘saying what is in their heads’. TS does have the potential to interfere with major domains of daily life of both children and adults, such as school, work status and relationships.

There are similarities in terms of both ASD and TS having movements associated with them however we can conclude that those movements are very different indeed. Although they may look similar, the causes behind the movement features of TS and ASD are different. In TS, physical tics are involuntary and usually accompanied by a physical sensation (premonitory urge) before the tic. In ASD, movements are called stereotypies. The onset of stereotypies occurs at earlier ages (<2 years) than tics (6/7 years). Stereotypies are more constant in time and pattern, whereas tics wax and wane over time. Tics tend to be rapid and random whereas stereotypies are more rhythmic, often involving flapping and waving. Repetitive movements in ASD may help reduce or increase sensory input when feeling over or under stimulated or it may also bring enjoyment. There may be other differences too but both stereotypies and tics tend to increase during periods of excitement or stress.

Differences

Speech and cognitive abilities

One of the marked differences between ASD and TS is that ASD is a lifelong, developmental disability whereas for TS It is

Another area of similarity is that both TS and ASD can have some speech abnormalities involving the involuntary repetition

Myths about Tourette Syndrome

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Autism

“Teachers can greatly help children with TS in the classroom environment” of words, phrases or sentences that they hear. This is called echolalia and/or palilalia, which is repeating one’s own words or the words of others. Individuals with ASD can have sensory sensitivities such as sensitivity to light, sound, colour, smell, taste or touch. Similarly, individuals with TS may present as being upset or overwhelmed in environments such as busy classrooms and shopping centres due to sensory overwhelm. Cognitive ability in those with ASD can range from profound disability to superior intelligence. TS does not affect cognitive ability, but it can have an effect on children’s learning. Concentrating on a lesson can be challenging if a child is trying to manage their tics. Co-occurring conditions may disturb learning with ADHD affecting concentration, OCD perfectionism meaning they spend too long on tasks or impulsive traits such as calling out. Classroom support for executive functioning skills, such as giving extra time to process instructions or material, employing task planners and having realistic expectations can be helpful. Mental health can also be an issue for individuals with ASD or TS such as depression, anxiety and anger. It is important to seek help and support from local CAMHS (Child and Adolescent Mental Health Service) or an educational psychologist.

How teachers can help Teachers can greatly help children with TS in the classroom environment, and good communication with the young person and the family can help schools to better support the student with TS. Ask the student about their tics and how they have managed them in the past and recognise that some of their tics can interfere with things like handwriting or seeing the board in the classroom if they have blinking tics. Teachers should also understand that being anxious causes tics to get worse, so speaking to the student and understanding how their TS affects them is crucial. If a student is actively suppressing tics, this may impact on their attention. The student may also have anxiety about ticcing in front of peers and may be more susceptible to mimicking, teasing and bullying. Teachers may mistake tics for rude behaviours such as an eye rolling tic, which is not behavioural but neurological in the case of TS. Behavioural therapy is recommended for tics, but this does not mean that TS is a behaviour problem as tics are never done on purpose. Behavioural therapy is a skills-based treatment approach helping people with tics manage them when they want to. Children shouldn’t be told to stop their tics or punished for them; this can cause embarrassment, anxiety and shame. It should be discussed beforehand with the student how to cope when they are having tics in the classroom. Strategies such senmagazine.co.uk

About the author Seonaid Anderson is a chartered research psychologist and freelance neurodiversity consultant at NeuroDiverse. neuro-diverse.org @Seonaidanderso2

@neurodiverse.org

as allowing the student time out of lessons and a safe place to release tics may be useful.

Covid-19 Researchers have suggested that Covid-19 might increase mental health difficulties disproportionately in people with tic disorders, and we can imagine this might also be the same for individuals with ASD. In particular, some individuals with tic disorders also have vocal tics which look very similar to some Covid-19 symptoms, like a dry cough, throat clearing or sniffing. Having TS and being in school can increase anxiety and will no doubt also increase tics. Understanding and support during this time will be helpful. Both ASD and TS can have sensory sensitivity associated with them which can also be challenging for students required to wear masks. TS patient support associations have also produced information cards which can be shared with others to explain that the person may have tics which seem similar to some Covid symptoms but not to be worried by them and that wearing a mask may be problematic for them. Finally there are misconceptions that people with ASD are often stereotyped as having savant abilities like those depicted in the film ‘Rain Man’. There are also misconceptions about people with TS such as ‘all people with TS swear’ and that they are simply behaving badly and ‘just saying what is in their heads’ instead of it being a condition which is neurological and involuntary. Understanding, awareness and acceptance will help all people with differences and hopefully one day the myths, stereotypes and stigma about TS and ASD will be left behind.

Further information about Tourette’s is available on these websites: acamh.org/topic/tourette-syndrome/ gosh.nhs.uk nhs.uk/conditions/Tourette-syndrome tourettes-action.org.uk

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Autism

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Child-centred education The big idea behind Ivy Lane School is to create a place that is truly centred around the individual - in every aspect. Class teams (including teachers, higher level teaching assistants and classroom support assistants) work together closely to give each young person a broad and varied curriculum designed to give them every chance of success in their adult lives. In addition to education, care and support, the new school includes a full range of therapeutic services based on site, giving young people access to the services they need, when they need them.

A whole-school approach Recognising the positive effect the environment can have, lots of thought has gone into developing a setting that’s flexible and adaptable enough to complement individual needs, capabilities and aspirations. This allows everyone to progress and reach their full potential. On-site facilities include two multi-sensory rooms, ICT suite, art room, media room, music room, library, playground, sports hall, outdoor gym and several bespoke indoor and outdoor

spaces. All are designed to support learning and therapeutic interventions. This carefully selected location in Wakefield also offers a rich variety of community environments to enhance and make learning real and relevant. Such opportunities include local shops, supermarkets, city centre facilities, a full range of public transport, leisure centres, places of worship, outdoor pursuits centres, theatres and museums.

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Autism

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Juvenile dementia

New potential: music therapy for juvenile dementia Professor Adam Ockelford talks about the crucial role of music in the lives of children with juvenile dementia.

ementia in children is rare, but when it occurs, its consequences are devastating for the whole family. As with adult dementia, children gradually lose their ability to communicate, to move and to think. For some, the first sign that something is wrong occurs when they go blind, which occurs in a particular condition known as Batten disease.

The power of music Among the young people we studied was Laura, for whom the power of music was evident: “Her music therapy sessions have always been rich, emotionally vibrant and creative times,” wrote Laura’s music therapist when she was 15. “She has been able to use the sessions to express the emotions she is feeling at the time, as well as for the reflection and remembering. It’s been good that she’s felt able to reflect on her life and singing about the events she can remember. It is the one therapy that she is still responding to with smiles and clear enjoyment, providing a lovely time for the family to have together.” SEN110

‘It is the one therapy that she is still responding to with smiles and clear enjoyment’ For most of us, the experience of sound starts in the womb and so our understanding of music can develop before the genetic consequences of conditions such as Batten disease take hold. Music can also be one of the last effective ways of communicating as we near the end of our lives. So, while research into the place of music in all of our lives is important, it is nothing less than crucial for those with childhood dementia, who will lose their sight, their capacity to move and the ability to understand much of what is happening to them. Through all this, it seems, the brain’s capacity to engage with music, at some level, remains intact. senmagazine.co.uk

Juvenile dementia

‘Music is an indispensable element in the lives and education of people with complex needs.’

About the author Adam Ockelford is a Professor of Music and Director of the Applied Music Research Centre at the University of Roehampton, London ambertrust.org

Research Until recently there was little academic, evidence-based research in this highly specialised field of disability. Our research, which was supported by an eminent steering group, set out to influence educational and therapeutic practice in the field of Batten disease and beyond. It is part of a wider body of work, undertaken at Roehampton’s Applied Music Research Centre, which has forged an innovative approach seeing music as an indispensable element in the lives and education of people with complex needs. The research project, funded by the Erasmus+ scheme, was the first in a proposed series called ‘MIND’ (‘Music in Neurodegenerative Disease’), and our principal source of evidence was 13 case studies of children and young people in the UK with Batten disease. In addition, we used data from a European survey that examined the educational implications of a variant of the Batten disease known as CLN3, which drew responses from 183 parents and professionals across six European countries. The most striking finding of this survey is that as children and young people with CLN3 grow up, music is perceived by parents and professionals to gain dramatically in importance in their lives. This happens at the expense of virtually all other activities, and particularly those that involve physical participation such as sport and dance. Crucially, our research found some children were able to keep using words for months or even years longer if they were sung rather than spoken.

Key findings Our key findings and recommendations suggest that gor these children, active engagement in music, including the chance to learn to play an instrument, should be encouraged as early as possible. When children and young people no longer have the physical capacity to play conventional instruments, active participation in music-making should be sustainable through gesture-based music technology. For young people who could once speak, but in whom the capacity to use language expressively is declining, ‘micro-songs’ (short songs that incorporate functional language) can sustain the capacity to communicate through words longer than would otherwise be the case. Playing, singing and song writing can offer young people a medium through which to access and articulate feelings when other channels of emotional expression are occluded. Favourite pieces of music can be remembered when other forms of recollection diminish, and songs can be used to stimulate the recall of associated memories. Sound and music can be used symbolically to convey information about activities, places and people, potentially supporting children senmagazine.co.uk

@roehamptonuni

@theambertrust

and young people’s understanding, communication and choicemaking. Music also has the capacity to aid children and young people in regulating their emotions, and to produce a sense of wellbeing. Music offers a unique form of social activity in which children and young people can engage with family members and friends, even in the most advanced stages of the disease.

Barriers However, there are certain barriers that may prevent music fulfilling as complete a role as it could in the lives of children and young people with Batten disease. Music teachers are likely to lack experience of working with blind pupils and so find it difficult to adapt their usual teaching strategies. Teachers and carers who are not music specialists may also lack the confidence to use musical strategies, such as specially created ‘micro-songs’, that would enable children and young people to sustain communication for longer. Additionally, none of the music technology that is currently available and can be operated through gesture offers a readily affordable solution to accessibility for those with limited movement.

Micro-Songs The ‘micro-songs’, which I first created in the 1990s and developed further for the MIND research, tap into the fact that language and music share some resources in the brain. They are designed to promote the continued use of language when words alone fail. This is achieved by consistently setting key words and everyday phrases to the same fragments of melody, thereby supporting learning and recall in a way that is especially effective in children whose verbal communication skills are limited. The songs are also of potential value to those who are unable to make speech sounds at all, since by reproducing the contour or rhythm of the melodic fragment, its associated word or phrase can be implied and potentially understood.

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Juvenile dementia

? see to Mum t an w u yo [Teacher’s name]

Ho w Happy

fe el

ABOUT ME

OTHER PEOPLE Sad

Dad [Friend’s name 1]

are yo u

g? in

W ho

■ Map of the ‘micro-songs’ that were used in the research project.

Not so good Well

[Relative’s name]

Angry

KEY WORDS AND PHRASES

t to wan you What do

Music

No thank you

More Hello

Shopping

A drink

Finished Toilet

Goodbye

Watch movies

Something to eat

Thank you

Yes please

Class

MY NEEDS AND WANTS

Bed

? do

Hall

Listen to a story

Shower

you want?

Swimming

ACTIVITIES

Tired

Wh at d o

[Friend’s name 2]

School Outside

Home

PLACES Where ? do you want to go

Among the young people who tried using micro-songs during the research was Lily, who had a strong desire to communicate but found producing comprehensible speech very challenging. Crucially, her ability to sing extended fragments of her favourite tunes, with melodic contour had been maintained as some of her other abilities had declined. The micro-songs were systematically introduced during weekly music sessions at Lily’s school, and were structured around songs of social greeting: ‘Hello’, ‘Who’s sitting next to me?’, and the like; songs to promote movement and understanding; songs about feelings, children’s songs, contemporary hits, and songs of relaxation such as ‘Now it’s time to rest’, ‘Music has finished’ and ‘Goodbye.’ Lily learnt the micro-songs rapidly and retained them well, including over the breaks of several weeks brought about by school holidays. As well as facilitating social greetings such as ‘hello’ and ‘goodbye’, choices such as ‘yes please’ and ‘no thank you’ were made, and Lily was particularly fond of expressing her feelings, and eliciting similar responses from all those in the group. She was almost invariably happy! It was evident SEN110

that, for Lily, it was important that all of those present, including staff, immersed themselves in musical activities, whose content and direction were often determined by Lily herself. As a result of the research, The Amber Trust has set up a new free music service for visually impaired children and young people with neurodegenerative disease; ‘With Music in Mind’. This aims to transform music provision for this group by providing parents, carers, teachers and therapists with freely available, specially designed resources. It offers families weekly music lessons or family sessions from specially trained music practitioners, with a particular focus on language and communication. This new music service is crucial for this small but extremely needy group, enabling them to sustain communication when words alone no longer function, to give them a medium through which to articulate their feelings when other channels of emotional expression are lost, enabling memories to be accessed and, above all, helping them to maintain a sense of well-being in an increasingly confusing and frightening inner world. For more on this research, go to https://bit.ly/3qIjLO4 senmagazine.co.uk

CPD & Training

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Art therapy

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Schools and colleges

Stay in touch: Mental health and well-being at our school Laurie Cornwell provides an insight into the mental health strategy in her work environment and stresses the importance of a whole-school approach to positive mental health and well-being.

work at Orchard Hill College and Academy Trust (OHC&AT), a family of specialist education providers for pupils and students from nursery to further education across London, Surrey, Sussex and Berkshire. We are involved with six college centres and 15 special schools, where we support students with mild, moderate, severe and profound learning needs and wholeheartedly take care of their and our mental health and well-being. Adopting a whole-school approach ensures we are a mentally healthy school, and we all work together to ensure our environment supports positive mental health and well-being.

Positive steps The children’s song, ‘If you’re happy and you know it’, that we all know from our own childhoods has made me think. Why would we clap our hands to show that we are happy? SEN110

“It is never easy or straightforward to interpret the message behind difficult behaviour.”

Is a simple smile not enough? I tend to clap my hands and stamp my feet when I stub my toe! At our school, we try to emphasise that someone who looks happy on the outside may still be struggling. After all, clapping hands, stamping feet and even a smile can easily hide poor mental health. OHC&AT is senmagazine.co.uk

Schools and colleges

“Stress can manifest itself and be communicated, or hidden, in many different ways.”

About the author Laurie Cornwell is the Executive Principal/Deputy CEO in 2019. Prior to this, she was the Executive Headteacher of The Skills Hub and Young People’s Academy. ohcat.org

committed to developing our knowledge and understanding of mental health and how we ‘really show it’. The range of needs of our pupils and students means that stress can manifest itself and be communicated, or hidden, in many different ways. This is why it is vital to learn that all behaviour is communication; a pupil who may be looked at as ‘difficult’ or ‘naughty’ is just trying to tell their carers that there is a problem. Still, it is never easy or straightforward to interpret the message behind difficult behaviour.

@OHCandAT

What we do As schools across the country know only too well, Covid-19 has increased anxiety for many students. Consequently, this year we enhanced our knowledge and skillset within mental health even further. The central focus was on teaching ourself and our pupils how to deal with mental health. As an organisation, it’s important to have a consistent approach to capturing, assessing and developing our strategies. Even more important is the assurance that our stakeholders are aware of our comprehensive approach to creating mentally healthy environments and communities. One of the steps taken recently is the implementation of a self-audit tool, Edupod, for planning, managing and evaluating the College and Academies’ journey. Our digital platform captures the voice of pupils and students, staff, parents and governors via surveys to strategically assess current progress and identify areas for development. A mental health strategy will fail if it is only implemented at senior level or just understood by the mental health ‘champion’. By surveying a range of stakeholders, we are ensuring that the same methodology is used throughout our organisation. From here, areas for

Who are OHC&AT? Orchard Hill College and Academy Trust (OHC&AT) is a family of specialist education providers for pupils and students from nursery to further education across London, Surrey, Sussex and Berkshire. Our story began in the 1980s, and fast forward almost 40 years, we have an exceptionally broad portfolio of provision across six college centres and 15 special schools.

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■ Orchard Hill is pursuing a whole-school mental health approach.

development are formulated into action plans and shared with our communities. We also access resources which are prepared by clinical psychologists and complementary professionals, as well as examples from other schools.

Identifying evolving risks Young people are at risk of exploitation. As we know, this comes in many forms, more now than ever before because of the changes created by Covid-19. Increasing family pressures, reduced access and engagement with schools, limited access to additional support services and community-based activities and isolation from support networks all increase these risks. For a significant time to come, there may be an increase in the risks and pressures young people are exposed to. Of particular concern is the prominently evidenced rise in domestic abuse, where reports have doubled. Being mindful of the impact on our young people and how this can lead to a subsequent impact on their mental health, we were successful in securing a Youth Endowment Fund, and we were one of 130 organisations to share part of a £6.5 million grant to help at-risk young people impacted by Covid-19.

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Schools and colleges

As a result of this funding, and in partnership with Innovating Minds, we have trained 18 members of staff to deliver the therapeutic Healing Together programme to our young people who have increased anxiety regarding attending school, the future, and the health and well-being of family and friends. Our organisation is now fully accredited. Designed to support young people who are vulnerable as a result of Covid-19, the Healing Together programme supports young people who need help with emotional regulation. They are taught skills and strategies to emotionally regulate themselves and understand how their brains and bodies are responding to heightened feelings, such as anger and sadness.

Supporting staff Key to all the above is our own mental health and that of our teams. When we feel good, we are more capable of transforming the lives of our pupils. This is why we also provide extensive support for our staff. For instance, our lead specialist occupational health nurse practitioner sends out monthly mental health updates to staff, which include a well-being calendar for the month. We have also introduced an assistant who works closely with our director for safeguarding and well-being. We promote positive mental health for everyone at a universal level, with promotion and prevention and at a targeted level, with specialist intervention. Alongside this I am incredibly keen to introduce a further organisation-wide system in which young people and staff liken their mental-health to physical ailments. We’re all ready to listen and understand if a young person or colleague refers to a paper cut or a broken leg. However, when we feel down,

“A pupil who may be looked at as ‘difficult’ or ‘naughty’ is just trying to tell their carers that there is a problem.” depressed, or mentally out of sorts, the same sympathy is often not available. I want to develop a scale of physical ailments that will allow us to describe our mental health in more concrete terms. For instance, if I’m struggling and just need someone to talk to, why can’t I describe it as a ‘mental blister’ or a ‘mental sniffle’? It would be so much easier to talk about and understand that feeling!

A fresh perspective Instead of saying ‘if you’re happy and you know it, clap your hands’, let’s change our song to something better. Something far more superior on so many levels, such as Telephone Line by ELO; ‘Hello, how are you? Have you been alright?’ When we ask this, and when we mean it, we can make a world of difference in the life of our pupils and colleagues. Mental health is one of the key challenges facing the education sector today, and new, innovative ways to support mental health will continue to emerge. We will remain steadfast in our plans to strengthen our work in this area and implement a range of activities and approaches to contribute to the positive mental health and well-being for all our students and staff.

■ Laurie and Leyton, an Orchard hill student.

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Dyslexia

Supporting students with Dyslexia – a response to Katie Moylan Following our previous article on Dyslexia by Katie Moylan, Sara Peden shares her thoughts.

read, with interest, the article entitled Strategies for Supporting Students with Dyslexia published by SEN magazine on October 9, 2020. I am a psychologist in Alberta, Canada and my primary area of expertise is reading difficulties including dyslexia. So I am always looking for good strategies to support dyslexic students. Sadly, I was not only disappointed, but frustrated, with Ms. Moylan’s article. It unfortunately shares many misconceptions about reading instruction. Teachers, if you see an article that references ‘experts’ such as Goodman or Clay, run! I understand how Ms. Moylan, and others before her, arrived at their beliefs. They have been held by many teachers I’ve known. Before fMRI was widely used to scientifically and objectively assess how good readers learned to read, researchers visually observed students as they read and watched the errors they made. Now that we have a vast body of objective scientific evidence, we need to let disproven misconceptions go. Unscientific beliefs can do significant harm when used to guide practice. At best, they are of no use. At worst, they stand in the way of teachers senmagazine.co.uk

“Letter reversals are a symptom, and not the cause of Dyslexia” coming to understand what their students really need and how to provide effective instruction.

What is Dyslexia? First, most children who struggle to read at the word level have dyslexia. So what is it? Alas, there is no internationally agreed upon definition. Since the article referenced the British Dyslexia Association (BDA) let’s use that definition:

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Dyslexia

“Now that we have a vast body of objective scientific evidence, we need to let disproven misconceptions go.” Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. (emphasis added). So where did the article go wrong?

Listen! You’re Looking in the Wrong Place The implication throughout the piece is that dyslexia is primarily a reading difficulty with a visual basis. None of the widely used definitions I know support this notion. This misconception arises from observing the symptoms of dyslexia (for example, letter/ number reversals). However, science shows us most word level reading difficulties arise from phonological processing issues as specifically referenced in the BDA definitions, and NOT visual issues. A pre-eminent researchers in the field of dyslexia, Dr. Sally Shaywitz of Yale University, describes it like this: Explanations of dyslexia put forth beginning in the 1920s and continuing until recently, held that defects in the visual system were to blame for the reversals of letters and words thought to typify dyslexia. Eye training was often prescribed to overcome these alleged visual deficits. Subsequent research has shown, however, that in contrast to a popular myth, children with dyslexia are not unusually prone to seeing letters or words backwards and that the deficit responsible for the disorder resides in phonology, a specific component of the language system … the problem is a linguistic one, not a visual one. (p. 39) Thus, visual pattern spotting, visual tracking, tactile activities, alphabet shape/colour activities and the like as described in the article, are (at least for the great majority of dyslexic students) not addressing what dyslexic students need to be successful (reading instruction aligned with how the brain acquires reading skill and, typically, the student’s phonological deficits). It is easy to imagine many readers thinking “wait; what? I know children with dyslexia reverse letters; I’ve seen it with my own eyes! Surely, they must have a visual problem!” Research accepts that children reverse letters and confuse the sounds of letters. But it says that reversals are a symptom, and not SEN110

■ Not all Dyslexic students benefit from visual aids.

the cause. Research has shown that many children make reversals in the earliest stages of literacy acquisition. It is of no concern when development is typical. But development is not typical for those with dyslexia. “Normal” reversals persist because reading isn’t developing -- not the other way around. Seidenberg (2017) says, “Repeatedly, it has been found that atypical behaviours that were initially seen as causes of dyslexia are actually consequences of it.” (p.164). Dehaene (2009) also provides an excellent summary of reading research that demonstrates that reading is NOT primarily a visual process. Rather, the brain creates new networks during the period of reading acquisition and re-purposes areas of the brain designed for other functions (e.g. the ‘visual-word-form area’ or the ‘brain’s letter-box). Reading connects print to meaning via sound as the brain learns to read.

Eyes are not the Problem Ms. Moylan implies that half of dyslexic students could benefit from coloured overlays or attempts to improve visual tracking problems. With respect to both visual stress and ‘tracking’ causing reading difficulty (rather than being a symptom) even if true, is there any evidence that they could be addressed through ‘spot the differences’ or coloured overlays? Dyslexic children need evidence-based reading intervention. Time spent on unproven activities which have no foundation in either theories of reading or empirical evidence need to be avoided. senmagazine.co.uk

Dyslexia

“The body of scientific evidence discounts visual causes of most reading and learning disabilities”

The joint statements put out by the American Academy of Ophthalmologists, et al (2009, and re-affirmed in 2014) puts it most succinctly: ‘Vision problems can interfere with the process of learning; however, vision problems are not the cause of primary dyslexia or learning disabilities. Scientific evidence does not support the efficacy of eye exercises, behavioral vision therapy, or special tinted filters or lenses for improving the long-term educational performance in these complex pediatric neurocognitive conditions.’ It may be of interest to readers to understand how myths associated with dyslexia, coloured overlays, and eye exercises, etc. continue to persist, long after they have been scientifically de-bunked. I was interested in the contention that Uccula et al “found that this (coloured overlays) helps only 46% of dyslexic students” (although Miss Moylan was suggesting this, it is not enough given that it wouldn’t help the other 54%). If you follow the reference trail, the source for Uccula et al is Irlen (1997) who said visual stress would ‘interest’ “… about 46% of individuals with a diagnosis of dyslexia and/or alternative learning difficulties”. In other words, someone who profits each time a need for coloured overlays is identified, reports that about half of people with any kind of learning difficulty might need them. This is a clear conflict of interest, as the body of scientific evidence discounts visual causes of most reading and learning disabilities, while it is one reference from a commercially invested source that suggests a benefit for overlays.

The Problem with Relying on Goodman Finally, information about Miscue Analysis in the article is of grave concern. The example focused on a phonetic miscue. However, referencing Goodman (probably the most recognizable name in “Whole Language”) and his theories of reading can do a grave disservice to students with dyslexia. Goodman not only coined the term ‘miscue’ but also described reading as a ‘psycholinguistic guessing game’. He believed that reading unfolds ‘naturally’ much like oral language and that reading is a process of guessing based on context and syntax and only finally based on sounding out the words. It does not unfold naturally and is not a guessing game for proficient readers. Each of these ideas has been scientifically disproven. By 2000, Stanovich, who was instrumental in disproving the senmagazine.co.uk

About the author Sara Peden is a Psychologist in Calgary, Alberta, Canada. She is also a certificated teacher in Ontario, Canada. Her private practice is almost exclusively devoted to assessment, consulting and direct intervention related to the science of reading/literacy. sarapeden.com @SaraJPeden

groups/1183176768499857

Whole Language theory, and others had shown Goodman was wrong. “Direct instruction in alphabetic coding facilitates early reading acquisition, (and) is one of the most well-established conclusions in all of behavioural science” (p. 415). Readers wanting a more in-depth understanding of reasons to steer away from miscue analysis as Goodman used the term, may wish to refer to a critique written by Dr. Hempenstall, by googling ‘Kerry Hempenstall miscue analysis’. So, what should we do? Rely on the Science of Reading and teach every student to read! The evidence is strong that with the right instruction in phonemic awareness, to an advanced and proficient level, knowledge of the alphabetic code as well as the phonics skills of segmenting and blending, and developing automatic word reading through the process known as “orthographic mapping”, dyslexic students can be taught to read (Kilpatrick, 2015). Let’s all get to it! References

American Academy of Ophthalmology (2014). Joint Statement: Learning Disabilities, Dyslexia and Vision. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorder (5th ed.). Arlington, VA: Author British Dyslexia Association. “Definition of Dyslexia” Dehaene, S. (2009). Reading in the brain: The Science and Evolution of A Human Invention. Viking Press, New York. International Dyslexia Association. “Definition of Dsylexia”. Seidenberg, M. (2017). Language at the Speed of Sight: How We Read, Why So Many Can’t and What Can Be Done About It. Basic Books, New York. Shaywitz, S. and Shaywitz, J. (2020). Overcoming Dyslexia. Alfred A. Knopf, New York. Stanovich, K. (2000). Progress in Understanding Reading: Scientific Foundations and New Frontiers. Guilford Press. New York. Uccula A. Enna M., Mulatti C., (2014) Colors, colored overlays, and reading skills. Frontiers in Psychology [Online] 5.

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Down’s syndrome

Five guidelines for carers of people with Down’s Syndrome

ollowing a surge in calls to its helpline, the Down’s Syndrome Association have released a free resource for parents, carers, social workers and people with Down’s syndrome.

Dramatic changes in all our lives during the past six months have resulted in challenging times for everyone, but even more so for people who have Down’s syndrome. The usual rhythm of life has been disrupted without warning, leaving feelings of isolation, anxiety and frustration. Many people have additional health conditions affecting respiratory and cardiac health, and it can be hard to understand social-distancing and the wearing of face masks. Add to this a possible difficulty communicating feelings both mentally and physically, and it is clear that now, more than ever, useful resources are vital. Below, we have outlined some essential tips from the document.

Tip one: Be kind to yourself The first tip the document gives is about self-care. Being kind to yourself is easy when things are going well, but life isn’t always like that. The ability to self-regulate is important for SEN110

“Being kind to yourself is easy when things are going well, but life isn’t always like that.”

those with Down’s Syndrome, but it is equally vital for carers. Self-kindness means that you are tolerant of your mistakes and that you treat yourself as you would treat a friend who is feeling bad. “Treating ourselves with kindness can help us to see where we went wrong, and to grow and improve from the mistakes we make. Seeing others treat themselves kindly when things don’t go well can help a person to learn this.” The Down’s Syndrome Association also advocates for mindfulness. By keeping your attention on the present, rather than having your thoughts fixed in the past or future, you can avoid a lot of the stress caused by worrying. senmagazine.co.uk

Down’s syndrome

Common Mindfulness practices include; A Body Scan is when we move our attention around the body starting with either the head or the feet and noticing the sensations. A Breathing Meditation is when we take the attention to the breath feeling the sensations of each in and out breath either moving through the body or at a particular focused point. Walking Meditation is about bringing our awareness of the physical sensations in our body as we move, really feeling the sensations in the feet and being present with our experience of moving. It usually involves slowing down, pausing and having a greater awareness of what is around us. Mindful Movement is when we bring Mindfulness to movement. That is the intention to be present with the sensations of the movement rather than focusing on the outcome. There are also online courses, apps, books and other resources available for carers wishing to learn more about Mindfulness.

Tip two: Identifying pain People with Down’s syndrome need to pay attention to their physical health, just like everyone else. However, they may have trouble clarifying when and if they are feeling ill. There is also some evidence that people with Down’s syndrome are more sensitive to pain. Caregivers should pay attention to changes in mood, routine, appetite and behaviour. They may also be feeling upset or anxious. Some people with Down’s syndrome may benefit from a role-play which helps them indicate pain or discomfort. Behavioural changes in women who have Down’s Syndrome can also be related to menstruation. Anyone aged 14 or over who has Down’s syndrome has the right to a free annual health check with a GP. However, these do not replace the need for other, general health screenings and GP appointments.

“Anyone aged 14 or over who has Down’s syndrome has the right to a free annual health check with a GP”

Tip three: sleep People with Down’s syndrome commonly have sleeping problems. The causes for these issues may be behavioural, physical, or a mixture of both. As communicating sleep issues can be hard for people with Down’s syndrome, it is important for carers to look out for signs of sleep issues, such as irritability, anxiety, aggression, impaired attention or sleepiness during the day. Sleeping issues are not inevitable in Down’s Syndrome, and assessment and treatment of these issues should be available to everyone who has Down’s syndrome.

Tip four: Recognising emotions Feelings are complicated for all of us, but people with Down’s syndrome often need more time and assistance to learn to recognise and deal with their emotions in positive ways. A good way to help someone with Down’s syndrome start to recognize emotions is by nameing them (e.g. ‘you look happy’ or ‘I think you are feeling a bit sad today’). Depending on their level of understanding, TV shows can also provide a lot of examples of feelings and people dealing with them. Learning emotional literacy is the first step to learning emotional regulation. A good method for teaching emotional literacy is by creating a personalised chart with different images and metaphors to represent feelings.

Tip five: Using Social stories The document also gives advice on using Social Stories. These resources provide extra guidance for responding to social situations by clarifying things that people with Down’s syndrome may have trouble with. Common topics include new routines, future events, or environmental cues. These Social Stories can be tailor-made for each person and will help them prepare for new and unfamiliar events in a more calm manner. Social stories should use descriotive sentences, and pictures are often useful. The perspective of a Social Story is often the person themselves. By using these frequently, carers can help those with Down’s syndrome anticipate new events and adapt negative behaviours.

■ People with Down’s syndrome may have trouble explaining how they’re feeling

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To read the full set of guidelines and find other free resources, visit downs-syndrome.org.uk. SEN110

Book reviews

Book reviews Autism, Ethnicity and Culture:

Working with Children and Families from Minority Communities

Dr P. Perepa

The author is a lecturer in autism, and also the project lead for the Black and Minority Ethnic Communities project at the National Autistic Society. He has worked with families affected by autism from diverse ethnic backgrounds. The book is intended to be more than an academic overview and it is directed at a wide range of practitioners and it brings ethnicity to the attention of those trying to develop personcentred practice, providing practical guidance to support practitioners. The book covers a variety of topics, including Autism and ethnicity, cultural perceptions of features associated with autism, views about causation and education and collaborative work with families. This is an interesting text that reframes Autism and encourages the reader to

reflect on ways to reduce any cultural bias in diagnostic and assessment procedures and to address the ways in which families can be involved more effectively. The author raises interesting points about issues such as perceptions around developmental milestones and the role of religion and the fact that the concept of autism is based on Western norms. This is a well-researched book that provides professionals with more knowledge and understanding to support families from different minority communities. It is an essential resource to support understanding of these complex issues.

Jessica Kingsley Publishers ISBN: 978-1-78592-360-9 £19.99

Maths for Life...Not GCSE Karen McGuigan

The author of this book is a lover of maths and a parent of three children, including one with Down’s syndrome. The book is part of a lively, engaging and passionate project to develop a differentiated curriculum that will allow children with learning differences to learn the maths skills they need for independent life in the future.

curriculum, with an emphasis on ‘maths for life’ through daily activities where learning is taking place through hide and seek, spotting numbers and shapes and basically having fun with a purpose in mind. The introductory section of this book is well constructed and informative. It provides a clear overview of the content and links this to related Functional Skills documentation.

Drawing on existing frameworks and the use of a focus group, she has created a scheme of work that recognises the challenges some children face, and provides step by step learning objectives that will be meaningful and relevant to both the teacher and the learner.

The main body of the book includes; The Dept for Education subject content, content mapping to Key Stage National Curriculum, understanding numbers and the number system, entry level 1: Record of Progress, and a selection of sample questions. This is an excellent book that clearly demonstrates the author’s love of maths and passion for making it accessible.

Aimed at a broad audience, McGuigan points out that the book is developmental rather than age related, and it is intended to provide a clear path through the maths

The Maths Mum ISBN: 978-1-8382296-0-3 £30.00

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Book reviews

by Mary Mountstephen

The Dialectical Behavior Therapy Wellness Planner: 365 days of healthy living for your body, mind and spirit

A.L. Smith LCSW

Smith is the founder of Hope for BPD (Borderline Personality Disorder) and a therapist working in the U.S. This planner is a very helpful tool for those with clients or students who require support in developing a healthier mental, emotional and physical life, with a focus on balancing acceptance and change. Part one explains the concepts of Dialectical Behavior Therapy, an approach that has been adapted for use with individuals with conditions like depression, anxiety, eating disorders and ADHD. DBT is based on Cognitive Behaviour Therapy, but with a greater

emphasis on mindfulness. The author provides a ‘Self Care Assessment’ that covers physical, emotional, relational and spiritual care. This then leads onto the daily wellness planner, with weekly and daily structures to track and reflect on progress made. At the end of each 28 day cycle, there is a section to review and analyse the scores on the Self Care Assessment, to be compared to the initial scores. This is an excellent tool that would be of value as a method for managing counselling sessions and enabling students to make a commitment to daily self care.

Unhooked Books ISBN: 978-1-936268-86-3 £18.99

Movement Difficulties in Developmental Disorders: Practical Guidelines for Assessment and Management

D. Sugden & M. Wade

This book is dedicated to Emeritus Professor David Sugden, who died in 2019. In his long career, he was committed to academic research and associated clinical applications. Both authors have specialised in the study of motor learning and development, assessment and intervention. This text is aimed at professionals, parents and others who work with children showing movement difficulties, with the core of the text focusing on Developmental Coordination Disorder (DCD). Chapters include: ‘Principles from motor learning’, ’Assessment and other information: Case studies’, ‘From profiles through objectives to action’, ‘Specific intervention guideline’ and ‘Interviews with other professionals’. The authors point out that motor difficulties are often a co-occurring problem in those diagnosed with disorders

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such as dyslexia, ADHD, ASD and DLD (Developmental Language Disorder). They state that research shows that, without intervention, most of these children have problems that persist into adulthood. The chapters that outline how to enact a support and intervention programme are particularly interesting in terms of the guidelines and strategies that are described through the use of case studies of children of varying ages. The book includes interviews from professional clinicians and academics that provides insights into identification and to explore how they work and interact with children in a personal or clinical setting. This helps to provide the reader with a wider perspective on the ways that children can be supported, using methodical practices. This is an excellent overview of the latest evidence-based approaches to assessing and managing these barriers to teaching children.

Mac Keith Press ISBN: 978-1-909962-94-1 £29.99

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

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CPD, training and events

VIRTUAL CPD EVENTS Online training The Skills Network

Level 2 Certificate in Behaviour that Challenges in Children Gain an understanding of behaviour that challenges in children, including how such behaviour can be assessed and the avoidance techniques to help minimise effects. Available at no cost to you. learntoday.theskillsnetwork.com

Rebound Therapy Training Courses “ReboundTherapy.org” the official UK body and international consultancy for Rebound Therapy™. Responsible for the development and delivery of the genuine accredited and approved staff training courses with founder Eddy Anderson Founded 1972

01342 870543 ReboundTherapy.org

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Online training

The Skills Network

Level 2 Certificate in Understanding Autism

Level 2 Certificate in Understanding Children & Young People’s Mental Health

Develop your knowledge and understanding of autism and discover the principles of how to support individuals with autism. Available at no cost to you. learntoday.theskillsnetwork.com

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 SEN76 for up to an 76% discount on all courses this month. newskillsacademy.co.uk/ courses/teaching/?ref=32

Gain an insight into 5 to 16 year-olds’ mental health and the risk factors that may affect their mental wellbeing. Available at no cost to you. Learntoday.theskillsnetwork.com

Online training The Skills Network

Level 2 Certificate in Understanding Specific Learning Difficulties Develop a knowledge of several different Specific Learning Difficulties, how they are diagnosed and how individuals can be supported. Available at no cost to you learntoday.theskillsnetwork.com

Level 2 Certificate in Principles of Working with Individuals with Learning Disabilities Improve your understanding of issues related to different types of learning disabilities and how these affect individuals in their daily lives. Available at no cost to you.

Learntoday.theskillsnetwork.com

Online training

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 and Asperger Syndrome Awareness Diploma. Use code SEN76 for up to an 76% discount on all courses this month. newskillsacademy.co.uk

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CPD, training and events

WEBINARS with Dr Dan Hughes

(International expert & clinician, founder of Dyadic Developmental Psychotherapy) • Blocked trust and blocked care • Traumatised children: why pace heals (play, acceptance, curiosity, empathy) Cost: £49 (30-day subscription) Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

Certificate / Diploma in Counselling skills with children using the Arts

Autumn 2020 start - P/T Training The Institute for Arts in Therapy and Education

020 7704 2534

info@artspsychotherapy.org artspsychotherapy.org

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

Online Zoom Training from EQUALS

EQUALS is offering Twilight CPD Semi-Formal (SLD/MLD) Curriculum courses by Peter Imray. These will use Zoom and be between 4-6pm. If you would like to join this training, please contact paul@equalsoffice.co.uk

Online training

Supporting wellbeing and mental health in schools

This course provides school staff with the practical tools and strategies needed to help improve the outcomes for children who need mental health support.

oltinternational.net/supportingwellbeing-and-mental-healthin-schools

Online course

Introduction to autism – a course for parents, families and carers Free course

This course is an introduction to autism and it is designed for parents, families and carers of individuals with autism

beyondautism.org.uk/all-courses

Understanding autism, asperger’s and ADHD This free short online course will encourage you to challenge your own definitions and perceptions of autism and ADHD. You will get an opportunity to examine several key themes around both autism and ADHD in order to obtain skills to help people with these conditions. derby.ac.uk/short-coursescpd/online/free-courses/ understanding-autismaspergers-and-adhd

Online

National Award for SEN Coordination (NASENCo) Online facilitated training so you can complete the Award safely and conveniently. Find out more and apply enquiries@bestpracticenet.co.uk bestpracticenet.co.uk/nasenco

National Award for Special Educational Needs Co-ordination PG Cert UCL

Programme starts date : January 2021 or September 2021 The programme aims to develop participants’ professional knowledge For more information contact r.esposito@ucl.ac.uk

+44 (0)20 7612 6888

Understanding autism Free course

Level 1: Introductory Learn about autism, a complex and challenging condition for many individuals and their families. open.edu/openlearn/ science-maths-technology/ understanding-autism

Understanding dyslexia Free course

Level 2: Intermediate This course analyses how our image of normality affects the way we as a society define such conditions.

open.edu/openlearn/educationdevelopment/education/ understanding-dyslexia

Find new people... ...through

SEN is read by special needs teaching and support staff throughout the UK. If you are recruiting special needs staff, advertise in SEN Magazine’s recruitment section. If you have training courses to publicise, let people know about them through the pages of SEN Magazine. With a targeted audience of over 36,000 special needs professionals, it’s the obvious choice.

Call Denise on 01200 409808 or email denise@senmagazine.co.uk

SEN110

senmagazine.co.uk

CPD, training and events

Special Needs (SEN) Awareness for Teaching Assistants Level 3 (Endorsed)

Learn and gain an endorsed award relevant to employment. If your aim is to eventually specialise in working within the SEN sector ukopencollege.co.uk

Supporting children’s mental health and wellbeing Free course

Level 1 : Introductory Children’s mental health is a global concern and children are increasingly being diagnosed with mental health conditions. https://bit.ly/2JS5PAs

Dyslexia Action

CPD Short Courses for Dyslexia, Literacy and Numeracy

Through a range of level 4, 5 and 7 CPD short courses for teaching professionals. Hone your skills and knowledge in order to be better prepared to face the challenges of supporting students with dyslexia and SpLD in today’s education system. For further information visit https://bit.ly/2KjcaVp

Online course

Attention Deficit Hyperactivity Disorder (ADHD)

A course looking at the impact ADHD can have on a learner’s life and develop a range of strategies to improve learning outcomes. https://bit.ly/33YW6iI

Online course

Dyspraxia and Motor Coordination Difficulties course

This course looks at the impact that motor coordination difficulties can have on a learner’s life https://bit.ly/2W7S576

Online workshop

PECS Level 1

This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS. Workshop cost : Professional £330.00 Student £297.00 https://bit.ly/3gAcTh8

JANUARY 2021 from January 2021

from January 2021 (Saturday daytimes) Liverpool Hope University

Postgraduate Certificate in Specific Learning Difficulties (Dyslexia) Blended Learning Cost - £2,600. Become a specialist teacher and/or assessor for SpLD (dyslexic) learners. Application pack:

0151 291 3061/3093 cpd@hope.ac.uk

from January 2021 Liverpool Hope University

Postgraduate Certificate in Leading for Educational Advantage Blended Learning

Designed specifically to provide up-to-date knowledge support for professionals working to mitigate disadvantage in schools. Application pack:

0151 291 3061/3093 cpd@hope.ac.uk

Online Liverpool Hope University

Postgraduate Certificate Education Leadership & Management Cost of Postgraduate Certificate - £1,733 for UK students, £2,600 for International students Application pack:

0151 291 3061/3093 cpd@hope.ac.uk

14 to 16 January 2021

Tes SEN Show Virtual

Reconnect with the SEN community at a brand-new online event. Register free to access essential policy updates in the keynote panel discussions, inspiring workshops from exhibitors, a wide-ranging virtual exhibition and much more! Plus, secure your place on expert-led CPD seminars. tessenshow.co.uk/virtual

25 January 2021 National Autistic Society

Autism and eating challenges training

This one-day course will focus on understanding and supporting autistic children with eating challenges.

Live stream conference Dr Dan Hughes presents:

Transformational Therapeutic change with Traumatised Children and Young People: What needs to happen? 12.00-17.00 (UK time zone)

Cost: £125 020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

FEBRUARY 2021 from February 2021 Online Liverpool Hope University

National Award for SEN Coordination Cost of Postgraduate Certificate - £1,733 Application pack:

0151 291 3061/3093 cpd@hope.ac.uk

Online from February 2021 Liverpool Hope University

Postgraduate Certificate in Management and Leadership of SEN Cost - £1,733 – UK students Aimed at Independent Schools, Welsh Schools, British International Schools Application pack:

0151 291 3061/3093 cpd@hope.ac.uk

2 February 2021

autism.org.uk

National Autistic Society

26 January 2021

EarlyBird licensed user training

National Autistic Society

Understanding and supporting autistic people training

This one-day introductory course builds your knowledge of autism and how to support autistic children and adults. autism.org.uk

SEN110

30 January 2021 (Saturday)

Delivered live online this licensed user training is for professionals looking to support parents and carers of autistic children of under 5 years through our EarlyBird programme. autistic.org.uk

senmagazine.co.uk

CPD, training and events 8 February 2021

22 February 2021

National Autistic Society

Teen Life licensed user training

Autism and SPELL in higher education training

Delivered live online this licensed user training is for professionals looking to support parents and carers of young autistic people aged 10 to 16 years through our Teen Life programme.

An introduction to autism and the SPELL framework for higher education professionals.

MARCH 2021 1 March 2021

Essential Autism licensed user training A three-day training

autistic.org.uk

course that licenses autism

autistic.org.uk

23 February 2021

deliver the Autism and SPELL

13 February 2021

National Autistic Society

Special Yoga for Special Children Foundation

Discover how our methodology provides you with the confidence and tools to encourage a child’s full potential to flourish.

Understanding stress and anxiety in autism This one-day course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times.

experienced professionals to course to their staff teams. autistic.org.uk

2 March 2021

EarlyBird Plus licensed user training

6 March 2021

The Neuroscience of Emotions and Relationships Livestream Event (conference)

What you need to know to support children, teenagers and adults. With Expert Neuroscientists Professor Eamon McCrory, Professor Kerstin Uvnäs Moberg and Professor Mark Solms. 10.00 - 16.30 (UK time zone) | Cost: £125

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

Delivered live online this licensed user training is

7 March 2021

specialyoga.org.uk

autistic.org.uk

13 February 2021

25 February 2021

support parents and carers of

Online event

autistic children aged four to

Revolution Events

nine through our EarlyBird Plus

Yoga for Adults With Special Needs

Special Yoga and Mindfulness for Autism & ADHD

Bring Special Yoga’s profound, accessible and effective practices to children and young people with autism and/ or ADHD.

Your Virtual Education Show

WAITING FOR NEW TEXT AS CURRENT SUBMISSION TOO LONG virtualeducationshow.uk

specialyoga.org.uk

27 February 2021

21 February 2021

Online

Chair Yoga

Develop the necessary tools to guide the less-abled towards maintaining a degree of mobility through movement and to allow a sense of wellbeing through the yoga practice. specialyoga.org.uk

senmagazine.co.uk

Special Yoga for the Down Syndrome Community

Learn how Special Yoga’s powerful, effective and accessible practices can be used for people age zero and up with Down Syndrome. specialyoga.org.uk

for professionals looking to

programme. autistic.org.uk

4 March 2021

Autism at Work Summit 2021 London This one-day conference will gather businesses together to champion Autism at Work, be part of the conversation and lead the way in creating real change for autism and employment.

This course will equip you with all the skills you need to share yoga in group or one-one sessions in a variety of settings. specialyoga.org.uk

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

autism.org.uk

SEN110

CPD, training and events

10 March 2021

24 April 2021 (Saturday)

The Education People Show

Conference (Islington, N1)

Kent Event Centre, Detling The Education People Show (formerly EduKent EXPO & Conference) is Ken’t leading event for the promotion and development of effective school leadership, management, learning and teaching featuring a high-level conference, inspirational workshops and a comprehensive exhibition of leading suppliers of services to schools and academies. theeducationpeopleshow.co.uk

11 March 2021

Autism and Mental Health online conference This one-day conference is back, learn strategies to provide targeted support for autistic children and adults with mental health difficulties. autism.org.uk

27 and 28 March 2021

CBT Techniques with children and teenagers (an introduction)

Therapeutic Interventions to Heal and Strengthen Three Vital Elements of Attachment and Mental Health: Relationships, Regulation and Reflection 10.00-16.00 | Cost: £165

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

29 April 2021 The Sensory Projects

Exploring the Impact of the Senses on Behaviour Brighton Practical day full of insight into how the senses affect behaviour. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com

30 April 2021 The Sensory Projects

020 7354 2913

Brighton

childmentalhealthcentre.org

APRIL 2021 17 April 2021

Working with bodies to heal minds (for children, teenagers and adults) Livestream Event (conference) 10.00 - 16.30 (UK time zone) | Cost: £125

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

SEN110

Sensory Engagement for Mental Wellbeing Sensory strategies to promote mental health for people with complex disabilities. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com

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

4 June 2021

20 May 2021

The Sensory Projects

Develop Your Sensory Lexiconary

Dr Dan Hughes presents:

Livestream Event (2 day training via Zoom) 10.00 - 17.00 (UK time zone) | Cost: £330 info@childmentalhealthcentre.org

MAY 2021

What is Happening in Our Multisensory Rooms? Sheffield A research driven day promoting a reflective personalised approach. Eventbrite booking, early bird and group discounts available.

Norwich Explore the application of sensory development to learners with complex disabilities. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com

sensorystory@gmail.com

11 June 2021

21 May 2021

The Sensory Projects

Exploring the Impact of the Senses on Behaviour Sheffield

Exploring the Impact of the Senses on Behaviour Sheffield Practical day full of insight into how the senses effect

Practical day full of insight into how the senses affect behaviour. Eventbrite booking, early bird and group discounts available.

behaviour. Eventbrite booking,

sensorystory@gmail.com

19 June 2021

JUNE 2021 2 June 2021 The Sensory Projects

Sensory Engagement for Mental Wellbeing Birmingham Sensory strategies to promote mental health for people with complex disabilities. Eventbrite booking, early bird and group discounts available. sensorystory@gmail.com

3 and 4 June 2021 The Sensory Projects

The Super Sensory Lexiconary

early bird and group discounts available. sensorystory@gmail.com

Child protection: What you need to know about keeping children safe and working ethically Livestream Event (conference) 10.00 - 17.00 (UK time zone) | Cost: £125

020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org

JULY 2021 9 July 2021 The Sensory Projects

The Super Sensory Lexiconary

Birmingham

Norwich

Explore the application of sensory development to learners with complex disabilities, with guest speakers and extra content. Eventbrite booking, early bird and group discounts available.

Explore the application

sensorystory@gmail.com

of sensory development to learners with complex disabilities, with guest speakers and extra content. Eventbrite booking, early bird and group discounts available.

senmagazine.co.uk

Want to reach school leaders, teachers, SEN professionals and families? Advertise with the UK’s leading special educational needs magazine In print (over 36,000 readers) • online • email newsletter Contact Denise | 01200 409808 | denise@senmagazine.co.uk

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For a digital subscription, go to issuu.com/ senmagazine

senmagazine.co.uk

@senmagazine

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

Epilepsy Action

Action CP Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org

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 SEN110

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 Dyspraxia Foundation UK Dyspraxia advice and support. dyspraxiafoundation.org.uk

Advice and information on epilepsy. epilepsy.org.uk

Young Epilepsy Support for children and young people and training for professionals. youngepilepsy.org.uk

Hearing impairment RNID Making life fully inclusive for deaf people and those with hearing loss or tinnitus. rnid.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 National Literacy Trust 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

Special educational needs nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk

National Health Service nhs.uk

Department of Health Northern Ireland health-ni.gov.uk/

Health in Wales

Spina bifida

wales.nhs.uk

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

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

UK Government For Department for Education, Department of Health and Social Care

IPSEA

Free, legally-based advice for parents of and other departments. children with SEN. gov.uk ipsea.org.uk

SLCN Ace Centre

Visual impairment

Advice on communication aids. ace-centre.org.uk

New College Worcester

Afasic

children who are visually impaired.

Advice and support for those teaching

Help and advice on SLCN. afasicengland.org.uk

ncw.co.uk

Communication Matters

Royal Society for Blind Children

Support for people with little or no clear speech. communicationmatters.org.uk

I CAN

Support and services for families and professionals. rsbc.org.uk

Children’s communication charity. ican.org.uk

RNIB

The Communication Trust

Support and advice for those affected

Consortium of charities raising awareness of SLCN. thecommunicationtrust.org.uk senmagazine.co.uk

by visual impairment. rnib.org.uk SEN110

About SEN Magazine

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

Subscribe To subscribe to SEN Magazine, contact 01200 409800 subscribe@senmagazine.co.uk For digital subscriptions, go to issuu.com/senmagazine

Advertise For the best advertising packages, contact Denise on 01200 409808 denise@senmagazine.co.uk

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