“You’ve not got ADHD” Girls and CoprolaliaautismRelaxedperformancesSept•Oct2022•Issue120SENDGreenPaperconsultation•EHCPmyths•EarlyYears Speech and Language Dyslexia • Dyspraxia • PSHE • RSE • Adoption • Point of View • Book Reviews • and more
If you have something to say about the topics raised in this issue, or if you have ideas for areas we should be covering, but aren’t—or if you just want to let us know your views and opinions—then please contact me at editor@senmagazine.co.uk.
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As ever, we’d like to send a big thank you to all our contributors and advertisers. Without your support, SEN Magazine would not be possible. Enjoy the mists and mellow fruitfulness. See you in November.
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If you only read one article in this issue, please make sure it’s James’s moving account of his long journey to an ADHD diagnosis at the age of 22. His matter-offact style belies the mental turmoil he must have endured, not helped by friends’ comments such as “You’ve got ADHD? What a load of shite” (see page 15). And we’re spoiled for choice on ADHD in this issue; Ben Isaacson’s article on page 18 is full of practical advice for ADHDers on how to approach the daunting challenge of homework.
Editorial Team Jeremy Nicholls Interim editor@senmagazine.co.ukEditor Mary Mountstephen books@senmagazine.co.uk Advertising sales Denise Williamson Advertising Sales 01200denise@senmagazine.co.ukManager409808 Charlotte Williamson Advertising Sales 01200charlotte@senmagazine.co.ukExecutive409805 AmandaAdministrationHarrison 01200office@senmagazine.co.uk409804/800 DesignRobParryRobPDesign design@senmagazine.co.ukrobpdesign.co.uk DisclaimerJeremyDirectorNicholls 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 senmagazine.co.ukinfo@senmagazine.co.uk Sept • Oct 2022 Issue 120
Saffron Murphy-Mann Sally Payne
Our sharper-eyed readers may recognise the article on Girls and Autism, by Kate Reynolds, from our website senmagazine.co.uk. It’s the most clicked-on article on the website, so it deserves a wider audience in print. If you haven’t visited our website, there are thousands of articles for you to read on all subject areas associated with special needs.
Jonathan Harvey takes a philosophical look at SEN teacher training, and in particular how an appreciation of disability can make you a better SEN teacher. And, of course, don’t forget to turn to page 93 for Mary Mountstephen’s latest Book Reviews. There are seven titles reviewed in this issue, including the controversial ADHD Does Not Exist by Richard Saul.
Jonathan Harvey Hannah Homa
The cover image of this issue relates to our feature on Relaxed Performances, starting on page 65, where Sarah Whiddington explains how relaxed theatre performances can make drama accessible to those who would normally find the environment of a theatre overwhelming. Simon Procter’s piece on Music in Mind (page 90) reminds us of the positive effects music can have on mind and soul.
Welcome
ISSN:Magazine1755-4845
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The important topic of EHCPs is tackled by Sarah Fitzgibbons on page 20 and Maria Bloom on page 79, and both articles provide useful practical advice on navigating the system to ensure the best path for your child.
JoannaJoeJames
KimSarahLindseyMariaSeonaidAiyathuraiAndersonBloomDuckworthFitzgibbonsGriffin
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Rebound Therapy Training Courses For further information, or to arrange course, please contact us at: email: info@reboundtherapy.org or visit our website at: www.reboundtherapy.org Rebound Therapy has a huge number of benefits for children and adults across virtually the whole spectrum of disabilities. The ReboundTherapy.org team of tutors provide accredited training courses throughout the UK for: Teachers, TAs, care staff, physiotherapists, OTs etc. The course includes training in planning, measuring and recording progress, and providing evidence of outcomes. senmagazine.co.uk SEN120 5SEN products & services
Sept • Oct 2022 • Issue 120 15 ADHD 8 Girls and autism It’s different for girls 11 SEND Green Paper Based on a mistaken premise 15 POV: Young man with ADHD “You’ve not got ADHD” they said 18 ADHD and homework Why must it be so difficult? 20 EHCP Myths Navigating the labyrinth 27 Autistic teachers We need more neurodiverse teachers 36 SLT in EYFS Speech and language interventions in Reception 41 Dyslexia Try Tae-Kwondo 45 Dyspraxia Positive moves in PE 48 Dyspraxia DCD and everyday life 51 Epilepsy Impact on learning 53 PSHE and SEN One school’s special approach 54 Relationships and Sex RSE is a vital part of education 57 Communication Aids AAC and exams 58 Communication Aids Conversations with an AAC user 60 Adoption A loving home and family 65 Relaxed performances All the fun, but without the sensory overload 73 Tourette syndrome Coprophenomena in the classroom 79 EHCP and your rights When choosing a new school 90 Tes SEND Show A preview of this year’s show in London 96 SEN Teacher Training The beauty of disability Regulars22What’s new? 71 Point of view 93 Book reviews 101 CPD, training and events 106 About SEN Magazine SEN120 senmagazine.co.uk
20/79 EHCP 45 Dyspraxia 65 Relaxed performances 36 senmagazine.co.ukEYFS SEN120
• girls appear more able to concentrate than boys, who become distracted more easily and can be disruptive
• parents may perceive their daughter as being nonspecifically “odd”, but without being able to pinpoint the cause • imaginative play does exist, but it is intense in nature, often focused on stereotypical female interests, such as dolls, make-up, animals and celebrities – which is why girls with ASD may not seem that different to females not on the spectrum. The key is the intensity and quality of these special interests, which are exclusive, allconsuming and experienced in detail
It seems that girls on the autistic spectrum may be less noticeable than boys because they are less disruptive and
• boys engage in disruptive behaviours, whereas girls may be persistently “ill” to gain what they want or control their situation
• girls with ASD tend to act passively and ignore daily demands, while boys become disruptive in response
Signs of autism in girls
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t is becoming clear that girls are under-represented in Asperger figures because the history of research into ASD, from its inception with Kanner’s and Asperger’s work in the mid 1940s onwards, is based on males. Diagnostic tools – using interviews, specific tasks and categorisation of behaviours resulting in quantitative scores for analysis –were developed according to male phenotypes. The ways in which Asperger’s syndrome manifests in girls have not been adequately investigated and only in the last five to ten years has attention been focused on females.
• boys with ASD tend not to appear motivated to be socially interactive, but girls on the spectrum do. However, girls have a history of failure in achieving and maintaining friendships
• girls tend to learn social behaviours by observation and copying, which can disguise their social deficits
• girls with Asperger’s may “adopt” a less able peer, perhaps someone with a learning difficulty, who may themselves be marginalised so they are open to being dominated by the child with ASD
• girls may find the idea of social hierarchy difficult, so they can respond inappropriately to people in authority, such as teachers
• children with ASD can engage in repetitive questioning well beyond the age that those who are not on the spectrum would normally do. They can exhibit poor empathic skills and a lack of social interest. They can also seem disinterested in the classroom and exhibit immature, impulsive and unusual behaviours. An inability to “move on”, even with basic matters, can be common – for example, not being happy to throw away old toys or clothes which the child has long since grown out of. This “cluttering” behaviour can outline their difficulties with change. While such types of behaviour may be common to both sexes, the ways in which they present can be different for boys and girls.
Diagnosis of ASD is based on the triad of impairments (social interaction, communication and imagination), identified by Wing and Gould in 1979. With Asperger’s syndrome, girls can present differently to boys in each of these areas of impairment.
• girls may be socially immature and make a preference to play with much younger children who are not challenging and would allow the child with ASD to dominate play, giving them the predictability and control children with autism crave
Are parents and professionals missing the signs of autism in girls? Kate Reynolds looks at why female autism is often diagnosed late and misunderstood.
• girls with Asperger’s may be unnecessarily dependent on their mother (or other primary carer) whom they regard as their best friend and confidante in a social world which they find challenging and frightening.
“Research into ASD was based on males”
It’s different for girls
I
Social communication:
Social interaction:
• children with ASD of both sexes need to learn the rules of “small talk” which they often find incomprehensible as a pastime. Girls’ difficulties tend to be masked by their passive behaviours and ability to mimic without understanding.Social imagination:
• girls gravitate towards older girls, who tend to mother them and act as a form of social “protection”
Profound anxieties may be demonstrated in altered behaviours, lower grades at school, poor sleep patterns, low mood/ depression and obsessive behaviour.
• careful positioning of children with ASD in the class, away from distracting children
Mental health issues for girls
• warning of sensory stimuli that are to be introduced into the class
Autism have an ability to mimic behaviours. However, they lack social understanding and any deep knowledge of language. This becomes increasingly obvious at secondary school level, when there are no younger children to associate with, when peer groups are more mixed and any “protection” may have dissolved. Additionally, multiple stimuli (such as crowds in corridors or screams in playgrounds) and changes to routines which occur at secondary education can increase individual anxiety greatly. Adolescence, involving unstoppable changes, such as menstruation and the growth of breasts and body hair, can profoundly affect girls with ASD, heightening anxieties due to lack of control over what is happening.
• emphasis on visual and sensory play for younger children
• programs to improve knowledge of facial expressions and understand the physical signs of feelings and attach names to those emotions
Research suggests that an early diagnosis of ASD, followed by appropriate interventions, will optimise the person’s life chances by increasing independence, understanding and accumulation of language and social abilities. To date, the ways in which females present with Asperger’s have not been thoroughly examined or used as the basis for diagnostic tools, which continue to be male dominated.
“Unlike boys, girls become withdrawn”
Anorexia nervosa has been called “female Asperger’s” because around one fifth of girls who present with anorexia have traits which are peculiar to the autistic spectrum; around 20 to 30 percent of anorexic patients are perfectionists and demonstrate rigid modes of thinking and behaviour, which are common autistic traits. Anorexia offers girls with ASD what they perceive to be a positive outcome because lack of nutrition prevents menstruation and physical development.
It is not until puberty that girls’ social difficulties become more obvious, particularly as they enter secondary school when they can become the subject of bullying or can be generally marginalised and perceived as strange. Unlike boys, they become withdrawn, depressed and quiet, rather than aggressive.
• social programs, involving exercises and language games, performed by small groups of children with ASD
• occupational therapy input to address any sensory issues and enhance coordination and musculo-skeletal abilities
• structuring breaks and lunchtimes for girls with ASD
• close liaison with parents to understand if school is causing high anxiety which is being acted out at home (for example, with friendships issues) and discuss behaviours in school
• increasing awareness among teachers so that they do not suddenly present tests to children with ASD (and therefore other children). Lessons should be highly structured and teachers should help those with ASD during unstructured time
• helping parents to support language skills, using games provided by school or speech and language therapists.
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• use of visual timetables or other visual aids to underpin communication and increase predictability
About the author Kate Reynolds is a registered general nurse, counsellor and trainer of health professionals with many years’ NHS experience. She is the mother of an autistic child and the author of Party Planning for Children and Teens on the Autism Spectrum. Kate blogs at: autismagonyaunt.com
• buddying between individual children with ASD and older volunteer children in school, who can offer social support and advice about social interactions
Research has found that many women who were later diagnosed as being on the autistic spectrum initially were thought to have learning difficulties, personality disorders, obsessive compulsive disorder or eating disorders. This differential diagnosis could be related to lack of awareness of how ASD presents in females. The need for change More research is essential to identify features of ASD, particularly Asperger’s syndrome, in girls and to train health and teaching staff about presentations in females. Diagnostic tools must be adapted to incorporate gender differences and ensure that scores attributed to behaviours include the range of symptoms in girls. Observation of girls in the social setting of school, paying close attention to friendships, is vital for diagnosis. Seeing how girls manage during unstructured time is also telling, since those with Asperger’s have difficulty identifying how to fill the time and do not enjoy the freedom but are lost and anxious.
The earlier diagnosis is made, the sooner intervention can be implemented. Within a school, this might mean:
9. They also discussed the need for there to be a ‘neutral advocate’ to help parents and carers with less access to financial and social resources to try to navigate the SEND system, which was ‘bureaucratic and adversarial’, to ensure that no children and young people would be disadvantaged.
8. The Committee’s submission drew major attention to the fact that there was insufficient funding within the SEND system, which was a key issue, and they said that too much was actually being spent only when families get into crisis. They pointed out that they had heard evidence from the Public Accounts Committee that some proposals (such as digitising EHCPS) would need to be funded from existing LA SEND budgets and so the Department for Education (DfE) have not properly costed and worked out the net cost of its package of proposals in the SEND Review.
6. They expressed concern that the SEND Review was proposing to now only let LAs let parents choose an education setting for their child from a pre-tailored list, arguing that there were potential risks in a ‘one-size fits all’ system.
5. The Committee pointed to the fact that the LGSCO (Local Government and Social Care Ombudsman) still did not have powers to investigate concerns within schools (only within LAs) and suggested (again) that the LGSCO now be allowed to look at things ‘beyond the school gate’.
Mixed reaction SEN law
2. They pointed to the need for early intervention for children with SEND, which they said could help save money in the long run, compared to only spending later, when issues are more entrenched, more difficult and more expensive to resolve.
10. Finally, the Committee expressed concerns about how the SEND Review was not necessary and also emphasising the importance of getting children and young people with SEND ready for employment.
The SEND Review was a ‘Green Paper’ issued for consultation and, now that the consultation is closed, the government needs to consider its response and issue a ‘White Paper’, which is then issued as a ‘Bill’ and will then formally go through the parliamentary system and amended before being laid before the Queen for Royal Assent, after which it will be published as an ‘Act’.
7. They also expressed concern that EHCPs were still not always being issued within the 20-week legal time limit (which only happened in 59% of cases).
What was the response?
One other major response to the SEND Review Green Paper came from IPSEA (Independent Provider of Special Educational Advice), which is the largest charity representing parents/carers and young people. The main points they raised were:
1. The Green Paper was based on the mistaken premise that there was a lack of clarity in the SEND system and there was too much discretion. They pointed out that this was false, as the law was already clear and specific. They added that the Green Paper should not be diluting children and young people’s rights, rather than proposing a solution where the law is now not upheld.
Where are we now with the SEND Review?
4. They said that Ofsted should play a bigger role in monitoring and reporting on schools/LAs and that nobody should be judged ‘Outstanding’ if they were not also rated ‘Good’ or ‘Outstanding’ with respect to SEND and this would require changes to the framework in which they operate.
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1. The Committee welcomed some of the SEND Review’s proposals, such as standardising Education, Health and Care Plans (EHCPs) and the provision of more Education Psychologists (EPs), but expressed concerns about whether the Review proposals would actually address concerns.
3. They also referred to the lack of accountability in the proposed SEND system and the lack of incentives for schools and local authorities (LAs) to fulfill their legal obligations.
What did other organisations say?
Overall, the response from parental and professional education and disability organisations (not including local authorities) has been quite critical. These criticisms are best summarised in the submission from the widely respected Education Select Committee, who previously conducted an 18-month enquiry on SEND in 2019, after which they said that the SEND system needs to be more accountable, easier to navigate and less adversarial for parents. Their subsequent submission can be summarised as follows:
2. They said that the current SEND system is ‘broken’, because it lacks local accountability with no negative consequences for unlawful decision making by local decision makers, but there is no need to legislatively reform everything, because the requirements are already there in the existing SEND legal framework.
“The Green Paper was based on a mistaken premise” Douglas Silas summarises the responses to the SEND Review consultation.
3. The proposal to put ‘SEN support’ in schools on a statutory footing for children who do not need an EHCP but still need extra provision or support.
4. IPSEA also pointed out that, if a system is based on national bands and tariffs, children and young people will be less likely to be considered individual and get the support they need.
In the last issue of SEN Magazine I wrote that the proposals were generally met with a warm reception from LAs. They pointed out that the previous SEND reforms from the Children and Families Act 2014 had failed to improve the system as hoped and, although placing children/young people at the centre of the SEND system was right, the reforms were not supported by sufficient funding to allow them to succeed. The Local Government Association (LGA) also points out the following:
1. Providing a national template for EHCPs.
Yes, it was not all bad. Apart from those referred to above, some of the other SEND proposals were welcomed:
2. The continuation of extended powers for the SEND Tribunal to make recommendations on health and social care needs (although these would be better if the Tribunal was able to make funding orders).
About the author Specialist SEN solicitor Douglas Silas is the Managing Director of Douglas Silas Solicitors.
5. Finally, IPSEA said that there needs to be a less adversarial system, but what is being proposed will make the SEND system less accountable and more adversarial. They also said that the new proposed term of ‘Alternative Provision’ should not be conflated with the phrase ‘Special Educational Provision’, as it risks children/young people with SEND being stuck in unsuitable settings that did not meet their needs.
What’s the prevailing view?
3. The government should provide additional high needs funding to LAs whilst the Green Paper proposals go through the system and come to law over several years and help them eliminate their financial deficits for SEND.
2. Mental health issues should not be seen solely as an NHS issue and LAs should be treated as an equal partner and adequately resourced to be able to support all children/young people with these difficulties.
Weren’t there some positives as well?
Finally, there has also been concern that, rather than helping parents/carers/children/young people navigate the system, the government proposals are now trying to help LAs and schools avoid their current legal duties. There is also a worry that the idea of standardised provision for SEND is problematic as each child’s needs are unique, that creating a less adversarial system without an appropriate route of redress which is accessible and transparent could lead to unlawful decision making. Reducing the number of available schools may leave children and young people with unmet needs and undermine parental confidence in the SEND system, as a lot of potential settings will be taken ‘off the table’ for children and young people, and decisions about which schools to include on lists are likely to be ‘costsled’, with LAs only listing the cheapest options.
Overall, the view seems to be that there does not need to be a significant overhaul of the existing law in relation to SEND and that, rather than lacking clarity, the current SEND legal framework is clear about what children and young people are entitled to and where responsibility lies. There is concern that the government’s current proposals and reforms, if implemented, may have an overwhelmingly negative impact on children and young people with SEND, as it would become harder for them to access support that they need and harder to also seek redress when these needs are not met. Another concern is that the proposals may actually make it harder or ‘raise the bar’ for parents/carers/children/young people to get what they are entitled to.
1. There are not sufficient powers of funding in the current SEND legal framework to allow LAs to meet the needs of children and young people with SEND, or hold health and education partners to account for their contributions to local SEND systems. There should also now be a more contractual relationship between LAs and schools in the provision of high needs funding (especially with multi-academy trusts), to clarify roles.
“The reforms, if implemented, may have an overwhelmingly negative impact”
SEN120 senmagazine.co.uk 12 3. They expressed concern about the lack of enforceability of ‘SEN support’ and suggested that this could be done by putting ‘SEN support’ on a statutory footing. They added that making schools more inclusive requires upholding and enforcing the existing equality legislation in mainstream settings and that will require a change in the culture that prevails in schools, not a change in the law.
@douglassilasSpecialEducationalNeeds.co.uk@douglassilas
Since then, though, the LGA has also issued data which shows that the number of children approaching councils in England for SEN support has increased by a quarter in a year with nearly half a million children now on EHCPs. They point out that this will continue to rise and add significant pressures to their high needs budgets and that the new national standards being proposed could provide the clarity required for both LAs and parents/carers alike, as well as for other public sector partners that they have, such as schools and health organisations, who together share the responsibility of tackling these challenges.
SEN law
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“ You’re bright but you’re lazy, so you’ll never achieve your potential”
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Iwas 7 when I started cracking my knuckles to stim whilst I tried to sit still. I was 9 when I started to dread parents’ evening. I was 11 when I was told by teachers I was an embarrassment for pretending I hadn’t heard their instructions. I was 13 when my dad nicknamed me bone-idle. I was 15 when I massively underperformed in my GCSE’s. I was 16 when I stopped turning up for college. I was 17 when my own family member said, “I don’t think you are smart, you’ve never proved it”. The day I turned 18 I failed my A levels. As long as I can remember, teachers told me “James you’re bright but you’re lazy so you’ll never achieve your potential.” Still though, I re-sat everything. Externally of course, because there was no way I could face the boredom of sitting in a classroom. I taught myself by body doubling with my brother while he sat some of the same exams for his own A-levels. I was 20 when I started Uni. I was 20 when I stopped turning up for classes that were just so long and dull. University gives you freedom though. Nobody checks on you. So I carried on. I was 22 when I decided: this year, my final year, I need to work hard. I was 22 when I stopped doing nights out to take away my distractions. I was still 22 when I was struggling to write a 10,000 word dissertation, and a suggestion of dyslexia was put forward. I got checked. I passed the screening, but my examiner was unconvinced. 15 years she’d been doing this, and she could tell I was cheating. I felt ashamed, I didn’t mean to cheat. I was just trying to answer the questions. 15 years she’d been dealing with neurodivergent kids, she told me, and Point of view: James IListen.want you to understand.
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TheNo. answer is no. These people are not right, and I was not, and am not, using it as an excuse.
Me, surely not? I read books all the time and the only kid I knew who’d had ADHD had thrown chairs at teachers. My mum insisted though. Three weeks later the psychiatrist who confirmed the diagnosis asked to use my patient notes at a conference he was presenting as an ‘absolutely textbook’ case of ADHD. “Whatever”, I thought, “just let me get out of here”. The meeting had taken an hour by this point. I said to my mum on the way out “I don’t mind you telling people about the dyslexia, but don’t mention the ADHD.” I knew next to nothing about the condition at this point but somehow I felt embarrassed. Naughty kids at school. That’s the only image I had. I was 23 when I told my mum, “Forget the embarrassment. If anyone asks, tell them. If it’s true, it’s true. There’s no point hiding it.”
“Are you sure? Do you not just think you need to try harder?” — a family member. No, I’m not sure. I cannot be sure as there is no objective test. Because I wasn’t sure, I sought a second opinion from a second psychiatrist who told me again ‘yes James you have ADHD’. At some point there is only so much doubt that is credible. No, I do not think I just need to ‘just try harder’. If a person were in a wheelchair would you suggest the solution to their inability to walk would be to ‘just try harder’, or a blind man could see if he were to ‘only try harder’. The uses of the words ‘just’ and ‘only’ are interesting here. When people say this, what they mean is “I don’t understand why you find these things difficult and I don’t know how to help you solve your problem. I personally find these things so easy that I can’t “If anyone asks, tell them. If it’s true, it’s true. There’s no point hiding it.”
I went back to university excited. Now I know the problem, I can fix it. This whole time I’ve had one hand tied behind my back but now it’ll be 10x easier, surely? “I wouldn’t bother if I was you”. That was what my supervisor said, “It wouldn’t be worth it”. I was shocked. Luckily, I’d never been very good at doing what I was told, so naturally I ignored her and went back. “You’ve got ADHD? What a load of shite”. A friend’s reaction when we met up at Christmas and I told him what I was up to. He wasn’t alone. Lots of people I cared about, who were important to me and whose opinions I valued took time out of their day to correct me from the mistake I had made and inform me that actually not just myself, but the psychiatrist who diagnosed me, the DSM, the international plethora of empirically based research and the medical community were in fact wrong. Not just a little bit wrong but completely and utterly wrong and I didn’t actually have ADHD at all. I never thought I had ADHD, nor did I go looking for a diagnosis until I was instructed to. Once I had the diagnosis, I felt embarrassed. Now I was feeling guilty. Were these people right? Was I just using this as an excuse?
she could tell I was one. She did eight hours of psychometric testing and encouraged me to get checked with a psychiatrist to explore a possibility of ADHD on the same day she diagnosed me as Dyslexic,dyslexic.ADHD?
“You’ve not got ADHD. I work with people who’ve got ADHD, and you’re not like them” — a friend. But I do have ADHD, I just told you that I did. I wasn’t asking you. When I was told to go and check if I did have ADHD, I did not come to you. Why didn’t I come to you? Because you are not qualified to make that judgement. What people mean when they say this is, “I know of people who have ADHD and their symptoms are not exactly the same as yours. I also do not realise that ADHD manifests in different ways. I am also not aware that 85% of hyperactivity, so that people who are outwardly restless are a minority of cases, yet these people inform the vast proportion of stereotypes regarding ADHD. However, rather than ask you questions to help broaden my understanding, I am going to resign myself to my ignorance and deny the existence of your day to day struggles, for which I have no information.”
Myths about ADHD
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“Everybody’s got something these days” — a teacher of mine. First of all, this is plainly true. Everybody has something. Being people, they have to have some sort of substance. So of course, everybody has something because it is plainly clear that nobody has nothing. What people mean when they say this is “there is not so much evidence highlighting an increasingly diverse understanding of the human brain that I, as a lay person, can’t keep up with all these professionals.” That’s okay. I’m not asking you to understand all of medical science. I’m not asking you to understand the celestial laws of motion or the 2nd law of thermodynamics for that matter. Like me having ADHD, they are all true independently of your understanding or knowledge. I am quite simply telling you that I have ADHD.
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James was 10 years old when his parents contacted us saying that his behaviour was impossible at home and school. He also had terrible handwriting, memory and mathematical skills. Taking essential fatty acids (omega 3 & 6) made a huge difference. He became far more sensible and relaxed, his handwriting was vastly improved and his maths skills soared. He is now a lawyer.
Further information and research support material is available on our Website: www.hacsg.org.uk or Email: hacsg@hacsg.org.uk HACSG registered charity 277643
even break the task down further to smaller components. Like walking or looking, I don’t think about how to do it, I simply do it. I can’t see anything physically stopping you so I struggle to understand why you can’t do these things easily too’. That’s okay. I’m not asking you for your help, or your advice. I am just telling you one piece of information, I have ADHD. That’s all. If it were as simple as you’re suggesting, please don’t insult me by implying I wouldn’t have been able to think of your solution on my own. I have spent my whole life wondering how on earth most people seem to do the things that I struggle with so effortlessly, so I can say with some conviction that it is not a case of ‘just trying harder’. What I think is most difficult about hearing statements like the ones above as well as various others of a similar nature is what it reveals about how people perceive you. Did I forget your birthday because a) I have a condition which hampers my ability to recall such things or b) because I don’t care about you. Did I not do my homework because a) I have poor executive functioning and so need help or b) because I am lazy? Did I blurt out something I wasn’t supposed to say mid-sentence that hurt your feelings because I am a) cruel and malicious or b) I have extremely poor impulse control?
Our database of Hyperactive cases includes children and young people who are very bright, kind, outgoing and adventurous. Indeed, many successful sports people, entertainers and entrepreneurs are hyperactive. So we maintain it is essential to positively support and encourage people who are hyperactive.
Countless children, young people and their families have seen the
HACSG is a charity that offers help, information and hope.
The Hyperactive Children’s Support Group (HACSG) is celebrating 45-years of helping families, professionals and carers with our dietary and nutritional approach to Hyperactivity/Attention Deficit Disorder. We highlight the links between additives in the things we eat or drink, intolerance, allergies, nutritional deficiencies and hyperactivity or attention deficit disorder. Many published studies have confirmed that the dietary approach can make a huge difference to these problems.
Therebenefit.areavariety of signs like anxiety, over-activity, poor concentration, uncontrollable behaviour, temper tantrums, clumsiness, aggression and difficulty in making/keeping friends. Sleep problems are common too, as are being thirsty or having a poor appetite.
It is vital to recognise the benefits of dietary vitamins and essential trace elements (zinc, iron, magnesium, chromium). Many studies have also shown impressive results from removing artificial colours and preservatives from the diet and our families frequently tell us how much their children have improved with our advice.
When people say to me that I do not have ADHD, they are not just saying that all of the small daily struggles I face are imaginary, they are also saying that rather than someone who deserves compassion because I have certain disadvantages, they believe I am lazy, cruel and careless. They are fundamentally denying my genuine attempts to do my best and judging me to be unworthy of adjustments and undeserving of a level of respect. This is in itself a very cruel and isolating thing to do. So, when I tell you I have ADHD, I am just telling you one fact. That fact remains true whether you choose to accept it or not. But please, before you respond, consider what you are and are not qualified to have a relevant opinion on because you do not get to decide whether or not I have ADHD.
“That’s okay. I’m not asking you to understand all of medical science.”
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There’s nothing wrong with applying two items at the same time. One of my students discovered that she focuses better when using a scented diffuser (nasal) together with an hourglass timer (visual) to help with her time management. These are just a few ideas that can make a big difference.
If your child continues to struggle, it might be worth getting oneto-one support from someone who understands your child’s ADHD. A personal coach or mentor can help your child get organised at the start of the week, breaking everything down into manageable tasks. The child also benefits from checkingin with someone once or twice a week who can provide calm, encouragement and accountability.
Then there is the incentive of accountability. Many children find it easier to concentrate when among their peers. This is why after-school homework clubs are so popular. If homework clubs aren’t your child’s thing, then perhaps they can use a ‘body-double’. If your child has a friend who also has ADHD, then perhaps they can take it in turns to go to each other’s houses and complete their work together. If two people are working together, there’s a higher level of accountability. There is a set place and a set time to get things done.
As you may know, ADHDers hate being told what to do. That is why it can be so useful to give them a flexible timeframe. Give your child ownership by asking when they’d like to complete their homework. Obviously, giving them the whole weekend is too prolonged a window. The homework won’t get done. However, offering a two-hour timeframe for your child to complete an hour’s worth of work, allows them to approach it in their own way. It also helps the child to psych themselves up for the unwelcome experience. This will make the transition from recreation to homework that little bit easier. If your child struggles to move away from the screen, then other interventions may be necessary.
@ADHDconfidentadhdconfident.com
“If two people are doing homework together, there’s a higher level of accountability”
Ben Isaacson is ADHD Kids Coach and Director of ADHD Confident.
Flexibility
Processing modalities–ways of maintaining focus From my experience, there are several strategies that can help. It’s important to understand however, that each child is different and will be energised depending on their individual strengths and processing modalities, whether they be auditory, kinaesthetic, visual or tactile. For example, one of my clients does their homework using coloured marker pens (visual), others can only complete reading tasks while listening to ‘white noise’ (auditory), while others prefer a ‘POP IT’ toy or Thinking Putty (kinaesthetic).
Reward Schemes
Many children with ADHD aren’t motivated by the long-term rewards of education. ADHDers need something ‘instant’ to look forward to, whether it be screen-time, a tasty treat, a gadget or a packet of stickers for their collection. An instant reward has the effect of stimulating the brain in the short-term. One child I coach has an arrangement whereby for each evening of completed homework, they receive 30 minutes of allotted screen time. Reward schemes like this don’t make homework more enjoyable, but it at least gives your child a reason to do it.
Why is homework so difficult for ADHDers, asks Ben Isaacson ADHD and homework
Coaching or Mentoring
Iknow what it’s like to skip homework day after day. As a child growing up with ADHD, I was fortunate to have parents who were very laissez-faire. But had they been pushy parents, I assure you I wouldn’t have got much done anyway. There’s this feeling, I like to call it the ‘I can’t be bothered’ feeling, which prevails every time I try to concentrate. On the rare occasion when I’d beat the ‘I can’t be bothered’ feeling (like on the evening before an exam) you can rest assured that it would be back again the following day. On top of this there are all the other challenges of executive dysfunction such as forgetfulness, working memory, inattention and time management, which don’t make things any easier. Many children I work with are so tired when they arrive home from school that they have barely any energy left in the tank. This is common for ADHDers, as it usually coincides with when their medication starts to wear off.
Body-Doubling
About the author
SEN18120 senmagazine.co.uk ADHD
A suite of four certificated programmes, My Independence was introduced in September 2020. Its aim is to raise the aspirations and meet the needs of young people in education with all levels of learning difficulties. Produced in conjunction with the National Development Team for Inclusion (NDTi) and a range of practitioners, it offers a unique, learner-focused approach.
The four preparing for adulthood pathways are at the heart of My Independence. Each learner’s individual needs can be mapped to the course that will give them the best chance to achieve these.
ASDAN knows that young people with learning difficulties have individual requirements and ambitions. By navigating the journey that suits these best, learners can develop the broad range of skills needed to transition successfully into adulthood.
To learn more about My Independence: 0117www.asdan.org.uk/my-independence9411126 | info@asdan.org.uk
senmagazine.co.uk SEN120 19PlaySEND learning
Private tutor Hannah Thomas explains how the programme has benefited 20-year-old learner Abby: “The flexibility of My Independence meant that I could create a bespoke package for Abby that suited her specific needs. It gives Abby more choice in her daily activities and she’s able to plan her own way of working. It’s given her a sense of control over her own learning.”
ASDAN is an education charity and awarding organisation providing courses, accredited curriculum programmes and regulated qualifications to engage, elevate and empower young people aged 11 to 25 in greatest need. This includes developing effective and impactful courses for SEND learners. With extensive expertise in this field, ASDAN have created a new and cutting-edge programme, My Independence.
My Independence is built on the principles of person-centred practice, which makes it a flexible and progressive solution for learners with SEND. The programmes can be linked to education, health and care plans (EHCPs) to identify and achieve meaningful outcomes. It is possible to use the content to structure a completely new curriculum or accredit an existing one.
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In the ever-changing landscape of SEND provision, defining meaningful outcomes can be challenging. It is even harder to find ways to achieve them.
SEN120 senmagazine.co.uk 20 EHCP SEND lawyer and parent Sarah Fitzgibbons debunks some common myths about EHCPs.
• May it be necessary for provision to be put in place to meet those special educational needs in accordance with an EHCP?
ccording to the latest government data, there are 1.37 million children in the UK with SEND. By law, all schools are required to make ‘reasonable adjustments’ (s20 Equality Act 2010) throughout the school day and during lessons to support children with disabilities (as defined by s7 Equality Act 2010). Other than special and independent schools, all are also required to use their best endeavours to ensure special educational provision is in place for a child with SEND (s66 Children and Families Act 2014). Some children will require a more comprehensive approach to meet their needs. Enter the Education Health and Care Plan (EHCP), a tailored, evidence-based document that details the educational and other provision a child will require to meet their needs and achieve their best educational and other Despiteoutcomes.thelegislation
The key word here is ‘may’. Being able to show evidence of need and some evidence that an EHCP may be required, e.g. more is needed than the school provides under SEND Support, significant therapy input is needed, a new school may be required.
“Parents and children should always be at the heart of the EHCP process”
Many families and schools believe that qualification for an EHCP hinges on elements such as the complexity of needs, a formal diagnosis, or evidence of low attainment at school. In fact, the bar for deciding if an EHCP is necessary is surprisingly low. Set out in the Children and Families Act, the criteria are embodied in two simple questions:
From unnecessary red tape to a seemingly endless backand-forth between parents, schools and local authorities, the process of applying for and implementing an EHCP can be intimidating and confusing for many. Budget squeezes and limited staff resources in local authorities and the NHS only exacerbate the problem. If you are considering applying for an EHCP there are a number of myths and misunderstandings that persist in this area.
• Does a child have / may they have special educational needs?
A
Navigating the EHCP labyrinth
introducing EHCPs coming into force in 2014, myths about applying for and maintaining EHCPs remain surprisingly common. If you are a parent or carer of a child with SEND or working with children with SEND, you will already be familiar with the challenges of ensuring adequate support for children with SEND including obtaining EHCPs.
Myth 1 A child must have complex needs, or be far behind, or have a diagnosis to qualify for an EHCP.
• All evidence of need such as doctors’ notes, therapy report or school reports and details of any support that has already been put in place.
• A maintained school or nursery (mainstream or special);
Parents and carers will know better than anyone what their child needs. Families should not allow themselves to be side-lined at any point in this process. You can be as proactive as you have time to be. You can push to ensure the EHCP assessment
Myth 2
senmagazine.co.uk SEN120 21EHCP
• A section 41 school (usually independent special Thereschools).arelimited reasons a local authority could refuse such schools and the onus is on them to prove why you should not have your choice of school.
• Why an EHCP may be necessary.
• The name and date of birth of the child and your relationship to them.
https://bit.ly/3KbXOBq
• Specific requests about who needs to be consulted in the EHCP assessment.
In the past many clients have complained of the baffling, bureaucratic process of applying for an EHCP via their local authority’s website. Many local authorities will have their own distinct application portals, containing a plethora of documents to read and sign. Most, if not all, are time-consuming, complicated and even intimidating. Legally, however, you are under no obligation to use them. The ‘proper’ application channels often appear to be deliberately confusing, which is why I advise clients to send their request for an EHCP assessment via email to the director of Children’s Services at their local authority, stating that it is a formal request for an EHCP assessment. The communication should also contain:
The only way to apply is to fill out masses of complicated paperwork.
Myth 4 The local authority names the school a child attends.
Myth 5 My child/pupil’s needs have changed; do I need to wait for an annual review?
• An academy (mainstream or special);
The position is different if you are requesting an independent mainstream school, but a local authority must have regard to the general principle that pupils are to be educated in accordance with the wishes of their parents as far as that is compatible with the provision of efficient instruction and training and the avoidance of unreasonable public expenditure. The onus however will be on parents to evidence that they have met the legal test.
“Email your request for an EHCP assessment to the director of Children’s Services”
Myth 3 Once I’ve sent my initial request, the process is out of my hands.
An EHCP is a living document. This means that it can be adapted or altered if evidence demonstrates needs have changed or provision or school placement is no longer appropriate. Once an EHCP is finalised, this places a legal obligation on the local authority to deliver provision. By law, an EHCP must be reviewed at least annually (or six monthly for younger children). However, an early review can be requested and it is therefore important not to delay if it is evident the EHCP is not meeting the child’s needs and not wait for the next annual review.
• A non-maintained special school;
Schools are also in a position to apply for an EHCP assessment on behalf of a child, but a family should be fully involved in that process and from experience it is often better for a family to apply themselves (if they are in a position to do so). They will always be the most motivated to obtain the right provision and school for their child, no matter how supportive a school may be.
• What needs you think the child has.
timescale stays on track, that all those who must produce reports do so, that those reports are truly reflective of the child’s needs, that you have a say in the contents of the final EHCP. If you feel a particular person should be consulted, say so. If you want a certain school to be considered, you can name it at the draft EHCP stage. Communicate your understanding of the child and their needs and share all evidence that you have of needs. Keep all important deadlines in your diary too, and don’t be afraid to send a reminder immediately if delays occur.
Parents in fact have a right to request any of the following types of school in an EHCP:
There are legal remedies to force compliance with deadlines too.
About the author Sarah Fitzgibbons is senior associate at Gateley Legal, who provide special educational needs and disability support for families.
Adopt London North welcomes your skills and experience to adopt a child who has had a difficult start in life. They need a family life with love, structure and encouragement. Our children are creative, fun and resilient, but they also need support and therapeutic parenting. Becoming an adoptive parent is probably one of the most rewarding things you can do – it’s challenging too. You’ll need patience and understanding, and we’ll provide a range of support. You will need to live around North London/surrounding home counties with space in your home.
Bright Heart was the big winner at the 2022 National Tutoring Awards, organised by The Tutors’ Association (TTA). An expert judging panel considered various factors for the headline award, including student achievement, tutor support, tutor matching, professional conduct, and safeguarding. In addition, Bright Heart tutor, Wilma, won the Best Special Needs Tutor award. Bright Heart is an SEN-focused tutoring agency. Its nurturing approach boosts learning and confidence.
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Written by an adoptive mum, her adoptive daughter and their reallife social worker, these books about adoption are published by Adopt Thames Valley, a major Regional Adoption Agency. The books are designed to help appreciate the huge transition experienced by adopted children and to support their emotional needs. Drop by Stand 85 at this year’s TES SEN Show to meet co-author and retired Senior Practitioner Liz Moran. Learn how the books can be helpful, and make suggestions for additional titles too!
Established in 1972, Ann Arbor Publishers is a longstanding supplier of tests and resources to psychologists, teachers, allied health and education professionals and parents. The company is a main UK distributor for several US based assessment publishers. They provide a free, 365-day a year online consultancy service and a variety of free, downloadable SEND articles and checklists.
Bright Heart’s Ryan Stevenson and Simon McQueen collect the award from John Nichols, TTA’s President.
SEN120 senmagazine.co.uk 22 What’s new? Adopt London North
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Thank you for helping us, the family are so much happier.”
One parent wrote: “…having altered his diet, my son is a changed child. He used to be so disruptive at home and school, but now he can concentrate and dress himself. He does not scream anymore and he takes part in sports.
senmagazine.co.uk SEN120 23What’s new? Bruern Abbey School Bruern specialistprovidessupport for boys with Mathsascurriculumingivesself-confidencedifficulties,learningbuildstheirandthemconfidencetheirownability.ThehastwicemuchEnglishandasamainstream school, to improve the boys’ literacy and numeracy skills. There is specialist support available on-site from occupational and speech and language therapists which is why Bruern has for many years been the only school in the country to have as its main purpose the preparation of boys with learning difficulties for Common Entrance, GCSEs and other entrance examinations to mainstream and independent senior schools. 01869www.bruernabbey.org934132 promotional content
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Asia-Pacific International Schools Conference 7-8 December 2022, Hong Kong AISC is the annual event for toschoolstheItAsiaeducatorsschoolinternationalleadersandinthePacificregion.bringstogetherinternationalcommunityexploretopicaleducation issues that educators within Asia Pacific international schools are keen to discuss and debate. AISC’s international speakers provide expertise, and delegates leave AISC with actionable strategies to implement in their classrooms and schools. aisc.com.hk
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Next year, Homefield College is offering a new study programme to help young adults gain employment. The traineeship pathway lasts 6 weeks to a year and aims to secure progression to a positive outcome as quickly as possible, with an external work placement that prepares students for work or an help with applications, interviews, employability skills, and finding a job or apprenticeship. also develop digital and functional English and Maths skills. Work placements last at least 70 hours, and students receive feedback and references from the employer.
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Beechwood College celebrated their graduating students and the end of the Summer term with a series of summer events.
Students continued to focus on their awareness of nature and outdoor skills, closing the term with a college-wide Flower Show. Students also enjoyed a music festival at the college, with musical sets prepared and performed by students and lots of fun activities.
For more information about Beechwood, visit Learningbeechwoodcollege.co.uk&Teaching
The final event was a graduation ceremony and awards show celebrating student achievements including the Bronze Duke of Edinburgh award.
“These words, from a speech and language therapist, wonderfully describe the lady who has become a special friend who I’ve had the privilege and joy of working with since 2006” writes Neil Bindemann PhD. “She is also the driver behind why we are celebrating over 40 years of measuring therapy outcomes on the 15th of Nov at TOMs CONNECT 2022. Here’s another quote from fellow therapists that will be also shared during the conference: “An inspiring lady who continues to support the world of rehabilitation research through the likes of outcome data research”. Neil Bindemann is Executive Director, Community Therapists Network and the Person-Centred Neurosciences Society.
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SEN120 senmagazine.co.uk 24 What’s new?
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SEN120 senmagazine.co.uk 26 Autism
“My students struggled with their perceptions of what an autistic adult would be like”
There are more than 160,000 autistic pupils in schools across England1, but I’m not aware of any statistics on the number of autistic teachers. Is such a statistic even relevant to the effectiveness of education for autistic pupils? Yes! As a late-diagnosed autistic teacher myself, who throughout my education did not know I was autistic, it is my firm belief that the knowledge, understanding and experiences of neurodiverse educational staff is key to creating a more inclusive and effective education system for all.
In turn, this has led a number of young people (often undiagnosed women or non-binary individuals who are far more likely to mask their difficulties and be diagnosed later in life) asking for my advice or support in seeking a diagnosis themselves. I have seen my younger self in many of the students I have encountered in my teaching practice. Not confident to speak out for fear of getting it wrong; anxious and masking the difficulties they are truly facing; feeling isolated and lonely but nobody noticing due to being academically able or seemingly less interested in their peers.
Rebecca Jeffery argues that autistic and neurodiverse teachers are vital for a more inclusive and effective education system
At first I was cautious of sharing my autistic experiences as a teacher, concerned that much of the prejudice I experienced as a student, and still experience as an adult, would be replicated in the classroom. I certainly saw students struggling with their perceptions and stereotypes of what an autistic adult would be like, versus the teacher that stood before them. However, the more I opened up, the more my students, both allistic and neurodiverse, showed real empathy for my experiences. They became used to my movement around the classroom, my excited stims and infodumping when I enjoyed teaching a particular topic, and they learned to be clearer when I took something too literally.
senmagazine.co.uk SEN120 27Autism
More autistic teachers please
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I have held presentations to fellow educators about the challenges of being autistic, and I often find that there are myths and outdated misinformation that staff are simply not updated on. Perhaps the information is not readily available to access, or maybe allistic individuals find new information harder to comprehend until someone with lived experience can guide them, but my discussions have always been well received. In improving the experiences of children and young people in education, in both mainstream and SEND settings, it is the perspectives and contributions of autistic staff members (and students) that matter most in updating and improving our education systems.
It is no lie that working in education as an autistic person is challenging. Often it’s the non-teaching parts of my day that are the hardest. The meetings, INSET days and long hours take lots of preparation, and are frankly still a work in progress.
It is my firm belief that Autistic teachers and support staff are the key to unlocking a more effective and inclusive education for all.
Further information
Austistic women and girls: https://bit.ly/3PXRBec Austistic shutdown: https://bit.ly/3vGTOCS
About the author Rebecca Jeffery teaches Health and Social Care at Barton Peveril Sixth Form College, Hampshire. She did her PGCE (with SEN specialism) and QTS at the University of Winchester.
senmagazine.co.uk SEN120 ■ Someone with lived experience. Autism
29
“They became used to my excited stims and infodumping”
This has led me to realise how important autistic visibility is within the classroom. Not only does being autistic enable me to advocate for students both diagnosed or who are seeking a diagnosis, it has helped such students to see somebody who has similar experiences to themselves. And whilst students understand and may relate to some of the difficulties faced by an autistic teacher, I am hopeful that I have ‘debunked’ some of the negative stereotypes that may have existed prior to students joining my classroom by also showing the positive aspects of being autistic. I am a teacher who adores my job, is confident in building working relationships with colleagues and students, who has a home, partner and family. I laugh, I joke, I can understand sarcasm and I enjoy social interaction as much as anybody else. Students see a teacher who is not afraid to ask for accommodations and support within the workplace. When the Estates team casually popped by one week to take out a row of light tiles above the teacher’s desk, there were no questions when I spoke of the glare being difficult for my senses. In fact, most students went on to say how they wished this had been changed sooner, and in all of their classrooms! With adaptations made the norm, I have noticed students in my classrooms are much less likely to question when adjustments are made for their peers, and I have even found that all students, autistic or allistic, are not afraid to advocate for their own needs, whether it’s an accommodation, or a preference to complete a task in a different way from others.
However I have always been open and honest about who I am and the challenges that I face. I have met some wonderful and understanding colleagues and I am passionate about ensuring that there’s an ethos among students and staff of listening; an ethos of seeking to understand all Autistic experiences and to make positive change.
I have also witnessed students who now advocate for each other (and myself). Previously, as a student, I often feared the judgement of others if I appeared different from the norm. I would suppress emotions or stay silent in class—a response known as an autistic shutdown. What I have witnessed in my classrooms has been almost the opposite; being a visibly autistic teacher has meant a high level of compassion and a strong desire from my students to challenge the misconceptions of others when they arise. I recall a student challenging an ableist remark and re-educating others on why the statement could in fact be harmful. I truly believe such actions and attitudes would not be changed without the contributions of autistic staff in education.
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Students at Fairfield Farm College have won the Student Council Award at Westbury Young People Awards 2022. From fundraising efforts to supporting their peers during the pandemic, the Student Council have shown great strength, determination and have always represented the student voice at Fairfield Farm College.
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SEN120 senmagazine.co.uk 30 What’s new? “Maths for Life –a differentiated approach” New dates available for the live webinar
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Another award was won by Ann, a student who picked up the ‘Young Leader and Community Spirit’ accolade. For the last 3 years, Ann has worked tirelessly with the Student Council and led her peers to collect countless boxes of food and essential items for the local food bank.
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Developed by autistic people and professionals, the NAS online modules are designed to enhance your autism knowledge while fitting into your busy schedule. All of the online training modules are accredited by the CPD Certification Service (the leading CPD accreditation institution) as conforming to continuing professional development principles.
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SEN120 31What’s new?
neuro-inclusivepoweredcollaborative digital workspace embracing the true nature of neurodiversity. Allowing students and teachers to view the same content in their own unique way, Ayoa enables neurodivergent and neurotypical brains to excel and work together in real time.
The Royal Shakespeare Company wants as many people as possible to be able to experience and enjoy its worldclass productions. It offers a range of assisted performances in its theatres in Stratford-uponAvon, when its shows are in London or touring throughout the UK. During the autumn assisted performances will be available for productions including A Christmas Carol in the Royal Shakespeare Theatre in Stratford, and My Neighbour Totoro at the Barbican Theatre in ToLondon.findout more about forthcoming relaxed, chilled, British Sign Language, captioned and audio described performances visit rsc.org.uk or 01789 331275
PIVATS
Pearson is launching a diverse new series of 80+ books for Reception and KS1 readers. Available both in print and as eBooks, the inclusive range is fully decodable in line with the DfE’s Framework for Reading. The new books all feature Pearson’s specially designed dyslexia-friendly font, and a selection are set on pastelcoloured backgrounds to help reduce visual stress, featuring family-favourite characters, too! All eBooks for KS1 include “Read to Me” audio options, allowing children to access more stories. Children will feel that the books are for them, whatever their ability or background.
Moon Dogs Extras are a set of decodable books aimed at older SEN Phonicreaders.Books Ltd, specialist publishers of decodable books, have now addressed this much neglected audience. Moon Dogs Extras comprise 24 books that introduce the sounds of the alphabet in a gentle, step-bystep phonics progression. Three parallel books at each stage, provide the additional reading practice at CVC level that SEN pupils need. The stories and illustrations are age-respectful and inclusive, allowing SEN children to relate and engage with the characters. The workbook complementing this series offers further practice and support for SEN pupils. phonicbooks.co.uk promotional
Personal TechnologiesinnovatorAI-drivenOrCamunveils
OrCam Learn
Decodable01772www.lancashire.gov.uk/pivats531555booksfor SEN Pupils
pearsonprimary.co.uk/BugClub2.0
its newest solution: comprehensive study partner OrCam Learn. An evolution of 2021 TIME 100 Best Inventions OrCam Read, OrCam Learn empowers students – including those with learning differences such as dyslexia – with immediate feedback to effectively read and learn, resulting in improved comprehension, reading fluency and confidence.
The integrated solution combines a voice-activated, handheld device with point & click operation to hear any printed or digital text read aloud, as well as intuitive web and mobile apps, plus robust analytics and reporting. Students benefit from an interactive learning experience. Parents and educators are fully informed on their progress. learn.orcam.com/en
senmagazine.co.uk Plan, deliver and inspire learning with Ayoa Ayoa is the nextgeneration mind mapping and task management app. It is an AI
Created by Lancashire County Council over twenty years ago, PIVATS (Performance Indicators for Valued Assessment and Targeted Learning), remains a widely acclaimed viable assessment tool used worldwide. This term sees the launch of revised milestones in the areas of “Listening and Understanding”, “Talking and Communication” and “Using and Applying”. The updated versions of “Number” and “Reading” will be supplemented by associated resources in a similar approach to the PIVATS PSED Toolkit.
@senexpert web: thesenexpert.co.uk
The SEN Expert An education consultancy service with a difference… The SEN Expert offers a range of services for children, families, and schools. They offer support for parents to help navigate the complex world of Special Educational Needs, working with you closely to ensure the best for your instagram:child.
*the beneficial effect is obtained with a daily intake of 250 mg of DHA. What is Alinea Suite? Alinea Suite is the preferred study partner to tens of thousands of students, and provides literacy support for users struggling with anyonMakingcomprehension.textaccessibleanydeviceandatmomentisthecornerstone of Alinea, opening the door to all functionalities within the software. It’s a basic functionality of Assistive Technology, for any student in need of literacy support. Scan or import your document, and the optical character recognition (OCR) will process the text so that Alinea can read it aloud wherever and whenever you seek reading support. Call 01604 798070 (Option 1) or email info@sightandsound.co.uk
EQUAZEN® Jelly: your daily dose of Omegas has never been so fun and tasty before Following a successful launch in the US, Equazen® Jelly from SFI health, a new, kidfriendly version of omega-3 and omega-6 fatty acids from responsibly sourced fish oil and Borage oil, is slated for a launch in the UK this November 2022. With each drop of EQUAZEN® Jelly, kids and adults receive a relevant dose to support brain function* and address fatty acid deficiencies. Additionally, its fruity flavour makes it stand out from the competition. equazen.co.uk/products
To find out more contact 0330 055 2653 or admissions@rmt.org
Scanning Pens empower independent reading Scanning Pens provide award winning electronic reading aids that empower students to read independently, building confidence and unlocking the entire curriculum. Complete with text to speech functionality and multiple dictionaries, the ReaderPen from Scanning Pens is proven to increase both reading accuracy and comprehension by 13 and 10 months respectively, over just an eight-week period.
Contact: sendgroup.co.ukhello@sendgroup.co.uk
The perfect assistive technology to accelerate your students reading age, build their confidence and enable them to read for enjoyment. Take advantage of a free trial by visiting scanningpens.com, or email quin@scanningpens.com to arrange a demonstration
SEND Group has a variety of online courses Their SENCO Innovation Course plus Level 3 and 5 Dyscalculia courses tutored by Professor Steve Chinn and Judy Hornigold. Each course includes; understanding dyscalculia, maths difficulties and maths anxiety and how to identify them. Understanding typical maths development and barriers to learning as well as practical solutions to support all learners at their core. The range of courses on offer is expanding to include a variety of short maths courses and further SEND eg, Executive Functioning and associated issues. Other courses will also be made available soon.
SEN120 senmagazine.co.uk 32 What’s new? promotional content
blog: blog.thesenexpert.co.uk
Grace Garden School now open Ruskin Mill Trust is delighted to announce the opening of Grace Garden School. Offering an education to young people aged 9 – 16 with complex social, emotional and behavioural difficulties including autism spectrum conditions, Grace Garden School is set in 18 acres of cultivated landscape on the outskirts of Bristol. At Grace Garden School, 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 they will come to understand the larger world and their place in it, along with the connections between themselves and their community.
For case studies visit tgescapes.co.uk 0800 917 info@tgescapes.co.uk7726
Chichester College choose timber frame modular building for SEND provision
Sunken Trampolines
“The staff and students are really pleased with the new building, and it is great that it is now linked to our outside garden area as well. TG Escapes provide a real turn-key solution, and take care of everything, from design to planning and final installation.”
St John’s Catholic Specialist School is celebrating a “hat-trick” of outstanding ratings from Ofsted! For the third time in a row the school in West Yorkshire was graded as “outstanding” in all areas for its residential provision which provides weekly boarding for students who may be deaf, have hearing impairment and those with an autism spectrum condition. Inspectors said St John’s helped children “develop an invaluable sense of self-determination and confidence”, make “remarkable progress” and prepare for independence. One parent said ‘a light came on again’ for their child staying at St John’s, a place where they are “empowered” and their “lives enriched”. stjohns.org.uk
St. John’s Ofsted Hat-Trick
CPD-certified learning at the Tes SEND Show 7-8 October 2022 The Tes SEND Show returns at the Business Design Centre, London. The packed programme is CPD-certified, meaning you can progress your own professional development whilst hearing about the latest thinking from around the sector. Choose from over 40 different seminars covering essential topics to improve learning outcomes for students with SEND, with additional themes this year including mental health and wellbeing, the SEND review and SLCN. Registration for the show is free and seminars cost £20 + VAT, bookable via the show website below. Details of the full programme and the free features on offer: tessendshow.co.uk
Sign up for the Speech and Language eNewsletter How do you keep up with the latest news and advice to help you support your pupils with speech, language and communication needs (SLCN)?
The college provides further and higher education in a broad range of subjects on their Chichester campus. They wanted to provide a dedicated building for their SEND learners, linking to their SEND garden.
Sovereign Play At Sovereign, they are always striving to create equipment and play areas that anyone can enjoy and use to reap the benefits of alldesignedRoundaboutSovereign’splay.Apolloistoallowuserstoplaytogether.
Sunken Trampolines are delighted to announce that they have been chosen to be the UK distributor of Global Playgrounds products, which include Bird’s nest swings and playground trampolines. Global Playgrounds are innovators in trampoline design and have produced wonderful shapes enabling schools to have exciting patterns and trails. For more information please visit the website: sunkentrampolines.co.uk
sovereignplayequipment.co.uk
Sign up for The SLCN eNewsletter, sit back and we’ll deliver a round up of the latest SLCN news, blogs, resources and what’s new in the world of speech and language directly to your inbox. Over 5000 school staff and parents already subscribe to SL Multimedia’s SLCN News community. Join them here as part of your whole school approach to supporting SLCN: www.speechandlanguage.info/linknews?origin=SEN
senmagazine.co.uk SEN120 33What’s new?promotional content
As it is installed flush with the ground, the product is easily accessible for all and those in wheelchairs can easily ride alongside their peers. Available in a range of colours, the roundabout is the perfect addition to brighten up any play area and encourage users to interact with their friends and make new connections.
SEN120 senmagazine.co.uk 34 What’s new? promotional content
Burlington House School opens new prep school, Fulham Burlington House School has just opened its brand new prep school. This SpLD specialist provision school focuses on education for young people with dyslexia and dyspraxia. A fully integrated therapy team on site, which includes Occupational Therapy, Speech & Language Therapy and Counselling aids in creating a supportive environment for neurodivergent young people. The new head of the Prep Nicola Lovell says “I envisage every child to be on a journey at Burlington; not every child will reach the same destination at the same time but we will help them to discover their unique strengths at their own pace.” burlingtonhouseschool.com
Aurora Group opens three new schools
Sarah Gregory (right) holding Margot the therapy dog, pictured with other staff members from Aurora Woodlands.
https://bit.ly/3PJzSGH
The OT Practice has become synonymous with excellence in the delivery of tailor-made packages for our SEN patients. Having worked with schools within the South of England over the last twelve years they are now delivering their services Nationwide across England, Scotland, Wales, and Northern Ireland. Their paediatric team is skilled at providing occupational therapy services to all education settings as well as working alongside outreach centres, charities, Local Authorities and the NHS to support children achieve their EHCP targets as well as those with complex needs.
The Aurora Group is fulfilling its ambitious growth plans by opening three new specialist day schools. Aurora Fairway School in St Ives, Cambridge opens its doors to young people aged 11-16 from September 2022 and as Julie Sadler, Headteacher explains: “Fairway is a warm and welcoming school, which places student wellbeing and safety at the heart of our provision.” 2023 will see the opening of two further specialist day schools – Aurora Cedars in Wolverhampton and Aurora Summerfield in Wilmslow, Cheshire – which will provide personalised academic and therapeutic support for young people aged 5 to 19. Aurora Woodlands rated ‘Good’ by Ofsted Aurora Woodlands, an independent special needs school in Lancashire, has achieved a ‘Good’ Ofsted rating for all assessed criteria. Sarah Gregory, Headteacher commented: “It was a very special moment to read our positive Ofsted report and see the commitment and passion of the team being recognised.”
The National Network of Mental Health Leads is the national body for Mental Health and Wellbeing Leads, and a DfE approved provider of Mental Health Lead training across the UK. Helping you to feel connected with other mental health leads and not feel alone in this complex and increasingly important role. Join the growing nationwide network and exchange ideas, compare journeys and have an impact beyond your setting while accessing evidence based resources, training, CPD and other benefits. Take part in networking opportunities and influence the national picture of mental health leadership. Join today!
0330enquires@theotpractice.com0249910
Aurora Cedars School in
National Network of Mental Health Leads
Keira Delaney, mother of Callum who is a student at Aurora Woodlands, added: “When we went to look around Woodlands, he was really nervous about going back into a school environment but after he met Margot the dog, he loved it straight away. It’s so nurturing and inclusive and it filled us with confidence.”
We are proud that our teaching assistant Nikki James from the Deaf Academy in Exmouth received a commendedhighlyaward in the Teaching Assistant of the Year category at the TES Schools Awards 2022. Nikki, who attended the Academy as a student, and joined as a teaching assistant in 1996, received special recognition from the judging panel for her work to support students and parents, including delivering social media sign language video lessons and the development of the Academy’s BSL library to make books more accessible to Deaf students. thedeafacademy.ac.uk
Wolverhampton.Headteacher
Tailor-madementalhealthlead.comOT
Nikki – Highly Commended at TES School Awards
Although improvements are being made to support schools to become compliant and confident when moving and handling pupils with special needs, time and budgets are still limited. Solutions Training has developed a unique blended learning solution to ensure that all relevant equipment, specific needs, and theory training are provided in the most cost-effective way. Their blended learning solution includes the completion of our sector-specific People Moving People theory course, accompanied by our tailored video training to teach staff members the practical elements of moving and handling. solutionstraining.co.uk
Key Topics: for any professional working with vulnerable children & teenagers. Thursday Evening Live Stream Events 2022 (5–6.30pm). Only £20 a ticket. Sept VoiceSING Trauma – introduction to the theory and practice of expression and regulation through the voice Sept How Adverse Childhood Experiences make children prone to radicalisation; what can be done to address radicalisation Oct Social Media, technology and the impact on children and young people
Through partnerships with staff of leading SEN schools for students with complex learning needs and ASD a number of additions to the range of classroom furniture have been made. The company has many years’ specialised experience supplying the most challenging areas of the care sector, and this has been combined with staff experience and knowledge of needs. The result is furniture that actively helps to optimise the SEN learning environment, by delivering durability, safety and good value. Designing and manufacturing to order offers individual solutions for the flexibility needed as circumstances change.
SEN120 35What’s new?promotional content
watermill.org.ukWouldyoulike 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.
CPD
6
3 Nov Trauma informed approaches to behaviour support
Special Education for ages 5 to 25 St Piers School and College offers day and withpeoplechildrenplacementsresidentialforandyoungaged5-25learningdifficulties and a range of needs including epilepsy, autism, and related conditions.
From the moment students arrive at St Piers, they are supported to progress as learners and as unique individuals. Putting young people at the centre of everything we do, our expert team supports students to develop their social skills and independence. Helping each learner to grow their confidence and self-esteem we enable them to fulfill their potential and help prepare them for their lives ahead.
Offeringchildmentalhealthcentre.orgtrainingtosupport the inclusion of pupils with special needs!
For more information call 01588 674 340 email
Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.
20 Oct Working with children and young people who selfharm with reference to eating disorders
toughfurniture.com/room/classroomsales@toughfurniture.com
Mystery and Magic Pigs at Watermill Theatre, Newbury Enjoy retellings of classic childhood tales at The Watermill Theatre, Newbury. The Sleeping Sword is a brand-new adaptation of Michael Morpurgo’s children’s story. A gripping tale full of mystery, triumph and disaster. The Sleeping Sword runs from Thursday 27 October to Saturday 5 November, with a relaxed performance on Saturday 5 November at 2.30pm. Every performance will feature the use of creative captioning and integrated audio description. Rapunzel is a lively Christmas adventure for all the family with music, magic pigs and plenty of surprises! Rapunzel runs from Friday 18 November to Sunday 1 January. The relaxed performance is on Saturday 3 December at 2.30pm.
For more information, please see our website stpiers.org.uk or email education@stpiers.org.uk or call 01342 831348 in Child Mental Health
senmagazine.co.uk
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Tough Furniture –Specialist SEN solutions
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For a free copy, email enquiries@timotayplayscapes.co.uk or call 01933 665151
• help develop language skills and core skills for children, so they can better engage in a more structured curriculum with their transition to KS1
Guy’s and St Thomas’ NHS community speech and language therapy (SLT) team offers a commissioned service for mainstream schools across Lambeth and Southwark. In this area children entering nursery and reception were not school-ready, with a high number having known Speech Language and Communication Needs (SLCN), unknown SLCN and English as an additional language (EAL).
One school chose to allocate some of their SLT commissioned time to the Early Years Foundation Stage (EYFS), and this service model was evaluated with the following aims:
• avoid entering the specialist SLT caseload at a later point in KS1 or KS2
• fewer children at risk of ongoing SLCN
The children who participated were children of reception age who were suspected or confirmed as having SLCN, children with English as an additional language (EAL), reluctant talkers and children with attention and listening difficulties only. The children were identified by the class teachers and the class teaching assistants (TAs) with informal discussions with the SLT.
Four TAs, with variable levels of experience and training, were responsible for running the groups and collecting outcome measures. An informal screen was used to collect language levels pre and post intervention. The TA’s running the groups administered the screener and collected the results for each child in a one-to-one setting. For measuring outcomes, they used a tracking tool with a rating scale (1= Significant difficulty; 4= No difficulties) to rate the following core skills for each child, with the first and last measures being taken as the pre and post measures for each child:
1. increase in expressive language (main group focus) 2. attention and listening, initiating interaction 3. turn-taking 4. confidence “80% of the children showed positive progress”
A London SLT team investigated how effectively universal and targeted interventions can bring children up to speed
How effective are interventions in Reception? SEN120 senmagazine.co.uk 36 EYFS
The interventions were carried out by the TAs with groups of 3-4 children. The Talking Tables intervention was used across all groups, a universal based child-led intervention aiming at increasing overall expressive language through the use of structured adult-child interactions. The groups were recommended to run 3 times a week for 10-15 minutes within the Theclassroom.TA’srequired modelling and coaching from the SLT pn using the outcome tools, administering the reception screener and setting up and running the group interventions.
Receptive language To carry out verbal instructions of varying length. Assesses 1-4 key word level understanding and understanding of basic prepositional concepts e.g. on, in, under Expressive language and Speech: Labelling vocabulary Labelling common everyday objects through pictures. Pictures also informally screened speech sounds.
SEN120 senmagazine.co.uk 38 EYFS
The tools used here to collect the outcomes can aid successful early identification of children for appropriately targeted Theinterventions.universal and targeted group interventions have helped us better understand the number of sessions each cohort of children needed according to their presentation. Having this information can help with future long term SLT planning for other EYFS settings, and provide settings with a method of supporting a wider range of children. This process also helps to speed up settling-in periods for children transitioning into reception with EAL, attention and listening difficulties, and SLCN.
Expressive language: Sentence structures and grammar Construct a grammatically correct subject-verb-object (SVO) sentence when being shown a picture e.g. ‘The boy kicked the ball’ ■ Areas assessed by the screeners.
The study also highlighted the importance of workforce training and development. Staff who had prior knowledge and experience in supporting these targeted interventions were able to get the groups up and running faster and required less support from the SLT at those initial stages than the less experienced TAs. The children in groups run by less experienced staff showed slower progress overall and the groups were run less frequently.
Reception screener areas Description of assessment area
“Only one subsequently needed a referral”
Overall, 80% of the children showed positive progress with expressive language. All children with attention difficulties made a positive increase with their attention and listening skills. Confidence had the highest positive change across all participants with 95% showing positive progress.
• Children with SLCN showed improvements in their post screen after 30-42 sessions, but they still failed at least one area of the screen, demonstrating the need for ongoing targeted interventions.
Based on the pre and post screen and core skills ratings, five of the children did not make positive progress. However, this may have been down to inconsistent school attendance, inconsistent number of sessions, or the level of TA experience.
About the author Claire McMahen is a Specialist Speech & Language Therapist at Guys’ and St Thomas’s NHS Trust.
• Children with English as an additional language (EAL) needed approximately thirty sessions of consistent intervention (10 weeks) before they passed the post screener and transitioned back into whole-class learning.
• Children with attention difficulties needed about fifteen sessions (3-4 weeks) of group intervention to show enough positive progress to transition back into whole class learning.
Results Twenty-one children were included in the evaluation and their outcomes are summarised below:
The results suggest that targeted interventions can help children with SLCN and EAL and may prevent future communication problems for children later in school, and ease the need for specialist SLT support at transition into KS1 and beyond. The targeted groups were put in place three years ago, and only one of the 67 children who accessed these groups in this time has subsequently needed a referral for specialist support in KS1 (note: children requiring specialist input at the beginning of reception would already have been identified to the specialist intervention pathway).
@EvelinaLondonSLTcommunityspeechandlanguageevelinalondon.nhs.uk/
Ionly started at it last year. It was when school went back after the summer holidays, there had been a recent tragedy, a death, that everyone was talking about around school, around Merseyside. It was hard for me as it was my mate’s younger sister and I used to play with her as a kid. It had left me easily riled and on edge because everyone was talking about her like she was close to them, but they didn’t really know her. And it didn’t help my mood in school that because of my dyslexia I was usually last to finish tasks set by teachers. (I hated school at the time). The only help I really got in school was a laptop, but I never got the help I genuinely needed so I didn’t understand the task set and would just sit on games and would write the occasional word; no teachers noticed.
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When I got home, I asked my mum about taking up boxing, but I was side-lined into Tae Kwondo as my little brother does it.
At first you don’t need any expensive equipment. The only thing you really need is a gum guard but that’s when you start training in fighting. Usually, you can use bodyguards and headguards from your place of training, these are for safety. If you really want to enjoy Tae-Kwondo you need to have discipline and respect, you need to push yourself to your limit. At the time I didn’t have discipline and had very little respect for others, but as I trained more and more those things started to build. I learnt discipline and gained respect both for and back from people in general and from my coaches where I train. These are all positive things that have helped me deal with the negativity of anger.
Dyslexia
One day I was sat in class with my head down and someone in the class was making noises and because I only had a little work done the teacher pointed the finger at me. I ended up storming out of the class in anger and rampaging round the school hitting walls and lockers. I was causing pain to myself to be honest, but it was the only way that I knew how to deal with my emotions. Before this, in primary, I had problems with my anger but then I started seeing my tutor, she helped me find ways to cope with this. But because I’m more emotional now in my teens I have discovered that my training in martial arts has probably helped me more. Back to how it all started last year - on my rampage one of my teachers pulled me onto the yard to have a word with me. She sat me down outside, spoke calmly and asked me if I was okay, instead of dealing with it like other teachers have in the past by screaming at me to, ‘Get to my office!’ and saying, ‘You’re an embarrassment to the school when you act up!’ She gave me good advice and didn’t force her opinions on me, she asked me what sort of things I was into and recommended an option. From what I told her she mentioned someone from her tutor group that took up boxing to deal with his anger and said that maybe I should try it out.
From troubled dyslexic to cool martial artist
Joe’s own account of his personal journey.
senmagazine.co.uk SEN120 ■ Push yourself to your limit.
The 6 Taekwon-Do Tenets of the British United Taekwon-Do Federation (BUTF) are: • Courtesy (Ye Ui) Treat others with the respect that you expect to receive yourself. • Integrity (Yom Chi) Integrity is honesty, but not just with other people • Perseverance (In Nae) • Self-Control (Guk Gi) • Indomitable Spirit (Baekjul Boolgul) • Humility (Kyom Son)SEN42120 senmagazine.co.uk Dyslexia
Tae-Kwondo requires me to concentrate on coordination. I am beginning to feel some benefits from studying Tae-Kwondo. It has helped me cope with my dyslexia. The main benefit is it helps me process speech. Dyslexics often struggle with following the sequence of instruction in general. For example, in Tae-Kwondo I struggle to remember what order my patterns are and that is what is keeping me from doing my next grading. But I am determined to progress and move on to my next grade. I have never been so dedicated to anything in my life before. Because of this it takes away the pressure of living with dyslexia and everyone thinking you’re some dumb kid when really you are smart, but you just can’t get what you want to say out of your head and down on paper! Tae-Kwondo is certainly a positive influence in my life. It has given me ambition. It has given me goals; it has given me achievable targets.
There’s a definite progression route with Tae-Kwondo. There are no shortcuts to success. Each colour belt is achieved by demonstrating that you can physically perform the movements. To achieve these requires physical training as poor interpretation of them could have consequences if used in a spar. By this I mean if you were to mess up a block whilst you were fighting you would probably end up giving your opponent a free point. This is a discipline sport and because of this it has taught me to deal with certain situations. It has taught me to keep myself under control and has given me a way of releasing my built-up anger instead of taking it out on walls. That behaviour would usually end up in a hospital trip and got me labelled in school as, ‘the kid with anger issues.’ I am now at the stage of wanting to change where I train. This is because the gym I train at now focuses only on taekwondo and I would like to take up MMA. I have discovered where my strengths are and what I need to improve on. I suppose ideally it would help me more if I went to both gyms and trained both fighting styles as taekwondo would help with what is called ‘standing sparring’ in MMA. All of this gives me a focus and an outlet and is helping me to cope with my dyslexia, my anger issues and life in general.
Enlist help from home
feature 43 senmagazine.co.uk SEN120 Dyslexia
for
Make it accessible Choose texts with features and layouts that make reading accessible to all pupils. Levelled, ageappropriate texts with easyto-read fonts, adequate spacing and relevant images will help build your pupils’ confidence and motivate them to achieve their reading goals.
Keep it short Homework activities should be quick and purposeful. Short stories are ideal for home reading as their brief structure imposes a natural time limit. Offer variety Providing a range of genres that are matched to the ages and interests of your pupils will help them enjoy home reading. An additional benefit is that your pupils will practise applying reading types.strategiescomprehensiontodifferenttext
Regular reading at home provides pupils with opportunities for additional reading practise and may help grow their love of reading. Boost pupils’ confidence by asking them to share their reading with a parent, sibling or even their pet!
A structured home-reading program is a fantastic way for pupils to independently practise important comprehension, fluency and vocabulary skills, while instilling a passion for reading. Try some of these strategies in your planning to help boost your pupils’ home reading success.
Monitor progress Selecting texts that are the ‘right fit’ for your pupils will keep them suitably challenged and boost their reading success. A regular assessment of reading comprehension will help you monitor their achievement and keep them progressing.
You will have all these strategies covered with Prim-Ed Publishing’s new Reading for Me series. The easy-to-implement workbooks contain 15 weeks of texts and accompanying questions to help pupils in 1st to 6th Class develop their independent reading skills at home or in the classroom. Part A is available now as a physical workbook, with a digitally formatted Part B coming soon. Written in line with the Common European Framework of Reference and formatted using accessible features like a dyslexia-friendly font, teachers and parents can be assured that all pupils can read, achieve and progress at home. Learn more here: bit.ly/RFMinfo
Tips your home reading program with Prim-Ed’s new Reading for Me Advertisement
SEN120 senmagazine.co.uk 44 Moving & handling Fostering
need more time and practice to master physical skills. They also need appropriate scaffolding for their physical development, and a positive, supportive environment to build their confidence. The evidence suggests that the way we deliver PE and games at school may be harming dyspraxic children’s confidence to take part in physical activity.
Early Identification and early intervention for children whose motor skill development is behind that of their peers is essential to prevent gaps in skills from growing. We can help by embedding opportunities for physical activity into early years routines and activities. The Dyspraxia Foundation’s Early Years Guidelines offer practical activity ideas. Motor skills groups provide more structured, targeted support for children in Key Stage 1 and 2 with movement difficulties. Tools for monitoring progress are often included, enabling teachers to identify children who are not making expected progress and who may benefit from further assessment and support from an occupational therapist or physiotherapist.
• Break activities down into component parts and ensure one skill is mastered before introducing the next.
• Give clear instructions, one at a time and allow the child to organise their body into position before giving the next instruction
• Provide more opportunities to practice and allow extra time to learn new skills, possibly away from peers with hand-over-hand guidance if needed.
About the author Dr Sally Payne is an occupational therapist, Professional Adviser with the Royal College of Occupational Therapists and Vice Chair of the Dyspraxia Foundation.
■ Opportunities to learn new skills.
Unlike their peers, children with dyspraxia rarely learn by watching others, and they will need extra time, support and practice to master motor skills. They also need a teacher/ instructor who understands dyspraxia and can make subtle adjustments to enable them to take part and achieve without drawing attention to their differences.
Dyspraxia: positive moves in PE
senmagazine.co.uk SEN120 45Dyspraxia
Sally Payne explores how educators can help shape dyspraxic children’s attitudes towards physical activity.
• For ball skills, pair a dyspraxic child with a more able child. The dyspraxic child will have more chance of hitting or catching a ball that is thrown accurately, while the more able child will benefit from learning to adjust their position to catch/hit a ball coming towards them from any direction.
• Use visual cues – such as colour spots – to indicate directions rather than left or right.
Dyspraxia, also known as developmental coordination disorder (DCD) affects movement and coordination in children and adults. It affects around 5% of schoolaged children, making it difficult for them to carry out activities that others manage easily. The most common age for diagnosis is 7-8 years, although some are not diagnosed until Dyspraxicadulthood.people
9-16thDyspraxia@sallydyspraxiadyspraxiafoundation.org.ukWeek:October2022
• Keep the environment as stable as possible when teaching new skills so the child can focus on themselves, rather than having to adjust to the people and things around them.
skills such as: • Organisation and planning • Memory • Ability to
fine
posture • Motor coordination • Body awareness • Ability
together Dyspraxia can
The structure and format of PE and games lessons can be difficult for dyspraxic people. There are however some ‘lifestyle sports’ that may offer a more positive physical activity experience that can be continued outside school. These where the child is moving but the environment remains stable, for example martial arts, climbing, archery, golf. Activities such as pilates and yoga which build core stability and balance. Activities that involve repetitive patterns of movement, for example rowing, cycling, running, swimming. Individual pursuits such as golf, archery, canoeing, Physicalclimbing.activity is important for everyone’s physical and mental health. Taking steps such as those described above will help dyspraxic people see physical activity as a positive experience. affects and gross motor skills and to throw, kick and catch a planning and sequencing of use hands also affect and non-motor follow instructions, especially those with a
motor component • Spatial awareness • Judgement of speed and distance • Sensory processing SEN120 senmagazine.co.uk 46 Dyspraxia Subscribe to SEN Magazine Practical ideas for parents and professionals The latest products and services Expert articles, SEN news and CPD Email subscribe@senmagazine.co.uk Tel 01200 409800 * UK only. Call or email for international rates. £48.50* a year (six issues) The esSENtial read
both
ball • Timing,
speech
•
Dyspraxia
Consider the changing room. Dyspraxic children often take longer to get changed, may feel overwhelmed by sensory stimulation and may not be able to tie their laces. They could be in a high state of anxiety even before starting the PE or games lesson. Consider adjustments to reduce these challenges.
•include:Activities
including: • Balance
•
•
Encouraging ‘lifestyle sports’.
movements • Stamina • Manual dexterity • Ability to
•
If you see a child playing repetitively, or flitting between toys, it is important to consider if they have challenges with generating play ideas or planning their ideas. A diagnosis would be premature at a young age. You can use these ideas to support children of any age.
“Difficulties with planning physical movements and task organisation” formation families.
Kim Griffin on helping children deal with their dyspraxia.
• If they have difficulties generating ideas, it can help if you model different play ideas yourself for the child to follow. Play should be fun and the sillier you feel, the more likely it is that you are playing.
The term dyspraxia is often used to describe anyone who is a little clumsy. However, there is more to dyspraxia than just a little clumsiness. Dyspraxic children (and adults) tend to have difficulties with planning both physical movements and task organisation. This could include difficulty sequencing steps of tasks, poor organisation of belongings or difficulty structuring ideas onto a page for writing. Time management can be a challenge as this requires planning. How dyspraxia can impact play Play is an important childhood occupation. It is how young children spend most of their day, and how they learn about the world. Play teaches them about how their body moves and how objects interact with their body. When a dyspraxic child has difficulty generating ideas, they tend to play repetitively. If they have difficulty with planning, they often give up on their ideas because they can’t figure out how to turn them into reality. This means they have less opportunity to explore in play and learn new skills. They can also look quite inattentive and move on when they can’t organise their ideas.
Dyspraxia is a term used to describe the difficulty with planning and organisation some children and adults experience. The term dyspraxia will be used interchangeably with the term Developmental Coordination Disorder (DCD). This is because dyspraxia itself isn’t a formally recognised medical diagnosis, whereas DCD is.
Impact of DCD on everyday functional skills
• Games with rules can provide helpful structure for some children, for example card games, ball games, clapping rhymes, board games and puzzles.
• The child will likely need more time and practice to learn new activities, particularly things like learning to ride a scooter or bike.
Helping dyspraxic children learn to play
SEN120 senmagazine.co.uk 48 Dyspraxia ■ Letter
• If a child has ideas, help them to stay with their idea until they have achieved it. You may need to show them the steps, and it can help to say them out aloud. It’s important to make sure the child is staying engaged with you throughout the process, as this is how they will see and learn the steps. For example, if they have the idea to make a cubby house with the furniture and sheets, help them to make it. Ensure they are helping you move and drape things. If they aren’t engaged, stop and wait until they come and join back in. Play is all about being engaged in the doing, rather than necessarily aiming for a perfect final product.
More than clumsiness
• Some children also like to imitate what they see on screens, so you could video yourself, or their friends/ siblings or a favourite adult playing in different ways with the toys and let them watch these videos first. This can work well when the child receives new toys.
Dressing and dyspraxia
• When there is time, gently challenge these children to step outside of their comfort zones so that they are having new play experiences.
“The sillier you feel, the more likely it is you’re playing”
• If the child has difficulty choosing clothing, outfits could be put together in their drawers. Or they may need explicit teaching of what items go together (e.g., dress with tights, shorts with a t-shirt) or help to learn how to choose items of similar colours.
• Considering alternative options for recording, e.g. typing/voice dictation, to help children record their ideas. Voice dictation can be very helpful for children who can tell you their story but forget their ideas or have slow or illegible handwriting.
• Time and practice are key, it is helpful to do this when there is no time pressure, for example on weekends rather than before school, or starting with pyjamas rather than school uniforms.
@GriffinSensoryOT@Griffin_OTgriffinot.com
Helping dyspraxic children with handwriting
• It can help to have a laminated copy of the sequence for PE or swimming changing days, including where items should go when they are removed (e.g., put your clothes back into your bag and your shoes under your chair).
• For school uniforms, a visual and ordered list of clothing items can help with sequencing.
How is handwriting affected?
Kim Griffin is a paediatric occupational therapist, Her company, GriffinOT, delivers affordable online sensory training and motor skill development programmes to schools, teachers, and parents.
Supports to help with dressing
• Teaching letters in formation families. This allows children to practise the same motor movements and reinforces the letter patterns. Far too often, letters are taught in phonics groups with sound mnemonics that don’t relate to the movement patterns (e.g., “slither down the snake”, only works, as a handwriting prompt, if the child has a correctly orientated visual representation of a snake, in the shape of an s in their head). Teaching in phonics groups also means children typically start with the most difficult letter (s) and are practising a variety of different formation patterns with no relation to each other.
• With new clothing, or at changes of season, just double check with the child that they can remember or figure out how to put it on and off. They might need a little extra practice initially.
Handwriting is also a very complex task. Handwriting requires planning of visual perception, motor skills and cognition. The child must have the fine and gross motor skill control to maintain an upright posture and to hold their pencil. They need to know what the letters look like, the motor movements to draw them and how to get the size and spacing correct. To be proficient writers, they must be able to use their letters when writing sentences and paragraphs. They must also be able to order their thoughts, and remember spellings and grammar. Every element required good planning and organisation!
About the author
Dressing is a task with multiple steps which all require to be completed in order. Whilst on the surface, it might seem repetitive, different pieces of clothing need different motor skills. Even the ‘same’ piece of clothing may be quite different. Such as a winter vs a summer jacket, or a pair of jeans with a button fly vs a zip. Dyspraxic children may not always generalise skills from one item of clothing to the other. They may also find the sequencing of pieces of clothing more challenging, especially at the start.
senmagazine.co.uk SEN120 49Dyspraxia
• Allocate specific time to teach handwriting as a separate skill to phonics within the teaching timetable. Handwriting is a visual motor skill. Phonics is a cognitive and language skill. They are two distinct skills that should be taught separately, as in tennis, where you would teach serving as a separate skill to returning a serve.
• Using mind maps and format/style outlines to help children who struggle to organise their ideas.
• Spend sufficient time to work on pre-writing skills, like colouring, drawing and pre-writing shapes (| - o / \ x ) in the early years.
SEN120 senmagazine.co.uk 50 Epilepsy SEND family support
Students and adults who reflect on their learning experiences will often describe the impact that epilepsy can have on memory and processing as one of the most significant challenges in learning and, potentially, on achievement. As a specialist teacher who has carried out research in this area, worked with parents, children and teachers and coordinated support in FE and HE settings, I can corroborate their comments regarding the need for understanding of these challenges and the implementation of appropriate support and adjustments. Those of us who teach students with specific learning difficulties/differences will be fully aware of the impact on learning of weaknesses in cognitive processing areas (shortterm and working memory, concentration and information processing). In this area, young people with epilepsy will experience similar challenges as those with SpLDs. These weaknesses in cognitive skills may be caused by a variety of reasons, including the impact of medication and the ‘after effect’ of seizures. Students who have nocturnal seizures may find difficulty with maintaining concentration or with memory and processing the following day. Similarly, although an absence, focal or tonic clonic seizure (Epileptic seizures explained | Epilepsy Action) during the school day may last for a matter of minutes, or even seconds, the student’s concentration may be impaired for some time afterwards. Consequently, it is important that the fact that these difficulties may be permanent or sporadic in a student with epilepsy must be recognised, especially when teaching. Very often patterns will emerge which will make it possible to predict how much support the student will need after a seizure. Parents and students will also be able to keep you up to date with changes in seizure patterns; medication may be increased as the child grows and there can often be a period when side effects temporarily become more intrusive.
Support/classroom management
As specialist teachers we are all aware of the varying profiles of students who are included in the ‘umbrella’ of neurodiversity. We may support a small group which comprises students with, for example, dyslexia and dyspraxia. A focus of the session may be revision, so we will teach strategies that are appropriate for those who need strategies for memory (suiting their individual profile, of course!). On a day to day basis, our cohorts of SpLD students have, among other adjustments, opportunities for overlearning, information repeated or written down for them, handouts in advance or are not expected to answer a question as quickly as others. If we discover from the student, parent or medical evidence that our students with epilepsy have problems with memory and processing, most of the strategies and interventions that are in place for other SpLD students could also be in place for them. In my experience, students with epilepsy who are included in the small group strategybuilding sessions do not feel the same sense of isolation as they do when they are seen to be completely ‘different’ from their peers. Obviously, the student may have other needs that need to be met on an individual basis but in this aspect of their epilepsy, they can be part of a wider group. This seems the obvious way forward but I have yet to find epilepsy included in a chart/diagram that describes the types of differences that come under the ‘neurodiversity’ heading.
senmagazine.co.uk SEN120 51Epilepsy
Epilepsy
We need to understand the challenges that epilepsy brings, writes June Massey Epilepsy and learning
is often viewed as purely a medical condition rather than a potential barrier to learning, but eminent medical and education professionals have argued that the two are inextricably linked for many young people. Indeed, of the 60,000 young people with epilepsy, around two thirds may experience challenges in learning that will affect academic attainment, yet 95% of those students will attend mainstream schools. So that is just around 38,000 students that we have to worry about!
Case study
At an FE college a student and his parents attended an interview with the student’s college tutors. I was invited to discuss study support requirements. The student told his tutors that he had nocturnal seizures and the occasional absence seizure, which may occur during classes. The tutor’s immediate response was that she did not have concerns regarding his nocturnal seizures, as they did not happen at college. However, she would check with him that he hadn’t missed any information if he’d had an absence seizure during class.
I then asked whether the nocturnal seizures affected his performance the next day. His parents looked extremely relieved that the impact of nocturnal seizures on his concentration had been considered and confirmed that this had affected his “That’s 38,000 students that we have to worry about”
I am certain that you have all witnessed the increase in the level of engagement in strategy-building when the student has ownership of their disability!
Disabled Student’s Allowance (DSA). Application forms can be found at Help if you’re a student with a learning difficulty, health problem or disability: Disabled Students’ Allowance - GOV.UK (www.gov.uk). The student completes the DSA application form, including medical evidence. They will then receive a letter informing them that their application has been successful. The letter will advise them to attend a Needs Assessment. This is carried out by a registered but independent company who will decide what the student needs. They will all have had experience of assessing a student with epilepsy!
I have worked for nearly twenty years in the Higher Education sector, assessing and advising students and teaching study skills; the quality of support is incredibly high across the sector. The students can access three general types of support: Institutional support (provided by the university). For students with memory and processing challenges this can include extensions to deadlines, having handouts before a lecture (to give time to read and process the information), being able to record lectures and tutorials (to accommodate processing problems and any absence seizures)and directed reading lists. If the student allows disclosure, tutors will also be aware that he/she may need repetition of instructions or be given time to read and answer questions in class. In addition, the student may discuss accommodation needs; these can include downstairs rooms, rooms with showers or those near onsite security/medical assistance. Exam arrangements (provided by the university). Each university will have a different pathway to request and access exam arrangements but, generally, they will be similar to those that they receive at school. Once the student has confirmation that they have a place, they should contact the university’s disability adviser and advise them they will need institutional support and exam arrangements. The adviser will guide them through the processes needed to access support.
SEN120 senmagazine.co.uk 52 Epilepsy studies. They also believed that nocturnal seizures during the GCSE exam period may have contributed to his falling short of his predicted grades in two subjects.
June Massey is a specialist teacher and assessor who holds a Patoss APC. She has parented a child with epilepsy and is a trustee of Epilepsy Action.
Higher Education I have spoken to many parents whose children have serious concerns about studying and living independently. Most students also believe that problems with memory and processing will prevent them from demonstrating their skills and knowledge fully. They worry that tiredness due to the extra time that it would take them to complete work and the stress of feeling that they are not achieving fully could also precipitate seizures.
Most schools will have examination adjustments in place for their students with epilepsy. This may include exams set at different times (for example students who regularly have nocturnal seizures may request afternoon exams), rest breaks, practical assistance or time added on to an exam if an absence seizure has occurred. Special consideration may also be applied if a student has a seizure during the exam and is unable to continue or a seizure prior to the exam affects their performance. However, it may be necessary to add the student to the list of those requiring access arrangement assessments if medical evidence does not support the presence of memory and processing difficulties. Some consultants may administer tests of memory and processing; schools may wish to advise parents to ask the consultant if he/she would be able to do this to provide evidence. I have requested a word processor for a student with epilepsy where processing difficulties cause challenges with structuring written work and extra time is often given.
The DSA provides equipment such as a recording device or app to record lectures and assistive technology. It will also provide funding for one-to-one study skills tutors and mentors to help the student to manage the impact of processing and memory weaknesses.
Examination adjustments
As a result of this meeting, general (but subtle!) classroom support – which he could access as necessary – was put into his lessons in the morning. He was also given a one-to-one study skills session for one hour a week. His course tutor would ensure that he had handouts of all of the information that was discussed and he and the study skills tutor could identify those areas that he had missed. As he viewed his future support as being discreet, he became more enthusiastic and also disclosed that it often took some time for him to regain concentration when he recognised that he had had an absence seizure. He just sat quietly in school and hoped that the teacher had not noticed his absence seizure and that he wouldn’t be asked a question!
Rather, I hope that I have highlighted an area that can cause considerable concern for learners with epilepsy and can be relatively easy to incorporate into your current classroom teaching practices. About the author
I am very aware of the pressures of managing the myriad challenges that may be associated with disabilities and I do not wish to add to your workload by identifying a further need.
@DimensionsCreativeCurriculumdimensionscurriculum.co.uk
About the author Hannah Homa is an experienced teacher and Curriculum Consultant with Dimensions Curriculum.
Personal, Social and Health education (PSHE) is a core subject in the national curriculum, but it can pose challenges when teaching children with SEND. If you have children who cannot understand emotions or know how to control them, how do you approach teaching a lesson on this subject? Lessons such as ‘How to be a good friend’ or ‘How do people feel if you are unkind?’ can be difficult for these children. Orrets Meadow works with pupils who struggle with reading emotions by using two key strategies: Zones of Regulation and Well-being scales. Well-being scales are implemented at key points throughout the day. These are usually in the morning when the pupils first arrive, after morning break and then after lunch. The first assessment in the morning is one of the most important assessments, as a disrupted morning, lack of breakfast or change to the usual routine can have a huge effect on the pupil’s emotions. Pupils must rate their emotions on a scale from 0-10, with 10 being great. What the staff are looking for is consistency; if a pupil comes in from play and rates themselves as a four when they are usually a six, the teacher will try to understand why they rated themselves in this way. Has something happened in their break? Is something bothering them from the morning lesson? If so, measures will then be put in place to get the pupil back to an emotionally stable place. These measures can be:
PSHE and special needs
It is also important to note that these strategies are also being used at Orrets Meadow to tackle the increase in mental health challenges over recent months. Headteacher Carolyn Duncan has noticed that there has been a rise, but by implementing these strategies early and being consistent, pupils know that issues can be dealt with before they reach crisis point.
Hannah Homa spoke to Carolyn Duncan, Headteacher at Orrets Meadow ASD Special School, Wirral, about her school’s approach to teaching PSHE.
• An adult to talk to • Fidget toy time • Magic Mile All of these techniques help the children to move their emotional state up the scale. By understanding their own feelings and the events that can change them, pupils can then start to understand the feelings of others and, therefore, build their emotional literacy in PSHE.
Like a lot of special schools, Orrets Meadow’s children are working two to three school years below their chronological age, meaning that their Year Six pupils are learning a curriculum aimed at Year Three or Four. Obviously, when it comes to the rest of the curriculum, this doesn’t cause any real problems; they need to be able to access a curriculum that is relevant and meaningful for them. When it comes to PSHE, however, there are topics that must be taught to ALL primary pupils, regardless of the age they are working at, for example, RSE, drugs / alcohol and extremism.
Carolyn recognises that many of her Year Five and Six pupils are not emotionally ready to be taught these topics, but as a group that can potentially be vulnerable, so they need to be aware of the dangers and be taught about them in an ageappropriate way. She works closely with her staff to ensure that they pick the UKS2 topics that must be taught and teach them alongside the PSHE curriculum that is relevant to that group of pupils.
The adapted teaching in UKS2 is not the only unique way in which Orrets Meadow ensures the pupils are taught the whole of the PSHE curriculum. Their PSHE curriculum is embedded within their thematic curriculum, so the pupils can make links and connections to other foundation subjects whilst learning PSHE. The school also dedicates time on Friday mornings to PSHE to either pick up on areas that don’t appear in their ‘Learning Means the World’ thematic curriculum or on topics that need more focus. This is when Year Six can focus on some of those more challenging areas of the PSHE curriculum. The school also dedicates a week each year, ‘being healthy and safe week’, to topics covered in PSHE. PSHE needs to be considered all the time to minimise barriers to learning. Consistent and early-implemented strategies can ensure that PSHE is accessible to all pupils, regardless of educational need.
The balancing act: what is appropriate?
• Sensory circuits • Time in the sensory room
senmagazine.co.uk SEN120 53PSHE
For too long now it has been banished from the core subjects, devalued and disempowered. But if we want learners with SEND to become as independent as possible, then RSE needs to take centre stage. Young people tell us that independent living is about having choices and control over their own lives. This will be a personal journey for each individual. We don’t know where they will arrive, but we do know that there are key underlying skills and knowledge that will put them on the best path. One of the vital skills is understanding the social dynamics you exist in, and how your behaviour and choices impact them. In short, the better you understand and adapt to social rules, spoken and unspoken, the smoother your journey will be.
SEN54120
For children with SEND to reach their full potential we need quality, targeted, and differentiated teaching. Learning about relationships, behaviour, personal safety, bodies and health needs to be at the heart of our curriculum, and yet it remains an add-on, or an afterthought, particularly in mainstream settings.
RSE
“Things that don’t need explicit teaching to typical children may need to be taught and continually reinforced for children with SEND” senmagazine.co.uk ■ Johanna Aiyathurai and daughter Bethan aged 13.
Relationships start long before sex
There are often assumptions about what young people already know, or it is assumed they will pick up things through inference.
As a mother to a 13-year-old daughter with Down’s syndrome, I believe building independence relies less on exam grades and more on learning our social rules and norms. Subjects such as Numeracy and literacy are exceptionally important, but they are not more important than RSE.
Making Time for RSE Making time for RSE is the first step, and real progress is made in the differentiation of the subject to ensure each young person’s needs are properly addressed. RSE covers all aspects of positive healthy relationships, sex, physical health and mental wellbeing. However, young people cannot begin to get into these complex topics unless the core foundations of the subject are taught in an appropriate way.
Relationships and Sex Education (RSE) is a vital part of education for learners with SEND, argues Johanna Aiyathurai.
Things that don’t need explicit teaching to typical children may need to be taught and continually reinforced for children with SEND. Areas such as what type of touch is appropriate, personal boundaries, or how to keep safe.
Picture the scene; a busy year 8 classroom, a young man with Down’s syndrome has completed his task ahead of the others as the teacher sweeps past him en route to help another student. That student reaches out to get the attention of the teacher, but “RSE remains an add-on, or an afterthought, particularly in mainstream settings”
Debbie is one of many parents I speak to who want free differentiated resources on this subject area that will help them teach it at home. I believe teachers and parents should have access to the right specialised support to teach RSE properly. Young people with SEND have a right to inclusion in their communities and to have healthy relationships so they can live life to the full.
is just the right height to give her bottom a good tap! It’s the third time this week it has happened. We quickly have a situation where that young man may be excluded. By taking time to pick apart the exchange it becomes clear the student simply wanted to gain the attention of the teacher and didn’t fully understand that the act itself was inappropriate. He didn’t understand the social consequences. These concepts need explicit teaching, but they also need repetition and generalisation to ensure the learning is fully embedded.
Our charity, Learn and Thrive, has launched a free teaching video and resource for teachers in the classroom and parents at home. We have worked with specialist teaching service, Inclusively Down to plan and produce this video series. Its founders, Lucy Clark and Julie Knight, have taught young people with special needs for over 20 years and know firsthand how these concepts need careful consideration in the classroom.
Teaching RSE needs approaching in a different way for children with LucySEND.says, for example, “before discussing how to keep themselves safe we would start with the foundation concepts of what public and private actually means. Once there is a good level of understanding of what is a public space and what is a private space, we can then expand onto the activities that might happen in those different spaces, for example getting changed or going to the toilet. Once these concepts are understood we can expand on the right to privacy, public and private body parts and what a young person can do to protect themselves if their privacy is invaded. For example, giving mum or dad a hug is ok but not teachers at school, or which body parts are appropriate to touch when playing tag with friends.
About the author
It is a requirement to teach the recently revised RSE curriculum in all settings, but Lucy and Julie point out that it covers many areas which can be complex for young people with SEND to learn, including personal safety and healthy relationships.
Johanna Aiyathurai is the CEO of Learn and Thrive, a new charity which empowers learners with Down’s syndrome and other learning needs, through digital learning tools and video resources.
“Building independence relies less on exam grades and more on learning our social rules and norms”
Differentiating the RSE Curriculum
Children with SEND will often need it revisiting year after year to embed the learning and help them become independent in their understanding and application of the topics..”
@learnandthriveuk@_LearnAndThrivelearning-for-lifelearnandthrive.org.uk/
55 senmagazine.co.uk SEN120 RSE
We know that reinforcement at home embeds learning. Debbie’s daughter JJ, who has Down’s syndrome, is in Y6 at a special primary school and they are using our Learning for Life resource together at home. Debbie says, “JJ has just started doing RSE at school so it’s excellent timing for us to be doing this series at home because it matches the curriculum she is being taught at school. It’s not something we have really talked about at home yet, so it’s great that it has helped us start those really important discussions.
Discussing RSE at home
SEN120 senmagazine.co.uk 56 SEND group Reading
The members of the group shared resources including Phonics Screening adapted for AAC users and bespoke grids which have been accepted by exam boards; they also shared software that has been accepted by exam boards under normal ways of working and case studies of reasonable adjustments. The time taken by an AAC user is also significantly longer and there are a number of cases where students have been given 500% or 600% extra time to complete their assessments. How to approach exam boards
The AAC Exams Access Guidance document can be found at: is a specialist AAC teacher and a Trustee of the charity Communication Matters. some cases students were given 500% extra time”
A
Students who rely on AAC are likely to fall into JCQ’s category of substantial needs and the computer system for requesting adjustments will reject any requests outside of the norm, and a discussion will be needed with the exam board. Therefore it is important to get requests for adjustments in early so that there is time for negotiations to take place. The student’s normal way of working is the most powerful justification. This should be the way that the student works in class, during group work, in support lessons, in intervention sessions and in mock exams.
https://bit.ly/3QLfshQAbouttheauthorSaffronMurphy-Mann
In 2018, the AAC Exams Access Working Group was formed to share experience of AAC users who had studied for an exam, and any reasonable adjustments that had been made for them to access the exam. The group included teachers, AAC specialists, AAC users, parents and carers and an educational software developer. They produced a guidance document, ‘Exams Access Guidance for Young People Who Rely Upon AAC’, which is available on Cornwall Council’s website at the link below.
Exam boards may ask for proof of normal ways of working, so it is never too early to start recording a student’s access and physical needs. It is also important to start considering resources that your student may need to access exams, for example specialist software, wordlists and bespoke resources which may be subject specific as well as computer readers, scribes, oral language modification and prompting. If these are used consistently during the student’s education, then you can argue that they can be classed as their normal way of working.
Saffron Murphy-Mann on practical access to exams for people who rely on Augmentative and Alternative Communication (AAC).
The group is now looking to the future and investigating, in the light of the Teacher Assessed Grades used during the current pandemic, whether an alternative to the traditional exam, such as TAG or coursework, can be used to benefit students who struggle with access and time constraints of traditional exams.
@communicationmattersukcommunicationmatters.org.uk@Comm_Matters senmagazine.co.uk SEN120 57Communication aids “In
AAC and exams
■ xxxxxx
AC users may struggle with traditional exams due to the inaccessible layout, the unrealistic timetables, the uncertainty of school staff as to what adjustments they can ask for and how to achieve the adjustments the AAC user needs during a stressful period.
SEN120 senmagazine.co.uk 58 Communication aids ■ xxxxxx
Ending the Conversation
Practice makes perfect; the more you engage with people who use AAC, the better you will become. Remember that people who use AAC want to talk to you; they understand how you feel and will help you all they can.
About the author Tina Voizey is a Trustee of Communication Matters and a special educator with over thirty years’ experience working with learners with significant disabilities.
Communication byways
Augmentative and Alternative Communication (AAC) describes methods of communication which can be used to supplement the more usual methods of speech and writing when these are impaired. AAC may include unaided systems such as signing and gesture, as well as aided techniques ranging from picture charts to the most sophisticated computer technology currently available. AAC can be a way to help someone understand, as well as a means of expression.
If possible, choose to communicate in a quiet environment with minimal background noise so you can concentrate on the conversation. Face the person you are talking with - we all find it easier to communicate naturally when we can pick up visual clues like body language, gesture and facial expressions.
Everyone communicates in a different way, this is exactly the same for someone who uses AAC. Start off by asking if there is anything specific that they need to help them be successful in your interaction. If you are not sure how the person indicates ‘yes’ and ‘no’, ask. Before you start a conversation, be aware that however brief the interaction, you need to give more time to the person who uses AAC than you would with a speaking person. Be prepared to give that time. When you ask a question, wait for a reply. Don’t worry about the long silence while you wait for that reply. A good start to the conversation boosts everyone’s confidence. Make eye contact and speak directly with the person using AAC, not their assistant. If you have never listened to someone using AAC before in a conversation, then let them know—they will be patient and help you the best they can. Start with concrete subjects such as the current situation you are both in. Keeping your own utterances short and simple helps the person who uses AAC and gives them a chance to speak but avoid just asking questions which require ‘yes’ and ‘no’ answers as this quickly becomes boring for everyone. It is tempting to speed up communication by finishing off the person’s sentence for them. Avoid this as, all too often, it is where misunderstandings start.
Tina Voizey gives some tips on speaking with someone who uses Augmentative and Alternative Communication (AAC).
The Conversation
Developing the Conversation
When the flow of conversation is interrupted or slow, it can feel like hard work. This can lead to fatigue and loss of concentration. This is more likely to happen to you than the person who uses AAC; they are used to conversations being this way. It is perfectly acceptable to ask them for a break, but if the conversation has not been completed then it is only polite to say you will return to finish it. Equally, some people who use AAC find using their system tiring and need a break too before the conversation is finished. If you sense they are getting tired, then it helps to suggest a break.
@communicationmattersukcommunicationmatters.org.uk@Comm_Matters
Take the time to make sure you have understood the person using AAC correctly by rephrasing or paraphrasing their response. Often the pace of AAC interaction can be slower, so it helps to introduce one topic of conversation at a time. And be clear when you are changing the topic; the user may lose subtle clues from your face as they look down to their system. It is much harder for someone using AAC to interject into a conversation. They will appreciate it if you make time and invite questions, rather than expect them to question. It is good to structure a conversation by only asking one question at a time. Questions starting with ‘who’, ‘what’ ‘where’, ‘when’, ‘why’, ‘how’ and ‘if’ will elicit a more detailed response; it is worth waiting for the answer.
senmagazine.co.uk SEN120 59Communication aids Want a digital version of SEN Magazine? Each issue of SEN Magazine is now available online at issuu.com/senmagazine Get your digital SEN Magazine now at issuu.com/senmagazine Back issues also available Just £6 per issue or £24 for the next six issues
Adoption
Timmy learnt to sit up within three months of being with me and he was absolutely delightful; we bonded quickly. He developed various illnesses as he grew up, but he remained a very happy boy. After I’d had him with me for two years, I decided that it was time to expand our little family, so I went back to the Adoption Agency, Caritas Care, to be assessed again, and I adopted a beautiful little girl, Chelsea. Chelsea also had special needs, partially due to being born prematurely, but “He couldn’t walk, couldn’t speak and had to have lots of physio”
When I was in my twenties, I went through the process of adoption for the very first time. Instead of being nervous, I found the whole process so exciting and remember pacing the docks at Preston in anticipation. My dream was about to come true; one I feared may never happen.
We adopted three children with disabilities and have never looked back!
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Being single and openly lesbian, Alison always knew she’d adopt a child.
Timmy came to live with me when he was two years eight months. It wasn’t always easy; he had quadriplegic cerebral palsy meaning that he couldn’t walk, couldn’t speak and had to have lots of physio. I took three months adoption leave and then went back to work part time, so he started to go to a special school twice a week and a childminder
Ihad always worked in the special education sector and I wanted to use my experience to give a disabled child in care the chance to have a loving home and family.
Timmy had cerebral palsy and severe learning disabilities. He’d already been placed with an adoptive family previously, but they didn’t feel capable of dealing with the extra responsibility. I was able to meet him first before we went through the matching process just in case the same thing happened again. Obviously, I fell in love with him straight away. I mean, truth be told, I was already hooked just from reading the information provided beforehand.”
About the author Lindsey Duckworth spoke to Alison about her experience of adoption. Lindsey has worked for Caritas Care for 7 years across the Charity’s range of diverse services including Adoption, Fostering, Learning Disability Services (Day Services and Supported Living), Homelessness and Community. caritascare.org.uk/adoption
“When I met Barbara, I kept the children under wraps to start with”
Don’t get me wrong, there have been lots of pitfalls. It was very tiring as a single parent in the early days. As the children continued to grow and flourish, we also faced the challenge of obtaining the support they needed. We wrestled with agencies, endured battles, lived through housing adaptations, and loved and cried together. However, Timmy was ill, and five years ago he died of a rare bowel condition. We were heartbroken, but in a way, Timmy is still part of the family today – we still talk about him and remember him.
“On average, children with a disability wait 11 months longer to be adopted, and they make up 6% of the children currently waiting the longest. These children need people like Alison and Barbara to adopt them and give them a positive future. It can be hard work, but support is available, and adoption is so rewarding.”
62 she developed much better than predicted and became a bright and pleasant child. She learned to talk, however, this meant that I now had two children in wheelchairs. Timmy grew fond of his new sister and they enjoyed many activities together, swings, walks, drives and more as they grew side by side.
Timmy was ten and Chelsea was six when I met my future wife Barbara. When I first started seeing Barbara, I kept the children under wraps to start with, but it was soon obvious that our relationship was moving fast and once we became serious, she started spending more time at the house with them.
Susan Swarbick CEO of Adoption Agency Caritas Care ■ Messing about in boats. Adoption ■ Alison, Barbara, Chelsea and Timmy.
Two years later, we adopted our third child Sara. Sara is a lively, cheeky five year-old who has exceeded all our expectations and is a very happy child who manages her disabilities with the support of our family. She lives life to the full! We feel so very lucky, having two beautiful, loving children, and to have had Timmy in our lives. They are a wonderful gift, and I don’t know why anyone wouldn’t want to do it.
Timmy and Chelsea loved Barbara from the start, and by the time she moved in, they were desperate to all be under the same roof. Timmy in particular thought Barbara was the best thing ever. It just worked, and we got married soon afterwards.
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For more information about adopting email us to request an information pack: adoption.partnership@kent.gov.uk or look at our website: delivers adop tion services for the London Borough of Bexley, Kent County Council, and Medway Council. We are looking for people who want to make a positive difference in a child’s life by providing them with a loving family, with unconditional encouragement, to meet their full potential. We need people who are open to accepting the challenges and uncertainties that adopting a child will bring into their life as well as looking forward to the joy and rewards of supporting a child to thrive.
Whatever your ethnicity, religion, culture, back ground, gender or sexuality, whether you’re single or in a relationship, a homeowner or renting we would like to hear from you. our website:
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senmagazine.co.uk SEN120 63Adoption
“I can’t praise this experience enough. I have worked in SEN and helped to deliver and organise events and performances throughout my teaching career and this has been easily one of the best experiences for our pupils that I have seen.”
With pioneering support and funding from Leicestershire Music, the performances have been staged in every special school in Leicestershire, with up to 3 shows per day in each school, and all differentiated to meet the specific needs of the children. These high-quality live music opportunities support the schools in meeting the NPME, engaging with children who would otherwise be unlikely to access live, professional music-making in a meaningful way.
“We were so impressed by your understanding of a school like ours and what approach our pupils need. All pupils engaged wellandwehadsomereallyamazing moments ofengagement that are quite rare for some of our pupils.”
Musical Beasts Musical Beasts is a live, interactive musical experience designed for all ages and abilities, featuring Prokofiev’s Peter and the Wolf, performed in costume and from memory. It also includes an animated film of David Litchfield’s award-winning book, The Bear and the Piano, with narration recorded by Joanna Lumley and original music by Daniel Whibley played live.
Pupils can also complete a prepared workbook – with activities differentiated for all levels of ability – to work towards achieving an Arts Award Discover award.
Learning of the impact in Leicestershire schools, Derbyshire Music Hub is funding 30 performances within their 10 special schools in January to March 2023, ensuring a significant and high quality professional musical experience for everyone involved.
“Some of the most difficult to engage young people, with extremely complex needs, were captivated and maintained focus through the performances. In particular those that got up and moved among the performers were made to feel relaxed and part of the performance itself.”
“The students were engaged from start to finish. They loved the costumes that the performers wore and that they got an opportunity to use some of the instruments at the end.”
“The musicians were deeply respectful and showed incredible awareness of the young people’s individual needs, allowing them to experience live instruments, including up close and having a go themselves. The significance of this for young people who struggle with sensory processing difficulties and who would not otherwise be able to experience live classical music is huge!”
Visit carrotproductions.com/musical-beasts-live or contact Rachel@carrotproductions.com for more information.
With musicians drawn from their Snowman and Wallace & Gromit shows, Carrot Productions is delighted to be able to share this new programme with special schools across the UK. The professional musicians are hand-picked not only for their playing skills, but also their vast experience and expertise performing within an SEN setting.
“The children (and staff) all had a fabulous day and it was truly amazing to see the children interacting and focusing in ways that we do not usually see. We were truly blown away with how perfect it was for all of our children.”
To further enhance the experience, learning opportunities are included via extensive online resources, including videos of children demonstrating the Peter and the Wolf song in Makaton, lesson ideas based on The Bear and the Piano spanning all areas of the curriculum, and a visual story to enable pupils to prepare for the visit.
Learning resources and Arts Award
SEN120 senmagazine.co.uk 64 promotional contentRelaxed performances
An exciting musical experience from Carrot Productions
Award-winning Carrot Productions has launched its first touring production created specifically for special schools, and the response from students and staff has been outstanding. Since premiering in March 2022, the results have been overwhelmingly positive, providing some of the most meaningful and profound responses ever experienced by the musicians, the children and their teachers.
and….Action!
Relax
T hey are a feature of many theatrical productions now, but theatres in the UK only began trialling Relaxed Performances in 2006, when Polka Theatre in Wimbledon presented the first “autism-friendly” show, We’re Going on a Bear Hunt. This production made sensory adjustments to the show in order to make it more accessible for an autistic audience. In 2012 we hosted the first Relaxed Performance in the West End at Shrek the Musical at the Theatre Royal Drury Lane. Since then, we have offered twelve Relaxed Performances in the West End, most recently Matthew Bourne’s New Adventures’ Nutcracker! at Sadler’s Wells in January 2022. These performances enable families of children with SEND to attend the theatre as a family. Our particular model is to purchase the performance, so we can reprice the tickets (£5 - £20) so that all families, many of whom have severe calls on their income, can attend. In addition to our own Relaxed Performances, we offer consultation for theatres and production companies on how to host a Relaxed Performance. We keep an updated list of families with children with SEND who have attended past Relaxed Performances, sending them a regular newsletter, as well as making this list available to those theatres/ venues hosting a Relaxed Performance. Thankfully, Relaxed Performances have become much more common as theatre companies and venues place more emphasis on ensuring that theatre is accessible for everyone. Who are Relaxed Performances for? Relaxed Performances are ideal for neurodivergent individuals who feel uncomfortable or excluded from mainstream theatrical performances. Additionally, the relaxed environment can be beneficial for those with additional needs or parents with “Families of children with SEND can attend the theatre as a family” Susan Whiddington enthuses about the benefits of Relaxed Performances for children with SEND.
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On OfficialLondonTheatre.com, we list Audio Described, Captioned, Sign Language Interpreted and Relaxed performances all over London. You can filter by performance type and find out dates & times as well as prices and booking information for theatres across London.
Find accessible performances in London Advertisement feature SEN120
66 Relaxed performances
At Official London Theatre, we are committed to making your theatre experience as accessible as possible. As part of this, we create a unique guide to accessible performances in London.
You can find contact information for all of the major theatres in the West End and beyond, many of which have access rates to make theatre more affordable and have their own materials and schemes to make your theatre visit easier, including personal guides and chaperones and visual stories of the theatre-going experience. We also produce a free quarterly access brochure, in print, braille, RTF and MP3 formats, so you can keep up-to-date with all the accessible performances around London. You can call us on 020 7557 6700 or email enquiries@soltukt. co.uk to request to be added to the distribution list and receive the brochure in print, Braille, or on a CD. Visit OfficialLondonTheatre. com/access/ to find the most recent digital version and sign up to our Access London Theatre newsletter with news and details on the latest accessible performances. senmagazine.co.uk
Avoids sensory overload Less intense lighting, sound and special effects so that those who experience social overload can enjoy the performance comfortably.
Relaxed Performances do not advocate for segregated audiences, as that is exclusionary, but rather encourage audiences that are inclusive of everyone. However it is important that the audience is fully aware that the performance will take place in a more relaxed environment, which may be noisier and busier than a normal performance. In the same vein, it is important that Relaxed Performances don’t take place at unusual times, in order to avoid ‘othering’ the individuals who need to access them. Instead, Relaxed Performances should occur at standard theatrical times in order to frame them in a positive and inclusive way that is accessible to all. (However we often begin an evening Relaxed Performance at a slightly earlier time to respect families’ travel time and the children’s bedtime.)
SEN120 67Relaxed performances ■ xxxxxx12.6%
Susan Whiddington is the CEO and Founding Director of Mousetrap Theatre Projects. For more information about Mousetrap Theatre Projects’ Relaxed Performances. hello@mousetrap.org.uk
Go Walkabout Audience members can get up and move around. If individuals feel uncomfortable sitting for too long, they can get up and stretch their legs, or leave the auditorium to use the lavatories and come back, which can be a relief for those who need to use the facilities frequently.
senmagazine.co.uk of pupils in England receive SEN support, so when theatres provide accessible performances, these offer a significant way for educating the next generation of potential artists, theatre makers and audience members. Theatres are also ensuring they are contributing to societal equality, by providing an opportunity to experience live theatre to those who cannot or find it difficult to access standard performances.
Noises off Both the cast and audience members understand that there may be more noise coming from the auditorium. This inclusive environment allows people to enjoy the performance more, as it removes the anxiety of disturbing other audience members or the cast.
Breakout Space Theatres often provide a separate space in the venue for children to decompress should they feel overwhelmed or distressed. There is usually a TV monitor in the room which is streaming the performance, and often beanbags, so that the children can still follow the story in a comfortable space.
Access to culture Crucially, Relaxed Performances allow children with SEND to reap the same benefits from theatre as other children. It is an inclusive environment which levels the playing field and provides a platform for equal opportunities for children with SEND. The Benefits
What is a Relaxed Performance?
“Allows children with SEND to reap the same benefits from theatre as other children”
babies who would benefit from a space where they won’t need to worry about noises or behaviour that might be distracting to a regular theatre audience. It can be a huge relief to be in this environment for those who experience anxiety in formal or restrictive environments. In fact, some people just enjoy Relaxed Performances more because of the chilled out setting.
In the UK, 1 in 7 people (more than 15% of the population) are neurodiverse, so there is a real incentive for theatres to ensure that they are providing an environment where performances are accessible for everyone. In fact under the Equality Act 2010, theatres have a legal duty to ensure they are taking all reasonable steps to make their service accessible to disabled people.
About the author
The core principles of Relaxed Performances are that audience members are free to move around and make more noise than in mainstream performances. There are also subtle changes to the production, but not in a way that affects the integrity of the show. Frequently, theatres will keep the house lights on as dark spaces can feel overwhelming. Similarly, the volume of music, sound and performer microphones is lowered to minimise sensory overload and improve the audience’s experience. Special effects, such as fast transitions, strobe lighting or haze may be minimised, slowed down or removed for the comfort of the audience. There is usually a specified area in the venue where audience members can visit any time during the show, if the experience becomes overwhelming or distressing and they need a break.
Part of the preparation for a Relaxed Performance is to train the theatre staff on what to expect from this audience. It is also important to meet with cast and crew members prior to the performance to explain what a Relaxed Performance is and to let them know that often this audience is louder, more boisterous and engaged than a regular audience. However in our experience, these performances are always the cast members’ favourite show, as this audience is so responsive, joyous and they can see how much fun everyone is having!
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“These performances are always the cast’s favourite” Attend as a family.
SEN120 senmagazine.co.uk 70 Relaxed performances Simon Procter on music for troubled pupils.
Simon Procter is Director of Music Services at Nordoff Robbins. nordoff-robbins.org.uk
The determined drumming comes from Lauren, a young girl with elective mutism. Socially isolated, in music therapy she can experiment with being loud and expressing herself. The therapist joins in, supporting Lauren’s loudness, encouraging her to keep going and helping her to experience this not just as making noise but as meaningful communication with a sense of purpose, shape and direction. Lauren may not realise it but the therapist is accompanying her with harmonic structure, which lends a clear sense of direction to the activity. When she returns to her classroom, the teacher notices Lauren being more alert and more involved. Sometimes, after music therapy she will even risk saying something—a big deal to everyone who knows her.
The quiet intimate singing comes from Peter. Often labelled “disruptive”, he’s known for shouting and swearing and generally causing mayhem. He has a diagnosis of attention deficit hyperactivity disorder (ADHD), as well as learning difficulties, and his behaviour is challenging. In music therapy, though, he has found someone who really listens to him and responds not so much to his words as to his way of being. This has enabled him to be much more vulnerable. Sometimes he seems to regress to a much earlier developmental stage, wanting to sing nursery rhymes and improvising made-up songs with the therapist who joins him encouragingly, much as a parent might do with a toddler. The sessions seem to strengthen his sense of self and teachers note that he is often calmer after sessions, with a steady improvement also noticeable over the time he has been attending music therapy.
Music in mind
About the author
The group at the end of the day brings together children from various year groups. They all have difficulty with waiting their turn or listening to others. Many have a diagnosis of autism and they find it hard to do things on others’ terms. This time the music therapist is using structured songs and specially arranged musical activities to help the students to maintain their focus and wait their turns. Watching the students, a teaching assistant comments on how attentive they are: “You’d never believe it if you didn’t see it for yourself”.
It’s 9.30am and most classrooms are settling down to quiet work. Out of one room though, a steady stream of sound can be heard: determined drumming matched by intense piano playing and the exchange of vocal sounds that wouldn’t generally be called singing. There is a sense of concentration, interaction and expression all happening at once. Later in the day, this room will witness some very different sounds. At one stage, very quiet, intimate singing will be heard, while at the end of the day, a boisterous group will summon all of their social skills to play together, listen to each other and support one another. What’s remarkable about all of this though, is not so much the sounds themselves as the fact that the students producing them are those who might ordinarily be considered the least able to do so. This is music therapy and the school’s music therapist is not just jamming with the students, even though it may sound like that sometimes; she is very deliberately using music as a means of offering students experiences they might otherwise find hard to access—experiences which will ultimately help them to benefit more from the school’s educational offering.
Email editor@senmagazine.co.uk
The words we use to describe elements of our practice betray some of our underlying philosophies and understanding. If our contribution to understanding pupil behaviour stops at “they know what they are doing” or “they’re doing it for attention”, perhaps it is time to reflect on our own behaviours. While such phrases may seem innocuous to some, they are best exchanged for detailed conversations about what may have actually triggered behaviours.
Point
of view
“Please stop! Instead, engage in more helpful discourse”
I will finish with a couple of archaic phrases I have not heard in several years but may still exist in the system. “They’ve got to learn” and “they’ll eat if they’re hungry”. If these phrases represent your attitude, then special education, or teaching in general, probably isn’t your forte.
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Antony Morris Has this article inspired you or given you pause for thought? Your ideas and comments would be welcome.
Point of view: special needs teacher
A plea to unhelpfulavoidlanguage
Another more general, and perhaps somewhat dated term is, “firm but fair”. In short, this essentially refers to having a strict response to unwanted behaviours. Unlike the previous two phrases, this at least sounds moderately sensible. Now, managing concerning behaviours in special education is something I could write a book on, so my pushback against the general “firm but fair” philosophy will be short. Responding to concerning behaviours of pupils with negative responses tends to exacerbate and reinforce the behaviour. While “firm but fair” leaves some wiggle room in its meaning, I have never seen a pupil’s concerning behaviour entirely stop through “telling off” or stern responses.
My advice to those saying these phrases is, please stop! Instead, engage in more helpful discourse related to environmental, sensory and emotional triggers.
Having spent numerous years working in a progressive special educational needs school, I can testify firsthand that the mountains of evidence supporting positive behaviour strategies (PBS) do in fact translate successfully into practice. But, even with such a philosophy embedded throughout an establishment, there can still be some barriers to maximising PBS. One area that can be particularly difficult to manage is the language that staff use. Special schools often have a preferred set of words that they expect staff to adhere to when working with pupils. Yet, it is hard to enforce language comprehensively. How staff talk about pupils, while mostly pleasant and empathetic, could sometimes do with a few tweaks that may have a positive impact on practice. So, as a result, I think it necessary to tackle a few phrases, uttered by some of the best-intentioned staff. Phrases that are sure to trigger yours truly.
Firstly, the biggest bee in my bonnet is a phrase that I find both useless and lazy, and that is “they know what they are doing”. Typically uttered in relation to pupil behaviours that staff wish to discourage, it is a sentence that often reflects a lack of knowledge regarding either triggers or a pupil’s cognitive Whiledevelopment.itmayonly be lazy speech, “they know what they’re doing” seems to imply a level of premeditated intentions on behalf of the pupil. Personally, I believe this phrase betrays a level of ignorance on behalf of the practitioner and is a barrier to discussing actual behavioural triggers. Unless, of course, you explore as far as the next equally useless and ignorant phrase. “They’re doing it for attention” is also a phrase that tells us nothing. Having a staff member’s general attention alone is never a trigger for behaviour. If this appears so, then there is almost certainly a further underlying reason that may involve communication, anxiety, sensory needs, or any number of better explanations than just “attention”. Explore those possibilities in a positive light rather than contributing towards the negative stigma of needing or wanting attention. We all want and deserve attention. Another phrase that falls into this lazy and simplistic exploration of behavioural triggers is, “they’re just trying to control things”.
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73 senmagazine.co.uk SEN120 Tourette syndrome
Seonaid Anderson explains how educational professionals can help their students with Tourette Syndrome (TS) who have coprolalia.
People with TS experience both vocal (sound) and motor (movement) tics, which can affect their wellbeing and learning. It is a genetic, inherited neurological condition and is one of a number of tic disorders. The clinical pathways and treatments are exactly the same in terms of medications and behavioural therapy for tics and tic disorders. Previously, TS was regarded 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. Prevalence rates of TS are similar to Autism Spectrum Condition (ASC), however ASC is better known and receives more research and support funding than TS. The recognition that TS is a common neurological condition is increasing but there are still misunderstandings about it and more work required in terms of awareness and acceptance. People often assume that all people with TS swear, when research has found that only about 15–20% people have a ‘swearing’ tic. This is often how TS has been portrayed on TV and in the media. Some people make assumptions that TS is an excuse for someone behaving badly. This is untrue as tics are involuntary, and people with TS are not just ‘saying what is in their heads’. TS can interfere with major domains of daily life of both children and adults, such as at school, “Symptoms vary greatly from person to person”
Tourette CoprophenomenaSyndromeinthe classroom
There are many misunderstandings about TS, its symptoms and its prevalence.
What are Coprophenomena?
work and in forming or maintaining relationships and this can be especially so when coprolalia is present. However, a really important message is that although we need to maintain the idea that Tourette Syndrome is not a “swearing disease” we need to be careful that at the same time we are not excluding those who do have coprolalia. Symptoms of people with Tourette Syndrome vary greatly from person to person in terms of their tics and the co-occurring conditions that are associated with the tics such as Attention deficit hyperactivity disorder (ADHD) and Obsessive compulsive disorder (OCD).
In public settings, such as in school, it can be excruciating for the person with coprolalia especially when the coprolalia tics are racist or sexual in nature. A very important step is for people around the person to understand that these tics do not reflect the thoughts, beliefs or feelings of the person. Why do people have it?
“Only
Coprolalic tics are present in some people who have Tourette Syndrome. TS is neurodevelopmental with genetic origins. Often circuitry of the inhibitory mechanism of the brain doesn’t work as well to suppress unwanted movements and unconscious thoughts. TS is involuntary and there are some people who can control their tics for short periods some of the time but the urge to tic, swear or shout will mean eventually tics will come out and are generally something that can’t be controlled. How teachers can help Good communication with the young person and their family can help schools to better support the student and manage their TS in a classroom environment. Teachers can find out how coprolalia affects a student and what suggestions they have as to how it could be handled when in a classroom or space within the school. Teachers should understand that being anxious causes tics to get worse, so speaking to the student and understanding how their TS affects them is crucial. Anxiety can often trigger about 20% people with Tourette have a ‘swearing’ tic”
The label Coprophenomena includes obscene gestures (copropraxia) and obscene vocalisations which might be a single word or can be complex phrases (coprolalia). There are a great deal of stigma and challenges facing someone with coprolalia. The general public may not understand how to react when they encounter someone with TS who has coprolalia. They may see them as behaving badly, as being strange or aggressive and be shocked by witnessing or feeling as if the coprolalia is directed at them.
SEN74120 senmagazine.co.uk Tourette syndrome Publishers
Tourette syndrome
Seonaid Anderson is a research psychologist and neurodiversity consultant at
Often people with TS use a range of self-help strategies to manage their coprolalia, for example only saying part of an offensive word, substituting a word for another less offensive one or sometimes people suggest covering their mouths or mumbling the offensive language as an alternative. Instead of saying obscene language out loud people with coprolalia might find it helpful to say the words inside their head. Another useful strategy might be tracing with their finger on their hand the words instead of saying them out loud. However, it should be recognised that coprolalia and copropraxia can be incredibly hard to manage. A multi-faceted approach can really help support students with coprophenomena. If school and educational professionals can offer accommodations to these students and raise awareness in terms of TS and coprophenomena amongst staff and the student population this would be helpful. Having a knowledge of strategies which could be used will be useful to discuss with the student with ‘active ignoring’ viewed as one of the best approaches.
About the author
coprolalia, making the person more anxious which can result in an unhelpful cycle. Education professionals are advised to actively ignore coprophenomena and treat it as just another type of tic. In some cases, the student may wish to advocate for themselves and explain that after having a tic that involves obscene language nothing bad was meant, tics like these ones are involuntary and they may wish to apologise or explain what happened and having something prepared ready to say might be helpful. However it cannot be assumed that the student with coprolalia will be comfortable with such a strategy and it should be discussed with the student outside of class. Explaining to others can often be tiring and stigmatising for the person. Instead some people use TS awareness cards to give to others to explain why they might be swearing or making gestures. This can be helpful in public situations where there might be misunderstandings and also helps raise awareness around this Suppressingissue.or‘holding
@neurodiverse.org@seonaidanderso2neuro-diverse.orgneuro-diverse.org
in’ tics can impact on a students’ attention in the classroom. Children shouldn’t be told to stop their tics or be punished for them. Drawing attention to the tics should be avoided as this can increase embarrassment, anxiety and shame. Strategies such as allowing the student time out of lessons and a safe place to release tics may be useful. The student may also have anxiety about ticcing in front of peers and may be more susceptible to mimicking, teasing and bullying. It’s important for a teacher to educate the other students in the class in terms of modelling kindness and understanding and that coprolalia is not something that the student can control. The other students in a classroom situation will be looking to the teacher in terms of how they should respond to coprophenomena.
As part of the rich spectrum of neurodiversity Tourette Syndrome and its co-occurring conditions can be seen as an opportunity to raise awareness in the whole school community about diversity in general and create a supportive environment for everyone to reach their learning goals.
“Tourette can interfere with relationships, especially when coprolalia is present”
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■ Modelling kindness and understanding.
Strategies to help Knowing what strategies someone with coprolalia could use and what might trigger their tics is very useful. Some strategies are to treat coprolalia like any other vocal tic and employ a competing response (often explained by a clinician or therapist in behavioural therapy treatment) such as pressing the tongue to the roof of the mouth when the urge is strong. Behavioural therapy is a skills-based treatment approach which can help some people with tics understand and accept tics as well as providing techniques which can help them manage their tics better. Some people find benefits from using breathing techniques for example diaphragmatic breathing to control breath and perhaps help manage stress and anxiety therefore helping to reduce tics. Relaxation techniques can be helpful for some people but medication may be offered for people who’s tics are really affecting their daily living and/or causing them pain and distress.
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There are lots of benefits of using Figurenotes in your SEN classroom: Increased engagement Better focus and concentration ✓ Improved behaviour Access to music education and the ability to progress Inclusive – allowing everyone to play together, regardless of their stage of reading. Intuitive – makes music notation make sense. No longer abstract. Gives a form of expression to those that may not have a release Visit Figurenotes.org for more info. way
“Love, love, love yourMagazine. Every article isamazing and so insightful ”(Autism charity worker) Visit our website senmagazine.co.ukat The esSENtial read ADVERTISE IN To book your space, contact Denise: 01200 denise@senmagazine.co.uk409808 In 36,000printreaders per issue (based on four readers per copy) Email 57,300newsletter recipients 18,000Online unique users a month @senmagazinesenmagazine.co.uk
• early years education to school
The parent/young person has a right to request any of the following types of school:
In England, the school application deadlines are 31st October 2022 (secondary) and 15th January 2023 (primary). However, under the law, there is no requirement for parents of a child with an EHC plan to go through the normal admissions process. EHC plans should be dealt with separately.
The final amended plan must be issued within a further 8 weeks and, at the latest by 15th February/31st March 2023.
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For those transferring from secondary school to a post-16 institution, the EHC plan must be reviewed and amended by 31 March in the year of transfer; for all other phases of transfer, the deadline is 15 February in the year of transfer. These deadlines are set out in Regulation 18 of the Special Educational Needs and Disability Regulations 2014.
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• A section 41 (independent) special school. These are listed in section 38(3) of the Children and Families Act (“CAFA”) 2014.
senmagazine.co.uk SEN120 79 Maria Bloom dispels some myths about what rights you have when choosing a new school for a child with an education, health and care (EHC) plan. EHCP and Your Rights
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• middle to secondary school • secondary school to a post 16 institution
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• An institution in the Further Education sector A non-maintained special school
• An annual review meeting must take place to discuss the EHC plan.
• Within four weeks of the meeting the local authority must issue an Amendment Notice, setting out their proposed amendments to the EHC plan. The parent/young person must be given at least 15 days to make representations about these proposed amendments and about the school they want named in the EHC plan.
A maintained school or nursery (mainstream or special)
Local authorities have a legal duty to review and amend an EHC plan when a child or young person is within 12 months of a transfer between phases of education. Phase transfer is the moving between particular stages of education:
• infant to junior school • primary to middle school • primary to secondary school
• Information must be gathered from parents/young person and from professionals about the EHC plan and then circulated two weeks before the meeting.
An Academy (mainstream or special)
Reviewing an EHC plan for a child or young person who is within 12 months of a transfer a transfer between phases of education involves the following steps:
•
Schools and colleges
The local authority must consult with the parent of the child or young person (and with the school or institution being attended if there is one) about the EHC plan, and take account of their views, wishes and feelings.
• After the meeting a report of what happened must be prepared and circulated to everyone who attended or submitted information to be discussed.
“The local authority must review your EHC plan if you’re within 12 months of a transfer”
About the author Maria Bloom is a member of the legal team at Independent Provider of Special Education Advice (IPSEA), a registered charity operating in England. ipsea.org.uk
(a) the governing body, proprietor or principal of any school or other institution the authority is considering having named in the plan, and (b) if that school or other institution is maintained by another local authority, that local authority.
Even if the local authority successfully argued that a particular mainstream school was unsuitable for the ability, aptitude or SEN of the child/young person, if they wanted to name a special school against the parent/young person’s wishes they would also have to show that it was incompatible with the provision of efficient education for others. Note, however, that this is a right to mainstream education but not necessarily a right to a particular mainstream school.
Schools
A refusal to name a particular school at phase transfer can be appealed to the SEND Tribunal. Detailed information about parents’/young persons’ rights, and how to bring an appeal on this issue, can be found in IPSEA’s briefing which you can download from the links at the end of this article.
The local authority should give them 15 days to respond. If they fail to respond, the local authority does not have to wait to make a decision about naming a school. The local authority still needs to stick to the statutory deadlines for issuing a final plan.
The only reason the local authority can refuse the request is if:
If the parent/young person wants a mainstream school named in the EHC plan, there is another part of the law they can rely on as well. Section 33 CAFA 2014 says that a child/young person with an EHC plan must be educated in a mainstream setting unless:
• The attendance of the child/young person would be incompatible with the provision of efficient education for others; or
“In England, the school application deadlines are 31st October 2022 (secondary) and 15th January 2023 (primary)”
A longer version of this article, with additional useful detail, is available online at https://bit.ly/3BLuKyp and colleges
• The setting is unsuitable for the age, ability, aptitude or special educational needs of the child/young person; or
Once the parent/young person has informed the local authority of their choice of school the local authority must consult (Section 39(6) CAFA 2014.):
1. It is against the wishes of the child’s parent/young person; or 2.It is incompatible with the provision of efficient education for others and the LA shows that there are no reasonable steps that it could take to prevent the incompatibility.
The final decision rests with the local authority where the child lives. Even if the school, and/or the local authority where the school is located (if different), objects, the home local authority can still choose to name the school in the plan.
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• The attendance of the child/young person would be incompatible with the efficient use of resources. This is set out in section 39(4) CAFA 2014. The local authority has to prove that at least one of these conditions applies in order to dislodge the parent/young person’s preference.
If a local authority asks a parent of a child/young person with an EHC plan to go through the normal admissions process there might be a risk in not complying. If the local authority refuses to name their choice of school, they may name a school that they would be particularly unhappy with. It is important to remember, however, the local authority can only refuse to name parent/young persons’ first preference if one of the legal reasons for refusal applies.
SEN120 senmagazine.co.uk 82 Schools and colleges
Pearson Virtual Schools has three private pay schools (Harrow School Online, Pearson Online Academy UK Global and Pearson Online Academy US) that are a strong option for young people with Autism. The schools deliver either a UK or US curriculum and all offer truly expert teaching in a calm, accessible environment.
Online schooling has been providing a welcome environment for any autistic young person, as we have been balancing the transition of back to normal following lockdowns due to the pandemic and the continued uncertainty around education and other world events. Young people, who have a Special Educational Needs and Disabilities (SEND) requirement, can study in familiar comfortable surroundings in their own home away from the hustle and bustle of a physical school building.
Each school appeals to a different learner and age range, find out more about the schools below Harrow School Online brought to you in partnership with Harrow School and Pearson brings together the richness and heritage of a Harrow School education with leading online learning technology and teaching practices. A fully online global sixth form, delivering an A Level education to young adults aged 1618 preparing pupils for the world’s top universities and beyond, with rigorous academic studies combined with a diverse range of extra-curricular opportunities to develop character and foster friendships with peers across the world.
senmagazine.co.uk SEN120 83Schools and colleges
Pearson Online Academy UK Global is a high-quality personalised online private school delivering Pearson Edexcel International GCSEs and A Levels for 14–24 year olds that can be accessed virtually anywhere. They inspire and empower their students to achieve academic excellence through an affordable, online education that prepares them for brilliant Pearsonfutures.Online Academy US is an accredited, online private school for students in grades K-12 brought to you by the experts in virtual learning. Designed to empower students worldwide to achieve academic excellence through our affordable, highquality online education that emphasizes college prep. The school thrives with a good student base and has expert teachers who are passionate about their subjects while using the same innovative technology as the other schools. If you would like more information about any of the schools, contact us at email us at poaukadmissions@pearson.com, call us on +44203 467 2685, WhatsApp us on +44 782 5965 871
The schools have a flipped classroom pedagogy meaning students do their self-study lessons at a time and pace determined by them before the LiveLesson ® . The LiveLesson® is tailored by the teacher as they review the self-study learning in the platform and create the lesson to support what the students need. All LiveLesson ® sessions are recorded and can be watched back if required.
Pearson Virtual Schools – A welcoming environment for any autistic young person
Both UK curriculum schools ensure each student has regular coaching with a Success Coach, who helps them develop and work towards study, university and career goals. Our Success Coaches are SEND specialists who can provide support to students with a wide range of needs. The nature of the support will depend on the exact needs of the student and will be determined in consultation with the student and their parents. This may include individual lessons, group study skills lessons or accommodations made by teachers in the LiveLesson® sessions. As with a traditional school, we are able to apply for accommodations to be made by the examining board, Pearson Edexcel, which reflect the student’s normal way of working when students take their International GCSE, AS and A Level examinations.
SEN120 senmagazine.co.uk 84 Schools and colleges
senmagazine.co.uk SEN120 85Schools and colleges
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86 Schools and colleges SIGN UP FOR OUR MONTHLY EMAIL NEWSLETTER The latest news, features, CPD, training and events delivered straight to your inbox For more up-to-date news and features, visit our website: senmagazine.co.uk To sign up for our free newsletter, visit: senmagazine.co.uk/newsletter/subscribe or email: newsletter@senmagazine.co.uk
To find out more and to register your interest please visit: Industry-first, regulated qualifications for musical learners with learning difficulties feature senmagazine.co.uk
Advertisement
Trinity College London have launched their Awards and Certificates in Musical Development— industry-first, regulated qualifications for musical learners with learning difficulties across the whole spectrum of abilities and needs. Designed to formally accredit the Sounds of Intent Framework of Musical Development, these new qualifications represent the first fullyinclusive, regulated qualifications for music learners. Learners with any type of learning difficulty can be working in a broad range of music-making contexts, within any style or genre, and with music teachers, therapists, community musicians, carers and Trinity’srelatives.Musical Development qualifications are most often prepared for through class music-making, individual music lessons, community music groups and music therapy sessions. The qualifications are an assessment of musical progress and achievement as defined by the Sounds of Intent framework of musical engagement, found at soundsofintent. app. Progress and achievement is assessed by the teacher and may be externally moderated, with the process monitored by Trinity College London. The teacher will ensure all learners understand the pattern of teaching and assessment that underpins the preparation for these Thequalifications.Awardsand Certificates in Musical Development are fully regulated, ranging from Entry Level 1 through to Level 3, with Level 3 carrying UCAS Availablepoints.from September 2022, these qualifications are now open to any school or other organisation that works with learners with special educational needs, additional support needs or disabilities in the UK and Ireland.
senmagazine.co.uk SEN120 87Schools and colleges
senmagazine.co.uk SEN120 89
Tes SEND Show Preview
PIVATS 5th Edition – assesses small steps of progress in Reading, Writing, Speaking, Listening and Maths from PIVATS P scale milestones 1-8, up to PIVATS milestone 4 (which is approximately in line with Year 4 age related expectations).
Providing support materials and resources for teachers, TAs and SENCOs, the Toolkit assists them with the assessment of personal, social, and emotional development.
Used worldwide, PIVATS remains a viable assessment tool and is currently available in two formats:
While the milestones provide the assessment structure, PIVATS 5 On-line Analysis enables schools to record assessments, track progress, set targets and generate pupil, group, and school level reports.
Over twenty years ago, as part of its commitment to ensuring that all young people receive an education of the highest quality, appropriate to their needs and irrespective of any special educational needs, disabilities, social or other contextual factors, Lancashire County Council created the widely acclaimed assessment tool PIVATS (Performance Indicators for Valued Assessment and Targeted Learning)
PIVATS PSED (Personal, Social and Emotional Development) – aims to narrow the gaps in social and emotional development that are present in some children, to help them to be ‘ready for learning and life’. The PSED milestones go up to milestone 6 (the approximate equivalent of Y6) with this version used more widely in secondary schools.
We are also committed to the constant development of the PIVATS resources and March 2020, saw the launch of the PIVATS PSED Toolkit, a time saving multifunctional tool written to complement the four PIVATS PSED areas.
The Autumn Term will see the launch of similar resources in the individual areas of Number and Reading together with the publication of revised milestones in the aspects of Listening and Understanding, Talking and Communication and Using and Applying.
If you are attending the TES SEN Show please come and see us at Stand 95 where we will be happy to discuss any PIVATS related enquiries, in addition to our other products including the Lancashire Pupil Tracker and KLIPS. Alternatively you can obtain more information by visiting our website www.lancashire.gov.uk/pivats or by contacting us on either (01772) 531555 or ADV.PIVATS@lancashire.gov.uk
Join the Tes SEND Show 2022 to celebrate our 30th anniversary!
Registration for the Tes SEND Show 2022 is now open. CPD seminars can be booked for just £20 +VAT each and the Leadership Summit is bookable for £150 + VAT. Find out more and register for free here (https://tessendshow-2022.reg. buzz/sen-mag).
Friday’s debate focuses on the undoubted far-reaching effect the government’s recent review will have on the sector. Entitled, ‘SEND Green Paper –Implications for Leadership and SEND Delivery’, the panelists debating this vital topic are: André Imich, SEN and Disability Professional Adviser, Department of Education; Dame Christine Lenehan, Director of the Council for Disabled Children (CDC); Dr Carrie Grant, Broadcaster, Campaigner and Parent to 4 Children with SEND and Annamarie Hassell MBE, Chief Executive and Chair of Whole School SEND, nasen.
As always, the CPD-certified seminar programme covers a broad range of essential topics to improve learning outcomes for young learners, with additional themes including mental health and well-being, the SEND review, and speech, language and communication needs (SLCN), and much more. Seminar places are currently available at the earlybird rate of £17 +VAT until the end of July.
Beverley Walters, Event Director of the Tes SEND Show, said “We’re delighted to be able to bring the Tes SEND Show back to the Business Design Centre on 7-8 October for its 30th anniversary celebration! The show continues to provide highquality, in-person learning experiences for the SEND sector, as well as in-person networking opportunities that the community thrives on. We look forward to seeing everyone back together for our anniversary show!”
This year’s show will bring the whole sector together again for two packed days of discussion, debate, peer-to-peer networking opportunities, and hands-on interaction with the latest learning aids. Once again, the show kicks off both days with free-to-attend keynote panel discussions.
The Tes SEND Show also provides a number of free-to-attend sessions led by SEND advocates and exhibitors. Throughout both days of the show, attendees can sit in on practical demonstrations of the latest resources in the Exhibitor Workshop Theatre and Exhibitor Spotlight Theatre and learn from the experiences of parents and carers in the Parent, Carer and Teacher Forum. Plus, TeachMeet, the popular meet-up for teachers to share ideas for developing support for learners with SEND, will return on Friday 7 October. This year also sees the launch of the Tes SEND Show Leadership Summit, a one-day conference on Friday 7 October (09:3015:30) within the main show aimed at senior leaders within the sector.
promotional content senmagazine.co.uk SEN120 91Tes SEND Show Preview
The UK’s leading event for special educational needs, the Tes SEND Show, returns on 7-8 October 2022 – and it’s our 30th anniversary!
As we celebrate this historic milestone, the Tes SEND Show remains an essential part of the education calendar for networking, sharing ideas, and exploring the latest resources. We’ve seen the sector change immeasurably over the past 30 years with a move towards greater inclusivity in schools for all pupils with SEND, but what hasn’t changed is the passion and drive of those within the community to give everyone the educational chance they deserve.
Lisa Campbell-Squires, Programme and Strategy Director, Team Domenica; Jane Friswell, Educational Consultant, Jane Friswell SEND Consultancy and Rosa Monckton MBE, Chair and Founder, Team Domenica will be in discussion and ready to take questions and comments from the audience.
Saturday begins with a fantastic case study from Team Domenica on how they have supported young people across Sussex to find meaningful paid employment after completing their education.
The Government’s SEND Review published in March, launched a green paper consultation process on SEND and Alternative Provision (AP) to make significant changes in the way we support children and young people with SEND. Proposed changes to legislation set out in the Review will impact the entire SEND sector and will require strong leaders, ready to challenge existing culture, and a well-resourced workforce ready to think differently in order to meet the needs of the children and young people they support. This conference brings delegates together with other sector leaders to re-think how we engage and structure the workforce to respond to the challenges ahead. Included in the ticket price (£150 + VAT) is: access to the main Tes SEND Show Friday keynote session, exclusive access to the Leadership Summit keynote, three practical workshops featuring leading voices from within the sector, lunch and refreshment breaks. The full programme is available to view on the main show website and you can also book your place here too. We’re also delighted to be welcoming many exciting exhibitors to the Tes SEND Show 2022, many of whom will be offering exclusive show discounts and giveaways on the latest resources to empower young learners with SEND.
The esSENtial read Pick up your FREE copy of SEN Magazine at the Tes SEND Show, Islington on 7-8 October 2022 Ask at the door for your copy (while stocks last). senmagazine.co.uk @senmagazine @senmagazine SEN120 senmagazine.co.uk 92 Tes SEND Show Preview
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Book reviews
The
It is interesting to read contributions from different perspectives and this really helps the reader in developing a deeper understanding of how to work with and support autistic young people. Wave (An imprint of HarperCollins Publishers) 978-0-06-226674-3 Jessica£12.43Kingsley 978-1-78775-820-9 Gainsborough MD Mary Mountstephen
Publishers ISBN:
ADHD Does Not Exist: The Truth About Attention Deficit and Hyperactivity Disorder R. Saul,
He explains how he works with individual families, beginning with asking questions that provide deeper insights into how the client and the family perceive their problems, challenges, strengths and weaknesses. This enables him to then engage in a dialogue about the ways in which practitioners and clients are often ‘much too willing’, to diagnose a set of symptoms as ADHD.
Judith Gainsborough is an experienced educational psychologist and is currently Head of Specialist Inclusion Services for a London borough, and Chair of the Educational Psychology Autism Special Interest Grou[p
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Price:
senmagazine.co.uk SEN120 93Book reviews
Dr Saul is a behavioural neurologist, and a medical director who has been practising medicine for more than fifty years , consulting with over five thousand clients diagnosed with ADHD in that time. In this controversial book, he draws on this extensive experience to propose that ADHD is not a condition on its own, but rather a symptom complex that can be caused by one or more of twenty separate conditions.
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By identifying alternative causes for the issues, and prescribing appropriate resources, interventions and medications, he describes how clients begin to make progress in aspects of their lives such as behaviour in schools, attention and concentration and decreases in off task behaviour.
The(EP-ASIG)contributors to this book come from a wide range of backgrounds, including academics, psychology, the media and other fields and they include neurotypical and neurodivergent perspectives. chapters include: Understanding Parenting and Developing Relationships with Autistic Children and Young People Supporting Anxiety and Well-Being Autism, Ethnicity and Culture: Developing Culturally Responsive Practice Information Technology and Autism
This is a useful overview of current research and practice and the contributors provide insights for professionals working with autistic children and young adults, as well as for those parenting them.
ISBN:
Price: £24.99 Educational Psychology Perspectives on Supporting Young Autistic People: Insights from Experience, Practice and Research J.
The author draws on case-studies from his own practice to illustrate how a wide range of symptoms can be misinterpreted as indicative of ADHD, and the associated use of medication to address the ‘problem’ behaviours.
Harper
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L. Lienhard, U. Schmid-Fetzer, with Dr E. Cobb
Lotus Publishing ISBN: £9.99ISBN:Jesica£14.99978-1-913088-17-0KingsleyPublishers978-1-78592-782-9
The vagus nerve is an ‘information superhighway transmitting information between the brain and the heart, the gut , the immune system and many organs’. The authors provide exercises to naturally stimulate the nerve and claim that these can assist in the management of a wide range of difficulties.
Outsmarting Worry: An Older Kid’s Guide To Managing Anxiety D. Huebner Illustrator: K. McHale
This is a very user-friendly book that helps children to break the anxiety cycle and take charge of their mental wellbeing.
Book reviews SEN120 senmagazine.co.uk 94 Book reviews
The style of the book includes the use of cartoons and the author speaks directly to the reader, in a style that is immediately accessible to them , without being overly academic or condescending. She recognises that the ‘worries’ can exert a very powerful influence on an individual child, and she guides the reader through a number of exercises including breathing techniques, developing safety behaviours and mindfulness strategies.
Dawn Huebner PhD, is a clinical psychologist specialising in the treatment of anxious children and their parents. Her awardwinning books have sold nearly a million copies globally and she has given a Top-Ten TEDx talk about facing and overcoming Infear.this book, which is aimed towards 9-13 year olds struggling with unrealistic fears, she explains how ‘worry’(lowercase) can quickly shift into ‘Worry’ (upper-case). She then provides guidance on a set of skills including strategies based on Cognitive Behavioural Therapy (CBT) and techniques arising from Acceptance and Commitment Therapy (ACT) that have ‘proven remarkably effective in the treatment of anxiety’, when practised consistently.
In each chapter, they guide the reader through various aspects of improving interoceptive awareness, (the awareness in the brain of the information that comes from within the body, and how this is used to regulate what is happening and initiating regulatory processes).
Lars Lienhard is a sports scientist and former performance athlete who works as a trainer in a range of sporting disciplines. His coauthor has a background in dance performance and in understanding the ways in which certain structures and functions of the brain process raw sensory data from inside the body , as well as from our movements and surroundings. This is then linked to potential effects of dysfunction such as excessive anxiety, motor disorders, ADHD, attention disorders and balance problems.
Simple Exercises to Stimulate the Vagus Nerve: An Illustrated Guide to Help Beat Stress, Depression, Anxiety, Pain and Digestive Problems
The appendix includes sources of further information, recommended resources and reading. This is an interesting book, with many photographs to illustrate the movements.
A. Cole
The Hong and H. Rumford Illustrator:
by Mary Mountstephen
The book aims to provide information, support and useful tips for any girl with ADHD ( diagnosed or undiagnosed) and it explores a range of issues such as low self-esteem and low self-image.
ISBN: £12.99ISBN:Jessica£34.99978-0-367-28120-5KingsleyPublishers978-1-78775-768-4
The authors share extensive experience as practitioners in the fields of Occupational Therapy, Parent-Child Attachment Play, Sensory Integration etc and are the authors of a number of publications, as well as Chia Swee Hong acting as a member of an editorial board.
senmagazine.co.uk SEN120 95Book reviews
In this second edition, they share a professional interest in the use of play, and, more specifically, in intergenerational play between children and adults. The intention in this new edition, is to provide all parents/ carers and practitioners with sensory motor activities that can be used in a playful way to help the development of children with a range of needs and who may need help to initiate movement, This book draws on the work of established experts in the field and includes chapters that reference their influences.
The text and style of the book are very reader-friendly and there are a number of reflective activities that support the reader into gaining deeper insight into individual strengths, feelings, emotions and self-talk.
Ali provides a wide range of recommendations to support positive actions, and she explains why some people with ADHD have significant problems with establishing and maintaining healthy sleep patterns, and how to understand and manage this. This book would be a useful addition to any secondary school library and for anyone living or working with a teenage girl presenting with an ADHD profile. The activities are creative, positive and practical and Ali clearly explains how these activities can lead to improvements in day to day living. Many of the activities would be of benefit to teenagers in general and are also often inexpensive or free.
Routledge ( A Speechmark Book)
Teenage Girl’s Guide to Living Well With ADHD: Improve Your Self-Esteem, Self-Care and Self-Knowledge S. Ali Sensory Motor Activities For Early Development: A Practical Resource (Second Edition) C. Swee
Appendices include a selection of assessments, an example of a teaching booklet, ideas for resources and online safety advice. This is a very useful and practical overview of developmentally appropriate activities, with worked examples, reflective activities and a very thorough overview of the sensory systems and how they link to activities.
The illustrations support the reader’s understanding of the activities and the spiral bound format aids its use in practical situations and in moving between sections.
Sonia Ali is a specialist SEND, ADHD and dyslexia advisory teacher for a local authority , with additional experience in mainstream secondary education and a realisation that ‘she presents with ADHD herself’.
SEN teacher training
Twenty-first century British society is arguably centered around economic achievement. This ideology puts disabled students in a precarious position. The way disabled people are considered ‘other’ within society is a constant source of difficulty to our students, and a candid recognition of this has to be the starting point for SEN educators. The structure of society, and the difficulties faced by those who are disabled, mean we must prepare our students for the difficulties they will face through life.
In order to work effectively with those who have SEN, it makes sense to gain a sophisticated knowledge of how disabled people are included (or not) in today’s society. You won’t be surprised to learn that I come from a Disability Studies
needsspecial-educational-marjon.ac.uk/courses/
Jonathan Harvey waxes philosophical on how an understanding of disabled people’s lives and ambitions can inspire SEN teacher training.
Dr Jonathan Harvey is a senior lecturer and programme leader for the BA (Hons) Special Educational Needs and Disability Studies in the Institute of Education at Plymouth Marjon University.
“We owe it to our students to recognise their individual concerns”
Beingbackground…anSEN teacher is not easy. We need a great deal of knowledge of practical pedagogy, while at the same time being prepared to mould this pedagogy to suit our students, and this must all be achieved against an ever-changing societal background. Our foremost consideration is achieving the best for our students, and this is completely dependent upon the individual students and their hopes for the future.
The beauty of disability
Stigma There is a dangerous social stigma for those who are disabled. One of the challenges of being defined as ‘other’ is the stigma that goes with it. This often takes the form of discrimination, from bullying and name-calling to employment hurdles such as complex application forms. Once again, an understanding of the reasons behind this stigma, and knowledge of how to tackle it, can build a firm foundation for becoming the best SEN teachers we can be.
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Furthermore, it has been argued that technology has developed to such an extent that ‘mainstream’ electronic devices such as smartphones, tablets and laptops can perform similar functions to items that were once ‘reserved’ for the disabled person.
Unique One aspect of SEN teaching is crucial to our practice—no two people are the same; one size does not fit all. No group of people, such as disabled students, should be considered homogeneous. With all the competing demands upon our time, this basic premise can get buried in our consciousness. But we owe it to our students to recognise their individual concerns, and we individualise our pedagogy accordingly. All too often the lives of disabled people are governed by impairment labels and their destiny is decided for them. The very notion of ‘inclusion’ reinforces a divide between disabled and nondisabled students. Taking the time to study the lives of disabled people can only help with our appreciation of this. Although this may seem simplistic, it is all too easy to fall back upon the taken-for-granted assumptions of what disabled people’s futures may look like. Many disabled students who aspire to go to university have resisted the power of common-sense understandings of life which would state that a university education is not a ‘realistic’ option. Due in part to the muchcited fluidity of the contemporary world, the landscape is everchanging for disabled individuals. For example, technological advances have dictated that students—who would have once found it difficult to attend university—can now purchase specific items of assistive technology that are designed to support the learning of disabled students in higher education institutions.
About the author
Indeed, it is likely that there would have been little need for labels such as ‘disabled student’ which arguably merely serve to mark out differences between disabled students and their non-disabled peers. This view is counterbalanced by the need to access services (such as the disabled student’s allowance in the UK) which depend on the use of such labels.
senmagazine.co.uk SEN120 97CPD, training and events
senmagazine.co.uk SEN120 99SEN teacher training
Choices
Neoliberal attitudes
The idea that life is not linear and predetermined also resonates with my own journey through education, and appears to represent the way that many students see their path to higher education. I suggest that an approach to education that views the journey as not a fixed, predetermined entity with inevitable hierarchical results is helpful. Such classifications of student journeys (both disabled and non-disabled) would celebrate the unknowable and unforeseen benefits of such a journey which is characterised by the gaining of experience, rather than the acquisition of a qualification. And so… And so, returning to the initial question of why we need to know about disability to be an SEN teacher. I have highlighted just a few of the major considerations which suggest that in order to be effective SEN teachers, we owe it to our students to have a solid knowledge of their lives and the challenges that they will face. It is hugely beneficial that we understand the reality of disability if we are to become the best teachers we can be.
With 1000s of professionals trained to measure and collect therapy outcomes data, we invite you to hear and learn from experienced users of the TOMs, who will be sharing their work which includes measuring the impact and quality of SEN across the UK
To learn more about TOMs & book a conference ticket go to www.communitytherapy.org.uk may be put off by a course which involves many examinations”
Impairment may restrict the choices of the disabled student.
atleast TOMS CONNECT 2022 Edgbaston Cricket Stadium , Birmingham, Tues 15th Nov 15%SEN15discount Book by 28th Sept “Students
A CELEBRATION OF 40 YEARS MEASURING THERAPY OUTCOMES
Reflecting on my own experience of being a disabled student in higher education, this resonates with me greatly. During the process of choosing an appropriate course to study, I was immediately put off by any course which contained a significant amount of examinations as the mode of assessment. This was because of my impairment and the way that I would need someone to write my answers for me. It would be interesting to establish what proportion of students make similar choices.
A further aspect of contemporary education which affects disabled students is the increasing trend in classifying students as ‘consumers’ of education resources. This may have severe consequences for disabled students as they seek to learn in an environment which promotes the importance of notions such as self-determination and independence. Life is non-linear
The official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses. Founded 1972. 0330 122 5684 reboundtherapy.org Emotion
The Autism Champions course offers knowledge and practical suggestions towards fulfilling local and national autism strategies. Champions cascade learning making it a cost-effective way of spreading awareness and understanding. livingautism.com NAS Autism inclusion award
ICEP Europe
Play Included C.I.C.
The Teaching Hope & Optimism course allows you to boost your own hope and optimism while learning how to enhance the psychological fitness and resilience of others. Optimismicepe.eu/cpd/Teaching_Hope__
Stay up-to-date with JCQ guidelines and requirements for the 22/23 academic year with our free Access Arrangements course. Delivered online on our virtual learning environment, Campus Online, you’ll gain 3 SASCaccredited CPD hours upon completion and start the year confident of your compliance. Register today!
There are over ten CPD accredited seminars at Kidz to Adultz North, suitable for families and carers of children with disabilities and special needs, and the professionals who support them. Topics include toileting, education, moving & handling, and much more! The full programme will be released soon at kidzexhibitions.co.uk/kidz-north
Kidz to Adultz North
ICEP Europe
Our Autism course equips teachers, parents and other practitioners with evidencebased strategies to meet the needs of children and young people with autism, from preschool to further education.
Cards: Helping teenagers and children talk about their lives Vital resources to support young people through meaningful conversations. by Dr Margot Sunderland (Founding Director Trauma Informed Schools UK and Centre for Child Mental Health) shop/buy-resourcestraumainformedschools.co.uk/ CPD accredited Champions cascade learning Autism autismconference.co.ukFor••••CoursesChampions2022eLearningplusZoomsessionsInteractiveHelpsspreadawarenessandunderstandingLeadstoAutismInclusiveBadgemoreinformationvisit: senmagazine.co.uk SEN120 101CPD, training and events Introduction & Application to the SCERTS Model Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder Course led by: Emily Rubin MS, CCC-SLP Director This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch 199-203 BlandfordKetteringAve Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line:JanuaryTRAININGwww.autismuk.com2DAYCOURSE26-272Day2023£287.00June2DayTBA.2023TBA Please check all details with the event organiser before you make arrangements to attend.
programmeBrick-by-Brick®training
ICEP Europe
Living Autism
Real Training Free UpdateArrangementsAccessCourse
Supporting teachers online since 2001, our fully online and part time professional development courses cover a range of areas of special education. icepe.eu/cpd ICEP Europe
Support social and emotional development through collaborative LEGO® play! Learn how to deliver Brick Clubs to offer meaningful social opportunities and skills development for neurodivergent children (and all children!) through collaborative LEGO® play. Play Included are LEGO Foundation partners. Self-paced e-learning and in-person workshops. playincluded.com/training
realtraining.co.uk/free-aau
Autismicepe.eu/cpd/Understanding_
In our ABA course you will learn how to implement researchvalidated approaches to ensure that children and young people with autism reach their full potential in education and beyond. Behaviour_Analysis_icepe.eu/cpd/Applied_
An award to demonstrate inclusion of autistic children and young adults in mainstream education providers (from nursery to further education) autism.org.uk/accreditation ‘ReboundTherapy.org’
September 2022 8 September 2022 Therapy & Education “VoiceSING Trauma”: An introduction to the theory and practice of expression and throughregulationthevoice Live Stream Event: CentreCost:(5-6.30pm)£20forChild Mental 020Health7354 2913 info@childmentalhealthcentre.org 20online-events/live-eventschildmentalhealthcentre.org/September2022 EarlyBird Upgrade licensed user training This training is for licensed EarlyBird Plus user that want to upgrade their license to include EarlyBird. 22autism.org.uk/trainingSeptember2022 Therapy & Education How radicalisationbyWhatgroomingandtochildrenExperiencesChildhoodAdversemakeproneradicalisationhowpoliticalworks.canbedoneschoolstoaddress Live Stream Event: CentreCost:(5-6.30pm)£20forChild Mental 020Health7354 2913 info@childmentalhealthcentre.org 28online-events/live-eventschildmentalhealthcentre.org/September2022 EarlyBird Plus Upgrade licensed user training This training is for licensed EarlyBird user that want to upgrade their license to include EarlyBird Plus. 29autism.org.uk/trainingSeptember2022 Equals The ModelEngagement with James Waller Online CPD Session equals.co.uk October 2022 3 October 2022 Equals An Introduction to SLD with Peter Imray Online CPD Session 6equals.co.ukOctober 2022 Therapy & Education Social technologymedia,and the impact on children and young people Live Stream Event: CentreCost:(5-6.30pm)£20forChild Mental 020Health7354 2913 info@childmentalhealthcentre.org 7-8online-events/live-eventschildmentalhealthcentre.org/October2022 TES SEND Show London Book your place on over 40 expert-led CPD-certified seminars at the Tes SEND Show 2022. Motor sensory diversity, autism, mental wellbeing and neurodiversity are just a few of the topics covered in high-quality CPD seminars at the Tes SEND Show. Book yours for just £20 +VAT (early-bird rate £17 + VAT until 31 July). 7Tessendshow.co.ukOctober2022 Equals CurriculumRegional ConferenceAssessment& Melland High School in Manchester. 10conferencescurriculum-and-assessment-equals.co.uk/regional-Octto4Dec ICEP Europe Autumn CPD Term Designed for teachers and other professionals who wish to up-skill, each course will give you the tools and understanding to get the most out of your students. icepe.eu/cpd senmagazine.co.uk SEN120 103CPD, training and events blind or vision impaired Book online at www.ncw.co.uk/events-directory or call 01905 763933 @NewCollegeWorcester newcollegeworcs@newcollworc For students who are blind or vision impaired New College Worcester National Curriculum GCSEs and A-Levels BTEC and Vocational Courses Sports and Outdoor Activities Individual support in Mobility and WeBrailleIndependenceSupportalsorunaseriesof free and low cost training and information events for professionals and families throughout the year. Visit www.ncw.co.uk/event-directory for more information. Introduction & Application to the SCERTS Model Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder Course led by: Emily Rubin MS, CCC-SLP Director This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch 199-203 BlandfordKetteringAve Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line:JanuaryTRAININGwww.autismuk.com2DAYCOURSE26-272Day2023£287.00June2DayTBA.2023TBA
Working with children and young people who self-harm with reference to eating disorders Event: 5-6.30pm Cost: Centre£20for Child Mental 020Health7354 2913 info@childmentalhealthcentre.org online-events/live-eventschildmentalhealthcentre.org/ - 2 November 2022
EarlyBird Plus licensed user training
15-17 November 2022 Teen Life licensed user training
Reforming the SEND system: accountability, funding interagencyand working Manchester This conference aims to inspire school leaders with keynotes and workshops themed around SEND reform. 19-20naht.org.uk/SENDOctober 2022 Understanding stress and anxiety in autism This 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. autism.org.uk/training Education
TOMs CONNECT Professor Pam Enderby: “The Rockstar of Speech and Therapy!”Language Celebrating over 40 years of measuring therapy outcomes on the 15th of Nov at TOMs CONNECT 2022. Seeevents/toms-connectcommunitytherapy.org.uk/advertisementonpage 16 November 2022 Services Customised Award Handling and Risk Assessment Key Trainers (Refresher/Update)Certificate
SEN
Birmingham
This course aims to introduce autism through discussing the main areas of difference and providing an increased awareness of how autistic people may experience the workplace. 24-25autism.org.uk/trainingNovember2022
TrainersRiskChildrenCustomisedROSPAAwardHandlingandAssessmentKeyCertificate
An introduction to autism and the SPELL framework for higher education professionals. 8-10autism.org.uk/trainingNovember2022
2022 Edge Services Level 4
Birmingham This course will provide you with the skills to train others in the moving and handling of children. 15edgeservices.co.ukNovember
Edge
Birmingham This course will further advance your professional development training others in the moving and handling of children. edgeservices.co.uk
99 15 –
18conferencescurriculum-and-assessment-equals.co.uk/regional-October2022
NAHT
20 October 2022 Therapy &
EarlyBird licensed user training
Level 4 Advanced ROSPA
Understanding autism in the workplace
An Introduction to Autism by Dr Lila Kossyvaki Online CPD Session 18-21equals.co.ukOctober
February 2023 7-9 February 2023
104 CPD, training and events
Glasgow This course will provide you with the skills to train others in the moving and handling of children.
November 2022 1
Become a Teen Life licensed user and help support parents and carers of young autistic people aged 10 to 16. 17autism.org.uk/trainingNovember2022
8 – 11 November 2022 Edge Services Level 4 TrainersRiskChildrenCustomisedROSPAAwardHandlingandAssessmentKeyCertificate
19edgeservices.co.ukOctober2022
Live Stream
This licensed user training is for professionals who support parents and carers of autistic children aged four to nine. autism.org.uk/training
autisticandUnderstandingsupportingpeople
An introductory course based on the SPELL framework that builds your knowledge of autism and how to support autistic children and adults. autism.org.uk/training
14 October 2022 Equals Regional Curriculum & ConferenceAssessment Wilson Stuart School in Birmingham
Autism and SPELL in higher education
Equals
This licensed user training is for professionals to support parents and carers of autistic children under five years old through our EarlyBird programme. autism.org.uk/training
Please check all details with the event organiser before you make arrangements to attend. 120 senmagazine.co.uk
SEN120 105
Dyslexia British Dyslexia Association Information and support for people affected by dyslexia. bdadyslexia.org.uk
Exhibitions
MIND Advice and support for people experiencing a mental health problem. mind.org.uk
Literacy
The Partially Sighted Society
There are over ten CPD accredited seminars at Kidz to Adultz North, suitable for families and carers of children with disabilities and special needs, and the professionals who support them. Topics include toileting, education, moving & handling, and much more! The full programme will be released soon.
Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.
SpecialEducationalNeeds.co.uk
directory SEN resources directory Information, advice and
Down’s Syndrome Association Information, support and training on Down’s syndrome. downs-syndrome.org.uk
Training and awareness raising around ADHD. adhdfoundation.org.uk Autism National Autistic Society Help and information for those affected by ASD.
Down’s syndrome
Dyspraxia Dyspraxia Foundation UK Dyspraxia advice and support. dyspraxiafoundation.org.uk
KiDZ to Adultz North
Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.
autism.org.uk
SEN
Rebound
Bold-lined exercise books and resources for schools and individuals for visual impairment and visual processing difficulties. partsight.org.uk RNIB Support and advice for those affected by visual impairment. rnib.org.uk resources support for all things SEN. Full directory now available on the Magazine website - senmagazine.co.uk/sen-resourcesLooking for specialist help? Equipment? Resources? Visit the new SEN Magazine Resource Directory senmagazine.co.uk/sen-resourcesonline. If there’s something you’d like us to include in the directory, please let us know! Send an email to feedback@senmagazine.co.uk, mentioning “Resource Directory” in the subject line. The esSENtial read
Cerebral palsy Action CP Charity raising awareness of issues facing children and young people with cerebral palsies. actioncp.org
Special education needs
Mental health
senmagazine.co.uk ADHD ADHD Foundation
General SEN BILD Charity offering support and information on learning disabilities. bild.org.uk Douglas Silas Solicitors
National Literacy Trust Literacy charity for adults and children. literacytrust.org.uk
SEN
ReboundTherapy.orgtherapy
Epilepsy Action Advice and information on epilepsy. epilepsy.org.uk
Epilepsy
nasen Organisation for the education, training and advancement of those with SEN. nasen.org.uk Visual impairment
kidzexhibitions.co.uk/kidz-north
Learning disability BILD Charity offering support and information on learning disabilities. bild.org.uk SEN Law Douglas Silas Solicitors
SpecialEducationalNeeds.co.uk
The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org
SEN120 senmagazine.co.uk 106 About SEN Magazine join us on facebook.com/senmagazine SubscribeContribute Please email press releases, comments and article ideas to editor@senmagazine.co.uk To subscribe to SEN Magazine, contact 01200 subscribe@senmagazine.co.uk409800 For digital subscriptions, go to issuu.com/senmagazine Advertise For the best advertising packages, contact Denise on 01200 denise@senmagazine.co.uk409808 SEN newsletter Sign up for your monthly SEN email update at senmagazine.co.uk (click on Newsletter) or email newsletter@senmagazine.co.uk SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800 Fax 01200 409809 Email senmagazine.co.ukinfo@senmagazine.co.uk SEN Newsletter SEN’s monthly update Available monthly to 63,000 recipients And it’s free! Read the latest issue at newsletter/202209/https://senmagazine.co.uk/ “You’ve not got ADHD”Girls and CoprolaliaautismRelaxedperformancesSept•Oct2022•Issue120SENDGreenPaperconsultation•EHCPmyths•EarlyYearsSpeech and Language Dyslexia • Dyspraxia • PSHE • RSE • Adoption • Point of View • Book Reviews • and more
REGISTER TODAY 02381 120 010 info@rootofit.com Get in touch today to find out more about joining the network Mental Health Lead training supported by Mental Health Lead training Assistant Mental Health Lead training Designated governor training Senior leadership training CPD resources GWRARNNetworkingationalconferencesepresentationdvicelineesourcesebinarsoodpracticeadvice and feedback The National Network provides: Connect with other Mental Health Leads Exchange ideas Compare journeys Have an impact beyond your setting Access evidence based resources Access CPD Access additional training Networking opportunities Influence the national conversation Benefits of membership mentalhealthlead.com THE UK BODY FOR MENTAL HEALTH AND WELLBEING LEADS APPROVED PROVIDER OF SENIOR MENTAL HEALTH LEAD TRAINING
Tes Schools Awards 2022 Shortlisted Specialist Provision School of the Year *NEW* Prep School 59 Fulham High Street, Fulham SW6 3JJ Senior School Bishops Avenue, Fulham SW6 6EG Sixth Form 23-31 Beavor Lane, Ravenscourt Park W6 9AR Formerly known as The Moat School - supporting pupils with specific learning differences from 7-19 years. Offering routes to GCSE and A Levels Part of the Cavendish Education Group inOpeningSept22 Our brand new Prep School for children Year 3+ Our Prep School will offer a mainstream structure with specialist support for children with specific learning differences, aged 7+ Scan to register your interest moatschool.org.uk/registeryourinterest
