29 minute read
Point of view
Point of view: special needs teacher A plea to avoid unhelpful language
Antony Morris
Advertisement
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 development.
While it may only 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”.
My advice to those saying these phrases is, please stop! Instead, engage in more helpful discourse related to environmental, sensory and emotional triggers.
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.
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.
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.
Has this article inspired you or given you pause for thought?
Your ideas and comments would be welcome. Email editor@senmagazine.co.uk
Tourette Syndrome
Coprophenomena in the classroom
Seonaid Anderson explains how educational professionals can help their students with Tourette Syndrome (TS) who have coprolalia.
There are many misunderstandings about TS, its symptoms and its prevalence.
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,
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).
What are Coprophenomena?
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.
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?
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
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 issue.
Suppressing or ‘holding 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.
About the author
Seonaid Anderson is a research psychologist and neurodiversity consultant at neuro-diverse.org
neuro-diverse.org @seonaidanderso2
@neurodiverse.org
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.
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.
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.
An accessible way to learn music
Developed by charity Drake Music Scotland, Figurenotes offers an accessible way to learn music by using colour and shape to show rhythm and pitch intuitively. Each musical note is represented by a coloured symbol. You then match that symbol to a sticker on your instrument. The matching element means this way of playing is instantly accessible. If you
can match, you can play!
Web-based music software.
Packed with dynamic learning features, available on any device or screenreader with access to the internet, Figurenotes is available by subscription, meaning you’ll never have to buy new software or be out of date or support! You’ll be able to create, access and store your own Figurenotes scores as well as import and use existing tunes, simply by logging in to your account and accessing via any internet-enabled device.
Figurenotes Accessible Music (FAM) resource hub.
Join the Figurenotes global music teaching community and access a ton of inspiring resources from any of your devices, as well as uploading your own. The online FAM Hub can be bought on subscription and includes tunes, tutorials, worksheets, plugins, training, lesson plans and more, including featured material from the Figurenotes team.
What’s the benefit for SEND/ASN schools?
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.
The esSENtial read
In print 36,000 readers
per issue (based on four readers per copy) Online 18,000
unique users a month Email newsletter 57,300
recipients To book your space, contact Denise: 01200 409808 denise@senmagazine.co.uk
“Love, love, love your Magazine. Every article is amazing and so insightful ” (Autism charity worker)
Visit our website at senmagazine.co.uk
EHCP and Your Rights
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.
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.
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: • early years education to school • infant to junior school • primary to middle school • primary to secondary school • middle to secondary school • secondary school to a post 16 institution
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.
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: • 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. • An annual review meeting must take place to discuss the
EHC plan. • Information must be gathered from parents/young person and from professionals about the EHC plan and then circulated two weeks before the meeting. • After the meeting a report of what happened must be prepared and circulated to everyone who attended or submitted information to be discussed.
• 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. • The final amended plan must be issued within a further 8 weeks and, at the latest by 15th February/31st
March 2023.
The parent/young person has a right to request any of the following types of school: • A maintained school or nursery (mainstream or special) • An Academy (mainstream or special) • An institution in the Further Education sector
• A non-maintained special school • A section 41 (independent) special school. These are listed in section 38(3) of the Children and Families Act (“CAFA”) 2014.
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 longer version of this article, with additional useful detail, is available online at https://bit.ly/3BLuKyp
The only reason the local authority can refuse the request is if: • The setting is unsuitable for the age, ability, aptitude or special educational needs of the child/young person; or • The attendance of the child/young person would be incompatible with the provision of efficient education for others; or • 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 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:
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.
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.
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.):
(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.
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 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.
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.
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.
Pearson Virtual Schools – A welcoming environment for any autistic young person
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.
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. Pearson Edexcel, which reflect the student’s normal way of working when students take their International GCSE, AS and A Level examinations.
Each school appeals to a different learner and age range, find out more about the schools below
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.
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, 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.
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 futures.
Pearson 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
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 relatives.
Trinity’s 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 qualifications.
The Awards and Certificates in Musical Development are fully regulated, ranging from Entry Level 1 through to Level 3, with Level 3 carrying UCAS points.
Available 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.
To find out more and to register your interest please visit:
trinitycollege.com/musical-development
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:
To sign up for our free newsletter, visit: senmagazine.co.uk/newsletter/subscribe or email: newsletter@senmagazine.co.uk
senmagazine.co.uk
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).
Used worldwide, PIVATS remains a viable assessment tool and is currently available in two formats:
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).
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.
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.
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. Providing support materials and resources for teachers, TAs and SENCOs, the Toolkit assists them with the assessment of personal, social, and emotional development.
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!
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. places are currently available at the earlybird rate of £17 +VAT until the end of July.
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’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. 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.
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. 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.
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 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. 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.
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!”
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).
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).
