SEN Magazine - SEN121 - Nov-Dec 2022

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Welcome

I’m excited to be working with the great team who create SEN Magazine—I’ve been writing the book reviews for over ten years, and it’s been a fascinating few weeks getting to grips with the bigger picture. My background is in education: as a primary head and SENCO, and training teachers and early years practitioners in Europe, Singapore and Hong Kong.

As usual, this issue covers a wide range of topics written by people like Jo Grace who shares her views on multisensory rooms (see page 44), and Victoria Navin provides an inspiring guide to multisensory stories and how to create your own (page 48). Thanks to Douglas Silas for keeping us up to date with the law in relation to the updated guidance for school exclusion in England (page 32).

We have a lovely feature on the creative arts on page 73, from the inspirational Coram Shakespeare Schools Foundation (CSSF), who have been doing some amazing work with SEND schools. On page 60 Liffy McDonald of the AntiBullying Alliance (established by the NSPCC and National Children’s Bureau), looks at effective ways to reduce the bullying of pupils with disabilities and special educational needs, and she identifies three key elements for inclusive schools. Dr Jennifer Nock writes on page 64 about attachment and working towards trauma-informed practice in schools, and she makes some suggestions of how schools can become more trauma-sensitive in their approach. There is an entertaining article by Julie Ely on page 79 recounting the journey of digital transformation behind the overhaul of SEND services and support in two London boroughs, showing how the local authorities shared learning and utilised SEND insight and expertise from each council.

Peter Wingrave (page 66) describes how stair climbers can liberate children and adults with special needs and he shares a really positive story from one satisfied family.

This is just a selection of some of the excellent content in this issue, as well as the regulars, including CPD, training and events and, of course, probably the best book reviews you’ll find in any education magazine.

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.

We’re always on the lookout for contributors to the Point of View section, as well as any suggestions for topics that you would like us to cover in future issues, so please get in touch at editor@senmagazine.co.uk

See you next year.

Helena Aiken

Carter

Catterson

Cawthra

Clements

Davys-Jones

Ely

Louise de Froment

Jo Grace

David Hall

Susan Hartley Rebecca Huseyin

Liffy McDonald Victoria Navin

Jennifer Nock

Douglas Silas Vickie Simos

Karen Childs Smith

Peter Wingrave

28

arts

44 PMLD

“Underfunding to blame” for huge increase in SEND complaints

According to figures published by the Local Government Ombudsman, parents’ complaints about special needs education are up by almost 80% in just four years.

Rising demand and chronic underfunding are apparently to blame. The result is delayed assessments and in some cases an inability of local authorities to provide relevant support at all.

Complaints included serious omissions, such as children not having access to therapy and schooling for extended periods of a year or more, and severe delays in assessing children’s needs.

The Local Government Ombudsman investigates complaints about local authorities and adult care providers. SEND-related complaints rose to 430 in the most recent 12-month period, compared with 305 per year in the previous two years and 244 in the year before that.

Special Education and Disability are areas in which most (90%) of the complaints are upheld by the Ombudsman

If you have experience you’d like to share, please email editor@senmagazine.co.uk

999bsl.co.uk Emergency Video Relay Service

The 999 BSL service is now fully operational. It’s the UK’s first Emergency Video Relay Service in British Sign Language (BSL). The service is available to download as a smartphone app, and it can be accessed via a web-based platform. It launched in June 2022.

Earlier in the year, Ofcom issued a requirement that communications providers across the UK must make an emergency BSL service available.

The service is operated by Sign Language Interactions (SLI), and it enables deaf BSL users in the UK to make calls to emergency agencies such as the police, ambulance, fire and coastguard services via BSL video relay interpreters. SLI is working with BT, which acts as the wholesale supplier of the service to the telecoms industry.

“Queer Theory” and RSE in Welsh schools Local supported employment initiative

The Safe Schools Alliance has raised concerns over the alleged influence of Queer Theory in the Welsh Government’s new Relationships and Sexuality Education Code, which is now mandatory in all maintained Welsh schools and nurseries.

Queer Theory is an area of academic study which is considered by some to be controversial. It challenges certain boundaries which many consider to be essential for child safeguarding.

The Welsh government rejects the idea that the new RSE guidance gives rise to any legitimate safeguarding concerns.

If you have some experience of this subject which you could share with our readers, please email editor@senmagazine.co.uk

The Government’s Local Supported Employment initiative promises grant funding to twenty-four local authorities in England and Wales, representing an investment of £7.6 million over the next three years.

The aim is that each local authority (LA) area will be able to support between 60 and 140 adults with learning disabilities or autism to move into competitive employment and enable the LAs to provide the help they need to maintain that employment, which will include assigning job coaches who can carry out vocation profiling, engage employers and provide in-work support to help develop more careers.

If you have some experience of this subject which you could share with our readers, please email editor@senmagazine.co.uk

Did you know the WIAT-III is available digitally?

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Point of view: parent

We need to talk about meltdowns

Rebecca Huseyin

T he meltdown is a highly emotive subject for many parents and carers of neurodivergent young people. It’s frightening to watch your child lose control and become so distressed that they injure themselves, belongings and/or other people. Sometimes it seems as if there is no warning or trigger. The child is in the middle of a catastrophic, terrifying loss of control and explosion of emotions and it’s hard as a parent to know what to do.

The word ‘meltdown’ is so emotive and fear-inducing; after all it’s the word we use to describe a nuclear reactor becoming unstable and endangering lives. This adoption of the word into the SEN vernacular, and therefore into the framework of a young neurodivergent person’s behaviour, implies that the impact of the meltdown is felt only by those on the outside. But this is not the case. The effects on a child or young person are lasting and gather trauma along the way.

Meltdowns may also be referred to as panic attacks, which is a step closer to a better description of what is occurring. Indeed, the phrase ‘distressed behaviours’ is more commonly

The word ‘meltdown’ is so emotive and fear-inducing

being used, which helps to shift the focus back to the feelings of the person at the heart of the experience.

Often on online forums, parents and carers write about how they are at their wits’ end with immensely challenging behaviours and meltdowns. They speak of having nowhere to turn, feeling frightened, isolated, embarrassed and powerless. These parents are often called out in the comments by neurodivergent adults, desperate to impress upon them the sense of helplessness and fear the individual who is having the meltdown is experiencing, and the fact that they didn’t get to that stage by choice. They often urge the parent to remember that the behaviour

Meltdowns are a multicoloured emotional experience

About the author

Rebecca Huseyin is 45. She’s the parent of an autistic 11 year-old. She gave up her career to be a full-time parent-carer during lockdown and currently educates her son at home. She’s a trainer for the PDA Society and a volunteer Parent Champion for her local council’s SEND team, delivering help and support to local families in crisis.

is not manipulative or malicious and should by no means be considered ‘abusive’. Language is important here.

Both sides of the story are valid. After a meltdown, neurodivergent people are often left emotionally traumatised and embarrassed, and understandably devastated by their actions, and may be unable to verbalise any of this. Parents who’ve grown up with traditional notions of reward, punishment and certain expectations of behaviour in young people, may be unwillingly perpetuating a meltdown cycle by demanding apologies, administering punishments and pushing their own feelings of confusion and resentment onto their child. Even those parents who have become more enlightened and aim to create a low-demand, autistic-friendly home environment, will still inevitably witness their child have some kind of meltdown at some point. They too will struggle. It’s not something we can ignore, brush under the carpet or pretend doesn’t happen.

Meltdowns are a ‘multicoloured’ emotional experience. They always occur as a result of something, be it the trauma of going to school and unmet needs, an unsuitable sensory environment, difficulties with communication and social interaction or the overwhelm of complying with demands over a period of time. Fight, flight, freeze and fawn are the most basic human emotional responses to fear and trauma and it’s not always a physical expression of internal emotions that we see. The manifestation of the distressed behaviour may

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be to get as far away from the perceived danger as possible, or to ‘zone-out’ and retreat into oneself to escape from the situation, or (and possibly the hardest to spot) to outwardly comply with the situation and be as agreeable and malleable as possible. All these responses are direct consequences of some kind of overwhelm, and all are evidence of severely distressed behaviour. But the fight response tends to get the most attention, as it is the most ‘socially unacceptable’ form of uncontrollable expression.

You wouldn’t bat an eyelid if you saw a toddler screaming in a supermarket, but a ten year-old? A fifteen year-old? Public meltdowns are doubly distressing, as not only are the parent and child suffering deeply, they are also opening up their world to the judgement of strangers who very often will just see a naughty child having a tantrum. I’m sure many of you reading this will understand that this adds yet another layer of unwanted stress to an already highly-charged situation.

Perhaps that’s why it is rare that we openly talk about distressed behaviours and the devastating effect they can have on whole families. This social embarrassment leads to feelings of shame, and a lack of understanding—and sometimes a lack of compassion—towards the neurodivergent person in crisis and the upbringing they are receiving from their parents.

Distressed behaviour affects not only the immediate family, but can quickly ripple out in wider circles of relatives and friends, schools, and even affect parental jobs and relationships.

The confusion and fear of the parents—who may also blame their parenting skills—can have really serious, long-term consequences.

Pretending it doesn’t happen, ‘keeping it in the family’ and never discussing it openly is common.

When my son’s toddler tantrums gradually evolved and morphed into huge meltdowns which fall firmly into the fight category, I was frightened and at a total loss. I didn’t understand what was going on in his brain and felt a myriad of exhausting emotions on a daily basis. We stopped leaving the house for a while, rarely socialising and when we did, my heart was in my mouth. As the years went by, we began to develop some coping mechanisms and cherry-picked the places we visited and people we spent time with. I was constantly hyper-vigilant, looking for triggers—anything tangible that could perhaps light the fuse. The truth is I was feeling around in the dark and we lurched from one highly-charged emotional situation to the next, with no end or stability in sight.

Even after his autism diagnosis at age nine, I struggled to find any to help our fractured family get through the days. Over the years I called various autism organisations, asked our paediatrician, was advised to do a parenting course—I even asked a SEN teacher—but nobody seemed to know what to say to me. It was as if I was asking for the impossible. No matter how much I searched, I didn’t find any answers, help or support.

I wanted to know how to help my son avoid the overwhelm which led to meltdowns, but I also wanted to know how to help him whilst he was in a meltdown. There is some help and advice about the former (if you know where to find it): reducing external stressors which may increase anxiety over a period of hours or days, allowing quiet time, considering the sensory environment and learning how to behave when your child is in crisis. Knowing your child’s body language and looking for signs of overwhelm, employing distraction, removal of a known trigger, or simply allowing them to take time out alone with no demands may be enough to help them regulate. For me, the key to it all was looking inwards at my own stress levels, triggers and expectations of behaviour. I started to change my parenting style, and for the first time was able to look at my son with more understanding, patience and comprehension of his situation and perception of the world.

But frustratingly, what I found absolutely no help at all, was what to do when he was in his ‘red zone’, as we came to call it. When he was at the mercy of his amygdala, not able to think clearly, when all he was doing was fulfilling a primal urge to protect himself from threat. I learned through trial and error that during a meltdown, silence and finding my own internal calm was a game-changer. And as a family we talked openly with our son and developed strategies to try and protect him, first and foremost, and ourselves too, when he was in crisis. It took years.

Sadly though, this remains such a taboo subject, Nobody wants to label their child as ‘violent and destructive’. And yes, language is still really important here. Using words like these imply a deliberate and adult motive, an intent to hurt or cause unnecessary harm. Distressed behaviour is not abuse, it’s an external expression of pain and fear. Again, framing distressed behaviour correctly was a way for me and my family to shift the focus away from the actions and back towards the causes.

Adjusting our thinking as parents and carers, and accepting that the distressed behaviour is not about us–it’s not personal, no matter what it feels like–can help us move forward. Putting our own feelings, impulses and upbringing aside and just being silent with our child allows the feelings to dissipate. Creating a space for our child, and being alongside them while they are struggling, helps to reduce feelings of isolation and shame. When control is lost, demanding it back is not realistic. Accepting that certain emotions need to run their course, and cannot be stopped. Un-learning the impulse to impose arbitrary punishments, which may only create more division within the family. And remembering that just because it’s the way we were brought up, and it’s what society expects, that doesn’t mean it’s right for our families. Start to talk about distressed behaviour as a family. Make plans to avoid and accommodate meltdowns as a family. Bring distressed behaviour out of the shadows, and start to remove the shame from everyone.

You’re left emotionally traumatised and embarrassed, and understandably devastated by your actions

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can’t go on like this

Forthose of you teaching in secondary schools, trying to get your head around my Neurodivergent Community, I salute you. You’re trying to support us in environments and curriculums that are not accessible for us; you’re under pressure to meet tough targets.

To explain, I have ADHD and have a completely neurodivergent family and staff team, so as well as over 30 years’ professional experience, I really do live it every day and understand that the system isn’t helping any of us as we would wish. Exclusions are on the rise, alongside school avoidance and requests for alternative education packages. It isn’t sustainable, is damaging a huge number of young people and staff, and things need to change.

Four foundation blocks

Giving you a way to understand what we need, in straightforward language, is a bit of a thing of mine: you are not medical

professionals, so I don’t need to use lots of clinical words to help you. So along with my team, we have spent a long time creating what we like to call our ‘Four Foundations Blocks of Autism & ADHD’, to provide an assessment framework and solutions.

Block 1: Emotional Overwhelm

Now we can all become overwhelmed, so we all know how it feels to be scared and out of control when it happens. Young people feel the same and need us to stay calm, quiet, and

Small changes can make life more manageable

Dr Annie Clements provides insights into why secondary schools can be so stressful for some students and how small changes can really help.

empathetic. We talk about it being like a fire, one that we want to go out, not grow bigger, but our natural reaction to someone is to tell them to calm down, sit still, or go and find support now! However, no-one has ever been calmed down by someone telling them to calm down; it just makes us more frustrated—like throwing logs on the fire. Better to stay calm yourself, listen, try to help them, for example by slowing down

About the author

Dr Annie Clements is the founder and CEO of the not-for-profit social enterprise Autism & ADHD. She has a completely Neurodivergent staff team and family, and is ADHD herself. She is passionate about developing resources and training that take away the stigma and complexity of Autism and ADHD.

It just takes some thought

their breathing. That way things can get calmer faster and the young person starts to trust that you have their back. Ultimately, we want these moments of overwhelm to decrease, both in frequency and intensity. We need to understand the triggers, which can be difficult for you and the young person, but the four blocks help with that. The flip side of overwhelm is masking, and we put that ‘different us’ mask on as soon as we leave our home. The way secondary schools operate, in terms of the environment and expectations, makes It harder and harder for us to hold that ‘mask’ and the smallest thing, such as not being able to find a pencil, will remove that mask and you will be very aware of our full levels of frustration, fear and hurt. All of us can only hold it together for so long when we are feeling that way, and school throws multiple challenges at us. Every day we face teenage relationship issues, often harsher language and stricter behaviour expectations, combined with large sites, different classrooms and teachers, with no respite from people and noise. Current problems and delays in assessments mean that many are unaware they may be neurodivergent and even if they do know, explaining what is making them feel anxious can be really difficult. Why? Well that brings us to:

Block 2: Imagination Fracture

We use our imagination for anything that hasn’t happened yet—we imagine the future when we make plans or make a choice ‘Should I do this or this?’. We risk assess the choice and imagine the alternative consequences. We imagine time and how long we have to do something, we use it to self-reflect on

things that have happened and how we are going to change this the next time. We also use it heavily in our relationships—how someone feels, boundaries, what is the right or inappropriate thing to say. For ASD & ADHD young people, their imagination can get stuck, focusing on everything going wrong, previous experiences, only thinking of one possible choice, or 100’s of them, so we need a bit extra to help us out. What schools can do is make a lot more things visual and avoid assuming that because you have talked to us, that we have understood what you meant. We need information and instructions written down, instead of expecting us to remember or conceptualise what is meant. By drawing out a problem or timeline, so we can see what happened, we are able to change our thoughts and make decisions. To be clear, this has nothing to do with our academic ability, but with our executive functioning. Visual choices and options, and clear and concise written instructions are a game changer. The reason for this is that another thing we use our imagination for, is interpreting language.

Block 3: Language of Assumption

This is where we communicate something, but we don’t say all that we mean, and we assume that the other person will be able to work it out by using their imagination. Our language is full of assumptions, in fact there are more and more places such as, text messages, social media, conversations and emails. When a teacher says, ‘I am expecting good behaviour from

everyone today.’, this can cause us huge anxiety and give us a much lower chance of succeeding. The teacher understands the assumption, but the possibilities for us are endless so we get stuck on being able to work out what you want.

“I want everything done by Friday” What, everything?

“Write me an essay on the war.” How? One page or six pages? Which war?

It’s pervasive in schools but all we need to do is think before we speak or write something down.

Block 4: Sensory processing difficulties

This is a huge topic, but just looking around your school, consider losing those bright primary colours on the walls; red, yellow and orange can be very distracting. Walls covered in resources and art can create huge visual stress and windows with slatted blinds make the light feel like glass going into our eyes. The materials surrounding the media boards you want us to concentrate on can really distract us, as do glaring lights, untidy rooms, shiny floors, noisy dinner halls and the sound of ticking clocks. We know it’s not possible to change everything, but you can change some things, and the most important thing is you can take it seriously—these sensory issues cause pain and fear and are a big part of school avoidance.

Inclusion: Making Real Choices

To finish, we all know what it feels like to not feel included—it’s a very unpleasant feeling—so BE inclusive. The power is yours, that power to make a difference to someone who is already feeling on the edge of it all. Neurodivergent people don’t need fixing, and when we are in an inclusive, accessible space, we are able to show our true selves. An inclusive space isn’t just about the environment, it is also about people and attitudes. It is all about creating a neurodivergent learning experience, because that makes it accessible for everyone. Be mindful about how you talk about differences and stop expecting our brains to somehow magically change how they work. No-one would expect a visually impaired young person to suddenly be able to see the board if they just tried harder. It’s just the same for us, we are already trying harder than you know.

It really does just take some thought and care and taking some personal responsibility to listen, learn and make that change.

Take some personal responsibility to listen, learn and make that change

The power is yours; that power to make a difference to someone who is already feeling on the edge of it all.

Not cracking backs

Helping the body reach its full potential

When you think of a chiropractor, you probably think of back pain, neck pain or some other ache or discomfort. Chiropractors are indeed good at helping these issues; however, it only scratches the surface of what chiropractic is about.

Chiropractic helps the body recover by investigating the relationship between the structure of the body (primarily the skeletal system), the function (the muscles which are the prime movers of the body) and the control system (the nervous system) which coordinates the movement of the body.

So it’s not just about relieving pain; it can help restore movement and function.

The relationship between movement and function

As the baby develops in utero it starts to make general movements, the mother will feel this as a flutter inside the belly. As the baby grows, more definite movements are felt. It is these movements that are training the nervous system. General movements can begin as early as 8-10 weeks’ gestation.

The movements allow the brain to start to develop, and this continues during the first year of life, to enable the child to develop their body map.

The vestibular system is the first sensory system to develop, it acts like the body’s gyroscope system. Connecting Information from the ears and later the eyes, to information to and from the cerebellum, and to and from the rest of the body, this system helps the organism know which way is up. If the vestibular system is dysfunctional, it can be difficult to be balanced and co-ordinated. This may result in the child becoming fearful or impulsive, and dysregulation with their sensitivity may result in either a hyper or hyposensitive profile.

The role of the chiropractor is often misunderstood

Lara Cawthra writes about a holistic chiropractic approach that can help identify potential difficulties early in a child’s development. Chiropractic is NOT about cracking backs.

Supporting the birth process

By looking after the neuromuscular-skeletal health of the mother, the baby can benefit.

It is the baby that begins the process of labour, and several primitive reflexes are employed. The baby has been practising these movements in utero and now coordinates them to move down the passage. Once the baby is born, a new set of challenges arise due to gravity. For nine months the baby has lived in a watery environment and many of the primitive reflexes are innately occurring at this time. However, once born, the baby loses some of these initial reactions as they must now learn how to move against the full force of gravity.

Primitive reflexes

Primitive reflexes emerge in utero and then develop to become integrated into the child’s normal development. Sometimes the primitive reflexes do not integrate as well as they should, which may result in a delay of the neurodevelopment of a child. Primitive reflexes often underlie many behavioural and learning differences, such as poor posture and coordination, difficulties with maintaining attention, poor fine motor skills and hand-eye coordination.

About the author

Lara Cawthra has been in practice since 1996. She is one of the few chiropractors in the UK with formal training in Paediatrics. She is a Fellow and former Chair of the Royal College of Chiropractors’ Specialist Faculty of Pregnancy and Paediatrics.

Early physical development can subtly influence daily functioning

Delays in the achievement of developmental milestones can alert parents and practitioners to potential difficulties and sometimes, if the primitive reflexes do not quite complete the job they are designed to do, they are not integrated into the neuromotor system. The child may then find some activities and tasks more challenging, such as sitting still in the classroom. As the reflexes have not fully integrated, higher cortical areas will try to compensate and do the job of the reflexes. Concentrating so hard on being still, the child is unable to also pay attention to learning in class, as they are unable to free their higher cortical areas for learning. Sitting still is clearly a requirement for school readiness and learning in most settings.

Primitive reflexes are an integral part of the neuromotor system and if they are unintegrated some of the following symptoms can result.

Skin, our largest organ, forms the boundary between our physical being and the outside world. It also houses the NeuroTactile system, which allows the body to access sensory sensations from the outside world. A person can either have a hypersensitive NeuroTactile system where clothes and labels may be an irritation for them, or be hyposensitive where the person will seek out touch and hugs, ie be sensory seeking.

With a thorough assessment of dynamic and postural reflex integration, it can be determined if your child is developing appropriately for their age. Primitive reflexes form part of

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this assessment, as well as functional neurological testing. This assessment is performed in the clinic and no invasive techniques are required.

Individualised intervention programmes

Reflex integration can be done actively, if the child is able to understand the instructions and actively participate in the exercises and activities prescribed. The integration work can also be done passively, where the practitioner does the work on the child. This way of working is particularly useful on a baby, an individual who cannot comprehend instructions, or where moving a part of their body is difficult.

Some practitioners use a protocol known as MNRI, which is designed to integrate the primitive reflexes. The therapy helps the brain learn the correct motor response to a given stimulus, which is usually a sensory input, it is the process by which the system is shown the correct use of the reflex.

It’s like checking a ripe tomato

Often chiropractic techniques produce a sound; this is not so when working with paediatric patients.

The technique utilised in this case is called NeuroImpulse Protocol (NIP), not that it matters what it is called as there are many different techniques in chiropractic. The pressure used is like that when checking a ripe tomato. Cranial therapy may also be used.

‘Most patients demonstrate a sense of relaxation and calm after each NIP adjustment.’

The reflex integration work may feel like a stroking on the skin, deep or light pressure, or a stretch. Proprioceptive and cognitive exercises may also be utilised if appropriate.

A holistic approach

Many chiropractors are also able to give lifestyle and nutrition advice. To help your child grow healthy and strong, the best nutrition possible is necessary. Good nutrition is essential for bone and muscle development as well as cognitive function.

The development of secure postural control is important to the growing child. A toddler’s posture will be quite different from that of a teenager. Advice and postural correction helps to reinforce the body map required for a well-functioning body, so that the child can maintain concentration and focus in the classroom.

Putting it all together

A well child/baby assessment puts all the above elements together and provides a picture of how your child is developing currently. At the end of your visit with your neurodevelopmentally trained chiropractor, you will be given a verbal and pictorial report and advised if any further steps are needed to help your child reach their full potential. This process can be particularly beneficial when there are parental, pre-school, or school concerns about a child’s progress and development.

The chiropractor may identify a cluster of reflex related difficulties.

KIND Yoga

Children

go to nursery and school to learn, but learning is not limited to these establishments, as children learn from every interaction and this is especially important from birth to the age of seven. At this time the child’s brain develops more than at any other time in life, early brain development has a lasting impact on a child’s ability to learn and succeed in school and life. The quality of a child’s experiences in the first few years of life and beyond, both positive and negative, shape how their brain develops.

Starting from birth, children develop brain connections through their everyday experience, through positive interactions with their parents and caregivers, using the senses to interact with the world. A young child’s daily experience, the amount and quality of care, stimulation and interaction they receive in their early years and onwards makes all the difference. For children with SEND, these daily experiences may need extra support and adaptations, and yoga sessions can be a valuable way to

improve basic functions such as breathing, balance control, postural control and social interactions.

Children learn with their whole bodies, especially when the activities are child-led, play-based and developmentally and cognitively appropriate. Encouraging full body movement that includes the full range of fine and gross motor skills, helps children to acquire a deep-level of learning through their experiences.

Yoga, which means union of body, mind and breath is an activity long proven to incorporate all of these attributes to learning in a safe non-competitive environment providing the techniques are presented and adapted in a way that is safe and appropriate for children. Our yoga sessions support social, emotional and motor skill development in an inclusive format, incorporating visual aids, for example. Over the years, many children with SEND have thrived and managed to achieve challenging goals. Fun activities incorporated in the classes support learning by stimulating both sides of the brain, as well as crossing the midline of the body and developing spatial awareness.

What you might observe:

• Cross Crawl exercises as part of the warm up

• Using the same arm and leg in unison in postures (asana)

• Use of gross and fine motor skills (asana)

• Movements that develop a sense of security in their surroundings and in body control

• Visual timetables to reinforce names and symbols

• The use of different ways to model movements

• Cause and effect, taking turns

• Learning to sing along

• Practising the animal postures

Research from many countries has shown strong links between movement and learning, and schools are beginning to integrate

Repetition and regular routines help the child to remember what is coming next

Susan Hartley (‘Yoga Sue’) shares her passion for yoga and how it can be adapted for any body and ability to support health, mental and emotional well-being.

more diversity into their movement programmes that recognises the ways in which yoga can develop fundamental movement skills in an inclusive format.

Sessions that provide a range of gross motor skills and a range of movement through the spine are beneficial to maintaining a healthy body. Yoga combines the full range of movement of the spine and, through the use of visual symbols, we can ensure that each session includes all of these movements including balances that help with focus and concentration. Using movement is a great way to learn new things by enhancing the neural connections in the brain and strengthening these through repetition of movements and the use of an enriching vocabulary.

About the author

Susan Hartley runs Yoginis, which provides yoga sessions and training to schools and nurseries including special needs. She is a qualified British Wheel of Yoga teacher with more than twenty years experience in her field.

Individuality of expression and respect for others

When we take part in physical movement that we enjoy doing, we are more likely to maintain that physical activity in the future supporting our health and wellbeing. An important part of this enjoyment is a feeling of achievement. This can only be met by bringing yoga to the child in a way that satisfies their unique needs.

Our sessions were developed with this in mind and can be adapted for those who are seated or are floor based according to the physical abilities of each child. We find that the key worker/parent who supports the child is best placed to make the necessary adjustments according to the child’s health plan. Children are not miniature adults, and yoga practice must support their growth—not all yoga techniques are suitable. This is something to consider before implementing a yoga practice in your setting.

Routine and Repetition

Routine and repetition are important aspects of learning for children with SEND. Repetition and regular routines help the child to remember what is coming next and what is expected of them. Visual timetables support all children. They can remember actions they observe and convert them into cause and effect. For children who are non-verbal, yoga can provide a way of participating that is non-threatening and they can become more able to express themselves through their body movements.

Routine and repetition also help in ‘overlearning’ for those children who need multiple exposure to activities in order for them to become embedded.

Our sessions are based around a visual timetable, which we have found is very effective at enabling the children to feel safe, to take ownership of their own learning and to lead others in the activity. Delivering the traditional flow of a yoga practice in this way allows children the safety to try new things and to experience adopting different behaviours; to set an intention, to be active and to relax.

Over stimulation can be distressing for some children with learning disabilities, and using the visual timetable the children can seek the comfort of predictability. I developed sessions to mirror the way children learn. Our motto is to ‘keep it simple’, as this empowers children to take ownership and deliver

Benefits

•

social skills and management of stress

motor skills.

self-esteem and development of speech and language skills

sessions to their peers. Routine, repetition and structure make it accessible for the children to copy and follow and with space for children to bring in their own individual creative flair.

Creativity

Allowing the children to take the lead brings many creative moments. They expand on their experience during certain postures, become able to name and express sensations using their own language, bring about new names to the postures and even invent some of their own. There are no winners or losers in yoga. It is an individual activity even though it is practised with others, allowing children to express their individuality in each posture and to build acceptance of differences.

Children set the pace of the activity and demonstrate kindness, patience and empathy towards others. These things suggest they are creating ways to inspire or help others achieve what they set out to achieve.

Research suggests that people with profound and multiple learning disabilities may be more susceptible to mental health conditions than the rest of the population. It is important that careful attention is given to these needs and that the right treatment and support is found to meet them. We have seen the joy and sense of accomplishment that children with SEN experience when taking part in the enrichment sessions. How they support their development and give them the opportunity of choices during challenging circumstances, this in turn gives the children a sense of accomplishment and confidence.

We’re nurturing a sense of accomplishment and confidence.

■ Individual expression is encouraged.

Getting emotional

Childrenwho have experienced chaotic relationships, trauma and neglect often struggle with social and emotional development, making it difficult for them to tune in to those around them. Children’s occupation is simply play, and we all know the importance of healthy play for overall health and wellbeing. In order to play and engage in activity, though, we need successful interactions and attuned relationships.

Sensory approach

My treatment toolbox was influenced by sensory integration (SI) theory, which covers areas of sensory modulation, coordination, praxis, play and occupation. The focus of SI is to enhance the child’s sensory processing to develop daily life skills, emphasising function rather than relationships. Although my SI knowledge base was essential in offering the children early sensory and movement experiences, to build their internal sense of self, somehow I felt I was coming up short when faced with children with a range of social, emotional and regulatory difficulties, impacting their capacity to develop and maintain relationships with the peers and adults around them.

Many of the children and adolescents referred to me often wanted to play developmentally younger games such as hide and seek, and this really tested my approach; were they crashing, swinging and burrowing in order to support their sensory awareness and regulatory difficulties or were they simply doing these things to avoid the intimacy of a relationship with me as the therapist?

The “sensory diet” approach in their classrooms and homes for their sensory seeking and regulatory challenges only went so far, as developmentally the children and teenagers were not at the level of self-awareness and self-regulation; therefore, they were not always aware of the identity of their emotional feelings or of their arousal levels changing. Their capacity to regulate needed the vehicle of sound trusting relationships to be effective in order for the children to experience co-regulation with emotional identification and awareness, and then develop self-regulation.

Making use of sensory enriched environments and play was also tricky due to their trauma history and sometimes their sensory perception was distorted, possibly triggering a negative memory and response.

In these cases, my usual toolkit seemed a little sparse. I needed to explore other approaches to support the children with their

About the author

relationship development, while respecting their individual sensory profiles.

Seeing both sides

Understanding the foundational capacities for attuned relationships, within an OT frame of reference, while integrating SI and relationship-based models, has expanded my tool bag and supports the team to understand the child, carer and themselves. OT has a fundamental role in supporting attunement and successful relationships, effective outcomes and placements for the children in our care.

Need a therapist?

Over 30 years experience in providing holistic therapies and as a result has received recognition for her dedication in supporting young people and adults with Mental Health. Shazia also provides INSET Training on SEND (SEMH/Neurodivergent children/PTSD etc).

“I can honestly say I wish I would of found this lady many years ago, a complete transformation, feeling much more happier and most importantly at peace from within. Not living in the past. Understanding myself thoughts and feelings. Feeling like a big weight as been lifted, I am excited about life and my future. Worth every single penny to be free at last. Highly recommend.

Rachel Sivins

Their capacity to regulate needed the vehicle of sound, trusting relationships to be effective

OTs have a fundamental role to play in supporting the development of attuned relationships with looked-after children and their carers, says Sarah Davys-Jones

Sarah Davys-Jones is Occupational Therapist, Sensory Integration Specialist and DIR/FCD Floortime Professional with Zebra Therapy.

zebratherapy.com

Martial Arts: a harmonious life and a job in fast food

W

hen I took up boxing and martial arts, I was looking for a way to fit in and cope with selfdoubt. What I discovered became a powerful set of therapeutic tools for working with individuals with learning differences and other challenges.

Martial Arts and Emotional Regulation

Traditional approaches to learning differences and emotional regulation have often focused on improving aspects of each child’s academic performance, and the physical aspects of their development have often been under-recognised. There is a growing interest internationally in the role of physical activity in relation to learning and learning differences, and an understanding that some students who can be difficult to connect with, are more able to achieve this through the medium of martial arts. Working one-to-one or in small group martial arts sessions, that are specifically targeted to the needs of the child, can lead to significant improvements that translate into greater focus in the classroom and increased levels of concentration and emotional regulation.

Martial arts, mindfulness and trust

Apart from the warm up and cool down, which can also vary: for example, just stretching and or breathing exercises, the main content of the session will be dependent on what the client is presenting with when they come to see their instructor. A session will differ for someone who has ASD as opposed to

No hits to the head: body shots only

developmental delays or difficulties with self-regulation, anger issues or communication. Given the more complex nature of these students, the instructor will require more detailed background information from the parents/carers and this forms the basis of the programme’s development and content. While some people might have an image of martial arts as a purely physical practice, there is also a significant element of mindfulness that occurs through the use of repetitive moves. This is an outcome that is identified by some of the young people themselves, during the sessions.

Instructors will often ask the client what they want out of the sessions, especially if they are a young person, as this may differ from the narrative of the parents. The relationship between the instructor and the student needs to be based on trust and the development of a positive relationship.

Throughout the session, the children are typically given physical challenges, such as, 10x10 push ups, sit ups, squats and on the 10th session, they are asked to do 10 rounds of sparring

Vickie Simos describes how regular martial arts changed three students’ lives for the better.

(no hits to the head: body shots only). This not only challenges them physically, but most importantly, mentally.

In some of my own sessions, I will also share some insights into my own stories around resilience and self-confidence. There is also a thirty minute counselling component at the end of the physical session.

Abide by the rules

The discipline that is inherent in martial arts is dependent on the development of respect and a clearly and consistently defined model of acceptable behaviour. These four rules form the foundation of the relationship and can assist in the development of self-control.

• No disrespectful behaviour (not always the case for some).

• Be present both physically and mentally.

• Share a positive for the week: Something that has gone well, for example.

• Never give up: Keep turning up.

Small successes and positive results

Student A found that the training Improved his executive functioning, enabled him to make better decisions, become more focused, confident, and resilient, and now he doesn’t give up. He also managed to get a part-time job in a fast food place and the repetitive moves from the martial arts training have helped him cope with his workload.

Student B – Has ASD and since we first began training, he has become more focused and confident, especially with the

About the author

Vickie Simos is the author of The Boxer Within and the founder of Thelo Active Therapy, which uses martial arts as an alternative approach, or in combination with mainstream therapy. She predominantly works with young people who have developmental, social or anger issues and also with ASD.

Martial arts

environment and with me as instructor. He is also now able to concentrate long enough to complete a 30 minute session. He is also a lot more vocal about what he wants to do during the session.

Student C presented with anger issues, arguing persistently with sister and parents. However, he very quickly made progress, with his mother reporting that he was becoming more respectful on the drive home. He also helped in the kitchen when they got home, and spoke positively about the training session.

Martial arts training is an effective mental health intervention for improving wellbeing and reducing symptoms associated with internalising mental health. Combined with psychotherapy in terms of positive impact on young males and how they feel about themselves, providing them with a space to develop self-esteem and belonging.

‘In short, they offer a way of being, a journey of self-discovery to cultivate our human potential—a means to relate better to oneself, others and the wider world. As Lao Tzu remarked, “by changing ourselves we change the world”.

Martial arts can teach a young person many other life skills. It can help combat mental issues that are not always apparent in other physical activities.

‘It was like he was a different kid’, one parent remarked.

theloactivetherapy.com @simosVickie Vickie Simos

@theboxerwithin1 Vickie Simos

A journey of self-discovery to cultivate our human potential

MedicAlert can give your child superpowers

MedicAlert IDs are like a magical forcefield that protects superhero kids in an emergency, helps them feel more in control and allows them to participate in activities that they might have been scared of before. These IDs act like talismans, because they know their IDs keep them safe, empowering them and giving a boost to both their physical and mental wellbeing. MedicAlert IDs allow families to rest assured that their littlest members are safe while they are off having fun and joining in.

How does it work?

The MedicAlert ID is engraved with your child’s most vital medical conditions and needs, allowing immediate care decisions to be made in the event of an emergency. Also on the ID is their unique membership number and MedicAlerts emergency helpline, allowing medical professionals to access your child’s digital medical record, including information about other medical conditions, medications and more. Emergency contact details, such as their parent, guardian or carer, are also included on the record, so those providing care can reach out to you.

The digital medical record can be accessed via our 24/7 emergency helpline. Making sure that those caring for them have access to their vital information, when your child cannot articulate their needs or are non-verbal.

Providing your child with a MedicAlert membership costs less than a coffee per month, and allows them to embrace their inner superhero. With a wide choice of MedicAlert IDs, your superheroes will be protected when they need it most.

Why not take a look at our website and start your MedicAlert journey? medicalert.org.uk

Teaming up with Anna Kennedy

Autism is different for everyone but, in some situations, autistic children may need assistance communicating if they are feeling anxious, or need to inform emergency services of medical conditions.

Overstimulation due to loud noises and busy spaces can be triggering and add to their anxiety which can make everyday situations challenging, let alone being in a hospital or an ambulance.

A medical ID from MedicAlert immediately provides those caring for the wearer with access to their vital medical information.

MedicalAlert’s ambassador for Autism, Anna Kennedy OBE, is the founder and CEO of a UK charity that raises awareness and acceptance about autism. She founded Anna Kennedy Online after experiencing frustration with the lack of services available to her two sons, who both live with an autism spectrum disorder. Together with Anna and her team, MedicAlert is campaigning to keep autism acceptance on the agenda.

Anna says, “Working in partnership with MedicAlert is a privilege for me as I have admired the charity’s work for a long time and I know how important a membership will be for those who have been diagnosed with autism. Some children may carry a lot of anxiety about their health and can find it very hard to articulate their needs, wearing the MedicAlert bracelet can ease the social anxiety of having to do this.”

Annakennedyonline.com has a growing community, and is a hugely valuable space for people to share tips, resources and advice after being diagnosed with autism.

FIFTY FREE FORCEFIELDS

MedicAlert is funding 50 memberships for autistic people who may find it difficult to communicate, especially if they are in a distressing or emergency situation.

If you believe your child, or a child in your school, could benefit from a FREE MedicAlert

ID and membership, please contact Lisa on lisa.robins@annakennedyonline.com to find out how to apply.

Empower your child today!

If you are interested in getting yourself or someone you love set up with a MedicAlert membership, simply visit www.medicalert.org.uk for more information or contact us on info@medicalert.org.uk.

Exclusion update

The updated statutory guidance on exclusion came into effect in England in September 2022. It accompanies ‘Behaviour in schools’, which provides updated advice on pupil behaviour. The exclusion guidance is for headteachers, governing boards, local authorities (LAs), academy trusts, independent review panel (IRP) members and SEN experts, social workers and Virtual School Heads (VSHs), which they must have regard to in relation to suspensions and permanent exclusions. IRP clerks must also be well-versed in this guidance.

The new guidance replaces the version of the guidance published in 2017 and it will be kept under review and updated as necessary. Interestingly, it says that: ‘This guidance should not be taken as a complete or definitive statement of the law nor as a substitute for the relevant legislation. Legal advice should be sought as appropriate.’

However, it adds that the guidance relates to legislation and is based on rules contained in the Education Act 2002 and other legislation

What does the guidance say?

The guidance says its overall aim is to achieve good behaviour in schools, to ensure that all pupils benefit from the opportunities provided by education. It says that the vast majority of suspensions and permanent exclusions may not be necessary, as other strategies can manage behaviour. However, it says that sometimes behaviour management approaches may be exhausted

Legal advice should be sought as appropriate

and exclusions (whether suspensions or permanent exclusions) may be necessary as a last resort, to ensure that other pupils and teaching staff are protected from disruption and can learn in safe, calm and supportive environments.

The guidance also warns against schools and local authorities (LAs) having a ‘no exclusion policy’ as an end it itself, as it says that this can lead to perverse incentives for schools not to exclude, even where exclusion may be better for a pupil, who may then be able to access ‘Alternative Provision’, to ensure that they can remain engaged in education.

Douglas Silas on the new guidance for school exclusion.

Rebound Therapy Training Courses

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.

For further information, or to arrange course, please contact us at: email: info@reboundtherapy.org or visit our website at: www.reboundtherapy.org

What is exclusion?

The exclusion process is still pretty much the same as it has been for some time, although it has been updated to incorporate changes recommended in the Edward Simpson report on school exclusions of May 2019. The helpful diagram on the left gives a good overview of the exclusion process.

There is also a duty on the LA/academy trust to arrange an independent review panel (IRP) to provide another level of scrutiny to ensure that exclusions are lawful, reasonable and procedurally fair. An IRP must be set up within 15 school days of notice being given to parents of the child/young person concerned by the governing board of its decision not to reinstate a permanently excluded pupil (or within 15 schools days of the final determination of a claim of discrimination in relation to the permanent exclusion).

Also, parents may request an IRP even if they did not make representations to or attend the governing board’s meeting. Importantly, it says that the role of the panel is to review the governing board’s decision not to reinstate or permanently exclude a pupil, whilst taking into account a pupil’s age and understanding, but must also have regard to the interests of other pupils and people working at the school.

What has changed in this edition?

The guidance says that the updates to this edition are as follows:

• Headteachers may cancel an exclusion that has not been reviewed by the governing board.

• When a headteacher suspends or permanently excludes a pupil they must, without delay, notify parents (or their social worker and/or VSH if appropriate).

• Headteachers must also notify the local authority, without delay (regardless of the length of the suspension).

• Guidance on the role of the social worker and VSH (during governing board and IRP meetings).

• Guidance on managed moves.

• Clarification to guidance on the use of ‘off-site direction’ as a short-term measure.

About the author

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

SpecialEducationalNeeds.co.uk @douglassilas @douglassilas

The Guidance can be downloaded from gov.uk/government/publications/school-exclusion

• Further guidance on the practice of involving pupils’ participation at all stages of a suspension/permanent exclusion process (bearing in mind their age and ability to understand).

• Guidance for governing boards to review data before setting a permanent exclusion.

Exclusion and SEN

The guidance talks about the need to involve (amongst other people) an ‘SEN expert’ in the conduct of an independent review, and it points out that the role of the IRP is to assess whether a pupil’s exclusion has been lawful, reasonable and fair and what further action might need to be taken. It describes how IRP meetings should be conducted and the roles of relevant experts and advocates.

Where the pupil involved has SEN, the panel must seek and take into account the SEN expert’s view of how SEN may be relevant to the pupil’s permanent exclusion. It says that the focus of the SEN expert’s advice should be on whether the school’s SEN policies were ‘lawful’, ‘reasonable’, and ‘procedurally fair’ (in line with the guidance to the panel). It says that if the SEN expert believes that this is not the case they should, where possible, advise the panel on the possible contribution that this could have made to the circumstances of the pupil’s permanent exclusion. It also adds that where a school does not recognise a pupil as having SEN, the SEN expert should also advise the panel with respect to the justification of this or that the pupil may potentially have.

The new Guidance concludes by saying that the SEN expert should not criticise schools’ policies or actions simply because they believe a different approach should have been taken. It adds that where an SEN expert has been requested but is not present, the panel should make parents aware of their right to request that the review is not scheduled until an SEN expert can attend. It also points out that the First tier Tribunal (SEND) and County Court can hear claims of discrimination relating to permanent exclusion, but this does not prevent an IRP from considering issues of discrimination when reaching its decision.

panel should seek an SEN expert’s advice.

PEUGEOT

A simple chair enables Stanley to participate in family life

When you have a child with a disability, one of the biggest problems is balancing family life, ensuring they do not feel excluded.

For paediatric therapy support practitioner and mother Sam Reid, the answer to the problem has been a chair. Specifically, one of AAT GB’s Gravity Chairs, for her son Stanley.

Explains mum Sam, “We love the Gravity Chair! Stanley is so comfortable in it that he hasn’t sat in any other chair since. He feels safe and supported. It helps him conserve his energy, enabling him to rest whilst still being part of family life and then giving him that boost to participate. I’ve told numerous friends about it, especially in the special needs community, who are now also considering it for their children.” aatgb.com/gravity-chair

Ribble Valley’s new Ark Education Barn

New to the Ribble Valley is Ark Education Barn, which provides educational services in animal welfare for SEN schools and private individuals. Business owner Melissa Taylor’s background is a registered Veterinary Nurse and Animal Behaviourist with additional qualifications in understanding autism.

Since opening in May 2022 there has been an excellent response from local schools and private individuals giving their children the opportunity to engage with a wide variety of animals, such as goats, sheep, alpaca, poultry and donkeys, and to work towards an ASDAN Certificate in Animal Care delivered by Ark Education Barn.

Contact Melissa on 07976596483 arkedbarn.com

Relaxed Performance: Sleeping Beauty at Buxton Opera House

A Relaxed Performance of pantomime Sleeping Beauty is at Buxton Opera House on Wednesday 14 December 2022 at 5.30pm.

To make the performance more comfortable, the script, sound, lighting and length of the performance will be adapted, and a quiet space will be provided where children can relax and unwind if they need a few moments away from the action. There will also be a visual story that can be downloaded from the website to help prepare for your visit.

Tickets for the relaxed performance are £10 (plus one accompanying essential companion free of charge). buxtonoperahouse.org.uk

Something to announce?

Do you have a new product or service? Why not include it in SEN Magazine’s What’s New section. In 100 words or so, plus an image or logo, set out your stall to our highly targeted readership of SEN specialists, teachers, parents, school heads and governors. And it won’t break your advertising budget.

To find out more, please contact our friendly advertising people Denise and Charlotte. They’re really helpful. denise@senmagazine.co.uk 01200 409808 charlotte @senmagazine.co.uk 01200 409805

Quirk Theatre & Exeter Phoenix present: Mary, The Pigeon Who Never Gave Up - 18 - 28 DEC 2022

Relaxed Performance: 18 DEC

BSL Performance: 21 DEC

Follow the thrilling true story of a very special local pigeon, who flew top-secret messages during World War II. Visually beautiful, heartfelt and uproariously funny, join Mary and the madcap members of the National Pigeon Service, as they try to find their way home.

At the Relaxed Performance:

• You are free to make noise and move about

• Take a break in our chill-out room, and return whenever you like

• The performers will say ‘hello!’ beforehand exeterphoenix.org.uk | 01392 667080

Basic Number Screening Test (Fifth Edition)

RS Assessment from Hodder Education

RS Assessment from Hodder Education have recently launched a new edition of Basic Number Screening Test (BNST), their popular SEN test that quickly assesses pupil understanding of number and number operations.

BNST helps teachers to track the impact of maths interventions and provides a way to monitor the smaller steps of progress pupils may be making in a meaningful way.

What updates have been made?

• New and updated questions aligned to the National Curriculum

• Age range increased to 5 – 14 years

• Fully re-standardised

• Access to free marksheets and online reporting

Risingstars-uk.com/sen-bnst

promotional content

New Makaton friendly shows for children with SEND

Head2Head Sensory Theatre has launched fun and educational Makaton signed and captioned videos opening up a world of new theatre experiences for children with ASD, LD and other disabilities.

Odie’s Odd Odyssey is a multi-sensory film filled with songs, dancing, and interactive sensory moments and responses to assist learning through play with accompanying crafts and dance demonstration videos.

Sensory Squad, created to help children prepare for real world experiences, introduces ‘Fun on the Farm’. Enhancing communication and learning with songs, repetition and activities.”

Access these videos and more by subscribing to Head2Head Sensory Theatre’s YouTube channel or visit h2hsensorytheatre.com

Bearhugzzz

The unique Bearhugzzz is a sanctuary created to be more calming for the senses. It can be a place for sleep or a calm quiet space within a school environment for students to access breaks from sensory overload. The soft but strong walls are made from sound absorbent materials to reduce noise levels. It has minimal visual distractions to help eliminate anxiety or anxious feelings. The Bearhugzzz can be easily erected or dismantled, making it portable and easy to transport to another room or building.

Kinderkey Healthcare Ltd contact@kinderkey.co.uk 01978820714 kinderkey.co.uk

“Unmissable”

Join the Mercury this Christmas for their magical panto, Beauty and the Beast!

It’s a tale as old as time and a panto that will be unmissable for the whole family. The mysterious Beast imprisons Beauty in his enchanted castle. Can she escape with the help of her family and melt the Beast’s icy heart before it’s too late?

Running from Sat 26 Nov to Sun 15 Jan, with BSL interpreted, relaxed, captioned and audio described performances available, plus 50 £15 tickets at every performance (subject to availability) but hurry – it’s selling faster than ever before! Grab your tickets at mercurytheatre.co.uk.

Trusted Seizure Detectors from Easylink

Medpage epilepsy seizure movement detection products remain the top selling alarms in the UK. With close on 30 years of experience manufacturing (in our UK factory), many families and professional carers have trusted the company and its products to deliver the service and reliability required of nocturnal seizure movement detection and notification systems. The MP5-UT model, with its superior movement detection sensor, is equipped with sensor sensitivity adjustment and a movement delay algorithm to reduce false positives. An unparalleled solution for detecting Tonic/Clonic seizure movement, priced at £170.00 + VAT.

www.easylinkuk.co.uk (search MP5-UT)

Muntham House School

Muntham House School is an all-through special school catering for boys with Autism, SEMH and other SEN conditions. Day and residential placements are available for boys aged 5 to 18. The facilities and quality of the provision are exceptional.

Muntham House School has a fantastic Animal Support facility. Having animals in school supports pupils therapeutically, educationally, socially and emotionally. Animals are non-judgmental friends who provide engagement, enjoyment and help maintain pupils’ mental health and well-being. muntham.org.uk

The Autism Inclusion Award

An award aimed at mainstream providers in education and services

Once your organisation has the award, you’ll be able to enjoy the following benefits:

• use of the Autism Inclusion Award logo on promotional materials once the status is granted, and licence agreement signed

• press pack containing guidance on how to publicise your accreditation achievement

• invitations to free accreditation and Raising the Standards days

• 10% discount to National Autistic Society conferences and training events

• opportunity for staff to continue professional development

• access to the wider Autism Accreditation Community autism.org.uk/what-we-do/best-practice/accreditation/ autism-inclusion-award

Plan, deliver and inspire learning with Ayoa

Ayoa is the nextgeneration mind mapping and task management app. It is an AI powered neuro-inclusive collaborative 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.

Powered by the flexibility and vibrancy of mind maps, make learning creative, productive and fun with four mind mapping views, visual task management, intuitive digital whiteboards, and a whole host of digital reasonable adjustments to support neurodiversity! ayoa.com/sen

Did you know the WIAT-III is available digitally?

The Wechsler Individual Achievement Test is the most reliable and comprehensive assessment of reading, language and numerical attainment.

It is suitable for use in a variety of educational settings and allows you to identify the academic strengths and weaknesses of a student, to make decisions regarding diagnosis of a specific learning difficulty.

The WIAT-III is available on Pearson Education’s digital platform Q-interactive, which allows you to administer interactive assessments with an intuitive, portable system that uses two connected iPads. Find out more: https://bit.ly/WIAT3Digi

Petra’s Place early-intervention SEN nursery and therapy centre

Petra’s Place is an OFSTED registered nursery open 48 weeks a year Monday to Friday.

Children have direct access to Speech and Language therapy, Sensory Integration Occupational therapy, Music and Art therapy sessions for those where a multi-disciplinary approach will achieve the best outcome.

Petra’s Place has developed its own unique programme which draws on the ever developing evidence-based interventions combining early development, creativity, therapy and learning in one package that specifically targets the areas that children with autism struggle with: social communication, joint attention, motor skills and sensory issues.

Find out more at reception@petrasplace.co.uk

Leading the way all over the UK! Award Winning SEN Multi Sport Coaching

Brighter Beginning Kids Coaching ensure that all SEN students’ physical literacy parameters are met. Students are exposed to SEN-specific and adapted stimuli through a wide range of sports and activities.

Highly trained coaches engage with students and staff. Brighter Beginning Kids Coaching use specialist techniques that allow experiences for every child that will ultimately enhance their confidence, resilience and development.

Brighter Beginning is a child-centred business. Ask about bespoke packages for your school.

“Helping you help them” brighterbeginning.co.uk

New on the interwebs: SEN Magazine’s Online What’s New page

From next month, SEN Magazine’s What’s New feature will be available online. It follows the same accessible format and informative style as the What’s New feature in the printed magazine but has the additional benefit of being searchable on the SEN website and via the major search engines. All for a very reasonable cost.

Take your new product or service to a wider audience with SEN’s What’s New online. senmagazine.co.uk/whatsnew

The Safe Place Bed

Looking to go away in autumn or for Christmas 2022 but wondering how to keep your child with additional needs safe at night? And get some sleep yourself?

Take a look at the Safe Place Bed. It’s a portable, inflatable safety bed for children with additional needs.

• Compact – under 10kg and can be stored in an airline carry-on bag

• Versatile – can be used at home, on holiday or for respite

• Easy to use – less than 15 minutes to set up or take down

• Affordable – under £300 safeplacebedseu.com

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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.

Contact: hello@sendgroup.co.uk sendgroup.co.uk

Equazen® Jelly from SFI health is a new child-friendly version of omega-3 and omega-6 fatty acids from responsibly sourced fish oil and Borage oil, and is due to launch in the UK in November. With each drop of EQUAZEN® Jelly, kids and adults receive a relevant dose to support brain function* and address fatty acid deficiencies. Its fruity flavour makes it stand out from the competition.

*DHA contributes to maintenance of normal brain function. The beneficial effect is obtained with a daily intake of 250mg of DHA. equazen.co.uk

Free listing in SEN Magazine’s online Resource Directory

If you’d like to make SEN Magazine’s online readers aware of what you do, register your product or service in the online SEN Resources directory. Small listings are free, or you can raise the profile of your listing for a modest charge. Your listing will be retrievable via Google and by visitors to the SEN Magazine website. It’s a no-brainer. Upload it now. senmagazine.co.uk/resources

Quality Flooring

Sunken Trampolines have announced a new partnership with Dale Smith Flooring Solutions who have recently collaborated on three installations in Northwood community Primary School in Kirkby, Elmtree Community Primary school in Skelmersdale and Exeter House School in Salisbury, all of which are now the proud owners of a Rebound Therapy trampoline in the floor of their school halls.

Based in the North West, Dale Smith work throughout the UK and offer a wide range of solutions and service. They do outstanding work and we are proud to be working with them.

Contact Dale on 07498 606493 daleflooringsolutions@gmail.com

The Support School

TSS is an online Registered UK Education Provider, working in partnership with schools, students and parents since 2017. With expertise in SEND and EAL, their online EAL provision is attending over 260 students each week. TSS offer OFQUAL (UK) accredited alternative qualification pathways, parenting workshops and qualifications and SEND staff training. They work with students who aren’t attending school and those at risk of exclusion too. By becoming a TSS affiliate, schools can earn money by working with TSS.

TSS employ qualified UK teachers and follow safer recruitment practices.

Come and Join Us!

Email admin@thesupportschool.com

Let the light create

…colourful reflections in this hideaway for children. A tunnel, a hiding place or create a sensory area with these high quality and safe sensory cubes which are suitable for indoor and outdoor use.

The light show that the cube creates, provides stunning effects and helps to create stimulating environments for all needs. Learning aims also include:

• Light and colour provides sensory visual stimulation

• Physical development – gross motor skills

• Sensory/ tactile development

• Colour recognition

timotayplayscapes.co.uk/product/sensory-light-cubetunnel-play-feature/

EQUAZEN® Jelly: your daily Omegas have never been so fun and tasty

Child & Young Person Anxiety Specialist (North-East)

Would you like an effective solution to emotional and behavioural challenges within your students?

Anxiety/ anger/ risky behaviour / school refusal or other emotional issues?

Jackie Johnson is an independent young people’s wellbeing coach who has over 15 years’ experience of empowering children and young people to feel better, happier, and more empowered to cope and achieve what they want in their life.

The process is simple, rapid and changes are lasting.

“After over a year of anxiety, I have finally realised I can control it. Even after 2 lots of counselling previously nothing worked. I really thought I would go on living my life in fear of everything ahead. But after being referred to you everything changed.Thank you for helping me through this hard portion of my life, and thank you for helping me overcome it”

AH (aged 15)

Per pupil or school session work available in North-East England & Yorkshire

Please contact Jackie on 07988010519

Start your day with a thought-provoking assembly with Shazia! With the aid of props and her fun interactive story telling ability, Shazia brings “The Rainbow Within” to life. She also loves being an active author in the classrooms teaching children how to write meditation scripts, developing confidence and self-help skills and many more different activities according to the schools needs. Children and staff can purchase the books on the day and have them signed. It is guaranteed to be a fun day

“The Rainbow Within” Zara has a range of special educational needs and (dis)abilities (ASC/SEMH). She takes a journey of self-discovery through the support of butterflies and learns how to express herself emotionally, accepting who she is and loves herself for the first time!! Also available on Amazon.

Childrens Mental Health Week, Stress Awareness Month, Mental Health Awareness Week, World Mental Health Day, Anti-bullying Week

Equality, access, diversity and inclusion

The Unicorn Theatre offers a subsidy to groups to enable them to attend, and they make their work with the values of curiosity, respect and courage. Unicorn partners with schools from local boroughs and community groups from across London to ensure that young people have easy access to their shows.

Check out their accessible performances. unicorntheatre.com

Grace Garden School

Ruskin Mill Trust’s Grace Garden School offers 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. Children and young people are supported to learn as much as possible outside, participating in crafts, gardening and the exploration of nature. From these experiences, young people come to understand the larger world and their place in it, along with the connections between themselves and their community.

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

Assessing & Recording Progress in EYFS

EQUALS offers a new resource to support assessment and recording in the Early Years Foundation Stage, including an interactive learning journal designed specifically for children with complex and profound learning needs. The materials reflect the key principles of the revised EYFS, reducing time spent on recording, and using qualitative data and practitioner knowledge to provide high quality assessment. Record the child’s unique learning journey, emphasising the strengths and characteristics of the child, to capture progress without checklists or excessive data. Useful links are provided to support the transition beyond EYFS, and the Skills Maps support Observational Assessment and Recording equals.co.uk/assessing-and-recording-progresswithin-the-eyfs

Tough Furniture –Specialist SEN solutions

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.

For more information call 01588 674 340 or email sales@toughfurniture.com toughfurniture.com/room/classroom

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 play.

Sovereign’s Apollo Roundabout is designed to allow all users to play together. 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. sovereignplayequipment.co.uk

Free listing in SEN Magazine’s online CPD & Events section

Include your listing in SEN Magazine’s online CPD & Events section. Conference, exhibition, training session, cultural event, school open day, all are welcome. Register your event in the online SEN CPD & Events section of the SEN Magazine website. Small listings are free, or you can raise the profile of your listing for a modest charge. Your listing will be retrievable via Google and by visitors to the SEN Magazine website.

It’s a no-brainer. Upload it now. senmagazine.co.uk/events

The magic of multisensory rooms

Multisensory

rooms are places of magic and myth. I have witnessed the magic in my work with people with profound and multiple learning disabilities.

I remember times when a person, ordinarily so passive, has reached out in the darkness of a multisensory room to try and touch the bubbles dancing in the bubble tube. I have seen autistic children stressed from the busy social environment of the school find calm within the rooms. Yes it is true that the rooms are magic.

Pillowcases and Pringle tubes

But it is also true that the rooms are surrounded by myths. In 2018 I conducted a piece of research that looked at how the rooms are used, to identify the characteristics of a good sensory room and the barriers to effective practice. In doing this work, it was necessary for me to review the research that surrounds multisensory rooms. These have existed for well over fifty years, so you would expect there to be a strong evidence base; I was surprised to find that this is not the case. These researchers sum it up well: “The evidence we have about the effectiveness of multi-sensory rooms universally lacks the scientific rigour required to be counted as significant.”. “There is a lot of research to indicate that positive effects may be

triggered by MSR (multi-sensory rooms), but much of this is methodologically weak, whereas stronger studies conclude no effect or even a negative effect.”.

However, if you were to have the kinds of experiences that I have had in multisensory rooms, then you will not doubt their capacity for magic; but it is when we consider the concept of ‘value’ that we have cause to stop and think. Value is something most of us have to consider: funds are limited, budgets are tight. If I think of those moments of wonder, those remarkable moments of calm or engagement, I can think of comparable moments, of equal wonder, intense engagement, and deep calm triggered by the presence of light dancing across a piece

Jo Grace on multisensory rooms and why ‘getting it’ as a practitioner is vital to success.

Multisensory rooms can be places of magic, but conditions have to be right.

About the author

of tin foil, the weight of a pillowcase full of sand placed on a lap or the scent of some herbs from my garden smooshed inside a washed out Pringles tube by the help of a dryer ball. In other words, triggered by interactions that are significantly cheaper than a multisensory room.

Why the magic doesn’t happen

Over the years, the price of multisensory rooms has rocketed. Early on, a super fancy room would cost about a thousand pounds or so, and now it is possible to enter rooms whose price tags fall in the millions. Researchers warn that with the dawning of immersive multi-sensory rooms, (rooms with multi walled projections and interactive surfaces), we are about to see a repeat of the research errors of the past, with substantive claims being made on the back of little to no actual evidence for their veracity.Progress will once again be driven by the available technology, rather than by the abilities and needs of the users of the rooms.

I was particularly shocked by the lack of research underpinning the use of multisensory rooms, because Ofsted now call for “evidenced-based practice,” and the DFE specify multisensory rooms as a part of adequate provision for people with learning disabilities (DFE BB104) and one has to wonder what they are basing this specification on, in the absence of a strong body of research, even after fifty plus years of practice. If we are

looking for value, are they the most cost effective resource, in terms of space, time, and many people’s involvement and commitment?

Not all hours are created equal

The research I conducted yielded some interesting results in terms of the effectiveness of the rooms, with their capacity to be effective often being thwarted in simple ways. Many settings already have fabulous multisensory rooms installed, so my question about their being worth the financial outlay was no longer relevant. The current concern focussed on how to ensure that they were being used as effectively as possible.For example, the timetabling of the rooms was often mentioned as a significant factor. Sometimes this was simply done: a sign up sheet with hour slots was taped to the door of the room and teachers picked their slot, or hours were allocated so that everyone had the same amount. One teacher remarked to me, “The sensory room is the only time my learners truly get to engage with their learning.” The teacher’s opinion was that it was not fair that her students had only one hour a week in their optimum learning environment, compared to the 30 hours per week other learners in that setting had in environments in which they were able to learn. Other more practical observations included comments along the lines of, “There’s no point in going if you get the slot before home time”. All hours are not equal, and all children’s need for time in a sensory room is

Joanna Grace is a Sensory Engagement and Inclusion Specialist, Doctoral Researcher, Author, Trainer and Founder of The Sensory Projects.

@jo3grace

There is limited research to support their value and effectiveness.

Difficulties placing children with SEND in care close to home

A recent Ofsted report has highlighted the shortfall in suitable places in keeping children in care close to home. In their report, ‘What types of needs do children’s homes care for?’ (July 2002), they identified that children with mental health problems, and other issues, were likely to be the furthest away from their home.Yvette Stanley, Ofsted’s National Director for Children’s Social Care, has identified this as a national challenge, as Local Authorities have to make difficult decisions on the most appropriate placement, taking a child’s individual needs into account.

The report also highlighted that a ‘very high proportion’ of children living in children’s homes had special educational needs, compared with all children looked after, and all children. Whilst the majority of providers stated that they could accommodate children with complex needs, the provision appears to be far more limited for children with sensory impairment and complex health needs. Read the full report here: https://bit.ly/3yQbe1r

Changes in training for health and social care staff in care quality commission registered services (CQC)

A new legal requirement has been put in place that requires all health and social care providers registered with the CQC to ensure that their staff receive training in interacting appropriately with people with a learning disability and people with autism,at a level that reflects their professional role. This is to ensure that health and social care staff have the right skills and knowledge to carry out their roles in an informed and compassionate way.

Introduced as part of the Health and Care Act (2022), and an associated Code of Practice, this is designed to monitor and evaluate that staff are working with people appropriately, and whether their competencies have been assessed following training.

Updates, regional information and arrangements for social care and wider organisations will be made on the NHS Oliver McGowan Mandatory Training on Learning Disability and Autism page.

not equal. To be making the most effective use of a sensory room, timetabling needs to be a more precise art, involving negotiation and consideration.

Other barriers to effective practice included the rooms being used as seclusion spaces to hold children in crisis, resources within the rooms being broken and the unaffordable maintenance contracts sold by the installers of the rooms. Much as when you buy a cheap printer and later realise the ink is very expensive, rooms were being sold with mandatory maintenance contracts that schools were not able to afford.

When everyone gets it

My research entered a second phase, when I realised that at the heart of it all was a very particular issue. Time and time again, as I interviewed people, they would remark that even if they had the expensive equipment, the right slot on the timetable, and everything in place, the resource was still ineffective if the personnel managing the session were not engaged and committed to the experience. When I worked as a special

school teacher, I received training annually on how to operate the sensory room. There are excellent courses that will show you a wide range of inspiring activities to do in a sensory room. If you know how to operate it, if you have a great lesson plan, but the person implementing it doesn’t “get it” then what? … Well, then all the magic goes to waste. People are taught how to operate sensory rooms but not how to use them. Can you teach someone how to “get it?”

The second phase of my research explored what “getting it” meant, and how we might enable someone to “get it”. Notice I have not defined what “get it” means, but I expect you instinctively know.

As a small postscript, let me leave you with quotes from Jan and Ad, who are widely considered to be the originators of multisensory rooms. They sparkle with the magic created by facilitators who “get it”.

‘We regard the mentally handicapped person as unique, someone who gives his personal, special meaning to people, things and atmospheres.’

Although the terminology in this sentence is not what we would use now, consider that this was said in the context of an institution in the 1970s. Its sentiment remains progressive to this day.

‘Most important are the interpersonal contacts. These can never be substituted by machines or effects.It is about the people, not the gadgets, it always was and always will be.’

My own personal favourite:

‘Today it is a matter of being equal. In humanity there are no levels.’

This is the magic of multisensory rooms and scrunched up tinfoil in a pool of sunlight.

The magic of multisensory rooms is there, but you will not find it in the bubble tube or in the 4D immersive lighting. The magic lies in the people who share the rooms. It did at their inception and it does now. How we go about fostering that magic should concern us far more than which exciting gadget we can purchase from the catalogue.

The person running the room needs to ‘get it’.

■ The magic of multisensory rooms.

Multisensory storytelling

There are reasons why people with PMLD may not be able to access stories in the conventional way, be it through sensory impairment, lack of concentration, impaired understanding and the complexity of language, communication barriers or behaviours others may find challenging. Presenting a story as a multisensory story removes these barriers, opening a world of exploration through positive interactions and the opportunity to share the special bond created between the storyteller and the story explorer as they share their adventures.

A multisensory story is told using sensory stimuli (story props) to engage the senses and back up the spoken word, nurturing well-being, building trust and enhancing and enriching the experiences of individuals with PMLD.

Exposure to sensory stimuli allows the story explorer to engage with new experiences to calm and alert the sensory system, in a safe, therapeutic, and motivating environment and to use their senses to understand and make sense of the world around them in a way that is meaningful to the individual.

Nurturing the story explorer’s communication

The sensory stimuli (story props) are a tool for a person to explore and express their likes, dislikes and sensory preferences, giving them a choice, a voice and building self-awareness as they develop skills in communicating requests for ‘help’, ‘more’, ‘again’, or make a rejection if they do not like an item.

Observing reactions to a range of sensory stimuli enables you to build a picture of sensory preferences that can be used to

identify motivators,items that calm an individual when anxious, tired or stressed and/or to identify triggers. You may seek to avoid some triggers and to work on building tolerance on others that may be necessary (eg brushing teeth) through sensory exploration in a safe and therapeutic environment (a multisensory story.)

This sensory record can help parents, carers and teaching staff make informed choices to enhance daily life; diet, sensory needs, and leisure activities. When used in a safe setting, multisensory stories can be used to facilitate change, reduce anxiety and prepare the story explorer for visits out of their daily routine, such as getting a haircut or a dentist/medical appointment and are an invaluable tool to inform behaviour strategies and the writing of care plans.

We use sequences in our daily life; brushing our teeth or getting dressed are examples of this. Story sequencing is recognising the order of events with a beginning, a middle and an end. Teaching these skills of organising information and ideas develops the person’s ability to comprehend a story and helps with problem solving skills and transitions.

Rhythm, rhyme and repetition: the three R’s of storytelling

Multisensory storytelling is often used in special educational needs settings as a way of providing students with PMLD, the opportunity to access the curriculum, connect with literature, culture, poetry, history, and to participate in storytelling experiences.

The combination of sensory stimuli, listening to the rhyme and rhythm and the repetitive structure of a multisensory story, supports memory and aids learning, playing a crucial role in the development of early communication skills, eye contact, and shared attention. It promotes language development through alternative communication systems, Makaton, sign language and to facilitate PECS exchanges.

Victoria Navin’s passion for connecting people with SEND to literature and culture inspired her to develop stories that can be fun and motivating.

A story can support fine motor skill development through manipulation.

The interactions with the story props form an excellent base on which to scaffold learning, providing opportunities for the individuals to work towards personal learning goals and targets and areas of learning that can be built into the stories including:

• Increased engagement.

• Self-confidence and well-being: Trying out new ideas and skills, building tolerance, practicing self-care, independence and enjoying achievement.

• Self-awareness: asking for ‘help’, ‘again’, ‘more’, making choices and rejections.

• Opportunities to explore cause and effect and to build anticipation skills.

• Physical development (fine & gross motor skills) through the manipulation of objects.

• Understanding of the environment and the world around us.

• Engagement in scientific experimentation and mathematical concepts.

• Development of social and emotional skills: If working in a group setting, turn-taking, sharing and teamwork.

About the author

Victoria Navin works in special education and has devised a set of downloadable stories to help children and young people connect to literature and culture.

Adapting existing stories

1. Choose a story.

2. Condense it into short sentences.

3. Select a keyword from each sentence. This can be a noun, verb or a sound.

4. Choose your props. These do not have to be expensive. Use everyday items found around the home, classroom and outdoors. Select items that will stimulate the basic senses, items with a range of interesting textures, smells and tastes and interesting sounds to explore.

5. Sound effects provide the opportunity to elicit a response. Use single communication devices, sound effect apps or similar. Record the story explorer’s vocalisation and play it back.

6. Consider how the individual interacts with the items and make adaptations. A headtorch, for example, or a glove with Velcro to hold on to items.

Getting the most out of it

You do not have to complete the whole story in one sitting. You can explore one or two sentences at a time.

• Allow processing time.

• Use a variety of tones, pitches of voices and facial expressions.

• Be allergy aware.

• The interactions should be led by the story explorer, who participates without expectation.

• Stop the activity if the story explorer shows signs that they are not enjoying the session.

• Focus on having fun and it will become a true learning experience!

Reframing dyslexia through the lens of giftedness

According to a statistic by the Dyslexia Center of Utah, one in every five people is diagnosed with dyslexia, although figures do vary significantly, often between 4-10%.

Formed from the root word: Lexia, which means words and the prefix dys, which means difficulty, dyslexia is characterised generally as a learning disability that involves challenges with words and the way they are perceived. This difficulty is specifically experienced in writing, reading, (inferences & comprehension), and spelling.

Although dyslexia is referred to as a learning disability, children who are dyslexic are still expected to learn academically and perform well, just like their peers. This poses a great challenge for them, since our academic system is heavily reliant on words. For this reason, many are often drawn to more vocational subjects like Physical Education, technology-related subjects, and other subjects that foster creativity. These subjects provide them with a more practical and hands-on approach or style of learning rather than a multitude of words.

As an educator with dyslexic students, the right question to ask at this point would be what can you do to help your student manage this ability and still become the best they can be?

First, you must reframe how you perceive them. See your dyslexic students through the lens of giftedness.

Being gifted is defined as ‘having exceptional talent or natural ability.’ It is the ability or skill to do something well. Many dyslexic children have been shown to have extraordinary skills and exceptional minds. Therefore, as an educator, one of the best things you must do is to see them as gifted students and

Students with dyslexia are faced with a ‘multitude of words’ on a daily basis and may avoid academic subjects.

David C. Hall suggests educators should reconsider how to unlock the potential of students with dyslexia.

About the author

David C. Hall is a best-selling author, motivational speaker, and multi-award-winning learning consultant. He founded Potential Unlocked in 2017.

encourage them to develop a self-concept of giftedness. This is because, by seeing themselves as gifted rather than ‘disabled’, they will be more able to develop their special skill – creativity.

Creativity is simply the ability to use imagination to create something new. It is the ability to use our mental capacity to develop a mental picture of ideas. Therefore, it would be right to say that highly creative people predominantly think in pictures and not words, and this perfectly defines many dyslexics! Dyslexics are often highly creative people, who are great innovators and potential entrepreneurs. With their creative minds, they easily generate ideas using mental pictures while their innovative capability puts those pictured ideas into a process that yields tangible results.

Often, the mechanisms for identifying neurodiverse children (including dyslexic children) are inadequate. Therefore, these children are often left with the possibility of being excluded from the learning process and run the risk of becoming NEET (Not in Education, Employment, or Training), if they exhibit behavioural changes due to their learning disposition.

To minimise these school exclusions, I recommend to every educator; 7 principles and strategies designed to diminish challenging behaviour and boost the attainments of SEND children significantly.

How do you support your students in developing their picture of success?

As an educator, your role is to support your students by helping them to see their potential through their mind’s eye. Doing this empowers them to build a picture of success through their mind’s eye so they can see themselves achieving the impossible.

A perfect example is Creola Katherine Johnson, an American mathematician who worked for NASA in the 1960s. She worked tirelessly on calculations of orbital mechanics in the belief that a spacecraft could land on the moon. On 20 July 1969, what she first saw in her mind became a reality when Neil Armstrong became the first man to set foot on the moon. His success can be attributed to her picture and belief that what she could see with her mind’s eye was possible.

How do you connect with your students?

Dyslexic children typically have a challenging time within the traditional educational system. To Inspire students’ greatness, educators need to connect with them by understanding their

stories, interests, concerns, and future aspirations. It is impossible to get the best out of your students if you are unable to connect with them.

How do you cultivate your students’ greatness?

Just as the potter’s hand cultivates fine pottery from the invisible image (potential), educators who can be likened to the potter’s hand connect with their students to cultivate their potential. Therefore, educators and practitioners should learn to support their students to see and believe that they have all it takes to be great.

Have you ever wondered how some educators make teaching SEND children look trouble-free and effortless? They speak about their students with vigour, and passion, and seldom complain about behavioural challenges, pedagogical ideas, or frustration. When they speak about their students, they are energised, excited, and happy with a deep sense of belief that their students will succeed.

Daily teaching practices are a reflection or forecast of what is to come. This means that success is predictable. Evaluating your daily teaching habits and routines will enable you to refine your teaching practice to ensure students’ progress.

How do you collaborate with your student’s parents or other professionals?

According to research by Nancy E. Hill and Stracy A. Craft, increased parental collaboration between parents and school not only improves children’s academic performance but also positively influences their cognitive development and socialisation. This is evidenced in the positive behaviour and increased intrinsic motivation found among students whose

Often the mechanisms for identifying neurodiverse children are inadequate.

educators collaborate with their parents. They tend to develop better relationships with their educators and other students when compared to their peers. Moreover, being the focus of a positive partnership improves a child’s self-concept and instils a belief that they have the skills they need to succeed academically.

How can you ensure your students are supported with learning in more creative methodologies?

Since dyslexic children are often creative learners, they need a creative learning strategy to flourish through their creativity and attain academic excellence. This strategy will help them bridge the academic gap of underachievement and reach their full potential, since they’ll become propelled in their ‘learning flow’, as learning becomes autonomous for them. Instead of misbehaving or underachieving due to frustration, they become

more engaged in their learning process, leading to significant improvement in their attainments.

What is greatness? Greatness is the state of being in the flow of your gifts and talents. Greatness requires mastery of your gifts and talents to serve others with excellence and passion.

Educators have a duty and responsibility to provide the environment for their students to discover their passion. Education is the tool they need. The word education comes from two Latin words: educere, meaning ‘to lead out’ or bring out, and educare, meaning to mould or shape student talents and help them to identify early a path that aligns with them.

No diamond was ever created in its polished form. Its beauty is incrementally brought out by the diamond miner and the jeweller who knows how to polish and cut it to reveal the beauty within. Your students must be similarly worked on to bring out their greatness, which must be developed and refined through lifelong learning.

How do you provide an environment where students believe in their potential to be great?

Ancient literature states: ‘as a man thinks in his heart, so is he.’ A belief is what we think and accept to be true; a mindset is a set of beliefs. What are your beliefs about success? More importantly, what are your student’s beliefs about success? These beliefs will determine their experiences in the world because the world we live in reflects our inner world.

The word ‘empower’ implies the ability to reach one’s full potential while ‘potential’ is the capacity to develop or become something that will lead to success. Therefore, when we talk about an empowered mindset, we refer to a mindset that is conducive to success.

Without an empowered mindset, a student is at risk of underachievement. The biggest hurdle any student needs to overcome is not their behaviour or even other grades. The biggest hurdle they need to overcome is how they see themselves and their potential.

In conclusion, as an educator, you must strive to teach your students that they can achieve anything if only they dare to believe it as this is the biggest impact you will ever have on them.

Greatness requires mastery of your gifts and talents.

Levelling the playing field for children with dyslexia

Michelle Catterson describes how assistive technology improves confidence – and exam results!

Assistive technology is really important for our pupils. It helps them to do the things that they find difficult. Quite often when pupils come to the school,they have been made to feel they won’t ever be able to achieve, that they are not as clever as other children. But using technology,they can work independently,without adult supervision and can read without struggling.

OrCam Learn is an innovative, powerful new solution that supports teachers and schools. It lets every student explore their full potential – by offering vital, practical reading support, and feedback, analysis, and reporting. The solution is about the size of a highlighter. Point it at some text, press the button and it scans and reads the text out loud. Instead of scanning line-by-line like other devices, OrCam Learn lets you take a picture of a whole page of any book or computer screen and will instantly read it back to you.

Our pupils love using the OrCam Learn. They get very excited about its capabilities and the fact they can use voice control to ask it to speed up or to slow down. Itcan read from computer screens, whiteboards and can even read laminated materials. As it also works offline, it is proving to be an excellent solution for exams because it meets the JCQ guidelines and reduces the need for human readers.

Making progress with their reading

OrCam Learn’s breakthrough Reading Pal feature lets our students improve their reading fluency. They read aloud to OrCam Learn; it tests their reading comprehension by asking content-related questions and captures a range of metrics to analyse their performance. The student then receives instant positive feedback. It also lets us keep track of pupils’ reading skills so we can see if they are improving, which areas are a challenge and whether we need to plan any specific interventions. This is such a useful tool for teachers and really helps to boost pupil learning.

Feedback is incredibly important for children with reading difficulties. OrCam ensures that the comments are always

About the author

Michelle Catterson is the Executive Headteacher at Moon Hall, a specialist dyslexia school in Reigate in Surrey for children aged 7-16. She is also the Chair of the Board at the British Dyslexia Association and member of the All Party Parliamentary Groups for Dyslexia and for Dyspraxia.

encouraging. In fact, OrCam Learn emulates what we are trying to do as teachers, which is to keep the learning environment as positive as possible so that our children will thrive.

The OrCam Learn lets Moon Hall students study more independently, revise using past exam papers and work at a higher level than before. They love being able to self-direct their learning and by removing the need for specific adult support, the OrCam Learn gives them back their independence and self-esteem.

Winston, a Year 9 student, said:“The OrCam Learn is like a teacher, I am not joking! It’s the OrCam Read, plus a teacher. The reading it can do is amazing. I don’t usually like reading but the OrCam Learn helps me in my lessons to do some of the trickier things.”

This year our English GCSE pass rate was 95%. That is spectacularly way ABOVE national figures! Any school would be delighted with these results but they are very special for the pupils at Moon Hall who are all dyslexic. These results demonstrate that, with the right support and with expert teaching, dyslexia needn’t be a barrier to success!

learn.orcam.com/gb

Safeguarding

Children

and young people who have special educational needs and disabilities or additional needs are at an increased risk of being abused compared with their non-disabled peers. So, understanding best practice in safeguarding is vitally important. By increasing your awareness of how to better protect children and young people who have SEND you can directly help prevent abuse and neglect.

Why are children and young people with SEND more vulnerable to abuse?

Communication barriers, isolation, dependency on others and a lack of adequate support are all contributing factors. In addition, these children and young people are less likely to receive the protection and support they need when they have been abused.

The children and young people also may not understand that they are being abused, be able to express their worries or experiences, be believed if they do speak up, or know where to go for help.

To compound all this, families of children and young people with additional needs may be isolated and under additional stress, which can result in adults/professionals feeling reluctant to challenge families and carers if they have concerns about a child.

If a child communicates through their eyes, we need to do the same

Safeguarding means being curious

It’s not always easy to spot the signs of abuse. In some cases, adults may mistake the indicators of abuse as signs of a child’s disability, which can sometimes be referred to as ‘diagnostic overshadowing’.

Reasons that signs of abuse might wrongly be dismissed or overlooked include: wrongly attributing injuries, such as bruising, to disability equipment, mobility problems or self-harm; overly focusing on the child or young person’s diagnosis, disability or condition and overlooking the possibility of abuse; wrongly attributing signs of abuse, such as being withdrawn or reluctant to form relationships, and/or repetitive and/or behaviours that are perceived as challenging, such as inappropriate sexual behaviour, to the child or young person’s disability or condition.

You can avoid overlooking these signs by being curious and staying alert.

Karen Childs Smith on safeguarding when working with children and young people with additional needs.

About the author

Using communication for protection

Some children and young people with SEND have communication barriers, which can make them more vulnerable to abuse. It is especially important to acknowledge these barriers, so that you can be more aware if a child or young person is trying to communicate that something is wrong.

To communicate effectively, you need to use all the resources and tools available to you. It’s really important for adults to mirror children and young people, rather than impose our communication methods on them. So, if a child communicates through their eyes, through their face, through their body language, we need to do the same and to hear what they’re saying through that. If a child has very simple language, we need to communicate in a similar way and simplify our language. Other children will communicate through going to the physical place they want to be, such as a play area or their desk and you should go with that action, and show they’re being heard.

If they feel heard in simple choices like where they would like to sit while having a conversation, they may feel more confident that they’ll be heard if they talk about more major issues. It is vital that children and young people with SEND have the confidence to express their views, opinions, wants and needs.

Other ways that we can communicate with children and young people—and us with them—include: signing; symbols; photographs; objects of reference; communication books and systems; drawing; role play, scenarios and props; sensory and social stories. This list is not exhaustive.

Safeguarding online

The online world provides opportunities for children and young people with SEND to explore, learn, interact and socialise in ways that can be more accessible to them than their offline world.

But the online world can pose risks and cause harm. For example, although children and young people might be chronologically old enough to have social media accounts, they may not be at the appropriate developmental stage.

When discussing online safety, you need to be more creative in how you explain issues to children and young people with SEND. For example, you may need to be more visual, reinforce messages more often or use more examples.

Safety messages must be accessible to all children and young people. Using specially adapted software for Deaf or visually

impaired pupils is vital for safety and you also need to ensure children and young people know how to report any concerns or worries they have when online.

Working with parents and carers

If you’re a professional working with children and young people with SEND, building relationships with parents and carers is vital. However, you should not speak to parents or carers if you think this might put the child at additional risk. If you work in a school or academy, or you volunteer with SEND children and young people, you should talk to the nominated child protection lead if you think parents or carers need additional support to provide safe and loving care for their child.

You might not see some parents or carers every day, so be creative in your communication and maintain regular contact via emails, phone calls, home diaries and inviting them into school/club etc when possible. Tell parents and carers what strategies you use, so they can continue to use them at home. Share any concerns you have with them and give them the opportunity to share their concerns with you.

You can help to empower parents and carers by sharing information about what works, letting them know what support they might be eligible for, helping with a referral process and giving them an informed choice.

Creating a safe culture

Everyone who educates, cares for, or works with children and young people with additional needs is responsible for ensuring a safe culture, in which all children have a voice and feel that they can speak to trusted adults if they are worried about something. Children and young people who have special educational needs and disabilities, may have additional vulnerabilities and barriers to speaking out, so we all need to be even more vigilant and proactive. Together we can make the UK a safer place for all children and young people.

Karen Childs Smith is Head of Knowledge and Information at the NSPCC. She manages the NSPCC’s knowledge and information services, which includes the UK’s specialist library on child protection.

Adults may mistake the indicators of abuse as signs of a child’s disability

Online safeguarding Top priority for vulnerable children and adults

Navigating the online Wild West

In the past, the main threats to children were primarily in the physical domain; there was an awareness of ‘stranger danger’, and parents and communities could monitor their child’s movements and relationships with other adults and children. The potential threats of danger and harm still exist all around us, but they have now also moved into the virtual and online sphere, where it can be much more difficult to supervise and keep children safe. As a society we are failing to fully acknowledge the gravity of this problem of safeguarding children and young people in a modern age of online interactions.

The internet, while regulated more than previously, can be seen as a ‘wild west’ of social media, websites and apps. Even with the ongoing tweaking of the Online Safety Bill, it is inevitable that children will still need support and management in terms of their online activities. The online world offers a vast array of possibilities and an equally vast array of dangers to all children. Many children with learning disabilities and SEN continually face a number of challenges in terms of self-esteem, self-image and communication difficulties, and are particularly vulnerable to online grooming.

Adults can also find it confusing and may not recognise harmful relationship dynamics when they are in a situation. This is also so the case for children who have difficulties in understanding the motives and intentions of others. Children struggling with anxiety and depression will be in need of support to manage their time online and their expectations of what it can do for them, as well as to protect them from predatory adults.

When Alarm Bells Sound

Some websites and online communities based around identity, gender and sexual orientation suggest to users that the community can solve all of their problems. Regardless of the stated purpose of a particular online group, anyone suggesting to users that only the group understands them, that others outside the group are dangerous, and that the group can become a ‘new family’ should raise alarm bells.

There are numerous groups that sound well-intentioned and ‘inclusive’, populated by adults wishing to help children avoid the problems they experienced themselves while growing up. However, groups that facilitate discussions around sexual orientation and gender identity between children and adults, or between children of widely differing age ranges, are likely to risk facilitating conversations that are developmentally inappropriate and potentially very damaging. This is exacerbated for children with SEN who may have a younger emotional development while their body may be physically equivalent to their nondisabled peers.

About the author

Children with learning differences are vulnerable in online interactions.

There is an urgent need to develop specific training for staff delivering PSHE sessions for SEND learners, in order to equip the staff with foresight and knowledge of the risks of predators online, what they might be offering young people, and how to recognise the behaviours of someone who has been groomed online. In the absence of a vetted list of PSHE providers from the Department for Education, schools turn to external providers to help them navigate these issues. However, while many external providers attest to being safeguarding compliant, many of them instead may provide potentially dangerous and harmful content.

School staff need to be alert to attractively packaged off-theshelf resources and persuasive speakers that appear to meet the needs of children but actually put them at risk. Regular safeguarding training must highlight that predatory adults groom the adults around the child as well as the child. As such, it’s essential that all adults working with children feel confident about how to raise a concern if they think this might be happening, and know where to report their concerns, and access advice and support.

Tanya Carter is concerned about the vulnerability of children and their families being drawn into inappropriate online interactions.

Tanya Carter is a Spokeswoman for Safe Schools Alliance UK, a grassroots organisation of parents and professionals committed to upholding safeguarding and the wellbeing of children.

safeschoolsallianceuk.net @safeschools_UK

How to stop bullying

The work of the Anti-Bullying Alliance (ABA) is more relevant than ever in the current climate, and schools have a legal duty to prevent discrimination. Research shows that children and young people with disabilities and SEN are twice as likely to be bullied at school compared to pupils with no known disabilities. Children with autism and those with learning disabilities are particularly at risk.

The ABA was established by the NSPCC and the National Children’s Bureau, with the objective of raising the profile of bullying, and providing school communities with the skills and knowledge to address bullying effectively.

What are a school’s obligations?

Under the Equality Act 2010, there are nine ‘protected characteristics’, including disability and it’s against the law to discriminate against someone because of them. All schools in England, Wales and Scotland, irrespective of how they are funded or managed, have obligations under the Equality Act 2010 and all schools–or education authorities in Scotland–have to show due regard to the Public Sector Equality Duty (PSED) under the Equality Act. This means the school leadership team needs to actively consider this duty when developing their antibullying policy and when reviewing evidence of bullying at the school to ensure efforts to prevent and tackle discriminatory bullying are targeted and effective. The reasonable adjustments duty under the Equality Act requires schools to take positive steps to ensure that disabled pupils and those with SEN can fully participate.

Getting the Balance Right

When embarking on work to tackle bullying of groups of pupils most at risk, it’s really important that from the outset that we challenge our own assumptions and have an awareness of our own potential biases to avoid perpetuating them. Left unchallenged, these biases and preconceived ideas about whether we think a child is more likely to bully–or be bullied–can be particularly damaging for children and young people.

We need to implement a careful balance between being aware of children most at risk and acting to prevent this; and, avoiding treating a young person differently, or suggesting that they will be bullied. It’s also important to be aware of ‘deficitbased’ teaching models when it comes to at-risk groups and to consider how deficit approaches may put young people more at risk of being bullied. Deficit-based models tend to focus on approaches based on preconceived ideas about what a young person can achieve or what they will find challenging. This form of thinking can be particularly harmful because it can mean that teachers can have lower expectations about the young

Liffy McDonald enthuses about the work of the Anti-Bullying Alliance

Children with SEN are twice as likely to be bullied

About the author

peoples’ outcomes. Children from minority ethnic groups and those with disabilities and SEN, can often be disproportionately affected by deficit thinking.

While individual characteristics can be a reason a child is bullied as it could mark someone out as ‘different’ from others, it intersects with the way in which the school community or environment is set up, which can sometimes put children at risk of bullying. The overall approach must ensure that schools/ settings are inclusive environments for children and young people - and crucially, that they foster an environment safe from bullying. The emphasis should be on making the whole school community and teaching inclusive of all differences and diversity and avoiding bias, stereotyping and deficit thinking.

What can schools do?

What can schools do to ensure that they’re not putting pupils more at risk, and to actively reduce bullying in their school or setting? Here are three key elements:

1. Create a respectful culture

Create a culture of acceptance and respect across the whole school, where pupils can enjoy the education they deserve in a safe and supportive environment. All school staff should act as positive role models to the children in their care which is vital in demonstrating appropriate inclusive behaviour. This can be supported with a whole school charter that outlines the ethos and expected behaviour of all members of the school community.

2. Celebrate the differences in ALL pupils and staff

This is vital in ensuring that pupils with differences that are less common, such as a disability or a disfigurement, don’t feel especially different. Avoid “outing” anyone who doesn’t make an aspect of their identity known. This should be all year round, built into the curriculum and include celebrating our diverse backgrounds, histories and life experiences. Make clear that such diversity is welcome in the school community.

3. Challenge discriminatory and derogatory language

All forms of discriminatory and derogatory language must be challenged in school to avoid creating spaces where children are more likely to be bullied. Repetitive use of disablist language can have a long-lasting effect on the self-esteem and mental health of those on the receiving end. It is important therefore to measure pupil and teacher experiences of discriminatory language and to consistently challenge it. This is not just good practice—it also helps the school to meet its obligations under the Equality Act 2010.

However, these alone are not enough. They must be implemented within the framework of a consistent, effective and strategically constructed approach to anti-bullying throughout the year, and that the whole school community knows the school’s approach.

Benefits For The Whole School

A whole-school approach to reducing bullying has been shown to be particularly effective in reducing bullying behaviour, and it has a long-term preventative effect on traditional face-to-face bullying, and reduces bullying behaviour generally.

All children should feel empowered, and they deserve to live life free of bullying and discrimination, and to feel they belong in school. Involving young people in these activities is vital. It’s key to creating environments where everyone is welcome, valued and where children know it’s their right not to be bullied. We have seen some amazing work from schools over the years and when schools get their anti-bullying approach right for pupils with disabilities and SEN, they get it right for all pupils.

Be aware of children at risk, but don’t mark them out as different

Liffy McDonnell Bond is the Programme Manager for the AntiBullying Alliance.

From ‘attachment disorder’ to ‘developmental trauma’

Introduction

Until quite recently, the narrative around children who have experienced Developmental Trauma, sometimes referred to as Early Life Trauma (ELT), has focused almost wholly on attachment ‘disorder’, with a focus on attachment and relationship building. This of course, is vitally important and children who have not experienced consistent, nurturing care in their early lives frequently have difficulties making secure relationships later on because they find it hard or even impossible to trust others. This makes stable,caring, intimate relationships hard to tolerate.

Early life trauma and the brain

In the first years of life, babies and toddlers need safe, consistent, available and loving caregivers. When this is offered, the brain develops in a healthy, normal sequence of growth. The brain develops like a ladder, from the bottom upwards. Lower parts of the brain are responsible for functions which ensure survival, such as respiration and heart rate, and responding to stress and threat, through the manifestation of survival behaviours: fight, flight, freeze and flop. Upper parts of the brain are responsible for executive functions, including memory, concentration, planning, problem-solving, assessing risk, decision-making, social interaction and exercising moral judgement. Development of the upper parts is dependent upon prior development of lower parts. When stress reactions, due to neglect or abuse are repeatedly triggered over a prolonged period in an infant or toddler, the sequential development of the brain is disrupted. The ‘ladder’ develops, but underpinning steps are missing and many things that follow are out of balance because the child has not received the tender, loving care that enables them to thrive. A wide body of research indicates that patterns of stress activation early in life can change significant neural networks in, and functioning of, the developing brain. Children with ELS experiences often exhibit impairment over the lifespan, even when they receive intervention. There is no cookie-cutter or one-size-fits-all approach that has been shown to work reliably for these children and young people because they present with a varied range of problems stemming from their own unique experiences and the multitude of factors that influence how they feel and behave. But by looking at some typical difficulties for those who have experienced ELT, we can begin to gain some insight into the ways in which we can offer support.

The seven areas of difficulty experienced by children and young people who have experienced ELT

•

Sensory/somatic difficulties: severe sensory sensitivities, including difficulties processing sensory experiences and regulating the body, often with poor interoception (the sense that tells us what is happening inside our bodies, feeling hot, cold, tired etc). Also, body complaints which are often medically unexplained: the body is a loudspeaker for what is going on inside, and often communicates what has been suppressed or not available to conscious memory because the child was very young when the traumatic events occurred.

• A tendency to dissociate, that is, a ‘separation’ between the mind and body in response to perceived threatening situations. The child may dissociate even when they are no longer in danger because their brain cannot turn off this extreme survival mechanism.

• Trusting others feels terrifying and this makes close relationships hard to tolerate, leading to isolation, loneliness and a lack of ability to turn to adults for help.

• Problems in regulating feelings because they have not had an available adult to co-regulate. This leads to extreme emotional highs and lows and rapid mood swings.

•

Difficulties with behavioural regulation and impulse control and exhibiting self-destructive, sabotaging behaviours to cope with daily life.

• Experiencing an enduring negative self-image which often includes feelings of guilt, shame, wickedness and being unloved and unlovable. Having low self-efficacy and a sense of being responsible for or deserving of the abuse/neglect or other trauma that has taken place.

• Cognitive difficulties including difficulties in memory and making sense of themselves, a poor or fragmented sense of identity, memory gaps and a confused ‘life story’.

Dr Jennifer Nock outlines how schools should work towards trauma-lnformed practice.

The brain develops like a ladder, from the bottom upwards.

Bearing this broad impact in mind, it is clear that parents, educators and other professionals need to recognise that attachment is but one of the seven areas of difficulty, and the sequence in which we respond to the child does not begin with the building of attachment relationships. If we take such a narrow focus, problems with the sensory and bodily systems, and even with dissociation, will prevent the child from accessing or benefitting from co-regulation and attachment building. Therefore, sensory and bodily functioning and dissociation must be addressed, together with focusing on attachment and relationships. Consider an infant: the attachment relationships that develop are based upon feeding; soothing; cleaning; medical care; in short, offering love through tender care of the body. “There is nothing in the intellect that was not first in the senses,” wrote Aristotle. What the body experiences from the start, forms the foundations of all later physical, emotional and cognitive development. Thus, if a child has not had the

About the author

Jennifer Nock Training and Consultancy

experience of his or her body being honoured, treasured, respected, valued, tenderly touched, kept clean and fed, he or she will not learn to love and honour self. So, regardless of the age of the child, our support should begin with positive physical experiences, which will support their mental as well as their physical wellbeing. We can communicate love through playful, nurturing activities, fun games, developmentally appropriate activities, and tender, nurturing activities. The very act of engaging with a child in this way helps the adult regulate the child’s behaviour and communicate love, joy, and safety to the child. It helps the child feel secure, cared for, connected and worthy, which is, of course, the basis of attachment. Once we have begun to fill in those missed developmental experiences, we can begin to address the other areas of difficulty, but we must work in a ‘bottom-up’ direction, regulating the lower brain through physical and relational experiences, before addressing the cognitive systems through reasoning and reflection.

In conclusion

If we are to succeed in really making a difference for children and young people who have experienced ELT, we need to be prepared to take a long journey with them. Attachment relationships take time to develop, so schools must plan for long-term support from a key adult. All staff should have the opportunity to access high-quality training on attachment and the impact of trauma. Working towards trauma-informed practice is crucial. Trauma-informed practice allows practitioners to take into account the additional complexities involved when working with children who have experienced trauma and adversity. It orients us away from the question, ‘What is wrong with this child?’ and towards a much more useful question, ‘What has happened to this child?’ As Carl Jung said, ‘To ask the right question is already half of the solution to a problem.’

The brain develops like a ladder, from the bottom upwards.

Dr Jennifer A Nock, CPsychol, AFBPsS, PhD, BSc (Hons) runs the Jennifer Nock Training and Consultancy. A specialist service for educators, families and those in the caring professions, who work or live with children with disabilities, special educational needs or who have experienced trauma.

jennifernocktrainingandconsultancy.com @jennifer_nock

Steps and stairs

Managing risks and limitations in daily living

Steps and stairs—there’s no escaping them, but how to overcome them? Even a slight change in level can be a huge barrier to mobility and prevent access to areas of a building for anyone with special needs. 80% of homes have them, and the majority of schools. Outside in the wider community, changes in levels also pose a major limitation to daily life, however much accessibility is supposed to be delivered. Visiting friends or family, going for a family meal, booking a holiday, choices are immediately limited if there is any variation in floor level at the destination or en route.

It’s less of a problem with small children, as you carry them up and down, but as they grow, the risk increases to them, and to parents and carers. Responsible authorities take the view that risk needs to be managed to eliminate significant risk of injury to child and/or carers if they are left unsupported.

Requirements in schools

Schools do have a legal requirement to provide a means of inter-floor transfer under the Equality Act, but again there needs to be the right space and structural alterations to install a lift. The requirement is that they must provide “adequate access”, that is compliant with LOLER (Lifting Operations and Lifting Equipment Regulations) and that it is safe to operate. Schools also have to be mindful of the latest changes to fire regulations and safe evacuation procedures.

The Stairlift

Conventionally, the ‘go to’ has been a lift. A stairlift can limit safe use of the staircase for the rest of the occupants. More recently, through-floor or platform lifts have become more popular as the prescriptive solution by Occupational Therapists and Trusted Assessors, but these require the space and structural configuration of the building, be it in home or school, to install.

The Stairclimber

For these reasons, stair climbers are being prescribed more and more. In essence, a stairclimber is a portable, batterypowered device that ascends or descends steps, at a rate set and controlled by the operator. Versions include integral seats, clip-to-wheelchair, and tracking. It can be accessorised to provide safeguarded, personalised correct postural support. It requires no installation or fixing. Depending on the make and model, some versions are also Class 1 Medical Device certified. Only one person is needed to operate it, to safely transfer the passenger up and down stairs, and it can be adjusted to the comfort of the operator. For example, the Bostock family has

a stairclimber which is used by one of Daniel’s carers, who is under 5ft tall, and by Dad, who’s 6ft 3ins.

The stairclimber can be moved to wherever steps are—inside the home, school, or the wider outdoors. Its design means once the top or bottom of the flight is reached, the stairclimber can switch to push mode and transport the passenger to wherever needed without a further transfer on/off.

When not in use, it folds away, allowing free access for everyone else. It is light and compact enough to pop into the boot of a car, thereby opening access to the wider world. A stairclimber

Stairclimbers can liberate children and adults with special needs, explains Peter Wingrave

We can pack it into the car for family holidays

Steps and stairs prevent mobility

About the author

Peter Wingrave is a partner at AAT GB, providers of stairclimber systems.

offers an interim, safe option while an (often more expensive and disruptive) alternative is processed. Or it can be a long-term, risk minimising option. Reputable suppliers will support the delivery team in assessment, train the nominated operator to a level where they can teach others in stairclimber safe operation, and offer full LOLER compliant service and maintenance. Importantly with latest updates to fire regulations, a stairclimber also helps any school satisfy safe evacuation.

Adaptability

There are many examples of how a stairclimber has helped the mobility of a person with special needs. To cite one, a decade ago, the Wray family was given a stairclimber to try out, for dad Paul to get daughter April (then 14), who has Cerebral Palsy, up and down stairs.

“It was such a revolution I wouldn’t let them have it back!” says Paul. “The stairclimber is essential, I wouldn’t be without it, there’s no other way of safely getting April up and down stairs. Carrying her up and down stairs was a recipe for disaster. The stairclimber made it safe, for me and April. It’s good for the whole family: when we’re not using it, the stairclimber stows away. With three other children too, it can be a very full house

at times! It doesn’t visibly impact on the household like a stairlift or through-floor lift would. One of the other beauties is we can pack it into the car for family holidays, widening the choice of where we can stay.”

It has also meant the family has been able to move home (three times) without the delay or disruption of waiting for a stairlift or through-floor lift to be installed. Paul adds, “April is talking about moving into supported accommodation with some friends. If she does, the stairclimber will mean she can still come home and access all floors, without us having a more substantial and disruptive adaptation such as a stairlift that would be redundant if/when April isn’t here.”

Fairy gardens and witchy Potions

Creating Shipwrecks and An Island Full of Noises

In my role as Workshops and Inclusion Manager at Coram Shakespeare Schools Foundation (CSSF), I have the brilliant job of brokering new creative partnerships.

The impact these partnerships can have on children’s lives spans a wide range, including promoting life skills, social cohesion and ambition. The activities also help to promote educational attainment in curriculum areas such as literacy, literature and the performing arts. Involvement builds teamwork skills, bringing together children from very different backgrounds to collaborate in teams and perform on the same stage. Students learn to take turns, help with different jobs in their team and take responsibility for completing the task.

By engaging with Shakespeare through drama, children’s own creativity is nurtured and the Shakespeare Schools Foundation has seen how learning for students in SEND settings can be transformed through multi-sensory, drama-based activities that are designed to be inclusive of all students.Some specially adapted activities include ‘Creating an Island Full of Noises’ and ‘Creating a Shipwreck’, with free website resources to support schools in bringing plays like Romeo and Juliet and The Tempest to life.

Bowled over by staff commitment and imagination

It’s not only about performing though. Some children who are fearful of performing often discover that they have other skills, for example, technical know-how and interests that can be put to good use backstage.

It’s a life-enhancing experience, not only for the children, but for the teachers and others who are involved in the activities, with CPD support for the staff delivered by an expert trainer from the Shakespeare Schools Foundation. In one year, 235 teachers received training across all the SSF projects.

Louise de Froment on sparking creativity, imagination and engagement.

Working with the National Autistic Society School, Sybil Elgar in West London

Cross-Curricular magic making with students with complex needs

We have recently delivered CPD to the entire staff cohort at the post 16 site. This was an energetic three hours using Shakespeare and our pedagogy as a tool and platform to introduce our way of working, and to facilitate staff in thinking about how to teach creatively across their curriculum. From making witches’ potions in HE to creating miniature fairy worlds in horticulture, the staff bowled us over with their commitment and imagination.

Next week we return to work with every student in the school (around 30 pupils), two thirds of whom are non verbal and have varying complex needs, rooted in autism. We plan to bring the students into the world of the magical forest in A Midsummer Night’s Dream using images, sound and touch, as well as helping them to embody the fairy characters through dance, movement and music. Of course we will also have our props

About the author

Miniature fairy worlds in horticulture

and costume suitcase close to hand, you never know who may want to don a sparkly cape!

Archie’s Moment of Glory and Pride

In another school, I remember making a ‘Play in a Day’ of Macbeth. In the group there was a young person called Archie, who had additional needs and teachers told us often struggled to participate in activities with others. Although this was apparent during the workshop, there was a key turning point for Archie on that day. We were staging the final battle in the play between Macbeth and Macduff using a big group movement exercise, which required one student to lead the action from the front. Archie had been spending a lot of time with support staff at the edges of the room. But at that moment his interest was piqued. We took hold of that opportunity and encouraged him to take on a key role. The result was that he guided his peers through the series of epic battle moves that led to Macbeth’s untimely death. Archie’s engagement was totally transformed and it was an absolute delight to watch. He was engrossed and in those few minutes went from being at the periphery of the group to front and centre of the action, entirely connected with his classmates and visibly proud, excited and confident.

So often in our SEND work there are moments like these. For those of us who are privileged enough to bear witness to them, they will no doubt stay with us forever and it is these moments that remind our team again and again why drama is such an excellent tool for developing young people’s confidence, raising aspiration and providing the right skills to navigate through life positively.

A brush with creativity

Iwasinvited to teach an art workshop to people with cerebral palsy. Many of the 30 students who signed up for the course were in wheelchairs and had severe motor and speech impairments. Their ages ranged from six to 30 and their individual needs differed greatly. None of them had any previous experience with art, having been considered too physically impaired to cope with artistic activities.

It was my first time teaching art to people with cerebral palsy, so I decided to wait until I actually got to know the students a little before planning any activities. I was deeply touched by the enthusiasm they showed at the prospect of doing artwork. Realising how hard it was for many of them to express their emotions and ideas, I decided to do a rather challenging project with them: a life-size self-portrait using their hands or other parts of their bodies along with a range of tools including brushes, sponges, paint, glue, fabric, magazine cut-outs, wool, string, beads, feathers and hair extensions. The idea was to give them the chance to experiment with different art materials and to portray themselves creatively. Students were encouraged to use their imagination and sense of humour to express their feelings, hopes and desires. The starting point was their body silhouette on a piece of cardboard in a position of their choice, which they could then fill in using the art materials available.

Discovering identity

As there was no art room available, I turned the school garage into a temporary workshop where students came and went in groups of three or four. The students were delighted with my proposal and enjoyed the task immensely, even though it was quite demanding for many of them in terms of sustained physical effort and concentration. They all produced attractive and original artwork which, without being realistic portrayals, resembled them quite closely at a symbolic level.

The atmosphere of the workshop was relaxing and playful, but I believe that the participants were also working at a deeper level, as this task is usually an invitation to introspection and self-discovery. Interestingly, while the younger students were mostly concerned with confirming their identities – some of them even named their pictures using phrases like “this is me!”—the older ones talked mostly about their challenges and goals, which in some instances they depicted using different colours and textures.

Changing expectations

Many people, including teachers and parents, were surprised at how well the participants had coped with activities which

About the author

Helena Aikin is an artist, linguist and educator. She works at the University of Castilla la Mancha in Spain., and teaches art workshops to people with a variety of conditions, including visual impairments, cerebral palsy and learning difficulties.

are generally thought to require highly developed hand-eye coordination. In my view, there are three main reasons for their success. First, students were allowed to try out the materials without any preconceived ideas about their ability to cope or expectations regarding results. I always apply this principle in my workshops and I am consistently surprised by how imaginative we human beings are when given the chance.

Second, many educators have a very limited idea about what art is, believing that it basically consists in making faithful copies of objects or subjects. These students might not be able to draw accurate lines, but they are incredibly creative when allowed to mix colours and experiment with different textures. Third, all of them felt highly motivated—possibly because apart from getting a break from their daily routine, they were offered something new and challenging. They were, without exception, greatly satisfied with their work—so much so that at their request I was invited back to teach another art workshop, this time focussing on abstract painting and sculpture, with equally positive results.

I am consistently surprised by how imaginative we human beings are when given the chance

Helena Aikin reveals how a challenging art project helped students with cerebral palsy to examine and express their identity

Transformation

In the days of the old tri-borough with Hammersmith & Fulham, the three boroughs used to share children’s services. But the tri-borough project came to an end, and we shifted operations to become a bi-borough. That’s how The Royal Borough of Kensington and Chelsea, and Westminster City Council have been operating for the past four years. This development put the bi-borough in a strong position to forge ahead with ambitious plans.

Getting Bi

It is common for local authorities to share services, but we were exploring new and exciting ground. SEND services are delivered as individual boroughs, and our senior leadership team operates as a bi-borough which collectively supports more than 2,000 children and young people with SEND, and we expect this to increase year on year. What this means is that we are in an ideal position to share learning and SEND insight and expertise from each council, which has proved a highly-effective way to make improvements.

Why change SEND services?

There was sharp growth in referrals for SEND support. This, along with changes in government legislation and the national pressures on local authorities to provide earlier identification and intervention, was the initial driver for change. It was a challenging yet exciting time because of the impending transformation. We recognised the need to rethink SEND service delivery to provide a better service that could meet

Digital transformation was key

the changing demands and improve outcomes for children with SEND.

The need for a tech upgrade

Digital transformation was key. We needed to accelerate progress and deliver real value to our frontline teams and the young people and families we support. Our technology was not able to support SEND services in the way we needed it to. It hadn’t evolved at the same rate as the changes experienced in children’s SEND services, so it was an area for prioritisation.

We didn’t have the right digital tools to transform the experience for staff or service users and this was having a knock-on effect across many areas. Case workers were spending a disproportionate amount of time completing paper forms, when what they really wanted to be doing was supporting

Julie Ely knows a thing or two about managing change in SEND services. Here, she relates how the bi-borough of Kensington & Chelsea and Westminster City overhauled their SEND services.

children and their families. This admin drain on staff time meant processes took longer to complete, causing frustrations all round. When the right technology wasn’t in place, children and families had to repeat their stories over and over because there was no capacity to capture conversations once. We knew this because we involved service users in workshops and focus groups to actively identify and understand the weaknesses and challenges of the service, and shape our strategy.

Breaking new ground

Quite simply, we abolished the old systems that were in place and replaced them with new. We wanted one service across two boroughs, using one system. There was a lot more to it than that, obviously; it was a complex, well-planned, and wellexecuted project, underpinned by the unfaltering commitment of our SEND team.

The buy-in from staff across the bi-borough resulted in a smooth and successful digital transformation journey. It may sound like a cliché, but it was the teamwork that enabled this project to succeed. Everyone was part of it. Everyone backed it. Importantly, everyone has benefited from its positive impact.

Innovative technology facilitated change in our SEND services, and as part of this we implemented a next generation case management solution, ECLIPSE from OLM Systems. This system works well for everyone and has created an easy-touse, efficient SEND service. Integrated case recording is now straight-forward, and our staff can produce ECHPs while they are with clients; it has saved thousands of hours per week and makes our support for schools and families far more effective. We have also created three fully integrated SEND teams including staff from both boroughs; one deals with new assessment requests; another is responsible for delivery once the EHCP is in place; and a third team manages areas such as transportation and mediation.

The rewards

How have the changes impacted children with SEND and their families? Our digital strategy has made interactions between our bi-borough and children and their families much quicker and smoother. The history, plan, and status of each case we

About the author

Julie Ely is assistant director for SEN at Westminster and Kensington and Chelsea Council. Prior to joining the Bi-Borough in 2018, Julie led the largest County SEN Service. She is a Trustee of a specialist post 16 college for young people with SEMH.

rbkc.gov.uk

@rbkc

Case workers were wasting time completing paper forms

work with is immediately accessible in the case management solution for any member of my team. For families, this eliminates the need to repeat details at every interaction because without a doubt that is frustrating for everyone. Families have shared their feedback, and there is a strong sense of positively around the changes. We’re also very proud to report that 100% of performance assessment cases are completed on time; we know nationwide this is a challenge for councils with some families reported waiting more than three years.

What next?

Our digital transformation was clearly needed, and it has been integral to maintaining our position as the number one SEND service in the UK. We are well recognised for our strong reputation in SEND services; the Royal Borough of Kensington and Chelsea’s recently published Ofsted SEND Area inspection report even improved on Westminster City Council’s glowing report in 2020, and its performance for statutory timescales ranked both boroughs in the top 10 nationally.

We’re not ones to rest on our laurels, and we know improvement and progress must continue. Collaboration with other agencies and professionals is a vital step and one that we hope to embark on soon. We are advocates of sharing best practice, and we hope our bi-borough shared SEND services story strikes a chord with other local authorities. Collaboratively we can drive forward the strategic vision for SEND, and shape change to improve outcomes for children and young people with SEND across the country.

■ Supporting families and schools better was a key driver for change.

Book reviews

Teaching and Learning In Your School

Jade Pearce is an assistant headteacher with responsibility for teaching and learning in a secondary school.With 15 years’ of teaching experience, she is an evidence lead in education for the Research Schools Network and a member of the Education Endowment Foundation’s Expert Voices Group.

In this book, she explains that evidenceinformed teaching helps teachers to identify the strategies that are most likely to have the largest impact on pupil outcomes and life chances . It also enables teachers to identify learning myths, prevent the use of ineffective teaching practices, as well as reducing staff overload.

In Part 1 of the book, Pearce summarises twenty pieces of education literature relating to key topics such as

effective teaching and learning , cognitive science and metacognition. She also helpfully provides ‘takeaways for teaching’ to help the reader connect research to classroom practice. Each summary opens with publication information, a summary, and information about the teaching practices referred to. Pearce recommends that this section can be read as a whole, or teachers can select specific areas they want to concentrate on.

This section includes worked examples, suggested further reading and the author’s own reflections based on her experience of each strategy.

This is an excellent and deeply researched book written by a teacher who is clearly passionate about the ways in which student learning can be transformed.

Bloomsbury Education ISBN: 978-1-80199-035-6

£16.99

Ruth Churchill Bower is the Director of Early Arts, which she established in 2002. She is also a trainer, consultant and speaker on the subject of creativity in the early years. In this book she offers practical guidance on encouraging creativity in early years settings, focusing on children’s learning, critical thinking, social interaction and self-regulation.

The book is organised into two parts, with the first part covering some theoretical thinking on the nature of creativity as ‘a science, a theory, an educational tool, a cultural context and a core element of who we are as brains, bodies, socially connected people and unique personalities’. She looks at its origins , benefits and the

social, educational and political context for creativity. The author also explores the role of creativity in enhancing early brain development.

In the second part of the book, Dower outlines the use of different art forms in early years practice , creative pedagogies and the barriers to creativity. She explores practical strategies to support educators, artists, parents and caregivers.

This is a really interesting book that successfully combines a research-led background with extensive referencing alongside activities including music, singing, movement, photography and working collaboratively with artists. It includes reflective activities and clear explanations of academic terminology.

Jessica Kingsley Publishers

ISBN: 978-1-78592-613-6

£21.99

To Know:

Onyinye Udokporo grew up in London and she was eleven years old when she was diagnosed with dyslexia. Showing signs of her future career as an award-winning entrepreneur, tutor and dyslexia advocate, she set up a tutoring business and gained a scholarship to a prestigious boarding school. She then went on to complete two degrees by the age of 22 and was named as one of the top 10 Black Students in the UK by a company sponsored by the Universities of Cambridge and Oxford. She promotes the importance of diverse role models for anyone with dyslexia, regardless of ‘colour, creed and circumstance’.

In this book, which has been created using dyslexia friendly text and layout, she aims to highlight that dyslexia is something to be embraced , not to be seen as a ‘burden’. She aims to share how to uncover each person’s unique set of gifts and set up an online company : Enrich Learning, which serves a wide range of people around the world. She also explores some aspects of how her parents, as immigrants from Nigeria, worked extremely hard to provide her with additional academic tuition and enriching activities and how the ways in which her parents challenged cultural traditions impacted on her upbringing and aspirations.

This book deserves to be read by a wide audience. It is inspirational for many reasons, and also includes tips and strategies to support students and enrich their learning.

Jessica Kingsley Publishers ISBN: 978-1-78775-944-2 £12.99

Jessica Sinarski is a Licensed Professional Counselor of Mental Health and a Certified Adoption Therapist. She is a presenter, bilingual author and clinical supervisor. She has written several books about ‘Riley the Brave’ that advise parents and professionals on dealing with issues such as transition into school and coping with strong emotions.

In this story book for young children, Riley wants to go to the fair, but he is worried about the lights, sounds and smells. He finds even going to school is a challenge for him. Riley gets help from ‘ a therapist who helps brave students like Riley’, and, by the end of the story, he is happily enjoying the fair.

This deceptively simple story includes a significant amount of information about sensory processing and strategies that can support children who are easily overwhelmed. An afterward section also provides adults with additional information about the senses and additional resources.

Z. Kline ISBN: 978-1-83997-311-6 £12.99

by Mary Mountstephen

Certificate in Child Counselling using the Arts 12 weekend days Diploma in Child Counselling

Diploma in Child Psychotherapeutic Counselling

Margot Sunderland Nicky Armstrong illustrated by

CPD: is online better?

Most school staff prefer this way of learning, delivered by practitioners who are still actively working in education.

How often have you been sent on training, sitting in a conference room or hotel venue, pre-occupied by all the tasks that are waiting for you on return to work? Ever felt that professional support wasn’t really that supportive at all? What’s even more frustrating is that you’re an educational professional. Your expertise is learning. You know what effective learning looks like, what it feels like and this ‘training’ that is supposed to be supportive, just, isn’t.

There’s more to effective professional support than training of course. When professional support is delivered by a skilled trainer, it can be transformative, inspirational and energising. In a profession infamous for high stress levels and unreasonable workloads, it can be very welcome–a break from the busy norm. The opposite is true too of course–no teacher has time for training that is not helpful or supportive. So, what does effective professional support look like from a training provider?

Here are some simple guidelines that the best CPD providers use to inform their training, and they have informed our own practice over the years we have worked in various settings. Effective CPD needs to be focused, and, when delivered on line, can support individual participants in ways that are more user-friendly than sitting in a room where you don’t want to draw attention to yourself.

Relate content to classroom reality

Teachers like their trainers to understand what they are going through. Few have felt supported or transformed by a complex theoretical model, however beautifully illustrated on a PowerPoint slide. On the other hand, a pithy and insightful anecdote, peppered with practical and realistic solutions hits the mark. Yet how often have we all endured sessions that lack practical application or fail to take into account what we are experiencing?

About the author

Thanks to SEND

for their help with this article.

training support

Teachers want practical strategies not complex theory

When we envisage a new session, we ask ourselves a few simple questions. What would we like to see and hear in this session? Who would be an ideal person to present this and what experience do they have to bring it alive? In short, how can we make this a supportive and positive experience for teachers? If we get this right we make a connection, we ensure that those seeking support feel like we’re all on the same side and all want the same outcomes.

Each session is unique

Training should be a two-way active process, where those that are seeking support are active participants in their learning (in the same way that children should be in theirs), and those offering the support are able to actively listen and respond. This is not a passive process. As providers of online training, we firmly believe that the support we offer through training is most powerfully provided in live sessions–where every session, whilst planned, is unique. Our online participants are part of the process–rather than being subjected to a stale recording of someone else’s experience.

There is an on-going debate about the effectiveness of online vs in person professional development training sessions. When sessions are focussed and concise, (no more than 60-90 minutes), provided at times that are convenient,staff are more able to deeply engage and transfer the learning back into the classroom. It’s a cost effective and time-effective way to support the professional development of all staff. Most school staff say they prefer this model of learning, delivered by practitioners who are still actively working in education.

led by:

Rubin MS, CCC-SLP

Play Included C.I.C. Brick-by-Brick® programme training

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

National Autistic Society Autism: Women and Girls Online

This module Is to support professionals to identify autistic women and girls.

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ online/women-and-girls

National Autistic Society Autism inclusion award Online

The Autism Accreditation Programme is UK’s only autism specific quality assurance programme of support and development for all those providing services to autistic people.

autism.org.uk/what-we-do/bestpractice/accreditation

National Autistic Society Autism, Sport and Physical activity Online

Recognizing and understanding the key areas of difficulty experienced by both the participants and the session leaders is vital to providing effective support autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ online/autism-sport-andphysical-activity

National Autistic Society Autism and communication Online

This introductory online training module explores communication, potential differences, styles and preferences for autistic people https://www.autism.org.uk/ what-we-do/professionaldevelopment/training-andconferences/online/autism-andcommunication

National Autistic Society Safeguarding autistic children Online

Autistic children can present professionals with particular difficulties in identifying abuse as some of the indicators of abuse can appear to be the same as some indicators of autism.

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ online/safeguarding-childrenautism

Rebound Therapy training courses

“ReboundTherapy.org” –the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine accredited and approved staff training courses. With founder Eddy Anderson MCSP Cert Ed. 01342 870543 reboundtherapy.org

The Institute for Arts in Therapy and Education Accredited Counselling, Wellbeing, Arts Psychotherapy Training

Part time training

Diploma in Counselling skills with children using the Arts

Diploma in Counselling Teenagers

Diploma in Trauma-informed Schools

Diploma in wellbeing practice for children and young people 020 7704 2534 info@artspsychotherapy.org artspsychotherapy.org

Attachment: What every teacher and child professional needs to know Webinar

Centre for Child Mental Health 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

Attachment play for primary aged children (4-11 years) Webinar Centre for Child Mental Health 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

October 2022

20th  October

Equals 14+ Moving On Curriculum

-  John Hartley

A flexible 14+ curriculum for pupils with PMLD/SLD/MLD with optional accreditation which includes links to Personal Progress units. equals.co.uk

November 2022

Various dates

Sheffield Theatres Trust Much Ado about Nothing

Various Locations

Sheffield Theatres and Ramps on the Moons Production of Much Ado About Nothing tour’s the UK until Sat 12 November. Much Ado About Nothing is “Shakespeare as it should be: inclusive, accessible and diverse.” (The Stage). Every performance features the use of integrated creative sign language and captioning.

1 November 2022

Kidz to Adultz North

Manchester Central

Kidz to Adult North is back in Manchester 9.30 a.m. until 4.30 p.m. This free event is dedicated to children and young people with disabilities and additional needs, and the people who support them.

CPD accredited seminars from expert speakers. Try out equipment with advice from product specialists. Over 180 exciting exhibitors. Register for free. kidzexhibitions.co.uk/kidz-north

3 November 2022

The Centre for Child Mental Health Trauma Informed Approaches to Behaviour Support Live Stream Event Thursday event

17:00 - 18.30 | Cost £20 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org

7-8 November 2022

National Autistic Society Continence and autism

This course will focus on common toileting difficulties in autistic children. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ autism-continence

8th November

Plymouth Marjon University Psychotherapy and Counselling Taster Evening

17:30 - 19:30

Join us on this engaging evening to discover more about the range of Psychotherapy and Counselling programmes on offer at Marjon. Students will take part in mini-lectures and taster sessions, gain knowledge of degree and career pathways, and also develop critical thinking skills and attributes to become successful in this field. Book your place here: forms.gle/Atdk1CstupsRWxRZ6

14th  November

Equals Semi-Formal Curriculum Peter Imray

It recognises that those with SLD learn differently, and if they learn differently, we ought to be teaching them differently and teaching them different things.

equals.co.uk

16th November

Plymouth Marjon University Education and Social Sciences Conference

09:30 – 15:00

Hear from our expert academics on a range of courses, from Early Years and Special Educational Needs and Disability Studies to Criminology, Psychology and English. Students will experience learning in a university environment, explore a range of different subjects and develop their understanding of Higher Education. Book your place here: forms.gle/BqTFXZTsZ677Up2S7

Thurs 17 November 2022

Therapy & Education How Adverse Childhood Experiences make children prone to radicalisation and how political grooming works. 5-6.30pm

Live Stream Event

How Adverse Childhood Experiences make children prone to radicalisation and how political grooming works. What can be done by schools to address radicalisation Cost: £20

Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org/ online-events/live-events

22-24 November

National Autistic Society Essential Autism licence training

Essential Autism, provides an understanding of autism and supportive strategies. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ essential-autism-lu

23rd November

Plymouth Marjon University Psychology Discover Day

Find out more about our range of undergraduate courses and what makes them unique. Students will explore specialist subject areas of Psychology, linked to  both the further and higher education curriculum, participate in interactive sessions in groups, developing their teamworking skills. Book your place here: forms.gle/E4JsjaEjpdGgGnAc9

24 November 2022

Therapy & Education Using Polyvagal Theory to Help Children and Young People Overcome Panic and Anxiety

5-6.30pm

Live Stream Event Cost: £20

Centre for Child Mental Health 020 7354 2913

info@childmentalhealthcentre.org childmentalhealthcentre.org/ online-events/live-events

24-25 November 2022

National Autistic Society Understanding and supporting autistic people

This course builds your knowledge of autism and how to support autistic children and adults and is based on the SPELL framework. autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ understanding-supporting

28th November

Equals

Pre-Formal PMLD Curriculum Peter Imray

It is entirely process based, concerning itself with the process of communication, cognition, sensory awareness, self-determination, physical well-being and creative exploration. equals.co.uk

30th November

Plymouth Marjon University Open Day 09:30-15:00

At a Marjon Open Day, you’ll be able to:

• Chat to students and ask about student life at Marjon

• Meet lecturers and find out details about our courses

• Find out about social life and clubs and societies

• Take tours of our campus facilities and explore our accommodation

• Talk to our experts regarding disability support, admissions or careers. Book your place here: marjon.ac.uk/courses/opendays/

December 2022

6th December

Equals An Introduction to Sherborne Development Movement - Steve Cullingford-Agnew

The online CPD will introduce Sherborne Developmental Movement (SDM) and explain the basics of SDM. equals.co.uk

7-8 December 2022

Bailey Communications Asia-Pacific International Schools Conference (AISC)

Hong Kong Convention and Exhibition Centre Register now to attend AISC 2022 and share stimulating experiences and insights with world’s distinguished speakers in the international school sector. Full speaker list are available at: aisc.com.hk/event

7-9 December 2022

Bailey Communications Learning & Teaching Expo 2022

LTE 2022 Programme

Registration is now open. Join us for worldwide educational resources and inspiring CPD programmes. Teachers and education practitioners from HK can earn up to 24 CPD hours. Exhibitor list and programme details are available at: ltexpo.com.hk/LTE

8th December

Equals Sensory Engagement

– Why Bother?

-  Joanna Grace

Will help you consider ways in which you can use what you already have to hand to better support your learners. equals.co.uk

January 2023

9-10 January

National Autistic Society Autism and SPELL in Higher education

The content is based around SPELL, which is a framework for understanding and responding to autistic people’s needs.  autism.org.uk/what-we-do/ professional-development/ training-and-conferences/spellhigher-education

12 January 2023

Therapy & Education

“VoiceSING Trauma”: An introduction to the theory and practice of expression and regulation through the voice

5-6.30pm

Live Stream Event Cost: £20 Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org/ online-events/live-events

19 January 2023

Therapy & Education Tricky Behaviours, Troubled Souls: Working with Children with Challenging Behaviours

5-6.30pm

Live Stream Event Cost: £20 Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org

childmentalhealthcentre.org/ online-events/live-events

31 Jan-1st February

National Autistic Society Social Stories™

If you are looking to learn how to develop and write Social Stories

autism.org.uk/what-we-do/ professional-development/ training-and-conferences/ social-stories

February 2023

9 February 2023

The Use of Big Empathy Drawings in Helping Traumatised Children and Young People to Heal 5-6.30pm

Live Stream Event Cost: £20

Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org/ online-events/live-events

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

SEN resources directory

- senmagazine.co.uk/resources

ADHD ADHD Foundation

Training and awareness raising around ADHD. adhdfoundation.org.uk

Autism

National Autistic Society

Help and information for those affected by ASD. autism.org.uk

Cerebral palsy

Action CP

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

Down’s syndrome

Down’s Syndrome Association

Information, support and training on Down’s syndrome. downs-syndrome.org.uk

Dyslexia

British Dyslexia Association

Information and support for people affected by dyslexia. bdadyslexia.org.uk

Dyspraxia

Dyspraxia Foundation UK

Dyspraxia advice and support. dyspraxiafoundation.org.uk

Epilepsy

Epilepsy Action

Advice and information on epilepsy. epilepsy.org.uk

Exhibitions

KiDZ to Adultz North

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. kidzexhibitions.co.uk/kidz-north

General SEN

MIND

Mental health

Advice and support for people experiencing a mental health problem. mind.org.uk

Rebound therapy

ReboundTherapy.org

The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org

Special education needs

BILD

Charity offering support and information on learning disabilities. bild.org.uk

Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.

SpecialEducationalNeeds.co.uk

Learning disability

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

Visual impairment

The Partially Sighted Society

Bold-lined exercise books and resources for schools and individuals for visual impairment and visual processing difficulties. partsight.org.uk

RNIB

BILD

Charity offering support and information on learning disabilities. bild.org.uk

SEN Law

Douglas Silas Solicitors

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.

SpecialEducationalNeeds.co.uk

Literacy

National Literacy Trust Literacy charity for adults and children. literacytrust.org.uk

Support and advice for those affected by visual impairment. rnib.org.uk

Muntham House School has a fantastic Animal Support facility. Our animals are non-judgemental friends who provide engagement, enjoyment and help support pupils' mental health and well-being.

Muntham House School has a fantastic Animal Support facility. Our animals are non-judgemental friends who provide engagement, enjoyment and help support pupils' mental health and well-being.

Muntham House School is an all through special school, catering for boys with Autism, SEMH, and other SEN conditions. We provide both day and residential provision for boys aged 5-18. www.muntham.org.uk charity no. 1105085

Muntham House School is an all through special school, catering for boys with Autism, SEMH, and other SEN conditions. We provide both day and residential provision for boys aged 5-18. www.muntham.org.uk charity no. 1105085