Mar • Apr 2023
Issue 123
Editor
Mary Mountstephen editor@senmagazine.co.uk
Advertising sales
Denise Williamson Advertising Sales Manager denise@senmagazine.co.uk 01200 409808
Charlotte Williamson Advertising Sales Executive charlotte@senmagazine.co.uk 01200 409805
Administration
Amanda Harrison office@senmagazine.co.uk 01200 409804/800
Design
Rob Parry RobP Design robpdesign.co.uk design@senmagazine.co.uk
Director Jeremy Nicholls
Disclaimer
The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.
SEN Magazine Ltd Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY Tel 01200 409800
Email info@senmagazine.co.uk
Web senmagazine.co.uk
Let’s start off with the truly exciting news that our amazing advertising team has been shortlisted for the national ALF Awards, launched last year to spotlight the work of top sales and marketing teams! Congratulations and fingers crossed for Denise and Charlotte for the event in London in April. Such an achievement against very fierce competition!
We know that it can be difficult to organise short breaks that meet the needs of everyone and Nick Liley draws on his many years of experience in this field on pages 23, sharing his passion for creating life-long memories. Sam Bowen also gets us out and about on page 77, with trips to museums, where she has been instrumental in initiatives for improving access for all.
It also seems that Doncaster is making a name for itself with a number of initiatives using music and the performing arts to nurture creativity, communication and language development in the community. Turn to page 50 to read Sophy Sylvertor’s and Dyzelle Sutherland article about the darts project based there, as well as the news item on page 8 about the Funding Award from Arts Council England’s Place Partnership Programme, supported by Doncaster Council.
If you’d like to know why your local supermarkets have the annoying habit of moving goods around, catch up with Cheryl Bedding’s insightful guide to environmental auditing, on page 34, with advice on how to improve the daily experiences of all young students.
It’s always useful for us to get feedback on the topics we cover: is there anything you’d like us to explore that you are passionate about? Do you want to share examples of best practice in your region, or share your own experiences with our growing community? Please do get in touch if you have a project to share or an inspirational colleague you’d like us to interview: We really appreciate and value your opinions.
In the short time I have been working as editor, I have become aware of so many individuals and organisations that support, encourage and nurture those they work and live with, and there are clearly many more that we would like to celebrate and support, so get in touch!
Thank you, as always, to our contributors and advertisers in the ways that you continue to support SEN Magazine. It’s a pleasure and a joy to share this not only in the UK, but around the world. (That one is for those who remember Nicholas Parsons on Just a Minute!).
Good luck Denise and Charlotte!
Mary
Johanna Alyathurai
Angelique Anderson
Andre Bailey
Cheryl Bedding
Sam Bowen
Mark Brown
Katrina Cochran
Leigh East Tom German
Dan Hughes
Lynda Larke
Nick Lilley
Linda Ling
Katy Lironi
Matilda Miles
Zororo Mubaya
Douglas Silas
Sophy Sylvestor
Dyzelle Sutherland
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
With an unprecedented rise in the cost of supply cover, costing hundreds of millions per year, schools in England are looking at how Scotland and Northern Ireland have been developing large-scale recruitment drives to address the toll of the sector's shrinking workforce. This has been adopted as an initiative at the start of 2023 in Wales, moving to a similar approach in order to cope with the large number of schools and trusts that continue to struggle with finding temporary staff.
It has become clear that schools are increasingly reliant on supply staff, not only due to sickness absence, but also with a crisis in recruitment and retention. This high rate of turnover in teachers creates instability for pupils and thus, as identified recently by the University of Bristol, needs addressing in order to ensure a strong national education system.
A recent interview with Paul van Walwyk, director for schools at the Eden Academy Trust, in Schools Week, highlighted the feeling that the sector is not valued and school leaders are calling for more training bursaries and recruitment campaigns aimed at this sector. schoolsweek.co.uk/special-schools-bear-brunt-ofrecruitment-crisis
Arts Council England's Place Partnerships Programme, supported by Doncaster Council, has awarded more than £425k to a consortium made up of dance, drama and music professional bodies in the area, alongside Early Years staff.
This will build on established creative approaches, working with four nurseries and schools as well as four family hub settings in the area and responding to an identified need to support very young children's development in terms of behaviour, listening skills and personal, social and emotional development.
A programme of early years activities will include creative play and movement to help develop skills of turn-taking, making choices and developing selfesteem, alongside training for artists and early years practitioners and annual conferences and celebration events.
The intention is to enable young children to catch up on those essential speech, language and communication skills required to thrive in school through stimulating and creative activities.
wearedarts.org.uk/doncaster-awardedmajor-funding
Recent research by Dr Felicity Sedgewick and Hannah McLinden of the University of Bristol has focused on the issues around the diagnosis of autism in girls, with many families finding that it is often more difficult for girls to access this, due to a number of factors. These include a lack of understanding of different presentations and a bias among some clinicians in terms of recognising that this is not only present in the male population. The researchers wanted to investigate how clinicians are changing, in the context of the growing knowledge base, research papers, books and films that reference the experiences of autistic girls. Through their interviews with school staff and clinical psychologists,they established that, whereas the interviewees were aware of the different ways that girls with autism can present, they were mostly self taught, rather than through official training. Whereas this is encouraging, it does indicate that there is something of a lottery in terms of families accessing assessments from clinicians with relevant, current knowledge in this field. In addition to issues around diagnosis, the interviewees highlighted the lack of follow up support, as these also tend to be male dominated in approach.
Education Support is a UK charity that supports staff in schools, colleges and universities.In a recently published report, based on research into the wellbeing of ethnic minority educators, compared with the wider population, they identified differential experiences including barriers to progression, tokenism and microaggressions, as well as racial stereotyping and overt racism.
The report was based on information collated from focus groups including teachers, middle and senior leaders identifying as having ethnic minority backgrounds, and supported with insights from the BAMEed Network and Black Teachers Connect.
Conclusions identified that some issues such as Ofsted pressures were drivers of stress, regardless of ethnicity and participants called for much wider, proactive training in equality, diversity and inclusion. A lack of emotional and mental health support for both staff and students has meant that, although most of the participants take immense pride in teaching, they would not recommend it as a career to others, with 72% of school teachers and 84% of school leaders describing themselves as stressed (Teacher Wellbeing Index 2022).
https://bit.ly/41ipM6k
When able-bodied people think about wheelchairs, what associations do they make? My guess is that words like adventure, exploration and excitement won't be near the top of the list, if they're there at all.
As the proud father to a bold, exciting, adventurous wheelchair user—a daughter who has always pushed the boundaries, and, by 14 was hailed a 'comic book hero' in the National Diversity Awards—I've been frustrated again and again by the lack of positive wheelchair-using role models in books, TV and films. I know I'm not the only one.
Emily didn't get the memo that she was meant to be shy or isolated. She didn't know she ought to be looking longingly at people who don't use wheelchairs. Yet if mainstream books and media had been her only teacher, that's the kind of messaging that could have taken hold. Instead, Emily was out and about making mischief, being creative, following her dreams, just like any little human does. When people encounter a stereotype, repeatedly, it has an effect—whether it's someone 'like them' being stereotyped, or somebody in their class, street or community who, at face value, looks like they ought to fit the mould. We start to see people as labels, not as the powerful human beings they are.
Dan White is the author of the new children's book cluster "Look, Brook", which is part of Pearson's Bug Club collection for primary readers.
@PearsonSchools @dan-white-92a7a3114
The truth is that almost every time Emily chose something to read, and on the rare occasions she came across a character in a wheelchair, that character would be nothing like her at all. These books were giving my daughter and her peers a certain message—a message that is all still so often communicated: that people who use wheelchairs are frustrated and helpless. They are relegated to being a bit player in the background, or someone to rescue.
We know how important it is to see ourselves, and experiences, reflected in what we read, watch, hear and absorb. The world view on wheelchair-users seems to be that they are infantile, one-dimensional, or victims of their situation. My family's own experience is radically different, and we clearly aren't alone.
Yet it's amazing to think that, in 2023, almost 400 years since the first self-propelled wheelchair was invented, that wheelchairs are still defining how people are viewed, rather than being seen as a method of movement.
Frida Kahlo, a celebrated icon of the art world, used a wheelchair.
Aaron Fotheringham, at thirty, has broken several extreme motocross records with his wheelchair.
Meanwhile, great British athletes Sammi Kinghorn, Kare Adengan and Hannah Cockcroft are showing the world how their wheelchairs are no barrier to success.
In my work as an author, illustrator and Policy and Campaigns Officer at Disability Rights UK, I'm all about narratives that show positive, relatable stories of people who use wheelchairs— stories that match with the inspiring, active, intrepid people I know. The books I have created feature Brook, a confident girl who uses a wheelchair and wouldn't change her circumstances. She is the kind of character that I wish Emily had been exposed to as a child; her able-bodied friends and classmates too. In her debut, Brook travels to the moon, tapping into the childhood dream of being in space that so many of us share. Brook also goes on an escapade in a time machine, meeting different inspiring people who have used wheelchairs through the ages, and meets kids who are new to having a wheelchair, helping them see the transition needn't be scary. Throughout the series,
Brook is proud of her disability and empowered. My hope is that she will be a role model for the young readers who meet her, whatever their own abilities or background.
At the moment, there aren't many Brook-like characters in print, but my fingers are crossed that this is changing now, and for the better. The world has had too many safe, uninspiring stories about wheelchair users, and collectively they're taking a toll on us all.
Wouldn't it be brilliant to remove the air of pity and woe that too often surrounds wheelchair users and their families? If the default associations made by strangers were not set to "oh dear," "oh no," or "poor thing"? If the mainstream population could see that the limitations hanging over wheelchair users simply do not belong to wheelchair users themselves?
People in wheelchairs can be messy and complicated; exhilarated and extroverted; naughty, nice and everything in-between. They can aim as high as they want to, and then go further.
These are the stories we need to be sharing and hearing. That is the understanding that today's publishers can unlock. Brook's tale is just a small part of a wider narrative. It's time to write and shape that narrative for new generations, spreading the message that people in wheelchairs are… people. End of story.
The Local Government and Social Care Ombudsman (previously called the Local Government Ombudsman) is a free and independent body that investigates complaints about Local Authorities (LAs) and other public service organisations. They look at whether organisations have made decisions in the right way.
Once you have complained, the Ombudsman first looks at your complaint to check if they can investigate. If they can, they then allocate someone to investigate your complaint and, if it is serious enough to justify an investigation, they ask you/the LA/the organisation, for more information.
After this, if they decide that the organisation is at fault and you have suffered injustice because of it, they recommend how things should be put right for you and possibly also other people in the same situation.
Theoretically. The LGSCO investigates complaints about SEN where public bodies like LAs have acted with 'maladministration leading to injustice'. This is if LAs did not do what they were supposed to do and it has caused unfairness; for example, an LA has:
• delayed assessing an Education, Health and Care Plan (EHCP)
• delayed issuing an EHCP
• failed to implement an EHCP
• failed to carry out legal duties (like conducting an Annual Review).
However, with SEN, the law generally prevents the Ombudsman investigating complaints where a remedy is available through an appeal to the SEND Tribunal. For example, they cannot question a LA's decision not to assess a child for an EHCP, as this can be appealed.
The Ombudsman cannot look 'beyond the school gates'. However, if a child has an EHCP, the LA has to work with the school to ensure the child gets the provision in the EHCP, so the Ombudsman sometimes looks at the school's role in delivering provision, as well the LAs. For example, if somebody complains
about the LA failing to arrange and maintain specified provision, the Ombudsman can look at this, but can only make findings about the LA and not the school. It can look at LA duties, like school transport, school admissions, school exclusions (after independent reviews) and education otherwise than at school, but it is limited to looking at complaints about what happens in maintained schools.
Also, academy and private schools operate independently of LAs, so the Ombudsman cannot look at complaints about them. This can be extremely frustrating for parents who want to complain about an academy or private school, where they feel its headteacher or governing body is not entirely independent.
There is a complaint form on the Ombudsman's website at www.lgo.org.uk. You must make a complaint within twelve months of being aware of the matter and you need to show how the organisation you are complaining about did you wrong and had a significant impact on you (ie 'personal injustice').
You must complete the organisation's complaints process first and not be satisfied with its response, before you can complain to the Ombudsman. However, if you have complained but have not had a response within reasonable time, you can complain to the Ombudsman who asks the organisation about your complaint first.
Decisions are published on the Ombudsman's website (unless the Ombudsman decides it is not in your best interest to do this), six weeks after the date of the decision, but does not usually reveal the identity of people involved.
The Ombudsman cannotlook
'beyond the school gates'Douglas Silas’s tips on complaining to the Local Government and Social Care Ombudsman.
Therapeutic trampolining is a relaxed and playful resource, says Ange Anderson.
Trampolining is not yet a Paralympic sport, but tumbling, which is both a gymnastic and trampolining sport, was included in the 1972 Special Olympics, the world's largest sports organisation for those with intellectual disabilities and physical disabilities.
Trampolining is not just a sport that becomes part of a PE lesson. It is also used as a therapeutic intervention. Therapeutic trampolining is not at all competitive and aims to support a physiotherapist's programme. Trampolines are sometimes referred to as rebounders, and sometimes therapeutic trampolining is referred to as rebound therapy.
A trampoline session can make learning more enjoyable for students who are neurodiverse when the session is delivered differently, depending on the needs of the student. Winstrada is the international body for the promotion and development of recreational and therapeutic gymnastics and trampolining. On the winstrada.com website, you will find teaching resources for the development and measurement of a student's progress as, well as badges and certificates that can motivate and reward progress and effort. Sometimes we do not realise that
a student has made progress, and Winstrada makes it easy to record small improvements.
When thinking about trampolining for people with PMLD, it is worth bearing in mind that it’s only in the last fifty years that students with PMLD have been able to access school in the UK. A mainstream curriculum may not suit the needs of a student with PMLD, and they deserve a therapeutic curriculum that enables that student to be in the right frame of mind to learn. Students with PMLD have many issues to overcome in order to be in the right frame of mind to learn. Many are wheelchair bound and could be confined to wheelchairs for much of
Trampolines are sometimes referred to as rebounders
the day. Relevant therapies provide an opportunity for these students to develop fundamental skills and understanding. Thankfully there are many therapies available today that can be delivered in schools. I introduced more than twenty five therapeutic interventions into my last school that are still being delivered today.
To deliver rebound therapy, a school needs a trampoline, and they need to seek advice regarding the purchase, housing, and maintenance of this equipment, as well as copyable policies and risk assessments. In some schools, physiotherapists use the school trampoline to deliver their physiotherapy programmes. This allows them to deliver their sessions with a more relaxed and playful approach. Some schools send staff on a rebound therapy training course run by national organisations or use the local trampoline club, where a trained member of school staff or club staff lead the sessions.
In my experience none of my students ever looked forward to a physiotherapy session, yet every single student looked forward to a session on the trampoline. Therapists reported that students became excited when they saw the therapist enter the class, as if they anticipated a trampoline session was likely to happen soon.
Therapists say that communication is the area where most rapid development occurs, purely because the student has to communicate if they want more: a tap on the trampoline, a touch on the therapist's arm, use of sign language, or direct eye contact and vocalisations. Therapists reported that students listened to instructions carefully because the therapist would not continue with the session until there was a confirmation response from the student that they wanted the session to continue.
There are many trampoline aids that can be purchased (or indeed loaned from the occupational health team of your local authority). These aids have been specifically developed for use on the trampoline and are light enough to be portable but heavy enough to offer positioning support during trampoline therapy. The Nessie aid, for example, has bumps and contours shaped to provide support during the primary positions associated with
Ange Anderson M.Ed opened and led an innovative specialist school in North Wales for 10 years introducing over 25 different therapeutic/ technological interventions to support pupils with learning differences. She is the author of books and articles and presents internationally on therapeutic and technological interventions. @angeauthor @ange-anderson-80927a55
physical play therapy, such as when long sitting. Long sitting is an important part of child development—it encourages head control, hands to midline and reaching for toys, and it promotes transverse weight-bearing through arms and shoulders.
I have used the trampoline for many years and was trained in rebound therapy in the 1990's. I have always ensured that a trampoline was available for students in my schools because I saw the positive effects on students who used it. I have always ensured enough staff were trained in delivering the therapy and that their training was up to date. This ensures no student misses out on accessing this important therapy.
I am reminded of a student called Alison, who was diagnosed with Niemann Pick C disease when she was nine. She had been an energetic and lively child, but she stopped walking not long after her diagnosis. Then Alison stopped talking, and then she stopped moving altogether. She became locked inside herself, and suffered from depression. Alison’s older sister had died of the disease, and Alison knew that she would die too. The only time she laughed and seemed to enjoy life was when she had rebound therapy. She loved it, and we ensured she received it most days. It was good for her physically and mentally, and it made her communicate. She loved a band called Boyzone, and she would communicate that she wanted the music played while taking part in rebound therapy. If the music stopped, she would immediately let everyone in the room know that she wanted it back on.
Here at Langside School in Dorset, we have launched a new award for young people with physical or learning disabilities aged sixteen and over in their transition into adulthood.
The students at our school have been trialling The OPT Award over the last year. Now students at the Northern Counties School in Newcastle, and Percy Hedley School in Killingworth are continuing trials and we are keen to get other schools involved from across the country.
The OPT Award gives students the opportunity to complete three strands across three school terms: the Helping, Personal, Social, and Emotional Wellbeing and the 48 Hour Challenge
The Helping Award gets students involved with something that will be of benefit to their local community such as caring for animals, fundraising and volunteering for different charities, or carrying out errands such as washing cars or helping to cook a meal.
The PSE Wellbeing Award involves activities that come under the categories of Group Cooperation, Skill Development and Engagement in Physical Education, which can include activities such as hydrotherapy, kitchen skills, meditation, or sports such as ice skating. Like the rest of the award the choice of activities can be adapted to suit a particular school or student.
The challenge element of the award is to take on two days of activities that the students would not normally experience, plus an overnight stay away from home. Suggested activities include a high ropes challenge, a water sports experience or abseiling. Alternatively, the activity could be going for a sensory visit to a place the students do not visit regularly, such as a woodland or beach. The overnight stay gives the group an opportunity to experience a night away from their main carers. It could be away at a hotel or residential centre, or it could be a camp out at the school where you have all the equipment to hand.
Students such as ours at Langside are rarely recognised for their achievements and abilities, yet face extraordinary challenges in their daily lives, both physical and mental. Students with complex medical needs often don't have the same access to accredited schemes as those in mainstream schooling. That's why we decided to introduce the OPT Award. I wanted to use the experience I have gained from over twenty years to create something that would benefit a wide range of students with differing needs and abilities.
The children I have taught inspired me to create an accredited scheme that caters specifically for children with complex needs. I felt determined to create an award that provided opportunities to enrich children's lives while enabling positive risk taking and personal challenges.
Activities the students would not normally experienceLynda Larke's students get community minded.
What opportunities are there for a person with learning disabilities? Well, there's school, and then college. Some people may be able to find work after they leave college but a lot of adults with learning disabilities spend their time at day care centres. These can sometimes feel a bit like a 'Cinderella service', rarely mentioned in the press,who are often only interested in the Care Sector when there has been some scandal, and often not known about in the local area. To communicate effectively with the outside world, a day care centre needs a sense of dynamism, and although it can take a lot of effort to achieve these links with the outside world, the impact it can have on the students' lives can be huge.
I had a conversation recently with someone visiting from Europe as part of an exchange programme and I asked her what day care centres were like in her home country of Belgium. She said, because they were centrally funded, that they were far more like care homes, where adults with learning disabilities were just entertained all day, whereas because our day care centre was independently run, we had the opportunity for greater innovation, with more projects aimed at getting adults with learning disabilities into meaningful work. She felt it was a different feel; our day care centre felt exciting.
In the spirit of innovation, we developed a new project under the pressure of lockdown. When the Covid 19 pandemic hit, our day care centre was forced to close, initially for six months. This placed enormous pressure on the caregivers to find activities for our students, so, we set up an online service of some of the activities we provide, covering four sessions a day with a social club every day. This kept the students connected to the staff and other students as well as giving them meaningful activities to engage with. When we came out of lockdown, we used the work we had done to develop a new virtual learning environment for adults with learning disabilities. Our vision was to create a service that catered both for those that were attending day care centres and those who were unable to attend them, such as those who were perhaps housebound or only had limited activities they could engage in. One model of a typical user is summed up in the words of Chris, one of our
long-term students, 'I think it's a good idea and will continue to dip in when I am not in the centre.' Another model might be a student who we never see in person but who gets benefit from the site.
Our Virtual Learning Environment currently includes video courses, games (which we have had especially made), as well as stories, some of which our team have written. The video courses cover art, nature and the outdoors, web safety and social skills, exercise and wellness and it is our plan in the future to launch live video sessions, as well as discos and social meetings which we found were popular under lockdown. This will provide an educational resource for adults with learning disabilities, but also a social networking opportunity and hopefully an online community. How did we create this? Well, we realised that the key to making something for a particular community is to involve the people from that community in the creative process. So, while making this website, we involved our students at every stage, working with them to troubleshoot problems with the developing site. As an example, we found some of our students struggled with scrolling side bars, so we had the bar turned into arrows and moved closer into the centre. For students who struggle with the written word, we activated a function which reads the words for them. We did this through a process
Tom German is the ‘Education Lead’ for the Fifth Trust Connect project. He has a background in Further Education and now works with Adults with Learning Disabilities. ftconnect.org
of surveying, finding the areas that students struggled with or found boring and working on changing them or removing them. We also are using students as presenters and models for our site, encouraging users of the site to identify with it. We want adults with learning disabilities to look at the site and say, 'This is for me!'.
What have we gained? We don't know yet. We suspect that students with learning disabilities will get not only skills, but a sense of purpose and hopefully a network from this venture. There are certainly positive indications in research literature that it may be the case that online learning can be an aid for adults with learning difficulties. In the future we are looking at working with a nationally recognised centre for research to work on measuring the impact that the project has on an individual's development. Our hope would be that our project would improve the quality of life indicators identified by the researcher Robert Schalock. As each element of the site relates to one of the key indicators, students can identify areas where they are lacking quality of life and tailor a path to suit themselves. Our project should open new vistas for adults with learning disabilities, allowing them a space where they can learn and communicate. There are also links to employability and independent living. Our courses cover topics such as life skills and cooking, as well as gardening. These could be aids for getting students interested in the working environment and upskilling them for the workplace Our video service could be used outside care settings in more conventional educational settings, as well as being used by clients or students who for whatever reason are unable to attend a day care centre. We also hope it will provide adults with learning disabilities with either a complete curriculum to aid them with independence, or additional learning for those who are pursuing a course of study in this area already. So, we are exploring this exciting new area, with our students helping us every step of the way. Where this journey will take us, we are yet to discover, but our hope is this will become something that both our students and the wider learning disability community can use as a tool to expand horizons and improve lives.
Transition can be a stressful, emotional, and challenging time for parents and young people alike.
Our dedicated Transition team works with our young people to help achieve the best possible future placements for them, post-St. John’s.
Our team has strong links with our local communities and outside agencies and will work closely with our young people and their families to explore the options and to support them through the process of moving on.
Transition is a big step for any young person. For a student with special educational needs or disabilities (SEND), the challenges of progressing from a familiar environment can be particularly difficult.
At specialist further education college, Derwen College, in Shropshire, we are dedicated to supporting students to achieve and exceed expectations. A robust transition process, that’s reviewed regularly, is vital for progression. Believe it or not, even while we’re ensuring that each student’s transition from school to our college is a smooth one, we’ll already be looking ahead to the next transition, perhaps towards further training, employment or greater independence.
Students beginning with us are encouraged to look to the future so we can support them towards their goals. Important questions include: What are you good at? What do you enjoy? What employment options are available to you after college? And Where would you like to live?
The Admissions team urge families to start looking at post-16 options early – up to three or four years before start date; attend transition events, open days and taster days in the years leading up to transition.
At Derwen, we work as a team with care, teaching and therapy staff, as well as former schools, local authorities, therapists and experts involved in student’s care, to ensure we have the right support in place from the very beginning.
This transition process continues through College. Training for work and independent living, as well as a robust careers programme, travel training, and health and wellbeing education, all provide students with the scaffolding needed for a successful transition to life after College.
Work experience is an important part of learning for the future. Students work in the college’s onsite ‘Marketplace’ – which includes a garden centre and gift shop, charity shop, café, restaurant and training hotel. When ready, they progress to external work placements at one of the many local and national businesses we partner with.
Looking ahead to transition after College makes an enormous impact to a young person’s ambitions and future success.
In 2022, the College was awarded the Queen’s Award for Enterprise, recognising the education and vocational training it provides for young people from across the UK. Students learn work skills in the public-facing garden centre and shop, café, restaurant, charity shop and training hotel, increasing their chances for employment and independent living post-college.
Tom graduated in 2021. In his final year, through regular meetings, speaking to him, his family and local authority, it was identified that an admin -based supported internship in his home area would progress his training towards work.
The College worked with his London authority to identify opportunities, and enabled Tom to gain a place on a supported internship programme at West Middlesex Hospital to which he travelled to work on his own by public transport.
His parents say: ‘The internship was a great next step for Tom to build on his skills with a view to finding an appropriate employment opportunity in the future. As a result of this, he has just started 2023 with the offer of his first paid job at the hospital!”
A clear transition process has enabled Tom to be involved in setting goals and achieving his aspirations.
For other students, transition to work has been a bit more challenging. Hospitality and Food student Carter excelled in his work in the College’s small training hotel and was offered a housekeeping job at Premier Inn. Unfortunately, Covid struck and Carter couldn’t take up the job offer until nearly a year later. Derwen College continued to support Carter in his transition through one of the Derwen Hospitality teachers, who accompanied him to his local Premier Inn on several occasions, and helped him to learn the updated rules and regulations that the Covid pandemic had instigated.
Carter now lives in a shared house with friends and has a paid job.
Carter’s mum, Pam, says: “Thank goodness for this amazing provision at Derwen. The mini training hotel at Derwen has created fantastic opportunities for so many students. My son is now a valued member of Premier Inn staff.”
Derwen College is proud to say that by working together with valued stakeholders from across the UK, it is able to support students to focus on and achieve ambitious transitions.
Carter’s mum sums it up in one sentence. “Derwen gave Carter the skills and confidence he needs to live the life he wants and deserves.”
Visit derwen.ac.uk for more information.
Short breaks and holidays can be a lifesaver for many young people with disabilities and their families. As our holiday choices open up again, increasing numbers of people are turning to specialist residential outdoor activity centres for a truly unique and memorable experience. Schools access these organisations for educational purposes, while families visit for a short break or holiday. Whichever group you're visiting with, these experiences offer benefits beyond what we get from a standard short break or holiday for both disabled and non-disabled people alike.
Outdoor residentials usually involve going away for a weekend or week and taking part in adventurous outdoor activities throughout the stay. Centres often have on-site activities such as archery, a zip wire or a climbing wall, but others will also use accessible minibuses to provide adventurous activities in the countryside, such as outdoor climbing, caving or canoeing.
Going to an outdoor centre can be a bit like going to a hotel. There are family rooms, cleaners and meals are provided. However, it is a little different. There is often a sense of community living, and everyone is encouraged to muck in and help out where they can. There might be dining tables to lay, tidying up to do, kit to collect or a round of tea to be made.
Whatever you're doing during your visit, whether on activity or relaxing, there are numerous benefits to be had from visiting a specialist outdoor centre. In this article, I'll outline the three main reasons that I see why going on an adventurous outdoor activity break should be an essential part of anyone's life experience, no matter who you are.
Most of us spend too much time indoors, particularly young people. Most young people spend less time outdoors than someone serving a prison sentence. This is a shocking statistic, particularly because it is widely accepted that getting outdoors significantly boosts our mental health and wellbeing. I suspect the figures have risen since the pandemic, most especially for young people with disabilities. We know that being outdoors in nature has real benefits, a real calming effect. It is a place where we can escape screens and technology and focus on something different, something natural. It gives our brains downtime, and time to switch off from our everyday lives. This is essential for all members of the family, not just the young.
As well as the calming effect of being outdoors, daylight has also been found to be a key factor in helping our sleep, our mood and our overall mental health and wellbeing. Unless we live in a greenhouse (unlikely), opting to undertake our leisure activities outside rather than indoors should certainly contribute to maintaining good mental health and wellbeing.
We also hear about the sensory benefits of being outdoors. If you have a child or student who benefits from using a sensory room, then I would recommend spending some time outside; some would say it's the best natural sensory room there is. With the wind in your hair, things to touch and unusual smells to explore, nature stimulates the senses.
Whether you have a disability or not, I would encourage everyone to get outdoors, feel the sun, wind or rain on your face, and breathe. Breathing is the best stress buster there is.
Young people with disabilities lead more sheltered lives compared to their non-disabled peers. This can be due to many reasons, but I believe it's essential that we give all young people the best opportunities we can to prepare them for adult life.
Putting young people in a position where they can flex their independence muscle is vitally important. Enabling people to choose how or whether they participate in certain activities can be incredibly empowering and can help prepare them for making other decisions in life.
As well as independent decision making, learning how to manage risk is a skill that many young people with disabilities miss out on. Risk is a word that often scares people or puts
It's not risky, it's flexing your independence muscle
them off. This is perfectly understandable coming from a parent who, for example, has had to be risk-averse because of the nature of their child's medical needs. Learning how to manage risk is however an essential part of growing up and well managed outdoor activities can provide this.
If a young person can enter an environment which could be perceived as 'risky' but is also carefully managed by the activity provider, it can be a profoundly beneficial experience. Climbing up a climbing wall or canoeing on a lake can be totally out of someone's comfort zone, but with the right support and safety measures in place, it can be truly rewarding for the young person and their parent or teacher.
To me, the adventure element of outdoor activity breaks means undertaking an activity where there is an uncertain outcome. It requires courage, resilience, effort and determination. When young people overcome their challenges in the right social environment, they begin to believe that they can achieve far more in life than they thought possible before, whether it be at home, at school or in a social setting.
Can this change their long term aspirations in life? I believe it can, and that's why we undertake these challenging activities. Experiences that are outside the norm and the comfort zone of young people can help them develop their self-belief and self-esteem. These things are key to enabling someone to lead a happy and fulfilling life.
Disabled people are generally at higher risk from chronic loneliness, and I frequently hear that the most beneficial time for people during an activity residential is the evenings. This is the unstructured activity time where young people, teachers and parents can discuss their day, share their adventure stories and laugh about any mishaps there might have been. Being able to go away and have a shared experience with people can be an amazing tonic for helping manage the challenges we face day to day.
Meeting new people who are in a similar situation to ourselves can be profound. It helps to be reminded that we are not alone, that there are other people out there who share our struggles and have similar difficulties to ours. It's also a great opportunity to discuss solutions to problems, to build new networks and make friends, which can help us in day-to-day living.
For families, this opportunity to spend true, quality time together is a strengthening experience. In families where one of the family members has a disability, being able to have a shared experience and have fun together can be momentous. I hear
of families not being able to go away and do leisure activities together, at the same time, due to a lack of skills, equipment or provision. There is always someone having to sit out. This often leads to frustration and disappointment. Inevitably, certain activities will be accessible to some, but not others, but I believe that families and schools should have access to organisations where there is meaningful participation available to everyone. This can simply be down to finding the right providers.
So where are all these wonderful places where life-changing events take place each week? There are plenty of outdoor centres across the UK doing exceptional work, but there are a smaller number of specialist centres that predominantly work with people with disabilities. These organisations are well placed to ensure that the outcomes I have talked about can be delivered. Specialised centres can provide the added reassurance that they are well equipped and have the experience
Nick Liley is the Centre Director at Bendrigg. He first came as a volunteer in 1995.
bendrigg.org.uk
Nick@bendrigg.org.uk
to cater for disabled and non-disabled people equally. Or perhaps the attraction of meeting other people in similar circumstances can make these places more appealing.
When we see all the benefits that outdoor activities can bring, a love for the outdoors is something that we want to instil in all our young people. We want them to nurture this and take it into adulthood in the hope that it will help them lead happier, healthier lives.
For some, dyslexia is associated with 'learning difficulty', 'disadvantage' or 'disability', and it only poses challenges with reading, spelling and comprehension. For young people with big imaginations, dyslexia can feel very different.
Three dyslexic young people, Josh, Rose, Joe, and their mentor Jason believe their dyslexia is much more diverse than just challenges with reading and writing. They are on a mission to change the way people see dyslexia.
Yasmin Holmes is a project manager at Junior Design Factory – a design studio for dyslexic children. Young people can find out how to join Junior Design Factory, or organisations can book workshops through the Creative Briefs website.
Josh is a 19 year-old aspiring palaeontologist. He confidently corrects me that palaeontology is the study of prehistoric life— not just dinosaurs. At the time of writing, he's taking his first driving lesson so he can drive to his job as a lifeguard at his local leisure centre. Josh has built up his confidence through learning design-skills at a dyslexia support organisation where he uses his creativity and 3D thinking in design projects. Now he's confident enough to deliver his own creative workshops to other young people at the same organisation and as part of this, he advocates for the role of arts-based learning in helping dyslexic children thrive. He actively encourages changing the language around dyslexia to something much more positive.
"When I was younger, I never expected I would be in a job like life guarding, I never imagined having the confidence to work with the general public. I'm about to start driving lessons and I just never thought I'd have the confidence to do that either."
juniordesignfactory.co.uk creativebriefs.co.uk
@BriefsNotPants
@BriefsNotPants
@BriefsNotPants
until he was 35 years old and training to be a teacher that he was diagnosed as being dyslexic. Now, he is a director of a not-for-profit that supports dyslexic children like Josh, Joe, and Rose, giving them opportunities in design and creativity that he wished he'd had when he was younger.
Rose and Joe are both in secondary school, and they confidently tell me that their dyslexia makes them more creative. Despite being just young teenagers, they have already used their creative thinking skills to create large dinosaur sculptures for a museum exhibit, designed logos for local companies and even presented their own podcasts talking about dyslexia.
"I learn better when I can use my imagination. It's not just doing things like art, like painting and stuff. It's also things like being allowed to doodle my ideas—it helps me to remember things, especially at school. It also helps me talk about my ideas, so I don't forget what I want to say"
Mentor Jason Bowers has always been creative, enjoying 'hands-on' learning at school like woodwork, he worked in a shoe factory as a teenager, and then progressed to setting up his own interior design business as a young adult. It wasn't
"When I was diagnosed it was such a relief, it suddenly made sense as to why I'd struggled academically as a child. I've since found out that a huge percentage of dyslexic children are not being diagnosed, and because of that children don't need a formal diagnosis to take part in our work—everyone here is classed as a creative thinker, so we're all equal. Dyslexic kids are often creatively minded, and so they thrive when they use visual communication. I've heard it so many times from parents. 'My child can't keep up with the writing on the board, they don't write down their homework, or when they do it's not complete information'. And then they get home and are lost with what they are supposed to be doing. That's when they get into trouble at school, make excuses, and lose confidence. When children learn creative ways of working through design, they start to implement the same approaches in more academic subjects—things like drawing a mind map, bullet pointing information, taking photographs, or doing a drawing. They're a massive help to a dyslexic child".
Yasmin Holmes talks to young people about their personal experience of dyslexia and how creativity helps them to thrive.
I learn better when I can use my imagination
Much is written about what we can do to support a child with dyslexia, but what if the adult supporting the child is dyslexic also? If your child comes home with reading that is a struggle for the parent to follow or maths sums that are a mystery, what can the parent do? Support for adults is even rarer than that for children, but hopefully this article can help signpost a little.
In my experience as a Specialist Assessor. the parent with dyslexia may not have been identified until their child is assessed. Often when filling out the pre assessment questionnaire, the parent will mention that they had problems at school, and ask if they might also have dyslexia. Many may have gone into jobs where little writing was required and so could mask their dyslexia until offered the chance of promotion. At that point, more report writing or reading of technical manuals may be needed and It may then be suggested that their difficulties are investigated.
We know that identification of children with an SpLD was even worse twenty or thirty years ago and many went undiagnosed
at school. When I was a classroom teacher, there were many parents we never saw at Parents Evening, and I realise that it was probably due to the fact that their school experience was so terrible, that they didn't want to relive that experience again with their own child. Lockdown had some negative stories about homeschooling but also some positive outcomes. An adult recently told me that she had been able to teach herself phonics by teaching her child during lockdown.
Last year I was fortunate to be invited to the House of Lords to celebrate the 50th year of the BDA. The main Dyslexia charities are all celebrating their 50th Anniversaries this year—the British Dyslexia Association, Helen Arkell and Dyslexia Action were all formed by mothers. Those pioneers sat around kitchen tables
Some parents suspect they might be dyslexic
determined to help their own children who were being failed by the school system. Many of my esteemed colleagues trained as specialist teachers and assessors after finding out their child was dyslexic. They started by working with their own child, then used their skills to support others. Never underestimate the power of the parent!
I come across many teachers and support staff with dyslexia. It's not surprising. If 10% of children are dyslexic, it follows that 10% of the staff will be, too. For some teachers it can be a way to be a role model for dyslexic pupils—someone who understands how they need to learn. For other members of staff it can still be painful and difficult to disclose.
Allowance (DSA) can provide support to access a degree course fully. It is never too late to be assessed, meet your potential and support your children or your grandchildren even more.
Adults who are either employed or self employed are able to apply for Access to Work support (gov.uk/accessto-work). This can be invaluable in giving resources that level the playing field, such as speech to text software or text to speech software and many companies are finally recognising the value of the skills that dyslexic individuals can bring to an organisation. The ADC will also help you with screening free of charge if certain criteria are met, and they also have a free Helpline (help@adc.org.uk). If you feel that your literacy needs additional support try your local Dyslexia Association or the BDA Tutor list for a specialist used to working with adults. (bdadyslexia.org.uk)
Dr Gavin Reid, the psychologist and Chair of the BDA Accreditation Board, has a very useful book that can help, providing lessons that are pitched at the right level for adults. Free on Amazon Kindle (incidentally, Kindles are great as you can adjust the font and font size and many adults and children like the grey background).
I am a Trustee of the charity that helps both adults and children—the Adult Dyslexia Centre (adc.org.uk), who run
Katrina Cochrane worked with Dyslexia Action before joining the BDA as Head of Education. She set up Positive Dyslexia Ltd in 2016 with the aim of raising awareness of Dyslexia and Neurodiversity in a positive way through assessments and training. She is also an author and conference organiser.
positivedyslexia.co.uk
katrina@positivedyslexia.co.uk
Lord Addington, Vice President of the BDA spoke for us all when he said he hoped we wouldn’t be around in another 50 years time. He didn't want a centenary of the BDA to be celebrated, he wanted the work of the BDA to be a 'footnote in history'. I hope he is right. Although the dyslexic landscape has changed somewhat, we still find that awareness is poor, and children are not being identified early enough.
free support groups for adults to discuss their difficulties in work, finding work and helping their children with homework. They also run six week parent courses so that parents can find out more how to support their child at home. These are normally very reasonably priced and the ADC will also help with the cost of screening and tuition if needed.Find your local Dyslexia Association on the BDA website—many have a packed newsletter full of tips and links.
Audio books ( Calibre audio library free for dyslexic adults and children—calibreaudio.net) and reading pens will allow the parent to engage in the reading experience with their child if their own literacy levels are low. Stuck on a spelling—ask Alexa!
If numbers are the difficulty and you suspect Dyscalculia, try the Dyscalculia Network (dyscalculianetwork.com). Many banks have also become far more dyslexia friendly and can give you access to your money without dreaded PIN numbers, which are easily forgotten by adults with memory difficulties.
Positive Dyslexia Ltd are pleased to announce two Neurodiversity Conferences in 2023. Suitable for SENCO’s, Teachers, Specialist Teachers and Assessors, TA’s and parents.
June 29th joint conference with Edge Hill University focusing on Dyscalculia, and we are back for our 4th Annual Dyslexia Conference in Liverpool on November 23rd at the Adelphi Hotel with a focus on Language Literacy and Communication. Both with a host of eminent speakers in the field of dyslexia and dyscalculia, exhibitors and with lunch/all refreshments. Come to both if you can’t decide which one will give you the best CPD!
Early bird prices/student prices are available through Eventbrite or for an invoice contact: accounts@positivedyslexia.co.uk. Ref SEN/PD. Book now from only £50
We also have Masterclass recordings such as Dyscalculia, Executive Functioning skills, Assessment and Reading available on our online shop from only £10. We can offer diagnostic assessments for Dyslexia, online or in person, as well as INSET training for schools.
positivedyslexia.co.uk
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Some autistic children struggle to express what they want to say verbally (expressive) while others can speak with clarity, but have trouble processing and understanding language (receptive). In some cases, autistic children need help with both expressive as well as receptive speech and language challenges. Studies indicate that over half of children with autism have some level of speech and language delay and this became deeply relevant to me through personal circumstances.
Before my son was diagnosed as autistic, his nursery picked up his speech and language delay. In my son's case, it was the receptive side of language he wrangled with the most. We went to several classes, all of which helped give us the tools to help our son break down language while encouraging him to use his speech more frequently. It was a slow-burning process that required commitment, consistency, and patience.
Of all the tools that I feel helped to accelerate my son's communication, however, music was one of the most effective. It was a really fun way to communicate, too.
My son has always loved singing and dancing—the combination of rhythm, rhyme, and melody has mesmerised him for longer than I can remember. So, adding melodies to certain words and phrases in the right context, encouraged my son to try them out for himself at various times throughout the day.
Singing a few songs to my son while I was playing on the guitar and turning various words and phrases into musical melodies gave us a platform to practise language in a way that was fun and engaging (despite my occasional screeching bum notes). So, I decided to buy a Casio keyboard.
This green little melody maker quickly became an essential part of everyday life. As my son had a keen interest in shapes and colours at the time, I decided to label the keys with dot stickers. I would write out colour sequences in words (my son
has been able to sight read individual words since he was two years old) to use his special interests to his speech & language learning advantage.
I encouraged him to tap out melodies on his keyboard using his colour keys (some were fragments or nursery rhymes and some I made up), before adding simple phrases to them. I started with repetitive two to three-word phrases and gradually built little conversations into the mix. Doing this a little every day at my son's pace really helped to bring his speech and language on. I believe it helped him get to grips with both expressive and receptive language in a way that he enjoyed. Most of all, it was fun—and where fun lives, communication thrives.
Rhythm and melody are a universal language, an inclusive medium that resonates with almost everyone fortunate enough to have hearing. Using music to help my son develop his speech and language skills not only proved to be a success for us, but it also taught me that while it's important to put the time in, making sure what you're doing is relaxed and engaging is the most important thing by far. If you don't appeal to an autistic child's interests, you're unlikely to gain their attention for long. You can make the experience more interactive by using a musical instrument like a keyboard, guitar, triangle or maracas. Try throwing one of your child's special interests into the mix (for instance, if they're into cars, sing about cars or use toy cars to carry out actions when you're singing). Work at your child's pace, going as slowly as you need to while enunciating your words with as much clarity as possible.
I'm not a professional speech and language therapist. I'm an SEN parent who stumbled across something I found valuable and wanted to share my experiences. I hope this helps you and your child and if you want to run anything by me, feel free to get in touch. Best of luck.
Dan Hughes provides some insights into the power of music to develop communication skills.
Dan is a musician, content writer, and proud SEN parent.
Cheryl Bedding looks at environmental audits for children with sensory integration needs.
Environments tell us what to do, and they can be arranged to make you feel and behave in a certain way. Shops and restaurants enter the mind of the consumer to sell their products. A restaurant may want a fast turnover of people, so they have hard plastic fixed seats. Supermarkets put the milk at the furthest end of the shop, to make you walk past other items that may catch your eye. They may move food around in the store to make you change your usual route and discover other products.
How you feel in any environment will affect how you behave, how long you stay, how much you engage with it and whether you want to return. The same applies to children. For children with sensory integration needs, it influences them even more.
In creating an autism friendly environment, we must try to reduce the negative impact of sensory differences and enhance the positive effects. Environments can have a physical and
emotional impact on us and for young children with diverse needs, the emotional impact can result in a child feeling anxious, stressed, unengaged and dysregulated. If we get it right, they are more likely to feel calm, connected, with a sense of belonging and able to be their true authentic self.
Anxiety can be a significant barrier to children's mental health, engagement, participation and can result in children isolating themselves, masking their self regulation behaviours,
We need to reduce anxiety and create order
and preventing them from thriving. An environment that is unpredictable, noisy and over stimulating, is likely to trigger behaviours that stem from an overwhelmed nervous system and the body's natural response to move into the fight or flight response. These observable behaviours often result in sanctions or consequences when our perspective as adults does not match or provide insight into these responses. We react to what we see, not what causes the behaviour.
An environmental audit is a way of assessing the physical environment to ensure that it provides a safe and supportive learning space for all students. Noise, temperature, lighting and seating arrangements all have an impact on learning and participation. Adult and child perceptions of their environment may differ. What some people take for granted can be overwhelming and upsetting for others, and an effective audit can support a child's emotional development and wellbeing.
Audits are not one-off exercises, but a continual process of detection and reflection to determine if an environment is supportive and enabling for the individual children it serves. This requires adapting and meeting the individual needs of each child and not the label or diagnosis. An audit might include questions such as 'how is Fred responding to the current routine?' or 'how is Emily reacting to the sound of the
Are the colours in the environment low arousal such as cream and pastel shades?
Have you considered the smells of cleaning materials used, such as sprays?
Are noise levels a concern at different times of the day?
Do you plan for changes to routines, staff leaving, breaks, new people in the room?
Are there sensory materials available for children to explore and touch in the environment?
Is a wide range of foods available of different textures and temperatures?
Are there opportunities to move indoors and outside without restrictions?
Are routines flexible for those who need regular movement, with enough time given for movement breaks in the day and an awareness of how long children are required to sit?
Cheryl Bedding is a consultant and an award winning trainer working nationally and the parent of two neurodivergent children. She is an advocate for true inclusive practice, enabling ALL children to be heard, to be given the tools and connections to thrive and be accepted for their uniqueness.
aperiontraining.co.uk
@aperion_training
@aperion_training
@cherylbedding
music for tidy up time?', or 'Is George engaging in story time in a large group?'.
A sensory audit requires a little time and effort but can have a far reaching impact on a child and their family, while preventing behaviours which result in stress and anxiety for the child and the educator.
The understanding that children can be hyper- or hypo-sensitive is a good place to start when considering visual stimuli, smells, touch and pressures, auditory stimuli, a child's expectations, transitions and accessibility. We can aim for the surroundings to be 'just right' or as close as possible to an environment that can meet the needs of all.
Despite regular auditing and adaptations, children with diverse needs may still require a calm, quiet place of escape, a space of their own, a place that offers an illusion of privacy where they can decompress and self-regulate if feeling overstimulated or overwhelmed. When auditing your environments, consider where and how you could provide this. Where can you place a tent, or little corner nook for relaxation and comfort, surrounded by familiar objects, self-soothing resources and dim lighting, offering an opportunity to bring their nervous system back to a state of calm.
We can all too easily become used to an environment, so that we become unaware of how it might be impacting on children. By being alert to this potential complacency, we can either schedule regular audits, or spend some time experiencing our surroundings as Fred or Emily.
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Dimensions, the UK’s largest notfor-profit supporting people with learning disabilities and autism, has announced the winners of its Annual Learning Disability and Autism Leaders’ List.
This year’s Leaders were announced across four categories: arts and entertainment; local communities; work and education; and advocacy, policy and media. Recognising leaders across a spectrum of fields showcases the breadth of talents that people with learning disabilities and autism have.
The award gives people with learning disabilities and autism an opportunity to be celebrated and represented. Winners this year include Special Olympic medallists, founders of learning disability and autism charities, and voice actor of the first character with autism in Thomas & Friends.
Highlighting stories will not only overcome stereotypes but will inspire others to achieve things they did not think would be possible.
Rachael Dodgson, CEO at Dimensions, said: “The Leaders’ List is a reminder of the strengths and contributions that people with learning disabilities and autistic people make to the local community. We are deeply inspired by their achievements.”
dimensions-uk.org
Syon Nursery is a Specialist Early Years provision serving the West London area for children with special educational needs. We offer care and education for children with a diagnosis, or emerging traits of ASC or ADHD and also children with sensory, communication or social needs.
Our individualised, person-centred approach to learning and growth is something that we take great pride in. Play is crucial for children learning in their early years, and we promote creativity and discovery; since we know that it is the foundation of all learning. Along with curriculum-based activities and therapeutic input, our routines offer children chances to support their independence and build upon their unique learning styles. We always strive to include our children in their decision-making as it our top priority to both hear and listen to their voices and respond accordingly. In order to support each child’s individual needs and upcoming developmental stages, we follow the strategy, set out by Options Autism to always accept our children’s starting points and build upon their strengths.
Acceptance is at the very heart of the strategy and celebrates all the facets of neurodiversity. Our multidisciplinary approach enables our team of in-house therapists to collaborate with our practitioners in a way that is specific to your child's needs. Or therapists also offer assessments that are carried out by a team of Psychologists, Speech & Language/Occupational Therapists, and education staff, that will all work closely with families every step of the way. We also pride ourselves in offering a wide range of support services to our families through our on-site Autism Learning and Development Centre. The centre is a gateway to accessing a wide variety of training, workshops, library services, coffee mornings, advice, and guidance on statutory processes. Please book a tour to visit our site!
The single most important technique my family and I implemented following various neurodiversity diagnoses (including autism, ADHD and dyslexia) was Energy Accounting. This simple concept proved a game changer for each of us as individuals and for the family as a whole.
The idea is to keep one's energy levels as high as possible, while recognising there will be multiple drains every day which we need to counteract. By understanding our energy gains and drains, we can better manage our daily experiences.
The more tired we are, the shorter our tempers, the easier it is to make mistakes and the more quickly emotions can run out of control. This is true for everyone, neurodiverse or not. Our younger children could understand this too when they saw mummy and daddy also struggling.
Energy accounting uses a scale to keep track of where each person's energy level is at any moment in time and uses this to help predict how things might alter as our environment and interactions change. We can then choose which, if any, accommodations or strategies, we want to put in place to help manage this.
The scale must be personal and relevant to the individual. When we began thinking about this in our family, the common metaphor of a petrol gauge was not at all useful for our young children. Instead, we tried thermometers, a metaphor we had used when they were preschoolers, for other reasons. They quickly understood the higher the temperature marker, the better they felt, but marbles in a jar would have worked equally well. Bank accounts, slices of pie, a stash of spoons are other metaphors which people use.
The key activity when setting up this system is identifying specific activities, events, and people who move us in one direction or the other. This has proved different for each of us and has changed over time too. As we became more familiar with the system, it became easier and faster to make appropriate accommodations.
This idea of difference is important. In our house, for example, two of us are drained by social interaction, and the other two are generally invigorated by it. My sound sensitivity means I find many environments draining, no matter how much fun I
Leigh East is an Autistic parent of two teenagers and a neurodiversity advocate through Autilistic.com. autilistic.com @autilistic
might be having, but the other three are not affected by this at all. Two of us struggle with crowds, two do not. All four of us re-energise by spending time with our pets. My husband finds cooking relaxing. I can’t focus long enough to complete a meal without stress. So he’s the cook in our house. I am reenergised by a walk, even in the rain, but one of our teenagers always needs wheels—she can't bear walking anywhere, but she does find the gym energising. Nothing could induce me to go to a gym.
Monitoring in this way did feel a little artificial at first, and it does take time to get used to. Eventually we stopped needing to think quite so literally, and now they are teenagers we rarely need to refer to the scales. We talk in broad terms of drains and gains in the moment. We all have quite a good grasp of what each other's challenges are, and we can point out when someone is showing signs of becoming energy poor. The fact we have agreed to do this for each other reduces irritation and resentment when something is pointed out. In truth, these days we are all far more willing and able to signpost that our own levels are dropping before it is even pointed out. Our ADHD teenager still struggles with this as additional interoception difficulties have made this trickier to recognise the signs, but she too is getting there.
As a family initiative, Energy Accounting has proved a game changer. Don't get me wrong, with three neurodiverse people in the house, it’s never going to be straightforward, but at least we all know and understand each other's specific drains and gains. We all ask for accommodations when we need them, and everyone understands that it’s in everyone's interest to support those accommodations. Long may it last.
Marbles in a jar would have worked equally well
It's a game changer for Leigh East's family.
We all have our own individual ways to unwind
Established in 1972, Ann Arbor Publishers is a long-standing supplier of tests and resources to psychologists, teachers, allied health and education professionals and parents. The company is a main UK distributor for several US based assessment publishers.
They provide a free, 365-day a year online consultancy service and a variety of free, downloadable SEND articles and checklists.
Ann Arbor offers a ‘Price Match Promise’, guaranteeing the lowest UK price when comparing VAT inclusive prices and delivery. Delivery is free for orders over GBP100. annarbor.co.uk
APAC is one of the largest, most experienced, and dedicated Play and Creative Arts Therapy training organisations worldwide. APAC offers the Integrative Holistic Model of Play Therapy which is uniquely validated through excellent clinical outcomes. We believe this provides a solid foundation, preparing students with the knowledge, skills, and experience to work therapeutically with children, young people and adults, using play and creative arts. APAC courses are accredited by Play Therapy UK (PTUK), which is one of the largest professional play therapy organisations outside of the US.
apac.org.uk
Artsmark is the only creative quality standard for schools, accredited by Arts Council England.
Artsmark provides a flexible framework to help educational settings champion arts, culture and creativity in their learning and teaching environments, and SEND settings are no exception. We have additional guidance for alternative and specialist education settings, to help you understand how Artsmark’s flexible framework is relevant and adaptable to your setting. It also outlines the practical steps we’ll take to ensure that we’re sensitive to the unique context and challenges of your setting.
Discover more at: artsmark.org.uk/send
The national event for autism, in partnership with the National Autistic Society and Brain in Hand, is returning to London, Birmingham and Manchester this June and July. It’s packed with informative talks, one to one clinics and hundreds of specialist products and services.
Highlights include Brain in Hand’s new Sensory Room, Legobased therapy sessions and the Autism Reality Experience.
If you’re looking for information and direction pre or post diagnosis, are facing daily challenges, or approaching significant transition points, then The Autism Show can help you.
Book your tickets now and save 20 per cent at autismshow.co.uk
Week with this new book
BEAR: A Story of Autism and Difference - by Val Jones
Join Bear, a captivating, slightly quirky and gentle young bear on a heartwarming journey of selfdiscovery and understanding of autism. Delightful illustrations by Leanne Coelho help share Bear’s sensory sensitivities and unique ways of experiencing the world. This inclusive story promotes understanding and acceptance of individuals ‘just as they are’. It’s also pronoun-free so that everyone can relate to Bear. Available from bearautism.com, Waterstones, Amazon or your local bookstore.
bearautism.com Instagram: @bear.autism
Bendrigg Trust is a leading specialist providing access and adaptation for people of all abilities wanting to access the outdoors. Our ‘open’ courses for families and individuals with a disability are expanding – offering a chance to have fun and make lasting memories. We offer courses for any family with a disabled member, adult courses for those with learning or physical disabilities, focused breaks for specific conditions such as rare diseases, Angelman syndrome or Autism.
Get in touch with our team now to find out more. Call 01539 723766, email bookings@bendrigg.org.uk, or visit bendrigg.org.uk
Designed for learners without a psychological background, this twohour CPD course from the British Psychological Society focuses on the impacts of Dyslexia, Dyspraxia, Dyscalculia and Dysgraphia and will boost your confidence, develop your skills and enhance your ability to understand and support pupils with specific learning difficulties.
Are you ready to make a difference? Find out more at learn.bps.org.uk
Caledonia Play believes in making outdoor play accessible and fun for everyone. The addition of the TERMA range to their portfolio of Inclusive Play products for schools does just that.
The TERMA Swing offers wheelchair users the chance to swing, rock or glide without assistance providing valuable agency in both play and therapy. Or the swing can be used in conjunction with a friend or helper. For non-wheelchair users it provides an opportunity to exercise the upper body, improve sensory integration, and build balance strategies.
Above all, it’s fun!
www.caledoniaplay.com/inclusive-play-for-all info@caledoniaplay.com
01577 840570
dbdplay specialises in the design and installation of exceptional outdoor spaces.
“It was really important to us to find a partner that listened and truly understood the outcomes we were looking for when planning our outdoor learning centre and dbdplay did exactly that.
They understood the need for a variety of different learning areas to match the diverse needs of our students, the need for unrestricted and ease of movement around the garden with areas of high stimulation through colour, texture, sound and smell.
dbdplay have designed and created an accessible, inclusive and inspiring learning environment for our cohort of inspirational students.” Treloar School and College. dbdplay.com
Do you need high quality moving and handling training to ensure your compliance with UK legislation?
With more than 24 years’ experience in delivering training EDGE Services are one of the leading providers of moving and handling training in the UK today.
All their People and Children handling courses are Quality Assured and Regulated by RoSPA Qualifications as a Customised Level 4 Award, endorsed by the Royal College of Occupational Therapists, certified by the CPD certification service, and run on a public and in-house basis across the UK.
edgeservices.co.uk
Behaviour Hubs is a DfEfunded programme that provides senior leadership teams with the tailored support, training and advice needed to improve behaviour culture and generate lasting change.
The programme matches schools with a Lead School that has an exemplary track record in behaviour culture, and schools have access to open days, expert training modules and networking events.
Behaviour Hubs is available to schools and MATs in England across all provisions including special and alternative provision. Apply now to join the programme for an April or September start. behaviourhubs.co.uk
Electronic Phonics develops early reading and spelling skills through fun games and practice – ideal for interventions and SEND support. The product was Highly Commended at Bett Awards in 2022.
Electronic Phonics is an innovative, screen-free device which combines technology with tactile learning. It comes complete with a sturdy, electronic board as well as Phase 2, Phase 3 and Phase 5 grapheme tiles. In ‘segment mode’ or ‘blend mode’, children can select the correct tiles to spell out 842 different words!
For more information, phonics inspiration and support materials plus latest prices and promotions visit: hope-education.co.uk/phonics.
Marmax’s inclusive Playground Castle is made with 100% recycled plastic, and features a wheelchair-friendly ramp to an enclosed hideout with lookout windows. The castle can be kept outside all year round, does not rot, corrode or splinter, and requires little maintenance. It comes with a 25-year guarantee and is Made in Britain.
The products made by Marmax have a positive impact on communities as an excellent and cost-effective alternative to less sustainable equipment.
marmaxproducts.co.uk
SNAP Maths is a brandnew digital diagnostic tool for assessing pupils with suspected maths learning difficulties/ dyscalculia and maths anxiety. Ten short, onscreen activities assess a range of cognitive and numerical skills that are key to maths learning, and three questionnaires (pupil, teacher and parent/carer) can be used alongside the activities to explore the cognitive and emotional barriers facing pupils with maths learning difficulties. Schools who pre-order SNAP Maths between the 20th February 2023 and the launch date in May 2023 will receive 15 months of subscription for the price of 12.
Register your interest today
Risingstars-uk.com/sen-mag-snapmaths.
Head2Head Sensory Theatre has launched online, interactive money workshops for young people with learning disabilities. Sessions use drama and games to explore real life money experiences in a fun and relaxed way.
Touring this summer, Chicken Circus is a high energy and interactive sensory show. Expect bright sets, puppetry, music, props and more.
The charity's YouTube channel offers fun and educational Makaton signed content for children with ASD, LD and other disabilities. Shows include: Odie’s Odd Odyssey - a multi-sensory film with songs, dancing, and interactive moments and Sensory Squad - created to help children prepare for real world experiences.
Hinton House is an independent publisher of books and resources supporting children’s mental health and wellbeing. They are for professionals working in education, therapy and social care, and parents/carers.
Our award-winning authors include Dr Tina Rae, Professor Richard Rose, Marilyn Tucknott and Katie O’Donoghue. You will also recognise the much-loved Blob characters from Ian Long and Pip Wilson’s Bumper Blob Education Collection.
Many other exciting new authors have recently joined us –so watch this space!
To browse our full range, including new titles, best sellers and Best Buy Packs, visit our website: hintonpublishers.com
The iOi Schools Programme is free of charge for schools in areas of the highest deprivation, and inclusive for all children including those with SEND.
The Institute of Imagination (iOi) is a leading children’s education charity, and its vision is for every child to have the skills and opportunity to imagine and achieve their fullest potential. Through our iOi Schools Programme and products such as the iOi Imagination Box for children with SEND, our vital work provides children aged 5 to 11 years old to build essential skills for the future such as creative thinking, collaboration, problem solving and building aspiration. Click here to find out more and register: ioi.london/schools
Do you imagine you and your child creating happy memories together? Do you need innovative approaches and effective resources to enrich your child’s life? A practical and indispensable resource is available for you. You’ll be chuffed to bits when you conduct over 30 enriching theatre arts and improvisational activities included in The Creative Outlet Method: At-Home Activities for Children with Special Needs. The included exercises will allow your child to demonstrate their creativity, increase their self-confidence, and build their social skills in a warm and welcoming environment.
You can learn more about the book and his services at: joshuaconsults.com
h2hsensorytheatre.com
Students at Beechwood College were asked what activities they would like to try outside of their classes this year; as a result the education team launched new clubs for them including Sports, Tabletop Gaming, Lego Building and Photography.
The clubs are already proving popular; students are making friends, trying new activities , and learning new skills.
In Photography Club, students capture their experiences at Beechwood College through their eyes – you can view their photos on their new Instagram account: @beechwood_camera_club. beechwoodcollege.co.uk
The MMFA66 is a highdefinition large screen Smartwatch. A carer/ guardian can monitor the user’s location, blood pressure, heart rate, and daily physical activity via the secure smartphone app (Android & iOS). The fall sensor is particularly useful for people with epilepsy while away from home. A detected fall is reported to a guardian via the Smartphone app, along with precise mapping location.
For SEN Magazine readers: 10% off with offer code: MMFA66 10% off
easylinkuk.co.uk/health-conditions/health-conditionsautism?product_id=1782
There are over 220,000 autistic pupils in the UK. Most of them are in mainstream schools. Take part in World Autism Acceptance Week and help increase understanding of autism in your school.
We have free learning resources for all age groups and a fundraising guide full of ideas on how you can join us in this colourful week to raise money and help create a society that works for autistic people. autism.org.uk/waaw/schools
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
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
The perfect combination for a good brushing routine for your child. Using the Oralieve 360° Child Toothbrush allows super soft bristles to clean multiple surfaces of the mouth simultaneously, providing a gentle clean for sensitive mouths. An easy-to-grip, long handle enables parents and carers to help with oral care.
Use alongside the Oralieve Ultra Mild Toothpaste, specially developed to protect teeth and gums without the strong, minty flavour of many other toothpastes.
Visit oralieve.co.uk and receive 10% off your first order using code SEN10 at checkout.
OrCam Learn is a completely new, innovative solution developed for students with reading and learning differences (including dyslexia), helping them improve their reading fluency, accuracy, and comprehension. It also supports teachers, schools, and parents, as they navigate the student’s academic journey. Addressing the needs of these key stakeholders, OrCam Learn couples a compact, interactive handheld device with insightful data analytics and reporting.
learn.orcam.com/gb
NBB Recycled Furniture believes that outdoor learning has many benefits for students’ overall development. It has been proven to improve health, increase engagement and motivation, and offers a greater connection to nature, making learning more exciting and varied. Their range of 100% recycled plastic furniture is perfect for creating inclusive and inspiring outdoor learning areas. The non-porous material is extremely hard-wearing and lasts up to 5 times longer than timber. Guaranteed to last maintenance-free for up to 25 years, it is rot, chip, crack and splinter proof and built to withstand the harshest of weather. recycledfurniture.co.uk
Prior’s Court, a Berkshirebased residential care and education charity for young people with complex autism, has launched a minibus to work service for its staff as part of an innovative drive to help challenge staffing shortages in the care sector.
The service, operating across parts of Berkshire and Wiltshire, has opened up the charity’s challenging but rewarding roles to those who may not have been able to access its rural site which is not served by public transport.
Other changes to attract staff include introducing a “levels” system for support workers featuring salary increases associated with experience and qualifications. priorscourt.org.uk
Visit the Royal Shakespeare Company for their new production of Cymbeline.
Cymbeline is the king of ancient Britain. His daughter Imogen marries Posthumus against her father’s will. In exile, Posthumus places a bet on the chastity of his wife, a wager he will come to regret.
The story tumbles from Rome to the hills of Wales, and teems with extraordinary fairytale characters: a wicked stepmother, a girl in disguise, a faithful servant, lost brothers and even a headless corpse.
The RSC is offering audio described, captioned and chilled performances throughout the run of Cymbeline. Find out more: RSC.ORG.UK
As a provision of Ruskin Mill Trust, Freeman College offers exciting workshop and outdoor learning environments, utilising practical craft and land activities to support the development of work and life skills in young people with autism and other learning difficulties. Alongside the urban environment of the college, there is a nine-acre biodynamic market garden at High Riggs. Students grow the produce used in the residential homes, in the Fusion Café and the canteen at Freeman College. Placements are offered on either a day or residential basis, for young people aged 16 to 25.
rmt.org
Scanning Pens award-winning electronic reading aids empower students to read independently, building confidence and unlocking the entire curriculum. With text-to-speech functionality and multiple dictionaries, Scanning Pens are proven to increase both reading accuracy and comprehension by 13 and 10 months respectively, over just an eight-week period. The C-Pen Reader 2 won the BEST SEN Resource at the Teach Awards 2022 and 91% of schools said that students using the C-Pen Exam Reader 2 achieved their expected grade or better.
Accelerate your students’ reading age, build their confidence and enable them to read for enjoyment.
scanningpens.com
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
Your play equipment is an investment and needs to be maintained to the highest standard to prolong its life, value and most importantly, safety. For your peace of mind, our Sovereign Compliance Packages offer a complete service for the inspection, reporting and essential maintenance of outdoor play equipment. This gives you complete visibility on the status of your equipment, notifying you early on of any concerns before they become larger issues.
“Sovereign Compliance has helped us extend the life of our playground, saving us thousands that would have otherwise gone towards refurbishments. Above all, the regimented reports put me at ease for our children's safety.” –Head Teacher soveriegnplayequipment.co.uk
St John’s Catholic Specialist School in West Yorkshire is holding an open afternoon for prospective families, parents and children on March 9th between 1pm and 3pm.
The school offers boarding (graded outstanding by Ofsted) and day places for young people up to 19 years, who have hearing impairment or complex communication, physical or sensory difficulties, including autism. It offers in-house speech and language and audiology as well as Teachers of the Deaf and specialist nursing and care staff.
Visitors can learn more about the school and tour its facilities including its in-house Sixth Form. Contact 01937 842144 or info@stjohns.org.uk to book.
Sunken Trampolines are launching a new, automated lid system for schools and care institutions and residences. At the press of a button the floor lifts and reveals a Sunken Trampoline
With a patent-pending on this innovative product Sunken Trampolines are now in a position to offer it with installation or supply only.
Sunken Trampolines have extensive experience in providing in-ground trampolines across the UK. Should you be interested in discussing your needs with Sunken Trampolines please visit our website or contact either Joel or Angus. sunkentrampolines.co.uk
Syon Nursery is a specialist early years provision serving the West London area, for children with special educational needs. They offer care and education for children with a diagnosis, or emerging traits, of ASC or ADHD and also children with sensory, communication or social needs.
They also have a team of on-site therapists and clinicians who weave and embed therapeutic strategies into the daily routine. They offer a wide range of support services for the family, including workshops, training, social events and guidance on SEN related topics. Please book a tour now to view their facilities and packages.
syonnursery.co.uk
TCES Home Learning understands emotionally based school avoidance and works with families and schools so that no child misses out on their education. They offer a full curriculum and therapeutic support online, drawing on the expertise of their tutors and working with education and therapeutic colleagues in TCES schools, both of which are rated Good, with Outstanding features. For children in exam years we support every step of the way, including arranging for exams to be sat at home if needed.
Ready to start a conversation?
Visit: TCEShomelearning.co.uk
Email: Homelearning@TCES.org.uk Call: 020 8543 7878
The Sand Project is an independent college based in West Sussex. They support young adults aged between 16-25 with an ECHP, helping to prepare them for the workplace and future independence.
Find out more about The Sand Project and how you can get involved by following them on instagram @sandprojectltd
As well as the brilliant work the team do at the college, they have now launched a Business Enterprise in Schools Program. This includes a comprehensive package which supports primary and secondary teachers to deliver enterprise in a fun, accessible and engaging way. To find out more contact them through info@thesandproject.co.uk
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 cube creates a light show that 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
The new facility at Pathfield School in Barnstable includes two classrooms, a hygiene room, and a shared area where pupils can meet to have their lunch and develop their social skills. The shared area also provides additional space to host a variety of activities for the pupils including art lessons.
Avril Burrows, Premises Manager at Pathfield School, commented: “It’s an amazing building, I am so impressed with it. Having extra space for the pupils makes a huge difference. Wernick were very responsive and helpful, it felt like nothing was too much trouble.” wernick.co.uk
Could you provide a child with disabilities overnight care in your own home for a minimum of 2 nights a month?
Open your heart and home for 2 nights a month and help a child with disabilities to experience different activities, make friends and develop their independence. West Sussex County Council needs more caring individuals to support full-time foster carers and children’s birth families – giving children a chance to broaden their horizons and have fun. In return, you will receive competitive pay of up to £6,850 a year (for 24 nights), plus ongoing training and a wealth of specialist support.
Contact 0330 222 7775 or visit https://bit.ly/3jUdhx1
In 2022, the College was awarded the Queen’s Award for Enterprise, recognising the education and vocational training it provides for young people from across the UK. Derwen College delivers exceptional programmes, including vocational and independence training, for 16 to 25-yearolds with special educational needs and disabilities (SEND). Join us at one of our Open Days
• Gobowen – Thursday 16 March
• Walford – Tuesday 20 June
• Telford – Monday 13 February
Get a taste of some of the amazing work that our students do and the facilities they enjoy. Meet staff and students, and chat about your next steps.
Students learn work skills in the public-facing garden centre and shop, café, restaurant, charity shop and training hotel, increasing their chances for employment and independent living post-college. derwen.ac.uk
Tell our readers about your product or service in the What's New section of SEN Magazine. It's not expensive and it reaches a lot of people. Plus you'll be helping to support the magazine.
Contact our friendly advertising staff Denise and Charlotte for details. denise@senmagazine.co.uk
"They’re getting the hang of dynamics and adapting to gentleness and softness in rhythm. They're now thinking like musicians."
Our musicians developed their skills in using Makaton so that children were able to express their feelings and choices through the use of signs or symbols, to extend their vocabulary by learning new signs linked to the songs created and to help them to improve communication between the music leaders and the other children. We found that using Makaton reduced children's frustration and helped to increase their confidence in taking part.
From starting points where some children wouldn't make eye contact or speak, to DJing to a packed audience or belting out a song up on stage, we’ve seen phenomenal journeys that have surpassed our expectations. Our creative approach enables disabled young people to learn by doing; to explore their behaviours, language and responses in a safe and supported space.
"Shelly has been amazing. I didn't know she could speak at all when I first met her but her rhythm was fantastic. Then she learned all the signs and today she actually sang. That's been an amazing journey with quite big changes."
To drive forward this inclusive way of working, we are sharing our experience and learning more widely to create more opportunities for others to develop their skills and practice— whether as teachers, support staff or artists. Our All Aboard Network is a regular online opportunity for musicians and educators to come together and share ideas, challenges and learning in a safe and supported environment. Each session has a particular focus and includes invited speakers to give practical solutions for people to take away. We are focusing on the North, but people are welcome to join from wherever they are.
Creating art with SEND children and young people is one of the most joyful experiences, and we look to our participants to inspire and teach us. Over the years, we have developed some 'key ingredients' that we know make our sessions successful. Our musician Dyzelle Sutherland shares some of them here:
Our society is set up for able bodied, neurotypical people experiencing good mental health. For young people who don't fit that description, there may be lots of barriers to access that we need to think about. Think about all aspects of your session and the things that might prevent young people from accessing the activities—is the room too noisy? Does the music need to be printed bigger or printed on coloured paper? Would a visual timetable of the activities you have planned help?
Sophy Sylvester is Director (Fundraising & Development) at darts. She has over twenty-five years' experience in fundraising, project management, marketing and communications.
Dyzelle Sutherland is a core artist and project manager at darts. She is a skilled musician, violinist and music technology expert. Dyzelle is a classically trained violin player and qualified in the Kodaly and Colourstrings Method of music education.
@we_aredarts
@wearedarts
@wearedarts
If you aren't sure about the best way to adapt activities, support a student or to make lessons more accessible, just ask. Open up the dialogue about the barriers that are in their way and find ways together to remove them. Family members, teachers and support staff are also great people to talk to—the pupil may already have systems or strategies in place that would work in your session.
Music has lots of rules about how instruments should be played, and these can be a barrier for SEND children. It's important that the young person gets to make music and that might mean they need to adapt how to hold or manipulate an instrument. There are many simple ways to adapt instruments and musical equipment—it could be as simple as re-tuning a guitar or ukulele so that the pupil only has to worry about strumming the strings, or placing an instrument on a chair or table, so it is at the right height or on the side of the body that the pupil finds easiest to play it on. Don't forget to ask the pupil how THEY can play the instrument.
Try to find out about the types of music or activity your participants like and find a way to include those—even if only in small ways. Including songs or music from other countries is also a great way to include and involve children (just do your research to make sure you are approaching this sensitively).
Personal circumstances, conditions and illness may change over time and solutions that worked in the past may need rethinking. Encourage children to let you know if and when you need to make changes or review the support that is needed.
There are also lots of reasons why a child may not engage with your creative session. They may be feeling poorly, their medication is making them sleepy, they are too hungry to concentrate, or something has happened outside of the session that is affecting their mood.
Engagement levels change all the time and the best impacts are those that are incremental—a child who starts with no eye contact and who refuses to join in might slowly edge toward the group each week—picking up an instrument and making a sound feels groundbreaking.
Welcome children to your space and make it a friendly, welcoming place, where they feel seen and valued. Celebrate the wins and point out progress to school staff, parents or carers—you will spot musical or creative milestones that non-musicians won't notice!
Things may not go to plan and situations can change very quickly. Keep an open mind and try to remove barriers to access where you can—this could be as simple as planning the pace of sessions to include several shorter activities that require different energy levels, or if a whole session is too much for a child, agree with the school staff or family members that the child can leave when they need to.
Sometimes, an activity just isn't right for the group (or the dynamic on that particular day) and it is essential to have an activity or two at the ready, so you can adapt as needed. We also find that groups can whizz through an activity that we thought would take much longer, or spend ages engaging with a tiny part of what we had planned—having back up plans means that you can cover all bases. Ensure there is always space in the session to build in and respond to children's ideas.
Be open with the children about the fact that you have tough days too, that you don't always feel happy and that sometimes you feel sad. Normalise these feelings and emotions and help young people to acknowledge and accept them. Make sure they know that it is ok to have 'big feelings'.
Even if a lesson doesn't go to plan and emotions flare up, always try to end on a positive note—'we will try again next week'. If a child needs to leave a lesson completely, make sure they know that they are always welcome back when they are ready.
Keep every activity flexible and don't take responses personally■ Learning in a safe and supported environment. ■ The young person gets to make music.
“Hello everyone, I am so glad that you are with us. Today you get to watch whatever TV show you want! To get started everyone needs a marker. We’ll have two performers on TV, which will be here in our performance space. We’ll have someone perform as Toast, the host. Everyone else will think of a TV show they like to watch. Put your remote control in the air when you have a TV show in mind and Toast will point to you and say, ‘Remote in the air, what are we watching?’ Then you tell everyone your TV show. Our performers on TV will act out a scene from that show, even if they don’t know what the show is about. We’ll let the scene play out for a little bit, then you can raise your remote in the air to change the channel. Let’s begin!”
If you enjoyed the opening sequence to the innovative What’s on TV? improvisation game, then you will absolutely love conducting all the theater arts and improvisational activities included in The Creative Outlet Method: At-Home Activities for Children with Special Needs by Joshua Levy; a practical guide for parents to help enrich lives of children with special needs.
You can learn more about my book and my services at joshuaconsults.com
12 MAR - 23 APR
RELAXED
THU 30 MAR, 11AM
SAT 1 APR, 3PM
FRI 14 APR, 3PM
CAPTIONED
TUE 11 APR, 1PM
AUDIO DESCRIBED
SAT 8 APR, 3PM
Tickets from £9.5
For ages 3 - 6
RELAXED
FRI 9 JUN, 11AM
SAT 10 JUN, 1PM
Tickets from £8.5
For ages 5 - 11
THE UNICORN THEATRE IS FULLY ACCESSIBLE
The Guardian on Stiles and Drewe’s Three Little Pigs
Performed by arrangement with Music Theatre International
28 MAY - 18 JUN
WHAT A TREAT. A CONTINUOUS, TERRIFIC GAME OF HIDE AND SEEK Scenes
Supported by Performing Arts Fund NL
Down's Syndrome Scotland has been delivering ABC (Achieving Better Communication) groups for over a decade. ABC provides sessions for small groups of children and young adults with Down's syndrome. The sessions incorporate Makaton signing, songs, stories, sound work and literacy skills. Before the pandemic we had four tutors delivering sessions in venues across Scotland. I had recently set up the inaugural First Steps (0-3 years) groups in Glasgow and Ayrshire, while the ABC Main Programme catered to children from 3-18 years. ABC sessions ran throughout the week, term time and involved children and young people being brought to their ABC venue by their parents. Sessions typically lasted from 30 minutes to an hour and catered for up to four children in each session. Sessions were highly structured and followed the same pattern each week, allowing for real learning to take place and for new words, sounds, language structures and signs to be learned through copying and repetition. As a charity, DSS uses Makaton signing and symbols as an augmentative form of communication, while supporting families to use whichever signed or visual form of
communication they use in their own local authority. ABC was popular with families, but as a service, we knew that we would like to expand, and that to make a significant difference in the lives of the children we worked with, we needed to somehow work with schools. We didn't know it at the time, and like everyone else, we thought the global pandemic was shutting us down, but it actually allowed ABC to find an alternative way of working and to reach a wider membership than ever before.
Some children who live rurally have no-one else in their community with Down's syndrome.
The ABC Team previously consisted of four tutors working across Scotland—myself in Glasgow, one based in Orkney, one covering Aberdeen and Angus and one in Edinburgh. We were a disparate and geographically disconnected team who rarely met up or had the opportunity to share ideas and best practice. We had about 80 children accessing our service and a lengthy waiting list of families desperate to join up.
Then the pandemic hit, and sessions suddenly stopped. We had no concept of how we would continue to support the children and families who relied on our weekly input. We worked with children aged from babies up to 18 year old school
leavers. The little ones needed tactile stimulation and sensory experiences, as did many of the children and teenagers we worked with. Objects were continuously explored not only with many small, grasping hands, but with mouths and teeth and tongues too! How could we possibly deliver our ABC sessions through screens?
We practised just that. Not being a natural technophile, I had to throw myself into the world of online delivery. I started by engaging families in a Makaton workshop. In the early days of lockdown, we were all so desperate to take part in this newfangled activity that I regularly had ten or more families sign up with their little ones to access a Makaton sing and sign session. Once we all got the hang of the mute button and the social etiquette surrounding online workshops, this delivery model went from strength to strength.
Since then, our ABC Programme has been transformed through innovation and adaptation. We now deliver weekly term time sessions to 130 children and young adults up to the age of 25 across the length and breadth of Scotland, and our waiting list is a thing of the past Where children used to come to their ABC sessions at venues across the country, with those who lived rurally and remotely either enduring a lengthy car journey, missing a morning or an afternoon of school, or not able to access ABC at all, we now have children accessing sessions from all over Scotland—from the highlands and islands in the north, right down to the Borders and Dumfries and Galloway in
We thought the global pandemic would shut us down, but it actually allowed us to reach a wider membership than ever before.■ Rosie on ABC.
the south. And the issue of missing school is another thing of the past with the majority of our ABC attendees now actually accessing their ABC session from nursery or school with their own support assistant. This form of delivery has many positives. It is less disruptive for families, children and schools, with teachers now able to see, learn and implement ABC techniques first hand. Children are placed in groups with others from all over the country and can forge relationships with peers at a similar communication stage. Some children who live rurally have no-one else in their community with Down's syndrome and this positive interaction has been an added bonus for families. We do not envisage a return to the old ABC model and the days of a lengthy waiting list to access our services. That said, we are acutely aware that ABC online is not for everyone.
Some families and schools struggle to commit to their weekly time slot. Schools are busy places and often find it hard to find the quiet space and one-to-one support that children need to access their session. Higher than average educational staff absence has impacted on children being able to take part in their ABC sessions. And, innovative as our ABC tutors are, some children just cannot engage in an activity for half an hour in one sitting, especially on a screen. In response to some of these challenges, we have developed another option to offer more flexibility to families, schools and nurseries: ABC Anytime.
ABC Anytime is our pre-recorded ABC Programme for 0-12 year olds. We have four different stages, mirroring what we do in ABC live online sessions—First Steps (age 0 to 3), First Words (age 3 to 5), Next Words (age 5 to 7) and Beyond Words (age 7+). Recordings are made weekly by ABC tutors, following the same session plan used in live sessions: hello song, oral motor exercises, sound work, picture and word matching and a song/ story activity. The peer communication aspect of the session is encouraged by suggesting that schools use the sessions in a small peer group and pause sessions to stimulate conversation and interaction. Top tips on how to best access the session are provided with each video, and printable resources along with interactive topic related Wordwall games are sent weekly to ABC Anytime families and schools. When we started ABC Anytime, we thought it would be a short-lived solution to the pandemic lockdown, but in fact it has become
Katy Lironi is ABC (Achieving Better Communication) Lead and Makaton Tutor at DSScotland. She is also mum to five teenagers and young adults. Matilda, her middle daughter, is almost 19 and has Down's syndrome. Matilda has accessed ABC since she was eight.
a popular and expanding area of the ABC delivery model. One school struggled to have enough staff each week at the same time for a group of 3 children who accessed their ABC session together. After struggling on for some months, with many missed sessions and parents becoming increasingly frustrated, it was decided by all concerned, the school, families and the ABC team, that we would give ABC Anytime a try. It has worked well for this school and group of pupils, who are all at the Next Words stage of communication. The school prints out the resources each week and posts encouraging pictures on social media showing the children actively engaging with the printed resources for matching and sequencing, the recorded session which is shown to them on the large smartboard, and their support assistants who are working alongside them.
After seeing how schools are using the ABC Anytime programme, we are in the process of developing ABC Anytime for Schools and Nurseries, which will be the same as the videos we record for individual children who are signed up to the ABC programme. The concept for ABC Anytime for Schools and Nurseries was developed out of a conversation with a former primary school teacher who said she would love to have all the resources for ABC available to help her work with her pupils, both those with and without Down's syndrome.
ABC Next Steps sessions are now available for 18-25 year olds, incorporating literacy and communication. At the other end of the scale, we have begun Makaton for Babies, a six-week course for parents and their babies aged 0-12 months, online. We also have CHOIR 21 for members aged 10+ to share our love of singing and Makaton signing. Young people meet up weekly to sing and sign along to their own choice of music.
From the highlands and islands in the north, right down to the Borders and Dumfries and Galloway in the south
At the Anna Freud Centre, our vision is for all schools and colleges in the UK to be mentally healthy. Through our work, we support education staff to adopt a whole school and college approach to mental health and wellbeing, putting good mental health at the heart of their communities.
Many children and young people with Special Educational Needs (SEN) require support with their social, emotional, and mental health needs. As a SENCO, you may be the designated mental health lead in your education setting, or you may work closely with the person who is leading on mental health. Our Senior Mental Health Lead training can help you make a difference in your school or college.
The Department for Education (DfE) is providing a grant of £1,200 to every school and college in England to cover the cost of Senior Mental Health Lead training from an assured provider. We would like to invite you or a senior colleague to book a fully funded place on our DfE assured and CPD accredited training.
How will the training benefit you and your school or college?
The content of the two-day online training has been developed by expert clinicians and teachers ensuring a learning experience that is both evidence-informed and practical. At the end of the course, you will have the knowledge and skills to develop and implement a tailored plan for supporting the mental health and wellbeing of children, young people and staff across your whole school and college. You will additionally learn techniques to
engage the student body and colleagues to co-produce the plan and work collaboratively with parents and carers and local mental health provisions to create a broader culture of wellbeing.
As we are a DfE-assured provider, you can apply for a grant of £1,200 to attend our training, which costs £800, leaving the remaining grant for supply cover or other resources you might need to support the mental health of pupils and staff.
What do our attendees say?
Feedback to our course has been very positive and 99% of attendees would recommend our training to a colleague.
“Excellent training, looking forward to putting everything learnt into practice and developing and expanding the existing wellbeing provision in our school.”
What are the next steps to attend the training?
Our Spring and Summer 2023 dates are now open for booking.
The current deadline for DfE grants for this academic year is 31st March. Book soon to secure your place.
Book now: annafreud.org/smhl
Why use the written word when my child can't talk? Johanna Aiyathurai on supporting language skills for young children with Down's syndrome.
Agood base in receptive and expressive language opens up the wider curriculum and builds independent learning skills. This is uncontroversial, and it’s true for the spoken word, the written word, and symbolised communication. Having a solid foundation undoubtedly unlocks access to a multitude of teaching strategies in later years. Every member of staff working with a child with Down's syndrome should access specialised training to properly support the child's learning.
Strengths
Strong visual learning skills
The written word.
Use of pictorial, concrete and practical materials
Tendency to model behaviour from peers and adults
Ability to learn and use sign, gesture, and visual supports
Desire social communication
Structure and routine
Barriers
Working memory weaknesses
Auditory memory and visual impairment
Shorter concentration span
Consolidation and retention
Generalisation skills
Avoidance strategies
Delayed fine and gross motor skills
Johanna Aiyathurai is the CEO of Learn and Thrive, a charity empowering learners with Down’s syndrome through online resources.
learnandthrive.org.uk/ teach-me-too
@learnandthriveuk
@learnandthriveds
Why place so much focus on the written word? Because the evidence supports it. Even with very young children, using the written word can help speech and language development. This is partly due to the relative visual learning strengths usually displayed by children with Down's syndrome. Auditory skills and working memory may be areas of difficulty, but our children find learning through seeing much more accessible. It can be hard for a child to hear the word and understand how that word or sentence goes together. It is much easier for them to see the word to free up their working memory and support their auditory difficulties. This allows them to start understanding the rules of language and the structure of words.
Supporting the child to read along the sentence allows them to use their visual strengths to see how the words go together in the sentence, while giving them the opportunity for repetition and practice. This process means that they are more likely to store the rules of how the words go together. While it may feel a little unusual to start sharing the written word so early, it is building the skills and strategies that they will use throughout their education and into adulthood.
Learning through seeing is much more accessible
S. Alston
Sara Alston is a consultant, trainer and teacher, with extensive experience in education as a school leader and SENCO. She is the author of The Inclusive Classroom and has written courses for teachers as well as regular articles for a number of national publications.
In the preface, Alston explains that she prefers the term Learning Support Assistant instead of Teaching Assistant, and also draws attention to the number of different job titles that exist to describe support roles. The chapters in this book share a common structure, including case studies, personal stories, quotes from staff, key points and reflection exercises.
Chapters include:
• Focus on support for children with SEND
• Interventions
Chloe Hayden is an award-winning actor and disability advocate, motivational speaker and social media influencer. As a child, she moved between ten schools in eight years and was eventually diagnosed with autism and ADHD.
Hayden's parents nicknamed her 'our quirky little genius' and 'our princess and the pea child', as she was 'spellbound' by books, but struggled with sensory issues, such as clothing, food textures and social interaction.
This is an intensely personal book that details the many ways in which the author struggled to make sense of the world around her and how retreating to the toilets or the back of the library was often the only way she was able to cope with school.
• Sharing planning and feedback
• Supporting with behaviour: consistency imbued with flexibility
• Pulling it all together by placing communication at the heart of all we do
The book is thoughtfully structured, with the use of boxes to draw attention to points. I also particularly liked 'If this isn't working, try this' scenarios, using examples from the classroom.
This is a useful book that synthesises a large amount of expertise and information into succinct and easy to understand advice and support for newly qualified staff and as a professional boost for more experienced practitioners.
Bloomsbury Education
ISBN: 978-1-4729-9256-7
£16.99
Chloe Hayden provides insights into ways that focusing on her strengths, passions and her 'eye sparkles' have enabled her to build a successful international career, while acknowledging that she has developed a range of strategies that help her to manage potential difficulties.
The book also includes a guide to support resources and detailed chapter references.
It's an interesting, engaging and practical read that would be of value to parents, teenagers and as a school resource.
Murdoch Books
ISBN: 978-19226-1618-0
£14.99
Different, Not Less: A Neurodivergent's
and Finding Your Happy Ever After
C. Hayden
The authors of this book have extensive experience in research associated with the social lives and mental health of autistic people of all genders, as well as masking and camouflaging in autism and personal experience as an autistic adult. Helen Ellis is an autistic adult who was first identified at the age of fifteen and received a clinical diagnosis just before her 22nd birthday. The book thus combines academic and personal perspectives into the topic of masking and it is an attempt to bring in the voice of many autistic people to share their experiences of this practice.
The authors explain the ways in which people mask a number of personal characteristics and how they also
use masking as 'putting on a character' by copying how other people talk or move.
The authors identify that masking takes a lot of effort, feels like denying or hiding the authentic self and that the effort has a negative effect on mental health. They identify that people need to feel that they can be their authentic selves, rather than denying this.
This is a well-crafted book that provides insights into the ways in which masking affects the daily lives of people with autism and it draws on the experiences of over twenty contributors with autism.
Jessica Kingsley Publishers
ISBN: 978-1-78775-579-6
D. Ramsey, MD
Dr Drew Ramsey is a psychiatrist and specialist in the use of nutritional interventions for mental wellness. In this book, he provides a guide to the growing interest in the use of nutrition to optimise brain health and, in doing so, help prevent and treat mental health concerns and support mental wellbeing.
Drawing on his own professional experience and on research from sources such as the British Medical Journal, he explains the ways in which depression and anxiety can be linked to anxiety and depression, although he also advocates incorporating evidence-based nutrition alongside more traditional interventions to help people develop the skills to understand the links between food and mental health.
This book is organised into two parts, supplemented with a section on resources. The first part covers information about eating for optimal health, and the second part puts this into practice, concluding with a six-week eating plan and recipes.
Whereas this book is aimed at adults, much of the content would be of relevance to anyone concerned with the nutritional aspects of wellbeing of children and young people. He explains how making small, incremental changes to the diet, and taking actionable steps towards a healthier lifestyle can have a significant impact on how we feel physically, cognitively and emotionally.
£16.99 Harper Wave
ISBN: 978-0-06-303171-5
£22.00
Modern modular buildings are not the damp temporary cabins of the past. Modern modular construction systems are generally cheaper, quicker and lower in energy use than traditional construction methods. There are two types of modular construction used in the education sector: volumetric and sectional.
Volumetric modules are factory built cabins which are transported to site as finished units on lorries. In sectional modular construction, the components are factory manufactured, batched up and transported to site where the sections are pieced together.
Both these systems have their advantages. A volumetric model tends to take the shortest time onsite but can be restrictive in terms of site location, design and interior layout, whereas the sectional modular model has more design flexibility and less site access issues. They can both be used in a confined space which can be self-contained so that education can continue on the school site. Importantly, the fabric of these building types are highly air tight and therefore energy efficient.
In 2008, the UK became the first major economy to commit to end its contribution to global warming by 2050. In the context of the built environment, net zero can describe buildings that are net zero carbon in operation or those that are net zero
carbon in their construction. Until we have a legally binding set of regulations, the general principles that the UKGBC is encouraging the construction industry to adopt are threefold. Firstly, the polluter pays and any emissions made should, ideally, be measured and offset as they occur. Secondly, measurement of emissions should be accurate (not estimated) and the data collected must be made available transparently and publicly. Natural, sustainable materials should be considered first, avoiding high embodied carbon materials wherever possible and still ensuring longevity.
As timber is a natural product that closes off carbon as it grows, it is a highly suitable material for reducing carbon during the product stage. However, timber also has considerable secondary benefits. It is a truly sustainable product when sourced from forests certified by the Forest Stewardship Council or the Programme for the Endorsement of Forest Certification.
Advances in technology support design flexibility for individual settings■ Work and enterprise centre at St Josephs Specialist Trust.
It also has well-known biophilic properties which help enhance a learning environment. In Greek and Roman architecture, open-air courtyards were the centre of the home, with gardens, fountains and sculptures providing a calming respite, fresh air, natural light and views of nature.
A number of academics and researchers have looked into the positive effects of nature being incorporated into the built environment. Biologist Edward Wilson argued that humanity's affinity for nature was innate and evolutionary, and that it binds us all to other species. Psychologist Judith Heerwagen suggested that biophilic design should "maintain, enhance and restore the beneficial experience of nature in the built environment".
While biophilic design is often presented as something new and innovative, it was the way buildings were designed for much of human history. Integration with the natural environment, use of local materials, themes and patterns of nature in building artefacts and a connection to culture and heritage were all used by builders, artisans and designers to create structures that are still among the most functional, beautiful and enduring in the world.
Biophilic design principles cover three core areas that are relevant to many school populations.
1. Nature in the space, such as sunlight, fresh air flow, pot plants, green walls and aquariums
2. Nature of the space, incorporating spatial configurations to which we are naturally drawn, such as cosy secluded nooks, wide open expansive space and meandering corridors
3. Natural analogues, including shapes, patterns and colours reminiscent of natural forms, natural materials like timber and stone, nature photography and artwork.
Mark Brown is a Consultant at TG Escapes Modular EcoBuildings who provide timber frame off site building solutions to the education sector.
Biophilic design can enhance a building in a number of ways. In education, adding sensory elements from the living, natural environment can help inspire curiosity, imagination and discovery in students. As well as reducing stress, biophilic design can enhance sensory and motor development by using elements from the living, natural environment which can reduce fatigue, while cognitive ability and emotional wellbeing can be increased by the inclusion of nature in learning environments.
We have noticed a significant increase in demand from special schools and for SEND provision in mainstream schools, with those working in SEND and SEMH reporting that a timber frame building using natural materials with floor to ceiling windows and doors, also providing easy access to the outdoors with covered walkways, provides a particularly suitable environment.
Each building can be designed with specific needs in mind. Small rooms can be included for breakout spaces while treatment rooms and sensory rooms can be easily accommodated, as can accessible toilets, ramps and kitchens. The natural materials and excellent acoustics provide calming spaces.
Structures can be environmentally positive and inspiring
At Modulek, we understand the importance that a learning environment can make. Not just to a child’s education but also their wellbeing and personal development.
As trusted specialists within the modular educational building sector, we take responsibility to ensure our building designs provide your children with the safe space they need to flourish and succeed. As market leaders in the education sector, we don’t believe in a one size fits all approach to our buildings. We offer a true hybrid approach to our design and construction, where we can incorporate traditional build elements along with the cost and speed benefits of modular.
We work with your education specialists from the earliest stages to design bespoke environments, tailored to the specific requirements of the children and staff using them. With a strong background in SEN provision, we understand the sometimes complex needs you face as providers. Whether that is to have light and airy open classroom space to learn as well as separate quiet areas or ensuring state of the art technology and equipment is accessible to all children.
Whatever your need we can work with you at design stage to ensure it is met.
The pupils have settled so well into their new school building. When we were working with Modulek to design our building it was essential for me as Headteacher to take into account our SEN needs as all pupils at Moon Hall are dyslexic. We wanted to create an environment that was calm, with minimal distractions and also encouraged the pupils to learn. Natural lighting with lots of windows, state of the art technology and excellent sound proofing has all ensured that pupils can focus as best they can on the learning that is taking place. The new building is a wonderful addition to our school, and we are thrilled with the improved facilities as are our pupils and their families.
For more information or to book a free consultation with one of our experienced directors visit our website modulek.co.uk or call 01202 813121
Bird watching has the power to both stimulate and calm the senses. The Big Schools' Birdwatch encourages schools across the country to get out into nature and help record the diversity of wild birds in the UK. The Birdwatch also runs the National Nestbox Week and sets the scene for blending nature and learning for all students.
Exposure to nature can provide children with a range of physical and mental benefits and events like the Birdwatch support teachers of children with learning differences to better structure their outside learning. Interaction with animals and using nature in learning creates a non-judgemental environment for children to learn, provides a multisensory experience and has even been shown to have a positive effect on literacy attainment and personal development in school children.
Michael Kaufman, director of farm and wildlife at a therapeutic school in New York, says that 'Animals teach just by being who they are.' This is also true of wild birds. Unlike pets, garden
birds are wild animals and children will come to understand that they need to be treated differently.
Children will only be able to observe wild birds if they are quiet and cautious and will recognise that loud noise and activity can result in the birds leaving. Elements of responsibility are also part of the activity. For example, bird feeders need to be filled at the same time each day for the best results.
Children can also develop their communication skills by describing the birds they observe, noting visible differences and behavioural variations between the birds they encounter.
Interaction with nature provides a multisensory experience which can be therapeutic for children who may otherwise struggle with classroom-based learning. In addition to providing stimuli that can help children to articulate the world around them, sensory learning can be beneficial to students' wellbeing.
A study by the Wildlife Trust on how nature affected learning showed an increase in personal wellbeing and health over time, as well as high levels of enjoyment and an increased connection to nature. Another study by the RSPB found a correlation between exposure to nature and English attainment similar to the correlation with attendance, suggesting that, when it comes to expression, learning in nature can be significant in noting progress for students.
In addition to these benefits, bird watching is a nature activity that works for children of varying physical abilities. Maggie Jackson, Early Years Lecturer at Halesowen College, stated that 'interacting with nature can show children the value and interest
Nicholas Watts, MBE, is the owner of Vine House Farm since 1964. With decades of experience in farming and wildlife management, Nicholas has supported countless wildlife conservation initiatives throughout his years of work.
vinehousefarm.co.uk
@Vinehousefarm
@VineHouseFarm
@vinehousefarm
in observing rather than acting. Bird watching in particular doesn't always require active participation.'
While there are physical benefits to children exploring and engaging with nature, these activities are not limited to those who have the ability to move around freely to begin with. This helps create an inclusive environment and leaves everyone free to learn in whatever way they are capable.
Whether or not it's during the Big Schools Birdwatch, bird watching is a great way to engage children with the world around them. Putting up a nest box in school can help create routine and stimulate self-expression, all without restricting access to children of any ability.
Learning Outside the Classroom (LOtC) is about getting children and young people out and about, providing them with challenging and exciting experiences to help them learn. The places where learning happens can have a significant effect on how a child engages with a subject or an idea. LOtC can be anywhere, outdoors or indoors, in the school grounds, on the high street, in the local park, in museums and art galleries, remote places across the UK, or elsewhere in the world. Outdoor experiences in the natural environment can be highly enriching for all children and benefits their physical and mental wellbeing.
SEND schools may feel daunted by the prospect of getting out and about with their students. But being prepared with the knowledge and confidence of how to plan and carry out a successful visit, it quickly becomes an enjoyable and rewarding experience for students and staff alike. LOtC provides a real opportunity to enhance teacher professional development. Outdoor visits enable teachers to expand on classroom lessons, delivering unique and high-quality learning experiences.
The Council for Learning Outside the Classroom (CLOtC) is a UK wide charity that champions all learning that happens beyond the classroom. Our work supports educators, schools and organisations who are dedicated to ensuring more children and young people have opportunities for life-changing learning experiences beyond the classroom.
Anna Young, a Class Teacher from St Giles Spencer Academy in Derby, shares her experience of a recent outdoor visit with her students. "Four classes recently visited Foremark Reservoir together to explore the geographical features there. This was an amazing opportunity to extend and enhance what children had been learning about in the classroom. Our children at St Giles really benefit from hands-on, practical learning through real life experiences. On our visit, you could see the children's enthusiasm to explore their surroundings; walking through the woodlands, splashing in puddles and squelching in mud and we saw increased attention, listening, behaviour and enjoyment of their learning experience. As we went with multiple classes it gave us as professionals the opportunity to develop our
Matilda Miles on enriching students' lives in the natural environment.
confidence in delivering LOtC experiences for children with a range of needs and abilities. It enhanced our ability to deliver quality educational experiences in an outdoor environment and developed our behaviour management skills. It also provided the opportunity for us to share good practice, ensuring that we were meeting medical, sensory and communication needs in an outdoor setting."
Planning ahead is key when taking SEND pupils on outdoor visits. Considering the following will make your trip more enjoyable for all:
• Is the location suitable for physical needs?
• If visiting an outdoor venue or organisation, look for a provider with an LOtC Quality badge who should be able to offer extra information or pre-trip visits to prepare your students. It will also reduce your paperwork, making sign-off for your trip simpler.
• Be prepared with clothes and equipment for all weather conditions.
• Talk to your students about the visit beforehand so they feel prepared.
• Monitor, evaluate and review the session to ensure your LOtC has impact.
Matilda Miles is the Communications and Marketing Manager for the Council for Learning Outside the Classroom.
St Giles Spencer Academy is just one SEND school that holds the LOtC Mark—a national accreditation that supports and celebrates schools and educational settings who provide meaningful experiences beyond the classroom across the whole curriculum, indoors and out, on and off-site. The support from CLOtC provides a framework for schools to develop their LOtC in a holistic and impactful way.
The positive outcomes of connecting children with the natural environment really do speak for themselves—with increased attention, learning and plenty of fun to name just a few of the benefits. Knowing that these outdoor visits are also enhancing teachers' professional development means getting outdoors is a win for all.
Nightingale Community Academy is a rural haven in Wandsworth. Andre Bailey reports.
Students join us with very different levels of prior education. Many have experienced significant challenges and have large gaps in learning due to long periods out of mainstream education, and it is these gaps that we aim to close through opening students' minds to a wide range of knowledge and new experiences that otherwise they would not have access to. Recently, to fulfil rising demand, we increased provision and currently support more than 120 boys aged between 5 and 19 with Social, Emotional and Mental Health (SEMH) needs.
Within our urban school grounds there’s a fully-fledged working farm. Tom’s farm is not what you would expect to see within the streets of Wandsworth, yet animals are an integral part of our school community. The farm is core to school life and has an enormous educational and therapeutic impact on students, delivering lasting change.
With the help of reptiles, farm animals and domestic animals, we teach vulnerable students the vital skills of empathy and care, in an environment that many are experiencing for the first time.
The farm provides an opportunity for students with SEMH needs to learn outside the classroom in a natural environment and discover the world of farming, yet crucially it enables the development of strong connections to education, learning
and therapy, and better interactions with friends, teachers, and families. The school farm also has a social and emotional impact, helping students to build a sense of self-worth and respect for themselves and others.
There may be an element of hesitation when they first join the school, but very quickly everyone wants to get involved and make the most of this amazing resource. A stimulating and nurturing farm environment helps to re-engage young people with their learning in a unique way, as it helps remove barriers to learning.
It’s an adventure, and our students are involved in all practical elements of running a livestock farm, and they’re empowered to take responsibility for aspects of farm life. It's not only physical, it helps develop life skills such as problem solving, communication, empathy, and self-awareness.
Vulnerable students learn useful skills
Students can participate in farm jobs which build a sense of belonging and compassion, from pregnancy scanning the ewes during lambing season, to handling livestock.
In the primary phase the focus is largely therapeutic, and as the students enter key stage 3 the curriculum introduces early accreditation using unit awards. In key stage 4 students can achieve accredited qualifications in horticulture, landbased studies, and animal care through the City and Guilds programmes. This means that students who choose to specialise can achieve industry recognised qualifications that earn UCAS points to enable higher level study.
Tom's Farm helps young people understand the origins of food and how it should taste. Sometimes meat reared on the farm is prepared by students in the school kitchen alongside produce from the school's vegetable garden, which students have also
helped grow and harvest. Linked to this is learning around the environment and sustainability, as well as healthy eating.
Animal therapy on the farm can play an important role, particularly when human interventions via traditional therapies are not effective. The human-animal bond is strong, offering unconditional acceptance and support. Pygmy goats are ideal as part of our animal therapy as they have a calm temperament and are highly sociable. They enjoy playful interaction with the students, which brings a smile to everyone's face.
Our students often have a fight, flight or freeze response to anxiety-provoking situations. They may react instinctively and impulsively with the skills they've learnt in the past, and this sometimes manifests itself in challenging behaviours. The farm is a distraction from the expectations of school and the demands they usually face. It provides students with the guaranteed opportunity to be successful and relieves any pressures they feel at that time.
Space to reflect and find peace of mind, leads to real shifts in behaviour, mental health and wellbeing. Students develop strong, meaningful bonds which deliver enormous benefits. Through observation of life on the farm and connecting with animals, our learners can begin to explore their own thoughts and feelings and topics of emotion, accessing useful metaphors that will allow them to maintain a safe psychological and emotional distance.
The farm is also an invaluable local community resource, and we have two special schools who visit weekly, as well as afterschool clubs. It also attracts hundreds of local young volunteers who help through the Duke of Edinburgh Award Scheme. Our longer-term plan is to ensure more people know it is here and to create a valuable community hub.
Iset out on my museum path as a student volunteer for Norwich Castle Museum, and, oddly, one of my first roles saw me supporting the curator in delivering a coin handling session to a group of adults with Learning Disabilities in a day centre. I say oddly because, apart from this being a hugely successful session, it was a rare one and far from common practice in museum engagement at the time. It also was a sliding doors glimpse into my future where I now lead the whole UK museum sector in welcoming SEN. In those days even the newly created Generic Learning Outcomes for museum engagement failed to mention SEND. No one at the time was considering learning disability engagement in museums at all.
An encounter with the head teacher of a primary SEN unit helped me understand the gift and magic of museums for learning outside of the classroom. Then my daughter was born, with severe and complex needs. As she grew older, I saw with fresh eyes how inaccessible and unwelcoming most museums were for us. Family fun activities required cognition, memory and manual dexterity that excluded us. Access barriers were upsetting. It’s heartbreaking to see your wheelchair-using child watch other mobile children climbing in and exploring an interactive sculpture which is out of reach because there are steps. Othering stings like a wasp.
By the time my daughter was at Primary school, I felt able to return to working in museums and decided big changes needed to happen on SEND inclusion. I wrote the Special Schools and Museums guide. I spoke at museum conferences and developed training for staff.
I encourage museum staff to explore how they can create meaningful moments of wonder for their SEND visitors. This might be through resources like sensory backpacks, PECs trails or object handling, or more specialised activities such as live interactive storytelling or open-ended sensory craft sessions. The beauty of this work is that it’s accessible to everyone.
The message is now booming loud and clear that not only are museums places where great SEND experiences can be made, they actually, as an audience, benefit the museums themselves. Teachers are often surprised at what museums offer their students. Literally every curriculum subject is possible and the multisensory nature of museums (just the ambiance of the spaces themselves sometimes), their collections and stories tied up in them, brings history to life in ways classroombased learning can't.
I have also met teachers who doubted the relevance or appropriateness of museums for their students. One such example was a PMLD class on a museum visit which worked spectacularly well. The students, who had never left their class for learning, found a new world beyond the school, and the teachers gained confidence to go out with their students, to explore new areas and learn outside the classroom. A goosebump moment.
So I urge you to contact a museum and see what they can offer you. SEND students can step into different worlds, times and places that create meaningful and powerful memories for them.
Sometimes, families need access to reliable transport that offers greater support, companionship and awareness of physical and learning disability than is possible in taxis or public transport.
Parents want to be sure the transport is suitable and adaptable. This could be, for example, allowing extra time for children with autism who may be having one of those days, or playing a particular soundtrack which helps the passenger in some way. Most of all, there needs to be trust. A sense of humour, kindness and patience also go a long way.
Consistency is key, so that both parents and passengers feel secure, and a client coordinator's role can include confirming safe pick-ups and drop offs, based on pre-booked and prequoted transport. Some companies will also happily allow pets to travel in the transport, as this can decrease anxiety levels.
Zororo Mubaya’s passion is to empower people to get out and about, socialise and enjoy all that life has to offer. She does this through a combination of companionship and assisted transportation.
@DrivingMissDaisyDidcot @driving-miss-daisy-didcot
Do your homework before booking. Generally, vehicles need to be wheelchair accessible via a ramp, so users don’t have to transition from wheelchair to vehicle chair, and they can be wheeled straight in and secured with the correct fitments. Companies need to take a personal approach to discovering each clients' needs, and they may have a fact finding conversation on the telephone, or via email in advance of the first booking. Where companion drivers are used, they should be carefully selected for their background or aptitude in care first, and their driving skills second, as well as being DBS checked and put through a strict Private Hire training schedule,
including first aid, Autism awareness and handling of people. Check if the company allows a dog to be included, as this can be important for some clients, particularly if the person travelling is nervous or requires the support of their canine friend. When there are regular visits, schedules or outings, it's important that there is continuity and consistency in as much of the process as possible. Seek out companies that will build relationships and make the effort to get to know what elements of the travel may be particularly stressful and how to manage this. Be clear about your expectations, and provide any additional information that might enable the driver to make adaptations and think on their feet.
Not all private transport services are created equal
Small adjustments can make a big difference
The right choice of WAV can make life much more enjoyable for all concerned. A WAV is a conversion carried of a standard production car, to allow a wheelchair user to travel in their own manual or powered wheelchair as their seat in the car. The conversion usually involves a reconstruction of the car to support a wheelchair securing system, as well as a reconstruction of the car to lower its floor and fit a wheelchair ramp for easy access. Most popular WAVS have rear access and the wheelchair user sits among other rear seat passengers. Depending on the width of the wheelchair and the height of the passenger, it is possible in some adapted models to sit in the front passenger position, although this is a more extensive conversion and therefore more expensive.
It's important to be certain that the needs of all users of the vehicle have been considered, from the wheelchair users to the walking passengers and the driver and other carer attendants. Safety and comfort are critical to the success of any trip. You will also want to be certain that the vehicle will meet all current automotive and safety legislation and your driver licensing requirements.
Ten or eleven thousand WAVs are built every year, and these range from small to medium and large WAVs, that are all different, so that even two WAVs made from the same car model won't be the same necessarily. This makes researching and finding the most appropriate WAV for the wheelchair user and their chair far more complicated than choosing an ordinary car.
Large WAV models are based on minibus sized vehicles that usually have lots of space for a versatile seating layout and include other movable seats which are fixed into tested tracking, with access via a rear tail-lift. Some of these vehicles may be
Linda Ling MBE has a 40-year career in the WAV industry and is a champion of the sector throughout UK and Europe. She is the Director of Fleximobility and draws on her knowledge and experience as an expert witness in courts.
fleximobility.co.uk
too high to access multi-storey and some gated outdoor car parks. It's important to note that some large conversions offer a double reel belt for the wheelchair user. These should be avoided in favour of a vehicle that offers an upper mounting point for the seatbelts and then wheelchair tie-down systems can be fitted easily in good positions in the vehicle. This is usually a strengthened rail with a choice of lock-up points and is part of the conversion. It cannot be fitted afterwards.
WAVS are safer for both the carer to transfer (less strain on the back) and for the wheelchair user from transfer ( less risk of them being dropped) through to travel. This gives peace of mind to all involved and allows people who have been anxious about socialising to be in control of the travelling environment, rather than trusting taxis, community vehicles or other forms of transport.
Wheelchair users report being tipped into London type taxis that are accessible from the side and even expected to travel sideways, without the wheelchair being locked down. The wheelchair user should travel backwards against the bulkhead, with the wheelchair tie down system used and wheelchair passenger seat belt.
Access to a WAV allows people to continue life as normal, to take a trip to the shops, or get to an appointment, or explore somewhere new : It opens up the world instead of it getting smaller and smaller. The transfer time in the car or van is smoother and takes less time. This means there is more time and less stress for all involved.
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Providing a bespoke service for families, young people and education providers. Advising and supporting them and their children/young people with SEND.
Helping families to navigate through the EHCP process; understand reports; support to fill in paperwork; advocacy at SEND related meetings; parental requests for an EHCP assessment; promoting positive outcomes where there has been disagreement and much more.
June 26-28 2023 - 3 day £435
Course led by: Dr Christina Corsello Orahovats: Clinical Professor, Department of Psychiatry, Director of Clinical Services- UNC TEACCH® Autism Program
Accompanied with: Glenna Osborne: Clinical Instructor at UNC-CH and Director of Transition Services at TEACCH® Autism Program.
Venue: Kettering Conference Centre Thurston Drive
These trainings are most appropriate for: Educators, therapists, administrators, professionals, (CPD) & families AM/PM refreshments & light lunch
O ce 199-203 Blandford Ave, Kettering, Northants NN16 9AT
Tel/Fax: 01536 523274
Email: autism@autismuk.com
Book on-line: www.autismuk.com
2 DAY TRAINING COURSE June 29-30 2023 - 2 Day £293
Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder
Course led by: Emily Rubin MS, CCC-SLP Director
This training is appropriate for: educators, therapists, administrators, paraprofessionals & families
AM/PM refreshments & light lunch
O ce 199-203 Blandford Ave, Kettering, Northants NN16 9AT
Tel/Fax: 01536 523274
Email: autism@autismuk.com
Book on-line: www.autismuk.com
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Respected website attracts 1000 to 2000 visits per day.
Targeted audience of teachers, therapists, carers and parents returning to work
Boost interest by a mention in our email newsletter.
Pay by time or by impressions - you choose.
Contact Denise 01200 409808
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NAPLIC Conference 2023
Developmental Language Disorder
(DLD): From every angle
Central Birmingham, Saturday, 22 April 2023 #NAPLIC23
NAPLIC’s conference in central Birmingham has the theme
‘Developmental Language Disorder (DLD): From every angle.’.
DLD affects 2 children in every class of 30 and is 7 times more common than autism. DLD impacts directly on education, and so it is crucial that SEN professionals have a deeper knowledge of the condition.
In addition to hearing individual case studies, this interactive event, will bring together academics and leading practitioners to showcase the very best research and practice. Topics to be covered include mental health, genetics, advocacy and supporting children in mainstream schools.
See the full programme and take advantage of the early bird rates (from £120): naplic.org.uk/conferences naplic.conference@gmail.com
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
Join NAPLIC, the national organisation and community of teachers, speech and language therapists and other professionals, to receive member benefits, including a discounted rate at this year's NAPLIC Conference, DLD: From every angle, focusing on all aspects of Developmental Language Disorder (DLD) and SLCN. naplic.org.uk
Incorporating the SEND/ ALN Show
The leading education event providing opportunities and new ways to improve and raise standards, enhance learning experiences and support learners. With over 40+ CPD seminars and 150 exhibition stands.
Show dates:
Llandudno 16th June 2023
Cardiff 6th October 2023
For more information nationaleducationshow.com
“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
CPD Webinars by Trauma Informed Schools and Centre for Child Mental Health
A wealth of webinars on child mental health by eminent authors and psychologists including Dan Hughes and Margot Sunderland. For your whole school or organisation or single views traumainformedschools.co.uk/ webinars/webinar-leaflets
National Autistic Society
Autism and the sensory experience
Online module
This training module explores how people respond to information from the senses and how this can differ with autistic people autism.org.uk
National Autistic Society Women and Girls
Online module
This training module can be done at your own pace, it aims to support professionals identify women and girls. autism.org.uk
MARCH 2023
2 March 203
Therapy & Education
Sandplay Therapy: Key Tools, Techniques and Interventions
Presented by Dr Margot Sunderland
Live Stream Event: 5-6.30pm
Cost: £20
Centre for Child Mental Health
020 7354 2913 info@childmentalhealthcentre.org childmentalhealthcentre.org/ online-events/live-events
2nd March 2023
National Autistic Society
Annual Professionals’ Conference
This annual one-day conference is a unique opportunity for professionals to benefit from topical discussion, current and evidence-based practice, and personal insight autism.org.uk
7th – 10th March 2023
Edge Services
Level 4 ROSPA
Customised Award
Children Handling and Risk Assessment Key Trainers Certificate Birmingham
This course will provide you with the skills to train others in the moving and handling of children. edgeservices.co.uk
12 March 2023
Therapy & Education
Safeguarding: What every professional needs to know about safe practice and working ethically with children
Presented by Liz Ronan
Training Days at CCMH: 10am – 4pm
Cost: £99 + Eventbrite booking fee
Centre for Child Mental Health
020 7354 2913 info@childmentalhealthcentre.org https://bit.ly/3E8GJ9F Please
23rd – 24th March 2023
Edge Services Level 4 Advanced ROSPA Customised Award Children Handling and Risk Assessment Key Trainers Certificate (Refresher/Update)
Birmingham
This course will advance your professional development, training others in the moving and handling of children. edgeservices.co.uk
22-25 March
National Autistic Society Autism and SPELL Licence user training
Autism and SPELL is a course which provides an in depth understanding of autism and how to use the SPELL framework. SPELL is a framework of principles setting out a structure for shaping support autism.org.uk
27-28 March 2023
National Autistic Society Autism and SPELL in higher education
An introduction to autism and the SPELL framework for higher education professionals. autism.org.uk
27th-28th March 2023
National Autistic Society Autism and continence
The course aims to explore why autistic children may find learning to use the toilet difficult, as well as more specific continence issues autism.org.uk
30 March 2023
Therapy & Education Addressing TraumaBased Shame in Children who Hate Themselves (5-6.30pm)
Presented by Dr Margot Sunderland
Live Stream Event: 5-6.30pm
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.
APRIL 2023
22 April 2023
Therapy & Education Brain-Based Attachment Interventions to Transform Troubled Lives with international experts
Dr Dan Hughes and Dr Jonathan Baylin
Presented by Dr Dan Hughes Conferences at CCMH: 10am – 4pm Cost: £82 + Eventbrite booking fee Centre for Child Mental Health 020 7354 2913 info@childmentalhealthcentre.org https://bit.ly/3YTfjMG
26- 28 April 2023
National Autistic Society
Understanding stress and anxiety in autism
Stress and anxiety affect many autistic children and adults, causing significant distress that may be expressed in ways that challenge the person and others who struggle to understand them autism.org.uk
MAY 2023
09-12 May 2023
National Autistic Society
Teen life licenced user licence
This licensed user training is for professionals to support parents and carers of young autistic people aged 10 to 16. autism.org.uk
9th – 12th May 2023
Edge Services Level 4 ROSPA
Customised Award Children Handling and Risk Assessment Key Trainers Certificate Edinburgh
This course will provide you with the skills to train others in the moving and handling of children. edgeservices.co.uk
JUNE 2023
6-9 June 2023
National Autistic Society
Post graduate certificate in autism
The course, is the only qualification of this kind that has run since 2003: bi-annually for UK based delegates, and now annually for international delegates. autism.org.uk
9 - 10 June 2023
National Autistic Society
The Autism Show in association with the National Autistic Society
ExCeL London
The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops. Book your tickets now and save 20% at autismshow.co.uk.
June 2023
National Autistic Society
The Autism Show in association with the National Autistic Society
NEC Birmingham
The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops. Book your tickets now and save 20% at autismshow.co.uk
27th-29th June 2023
National Autistic Society Social Stories™
This workshop is delivered by Dr Siobhan Timmins, Certified Social Stories Trainer, and aims to support people in understanding how to develop and use Social Stories™ autism.org.uk
27th – 28th June 2023
Edge Services Level 4 Advanced ROSPA Customised Award Children
Handling and Risk Assessment Key Trainers Certificate (Refresher/Update)
Brighton
This course will advance your professional development, training others in the moving and handling of children. edgeservices.co.uk
JULY 2023
7 - 8 July 2023
The Autism Show in association with the National Autistic Society
Manchester Central
The Autism Show, the national event for autism, attracts over 10,000 parents, carers, and professionals looking for trusted information, practical advice, and specialist products and services. Choose from over 100 hours of CPD certified talks, clinics and workshops. Book your tickets now and save 20% at autismshow.co.uk.
4th – 7th July 2023
Edge Services Level 4 ROSPA Customised Award Children Handling and Risk Assessment Key Trainers Certificate
Brighton
This course will provide you with the skills to train others in the moving and handling of children. edgeservices.co.uk
Whether you're organising an event, launching a new product or service, or you want to reach the right audience for your job vacancy announcement, harness the power of the SEN Magazine website.
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 Association
Information, support and training on Down’s syndrome. downs-syndrome.org.uk
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 Action
Advice and information on epilepsy. epilepsy.org.uk
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
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
MIND
Advice and support for people experiencing a mental health problem. mind.org.uk
ReboundTherapy.org
The UK governing body and international consultancy for Rebound Therapy. reboundtherapy.org
Special education needs nasen
Organisation for the education, training and advancement of those with SEN. nasen.org.uk
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
Douglas Silas Solicitors
Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process.
SpecialEducationalNeeds.co.uk
National Literacy Trust
Literacy charity for adults and children. literacytrust.org.uk
Support and advice for those affected by visual impairment. rnib.org.uk
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