SEN Magazine - SEN56 - Jan/Feb 2012

January • February 2012 Issue 56

Sign of the times

Is it time we all learnt to sign?

Future shock

What awaits those with SEN once they leave school?

Autism in infancy

Tony Charman unveils the latest research into how autism develops Down syndrome • assistive technology • wheelchairs/mobility SEN overseas • behaviour • Education Show preview • dyslexia outdoor activities • SEN news, courses and events, plus much more...

this issue in full 06

SEN news

12

What’s new?

20

Point of view

22

SEN in Bangladesh

26

Autism in Africa

32

Hearing impairment

35

SEN post-16 feature

36

Options for school-leavers

40

Ofsted’s post-16 review

It’s been a busy time for all of us at SEN Magazine since our last issue. Back in October, SEN Sales Manager Denise and I welcomed a record number of visitors to our stand at the excellent Special Needs London exhibition in Islington.

44

SEN careers education

48

SEN teaching skills

52

Assistive technology

56

Behaviour

60

Politics of Down syndrome

62

Down syndrome

Two days later, I squeezed into a packed House of Commons function room to witness Sally Bercow launch Ambitious About Autism’s Finished at School campaign. Highlighting the problems faced by those with autism when they leave full-time education, the event was supported by many SEN luminaries, including Brian Lamb, Children’s Minister Sarah Teather and Robert Buckland MP, Chair of the All Party Parliamentary Group on Autism.

64

Down syndrome: choosing

the right school

68

Wheelchairs/mobility

72

Outdoor activities

74

Autism in infancy

80

NICE autism guideline

87

Dyslexia/CReSTeD

94

Book reviews

96

About SEN Magazine

97

Education Show preview

January • February 2012 • Issue 56

Editor’s diary

At November’s NAS Education Roadshow in Newcastle, I heard Dr Glenys Jones present a fascinating keynote speech on improving educational outcomes for children with ASD, while Josh Muggleton really brought to life what school is like for someone with autism.

Later that month, I joined Anita, who runs SEN’s office, for the lively Kidz Up North exhibition in Bolton, and attended two events for which SEN Magazine was the Media Partner: the ISC’s SEN Conference in London drew nearly 300 delegates from the country’s independent

Sally Bercow with SEN Editor Peter Sutcliffe (left) and Youth Patron Luke Dicker at the Finished at School Commons event.

schools sector, while the SEN Summit in Birmingham was an opportunity for in-depth meetings with SEN managers and suppliers.

I also spent a wonderful day at Henshaws College in Yorkshire, receiving a grand tour from Marketing Manager Louise Ashton and the low down on the Arts and Crafts Centre from student guide Nick. I even got to jam on the drums with in-house band the Henshaws Hotspots.

For the latest from SEN Magazine, and for all your SEN news, follow us on Twitter or join us on Facebook.

Peter Sutcliffe: Editor editor@senmagazine.co.uk

102 CPD, training and recruitment 112 SEN resources directory 114 SEN subscriptions

CONTRIBUTORS Sonia Aboagye Elizabeth Attfield Ian Bean Carolyn Brathwaite Tony Charman Matthew Coffey Jim Edwards

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810 SALES Denise Williamson - Sales Manager denise@senmagazine.co.uk 01200 409 808 MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802

Sue Hatton Subscription Administrator Amanda Harrison amanda@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry - flunkyfly design design@senmagazine.co.uk Next issue deadlines: Advertising: 1 February 2012. News: 25 January 2012 Disclaimer

Geraldine Hills Saima Hossain Geoff Lindsay Mary Mountstephen Ruth Owen Tina Powsey Uuganbayar Ramsay Lorraine Scott Kieron Smith

The opinions expressed in SEN Magazine are not necessarily those

Marcia Squire-Wood

of the publisher. The publisher cannot be held liable for incorrect

Tony Stevens

information, omissions or the opinions of third parties.

SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk

Christine Thomas Glen Williams

SEN Magazine ISSN: 1755-4845

www.senmaGAZINE.co.uk

SENISSUE56

In this issue

SEN overseas

22

22

56

Behaviour

Fighting ignorance

60

Can cultural change improve the lives of children with SEN in Bangladesh?

26

Out of Africa

62

Sign of the times

64

The politics of Down syndrome

Three months into forever

Where to next, Ruby?

A family chooses a school for its child with Down syndrome

Future shock: SEN post-16

68

SEN special feature

36

60

A mother’s story of loss, grief and the positive things they can engender

Is it time we all learned how to sign?

35

Down syndrome

Is a move towards segregation threatening inclusive schooling?

A snapshot of the eventful life of a Ghanaian SEN community

32

Jan • Feb 2012 • Issue 56

Wheels of fortune Meeting the individual needs of mobility impaired children

Life after school What are the options for young people with SEN once they leave school?

72

Fresh air with benefits The joys of outdoor activities for children with SEN

40

Progression suppression Ofsted’s worrying verdict on the quality of post-16 SEN support

44

Outside the box

Diagnosing autism How new NICE guidance will affect those working in education, health and care

Special skills Are government initiatives improving SEN teaching?

52

The new science of autism in infancy Does research on babies and toddlers offer new hope for supporting those with ASD?

80

How to make careers education work in special schools

48

74

87

A unique approach to dyslexia What do chocolate tasting and model railways have to do with teaching dyslexics?

A helping hand Accessible computer technology explained

56

97

A big ask?

Education Show preview A look ahead to March’s education extravaganza

Can pupil surveys help change problem behaviour?

Follow us on

Visit us at:

www.senmagazine.co.uk

Join us on

32 Hearing impairment 35 Post-16 special feature

74 Autism

Regulars 6 12

20

SEN news What's new?

The latest products and ideas from the world of SEN

Point of view Your opinions aired

94

87 Dyslexia

Book reviews

102 CPD and training Your essential guide to SEN courses, seminars and events

112 SEN resources directory

In the next issue of SEN:

ADHD • multi-sensory rooms • P scales transition • dyslexia • accessible vehicles behaviour • learning outside the classroom Tourette’s syndrome • autism • music and performing arts and much more...

6

SEN NEWS

Parents rate schools on Ofsted website Parents can now evaluate the performance of their child’s school on a new website produced by the Government’s education watchdog, Ofsted.

Covering more than 22,000 schools across England, Parent View invites parents to complete a 12-question online survey on how they feel their child’s school is doing across a wide range of educational, social and pastoral issues.

Parents are asked to rate their responses, from “strongly agree” through to “strongly disagree,” to statements such as “My child is happy at this school”, “My child is taught well at this school”, “This school is well led and managed” and “I would recommend this school to another parent”.

However, the General Secretary of the National Union of Teachers, Christine Blower, has outlined serious concerns about the launch

Views are also sought on issues of bullying, homework,

of Parent View, questioning the need for such a questionnaire

behaviour and educational progress, and on how well a school

and arguing that parents should engage directly with schools

communicates with parents and responds to their concerns.

and teachers. She also expressed the fear that the system is

Survey results for each school are published on the website in

open to abuse by malicious or disaffected parents, adding that

real time. They will then be saved and made available to view

“It really is time that the Government insisted everyone listened

at the end of the academic year to provide an ongoing year-on-

to what they themselves say should happen and start trusting

year report for schools.

teachers, and not put their faith in subjective measurements such as this."

As well as providing information for parents, Ofsted claims that website responses will also be used to inform its priorities for

Parent View can be found at:

school inspections.

www.parentview.ofsted.gov.uk

ES Trust Consortium to deliver Early Support The Department for Education (DfE) has announced that the ES

The ES Trust Consortium, led

Trust Consortium, made up of more than 50 voluntary, community

by the National Children’s

and private sector organisations, has been awarded the contract

Bureau, is made up of

to extend the Government’s Early Support initiative to young

a number of high profile

people and families with children of all ages.

charities in the SEN field, including

the

National

Early Support approaches aim to help parents and young people

Autistic Society, Scope, RNIB

to navigate and understand the system by providing information,

and Sense. It also includes

advice and guidance relating to the particular child, young

The Communication Trust

person or family’s needs and priorities. In addition, Early Support

(which itself comprises over

promotes the use of key working to act as a central point of

40 organisations), a number

contact and support.

of city councils, private organisations, the Open

Early support was identified in the SEN Green Paper as a key

University and Achievement for All (which is leading on school

approach to meeting the needs of children, young people and

age children).

families. “Early Support has been successful in the early years”, says new Early Support Director Dr Kim Bevan, “the aim now

Highlighting the success of the Consortium’s bid, Children’s

is to ensure that it informs and supports the development of an

Minister Sarah Teather says that “it's important that children,

integrated model of working with disabled children and young

young people and their families get help and support now, from

people of all ages and their families.”

organisations they trust.”

SENISSUE56

www.senmagazine.co.uk

SEN NEWS

Deadline looms for funded SENCO Award

£16 million to train educational psychologists

SENCOs have until the 31 January 2012 to register with training providers to secure funding for the National Award for SEN Coordination (NASCO). SENCOs who register before this date can still receive guaranteed funded places and supply cover up to a total of £3000 (£1500 course fees, plus a maximum of £1500 supply fees).

Those training as educational psychologists are to have their

The Award was introduced in 2009 by the Labour Government, through the Training and Development Agency (TDA), to support the professional development of SENCOs. The TDA approved a number of training providers and paid the course fees. However, following the abolition of the TDA by the Coalition Government, the Agency will cease to exist from April 2012.

tuition fees paid by the Government, and will be offered bursaries towards the costs of training, the Department for Education (DfE) has announced.

The Government has earmarked £16 million over the next three years to support the training of new educational psychologists, following its review of training and funding for the profession, which found that training “needs to become more sustainable”.

The funding provided by the Government will pay for trainee’s tuition fees and provide a one-year bursary. Local authorities will provide trainees with bursaries in their second and third years.

Educational psychologists play a key role in identifying and

The Government has not, so far, announced a new funding stream for the Award and the TDA has said that it will not fund any course places beyond its 31 January cut-off point.

Urging schools to apply for funded places before the deadline, Siobhan Mellor, of approved Award provider Real Training, said: “We are concerned that schools aren’t aware that funding for this mandatory award is coming to an end, and that schools will have to find an alternative way to fund the training.”

The NASCO is compulsory for any teacher who has become a SENCO in the last 12 months, and even those who do not register before the January deadline, will still have to undertake the training, but the SENCO or their school will have to pay the course fees.

supporting children with SEN, and are central to the statutory assessment process, which determines whether children and young people are given a statement of SEN and what support that statement recommends.

Commenting on the announcement, Children's Minister Sarah Teather said: “It's vital we understand how children develop – emotionally and psychologically – so we can make sure they have the opportunity to thrive and succeed at school. Educational psychologists have a valuable role working with children and families in schools, and as part of early intervention projects.”

The Government review, Developing Sustainable Arrangements for the Initial Training of Educational Psychologists, is available on the DfE website: www.education.gov.uk

Behaviour checklist for schools A checklist of what schools can do to instil good behaviour in the

that children actually receive

classroom has been developed and published by Charlie Taylor

the rewards and sanctions

(pictured right), the Government’s Expert Adviser on Behaviour.

they have earned, and taking action to deal with staff who

Entitled "Getting the simple things right”, the checklist

do not follow behaviour

was developed following a summit run by Mr Taylor where

policies.

headteachers from schools in areas of high deprivation gathered to discuss the key principles for improving behaviour. While

The checklist also states

many attendees emphasised the simplicity of their approach

that senior school staff,

to behaviour, consistency was seen to be the most important

including headteachers and

factor. “Some schools struggle with managing and improving

deputy heads, should be a

behaviour”, says Mr Taylor, who is also the Headteacher of a

“visible presence around

special school. “Often the problem is that they aren't being

the school”, including in

consistent with their behaviour policy”.

playgrounds and at lunch times, and should not be confined to offices.

The checklist describes a range of actions for schools, including ensuring “absolute clarity” in what standards of behaviour are

The checklist can be downloaded from the DfE Website:

expected from pupils, displaying school rules clearly, ensuring

www.education.gov.uk

www.senmaGAZINE.co.uk

SENISSUE56

7

8

SEN NEWS

Teachers blame parents for badly behaved pupils Most teachers (59 per cent) believe that student behaviour has got worse during their teaching career. Of these, the overwhelming majority (86 per cent) blame this drop in standards on the decline of the nuclear family and weaker parenting skills.

These are the findings of a new poll carried out by the Guardian Teacher Network into teachers’ attitudes to working in the UK education system.

Of those saying that student behaviour had become more problematic, 75 per cent cite the growing influence of “dubious and negative role models” for young people, while 68 per cent blame a lack of support in imposing discipline from senior staff.

Teacher bullying is also seen as a problem by 89 per cent of respondents, with 64 per cent of these teachers complaining of bullying from senior leaders, 53 per cent of bullying from parents and 42 per cent of bullying from students.

52 per cent of teachers say they have considered leaving the profession. Excessive government interference (62 per cent), student behaviour (50 per cent) and workload or exhaustion (44 per cent) are described as the main reasons for those considering a change of career.

More than 1,900 teachers responded to the Guardian Teacher Network poll, conducted in August and September 2011.

I Can heads up Early Language Development Programme The Department for Education (DfE) has appointed I CAN, the children’s communication charity, to head up its Early Language Development Programme (ELDP).

The £1.3 million funded Programme is a three-year project to ensure that more young people develop the language skills they need before they start school. Working with children’s centres, the initiative aims to give Early Years practitioners and parents the skills and knowledge they need to support speech, language and communication development in young children. There will be a particular focus on children up to the age of two years old and their families in England’s most disadvantaged areas.

The charity claims that, in some areas of social deprivation in the UK, more than half of children start school without the skills they need to learn, understand their teachers, make friends and achieve their full potential. “We know that getting children's communication right in the early years benefits families and prevents problems later on”, says Virginia Beardshaw, I CAN Chief Executive.

The project will establish 450 ELDP “hubs” of early language expertise which will help practitioners spread training, resources and support to those in children’s centres and allied professionals, such as speech and language therapists.

SENISSUE56

Maths and English progress for children with SEN Pilot projects of the Government-funded Achievement for All scheme have delivered substantial improvements in attainment, behaviour and attendance for children with SEN, says a new report. In English and maths, children on the scheme made greater progress than other children with SEN, with some doing even better than those without SEN. The independent evaluation of the scheme, carried out by the University of Manchester, also found significant improvements in pupil attendance, with an average reduction in persistent absence of ten per cent.

The Achievement for All programme, which has been running for two years in roughly 450 schools, focuses on supporting schools and teachers to improve outcomes for children and young people with SEN. Children’s Minister Sarah Teather has announced funding of £14 million to help fund the roll-out of the programme across the country. The programme is being delivered by a new charity, Achievement for All 3As, chaired by Brian Lamb.

News deadline Deadline for news items for next issue: 25/01/12 Email: editor@senmagazine.co.uk Tel: 01200 409810

For the LATEST NEWS, ARTICLES, SEN RESOURCES, CPD & EVENTS LISTINGS, visit: www.senmagazine.co.uk

www.senmagazine.co.uk

SEN NEWS

Families of disabled children face isolation Many parents of children with disabilities feel so isolated that they experience depression or even breakdown, says new research by Contact a Family.

The charity’s report, Forgotten Families - The impact of isolation on families with disabled children across the UK, shows that social, emotional and financial isolation is resulting in mental health problems, such as anxiety, depression or breakdown, for nearly three quarters of families with disabled children.

Roughly half of those surveyed also said they had sought help from a GP or counsellor because they were feeling so unwell.

More than 1,100 families with disabled children completed the online survey, with 65 per cent saying they feel isolated “frequently” or “all of the time”, and 21 per cent blaming isolation for the break-up of their marriage or family. A lack of support from statutory services, such as social services and the education system, was seen as the cause of their isolation by 56 per cent of respondents. More than half said they could not do things other families could due to lack of money, and they could not work as much as they would like.

The charity has called upon local authorities to provide effective early intervention services, such as key workers, support groups and children’s centres, and to ensure that families receive the short breaks they need to cope. It has also urged the Government to fulfil its promise to protect vulnerable families and ensure that welfare reforms do not increase their isolation.

To download a copy of the Forgotten Families report, visit: www.cafamily.org.uk/pdfs/isolationreport.pdf

“Shocking” increase in self-harm amongst the young Self-harm amongst younger people is rising at an alarming rate, says the mental health charity YoungMinds, and by 2020, 100,000 children and young people could be hospitalised every year because of self-inflicted injuries.

Figures obtained in a parliamentary question by Liberal Democrat MP Jo Swinson reveal that, over the past ten years in England, inpatient admissions due to self-harm have increased by 68 per cent for young people. For females under 25, this rise has been even more profound, with a 77 per cent increase in admissions due to self-harm over the last decade.

“These shocking statistics should act as a wake-up call to everyone who cares about the welfare of young people”, says Lucie Russell of YoungMinds. “More and more children and young people are using self-harm as a mechanism to cope with the pressures of life and this just isn’t acceptable.”

While self-harm is often dismissed as attention seeking behaviour, Ms Russell argues it is a sign that young people are “feeling terrible internal pain and are not coping”. The charity has called on the Government to ensure that its new mental health strategy, which promotes supporting children and young people when problems first arise, is effectively implemented at a local level.

Alliance targets learning disability sport A new alliance has been formed to promote sport for people with learning disabilities. Bringing together the charity Mencap and Special Olympics GB, the English Learning Disability Sports Alliance will work across the sport sector to promote inclusive provision of disability sport.

As well as raising awareness of learning disability sport, the aim is to ensure that those with a learning disability are given the best possible opportunities to take part in sport at recreational and competitive levels.

The two organisations are not merging – they will remain as separate entities – but they will work closely together on this issue www.senmaGAZINE.co.uk

to share expertise and resources, and act as advocates for learning disability sport.

Mencap's Chief Executive, Mark Goldring (pictured with Special Olympics GB Chief Executive Karen Wallin), said that the establishment of the Alliance and the inclusion of elite athletes with a learning disability in the London 2012 Paralympics Games would “provide a real impetus for us to raise awareness of the achievements and benefits of learning disability sport.”

SENISSUE56

9

10

SEN NEWS

Healthcare resources for disabled young people

Meningitis survivors need educational support

The Council for Disabled Children (CDC) has published resources aimed at enabling young people to take greater responsibility for managing their own health conditions. This follows a Department for Healthfunded research project, Managing My Way, which looked at the problems young people have getting involved with their healthcare provision.

Children who survive meningitis are at increased risk of experiencing problems with mental health, communication and memory, and they should be routinely assessed for educational support. These are the claims of a new campaign, aimed at raising awareness of the long-term effects of the disease, launched by the Meningitis Trust.

The research identified a lack of continuity in care, particularly linked to changes in healthcare personnel, as a key barrier to young people’s involvement in the process. It also found that professionals were not communicating effectively enough in health consultations, and children and young people were not receiving comprehensive information about their care. Low expectations of young people’s abilities could also cause them to disengage from the process.

The CDC has developed a range of tools aimed at highlighting these issues and helping young people take greater control of their care. They include an animation summarising what young people involved in the report said about their experiences of health services and a poster for clinics, designed to encourage young people to get more involved in consultations. There is also a poster for clinicians which is designed to help health professionals consider the issues involved and gauge the level at which a child or young person may be able to participate.

The Managing My Way report and resources can be found at: www.councilfordisabledchildren.org.uk

Teachers’ backs under strain Teachers are at a particularly high risk of developing back, neck and shoulder problems, says the British Osteopathic Association.

Stressful working conditions, brought about by large class sizes, scarce resources and poor rewards for their work, are blamed for the high rates of self-reported musculoskeletal disorders (MSD) among teachers.

While nursery staff are most likely to be involved in activities involving prolonged periods of kneeling, bending and stooping, teachers in schools tend to spend a lot of time in “head down” activities, such as reading, marking or writing, which can lead to problems in the back, neck and upper limbs.

In a new report, the Association also suggests that psychosocial factors, such as the demands of high workloads or high perceived stress levels, can be associated with MSD. The study compared findings from a variety of research projects into the prevalence of MSD among teaching staff around the world.

SENISSUE56

Building on new research, the Meningitis Changes Futures campaign says that children who survive meningococcal disease (a form of meningitis) are five times more likely to have speech, communication and hearing problems and are four times more likely to have mental health problems than those who have not contracted the disease. They are also six times more likely to have epilepsy and are at a significantly greater risk of having problems with memory and IQ. There are around 2,500 reported cases of bacterial meningitis each year in the UK, with children under five accounting for almost half of all cases. One in ten people with the disease die as a result, and one in four survivors have some form of aftereffect. While some suffer obvious problems, such as loss of limbs and blindness, others – who may appear to have made a full recovery – are left with psychological and neurological problems that can go unrecognised.

Sue Davie, Chief Executive of the Meningitis Trust, argues that parents who have watched their child fight for his/her life can be involved in an additional battle to get the right educational support for their child. “Recognition of the needs of these children should be a right, not a lottery”, she says.

Further information about the campaign is available at: www.meningitis-trust.org

follow us on www.twitter.com/senmagazine join us on

www.facebook.com SEN Magazine www.senmagazine.co.uk

SEN NEWS

“Childcare crisis” for parents of disabled children One in three parents of disabled children received no holiday childcare during summer 2011, according to a survey conducted by the charities KIDS and Mencap.

Calling the situation a “childcare crisis”, the report’s authors accuse local authorities of failing in their duty to provide childcare, claiming that families with disabled children cannot find appropriate holiday childcare, that they face exorbitant costs for childcare and that they can be victims of discrimination.

The survey, which studied responses from 1,192 parents from across England, reveals that two in three families found it “difficult” or “very difficult” to find appropriate childcare for their disabled child during summer 2011, and one in 10 disabled children were refused a place in childcare provision because of their impairments.

The costs of childcare can also be significantly higher for parents of disabled children, with an estimated 19 per cent of these families facing childcare costs of up to £11,700 per year, compared to the national average of £5,028.

The survey’s findings also support the charities’ claims that parents of disabled children struggle to maintain full employment.

While 19 per cent of those surveyed were able to maintain a full-time job while caring for their disabled child, more than 40 per cent said that they need childcare to be able to work. The lack of affordable, appropriate childcare was cited as a major reason that 43 per cent of parents were unemployed.

Nominations sought for deaf parenting lifetime award The search is on to find suitable candidates for the 2012 Lifetime Achievement Award presented by Deaf Parenting UK. The charity is celebrating its tenth anniversary and this special Award will recognise an outstanding individual who has achieved a great deal in his/her lifetime to greatly improve the quality of life of, and access for, deaf parents and families.

Nominations are open until 2 March 2012, when candidates will be whittled down to a short list of 12 which will then be voted on by the public. The winner will be announced in spring/ summer 2012.

For full details and to nominate yourself or someone else for the Award, visit: www.deafparent.org.uk

www.senmaGAZINE.co.uk

Birdwatch returns to schools Schools across the UK are once again being asked to take part in the RSPB’s annual birdwatch.

Taking place from 16 to 30 January 2012, the Big Schools’ Birdwatch aims to encourage children and teachers to identify and take an interest in the birds visiting their school grounds. Schools can get involved by making bird feeders, turning classrooms into bird hides and helping the charity to survey the birds they see around them.

Credit: David McHugh, RSPB

Last year, as the event celebrated its tenth anniversary, roughly 90,000 school children and teachers and more than 2,000 schools were involved in the project.

For 2012, a Little Schools’ Birdwatch for under five-year-olds has also been introduced for the first time.

For further information, visit: www.rspb.org.uk

Prime Minister hosts Teaching Awards winners The Prime Minister, David Cameron, hosted a reception at Downing Street in November for the winners of the 2011 Pearson Teaching Awards.

UK and regional winners from 2011and 2010 were invited to the event, along with celebrities who presented the Awards at the 30 October ceremony at London’s Palace Theatre.

Winners in eleven categories were chosen from 22,000 nominations submitted by members of the public. The Award for Special Needs Teacher of the Year went to Simon Roberts of Selworthy School, Somerset, while Debbie Withers of Wren Spinney Community Special School, Northamptonshire picked up the Henry Winkler Award for Special Needs.

The Awards ceremony was hosted by Lenny Henry, and celebrity presenters included Dame Vivienne Westwood, theatre director Sir Trevor Nunn, comedian Al Murray and Downton Abbey actress Elizabeth McGovern.

Speaking at the Downing Street event, the Prime Minister praised the efforts of the “thousands of hard-working and inspirational teachers” who had been nominated. “I heard some amazing stories of the passion these teachers bring to the classroom and their drive not just to teach but to make a real difference in their schools”, he said.

SENISSUE56

11

WHAT’S NEW?

12

What’s new?

Major investment in Acorn Park

Acorn Care and Education is investing £1 million pounds in Acorn Park School.

Acorn Park School is an independent specialist day and residential school for children and young people aged four to 19 years who have autism and moderate to severe learning difficulties.

The education facilities are being completely refurbished to provide an enhanced “autism friendly” teaching environment.

Plans include introducing individual work stations to create a distraction free zone, using subtle blue and green hues to create a sense of calm and reduce stimuli, and many more features.

For more information, visit: www.acornparkschool.co.uk or www.acorncare.co.uk

New Boogie Mites SEN music programme Boogie Mites has launched Sticks and Sounds to engage children of all abilities whilst learning with original and inspiring songs. Appropriate from Early Years to KS2, Sticks and Sounds will support physical development, communication, listening and language skills and can be used in a group or one to one context.

Training is available for practitioners providing parent courses or working with SEN settings. Parent CD packs are also available and can be ordered through the website.

For further details, contact Sue Newman: Tel: 023 9281 7274 Email: sue@boogiemites.co.uk Web: www.boogiemites.co.uk

The Autism Directory gets a makeover Helping autism families get the help they need

New facilities for children and young adults from Cambian

The Autism Directory is a registered charity and provides an online website that signposts autism families to all the help and support available on the internet, and from organisations, charities, businesses and people around the UK.

Cambian provides specialist services in education and care for children and young adults with autism, learning disabilities, challenging behaviour and complex needs.

The Directory has just launched a new website that allows parents, charities, professionals and organisations to share their suggestions as to what has helped them, support groups they know of, any businesses that are autism friendly, events that are coming up and lots more.

For more information, visit: www.theautismdirectory.com

The group has opened a new service in South Leverton, Nottinghamshire, which is a mixed gender, 52 week facility for over 18s. A mixed gender, 52 week facility for 11- to 19-year-olds will also open in Tewkesbury, Gloucestershire in May 2012.

BECERA: an innovative conference Now in its second year, BECERA is an Early Years association interested in practitioner research and exploring paradigms and methodologies which impact directly on services.

The inaugural conference touched on issues such as recruitment in the Early Years workforce, men in childcare, mentoring and leadership and improving quality in early childhood. This year’s theme will be “Evidencing Practice Through Professional Inquiry”.

Keynotes at the conference include CREC Directors Professor Tony Bertram and Professor Chris Pascal, and Professors Júlia and João Formosinho from the University of Minho in Portugal.

The two-day conference is just £225 +VAT and spaces are limited to 150. Book now at: www.becera.org.uk

SENISSUE56

For further information about Cambian’s new schools and colleges, call: 0800 288 9779 or email: education@cambiangroup.com

Achieving success with symbols – the inclusive classroom Mayer-Johnson are drawing together leading experts in autism, communication, challenging behaviour and more to deliver half day CPD seminars across the UK in February.

The seminars will focus on the latest knowledge, skills and best practice in using symbols to support communication, teaching and learning throughout the whole school community.

Mayer-Johnson have also announced that their Boardmaker Studio software has been shortlisted in the ICT Special Educational Needs Solutions category of the BETT Awards 2012. Find out how Boardmaker Studio is making a difference by visiting the website.

More information is available at: www.mayer-johnson.co.uk www.senmagazine.co.uk

WHAT’S NEW? Communication: the key to success The sixth international conference addressing the needs of young people with autism/ Asperger’s syndrome will take place on Friday 15 June 2012 at Edge Hill University, Ormskirk, Lancashire.

A collaborative conference organised by Belle Vue House Assessment and Development Centre and Edge Hill University, the keynote speaker will be Professor Temple Grandin (pictured), inarguably the most accomplished and well-known adult with autism in the world.

The deadline for abstracts is Friday 30 March 2012. If you would like to attend or submit abstracts for oral and/or poster presentations, tel: 01695 650738, email: keytosuccess@edgehill.ac.uk or visit: www.edgehill.ac.uk/keytosuccess Online booking available: www.enterprisesstore.edgehill.ac.uk

New arts qualifications The English Speaking Board has announced the launch of its new Entry 1, 2 and 3 accredited qualifications in Performing Arts and Journey Planning.

The Head of Education at Foxes Academy, Minehead is “so excited about working with ESB’s wonderful new awards. They are tailor made for our learners who have moderate learning disabilities.

Learners are preparing for these awards by taking part in a Christmas stage production of Oliver Twist, helping them to develop life and work skills whilst having fun, boosting their confidence and gaining a qualification.”

For further Information and the full ESB syllabus, visit: www.esbuk.org or telephone: 01695 573439.

Forth Valley College achieves safety with distinction The entire campus network of Forth Valley College, Scotland’s fifth largest college, is now fitted with specialist evacuation chairs to provide a safer escape for students and staff with mobility problems in an emergency.

13

Feel Good Games Feel Good Friends is an award winning company with a unique range of fun, educational products to help children feel good about themselves and their world.

The new Feel Good Games includes six games in one box: snap, pairs, opposites, charades, Only Roly and My Feeling. The card games use the Feel Good Friends faces with 16 different feelings, and come with suggestions for how to use them.

A must for any school or organisation, they are a great way for children to become familiar with different feelings and a useful tool to get them talking and expressing themselves. www.feelgoodfriends.com

Intensive physiotherapy helps disabled children Situated in Dorchester, Oxfordshire, the Footsteps Centre is helping children with neurological issues take their first steps thanks to intensive expert physiotherapy.

Scores of children are enjoying and benefitting from the three-week programmes that comprise both traditional physiotherapy and a piece of equipment known as “The Spider”. This allows physiotherapists to implement a full course of exercises in any chosen position and to align the body properly by using a series of elastic ropes, enabling greater mobility and independence.

Footsteps Foundation grants are available for families.

For further information, visit: http://footstepscentre.com

Henshaws College celebrates 40 years of making a difference Henshaws College in Harrogate recently celebrated the 40th anniversary of its official opening by the Duchess of Kent in 1971.

The evacuation chairs have been installed by Evac+Chair International, and the college’s personalised emergency evacuation plans incorporate thorough training, drills and consultation.

Originally established as Henshaws Society for Blind People in 1810, Henshaws moved to a purposebuilt school for blind children in Harrogate in 1966. In the 1980s, Henshaws became a further education college, catering for young people aged between 16 and 25.

The College’s Health and Safety Department has taken part in a Key Trainer Masterclass© from Evac+Chair, which trains staff to a higher level allowing participants to pass on their newly-developed skills to educate others.

With a vision to develop students’ skills for independent living and employability, and minimise the effects of their disabilities, Henshaws College has improved the life quality of hundreds of visually impaired and disabled young people.

For more information about Evac+Chair, call Paul on: 0121 706 6744 or email: PColder@evacchair.co.uk

To find out more, visit: www.henshaws.ac.uk

www.senmagazine.co.uk

SENISSUE56

WHAT’S NEW?

14

Autism’s Got Talent

Planning for future events

Talented people with autism are to get a spot in the limelight thanks to campaigner Anna Kennedy.

Parents and families of people with a learning disability can make a difference to the future financial security of their loved ones by careful planning in their will.

Hot on the heels of her dance DVD, Step in the Right Direction, Anna is taking to the stage with Autism’s Got Talent at the Mermaid Theatre in London on Saturday 12 May 2012.

The aim is to showcase the extraordinary and varied talents of autistic kids and young adults. It’s Anna’s second collaboration with the Pineapple Performing Arts School, whose students will also present a performance based on the issue of bullying.

Tickets are £10 from Lisa Robins on: 01895 619734.

New iPad keyguards available in the UK Logan Technologies now carry a range of iPad keyguards making communication apps accessible for people with physical difficulties.

Keyguards are available with programme specific configurations in either basic or hinged formats.

They are available for a growing range of apps, including: Proloquo2Go, TouchChat, Assistive Chat, Grace, My Talk, Speak It, Talkboard, Tap To Talk, TapSpeak, Choice, iMean, iclickitalk, My First AAC and Sono Flex. You can also easily customise your own keyguard using a downloadable template making your chosen app accessible.

To find out more, visit: www.logan-technologies.co.uk or contact: sandra@logan-technologies.com

A growing school with a growing curriculum As pupil numbers grow at LVS Hassocks, a specialist school for young people with autism and Asperger’s, so are the curriculum and opportunities available to pupils.

A small group of students is now attending the local college one day a week on a two year course studying small animal care. The knowledge they are gaining from the programme, which covers the basic skills for animal husbandry and welfare, is being put to good use back in school where they are helping look after the ever-growing collection of animals. www.lvs-hassocks.org.uk SENISSUE56

As well as providing free booklets about writing wills and setting up trusts, Mencap’s wills and trusts team give free seminars around England, Wales and Northern Ireland to parents and carers. The two-hour seminars offer vital, specialist legal advice about writing a will and setting up a trust for the benefit of someone with a learning disability.

To find your nearest seminar in 2012, visit: www.mencap.org.uk/pffe or call: 020 7696 6925.

Activities galore at Hope Lodge Hope Lodge School’s Harvest Festival at the local church was a wonderful event, with lots of songs being signed, artwork being displayed and poems being read. Students and pupils have also recently enjoyed a trip to the local pantomime to start their Christmas celebrations.

Post-16 students at the School have had a very successful term studying at a local sixth form college and some have done so well that they are taking on extra courses.

As part of the School’s charity work, pre-16 pupils are now taking part in a football challenge to help raise funds for disadvantaged children overseas. www.has.org.uk

Help for parents to negotiate SEN system MacIntyre recently held a reception at Downing Street to mark an exciting new project for the families of children with learning disabilities.

The event, hosted by Samantha Cameron, was in support of Family Footings, a project that helps parents negotiate the SEN system by using simple planning tools so they can work out what is best for their child and family.

MacIntyre’s facilitators will be working with health and social care professionals, schools, parent networks and other stakeholders to link with families who can benefit from the project.

For information, contact Agnieszka Rokita on: 01908 230100 or email: family.footings@macintyrecharity.org www.senmagazine.co.uk

WHAT’S NEW?

15

A breakthrough for Special Needs and Struggling Readers

RNIB College Loughborough starts with the end in sight

Project X CODE is the only reading intervention to embed systematic synthetic phonics within a highly motivational adventure series. It introduces a different type of reading book with two texts in every book: the first text is 100 per cent decodable, to build reading confidence, and the second is at least 80 per cent decodable, to draw children through the series and keep them motivated.

Social enterprises have dramatically changed RNIB College Loughborough’s curriculum. Previously, skills were taught in a classroom environment with some involvement in the local community.

Over the last two years, though, the College has adapted its whole curriculum to be based on social enterprises, including running the College's catering facility, and running the arts centre, college office and college shop, helping learners get to where they want to be in life.

Project X CODE is fully resourced with comprehensive lesson plans, easy-to-use assessment and progress tracking, plus free online PD support for teachers and teaching assistants.

For more information and a free preview pack, visit: www.oxfordprimary.co.uk

New desktop hearing assistance with Deskmate Students who struggle with hearing can find inclusive learning unnecessarily difficult.

This is often due to acoustics in larger classes, outside noise and a lack of supportive soundfield installations.

The new Powerwave Deskmate is a neat and cost-effective solution. Lightweight, portable and easy to use, this system is invaluable for individuals with hearing difficulties of many types. Deskmate’s wireless teacher microphone transmits to the rechargeable speaker unit, positioned with the student.

Compact enough for desktop use, its charge lasts all day.

Deskmate, Powerwave PA systems and other education communication solutions are available from PC Werth. Call: 020 8772 2700 or visit: www.pcwerthstore.co.uk

Multiple perspectives is the key to measuring behaviour The Behavior Assessment System for Children, Second Edition (BASC-2) is a comprehensive rating scale that helps you understand the behaviours and emotions of children and adolescents.

Assessing both obvious and subtle behavioural and emotional disorders, as well as the impact of academic and familial demands, the scales are designed to evaluate the child, teacher and parents’ perspectives. Results can be used to design tailored intervention plans that work within your school setting. A progress monitoring tool and intervention guide are also available.

Find out more at: www.psychcorp.co.uk/basc2 or call: 0845 630 8888 to make an appointment with your area sales consultant. www.senmagazine.co.uk

To find out more about the College’s enterprise curriculum, call: 01509 611077 or visit: www.rnibcollege.ac.uk

Childrite Seat offers new independence The Childrite Seat is designed to enable children with SEN to sit upright unaided in order to enjoy social interaction, learning and therapy.

From a therapist: “You did what we therapists have been trying to do with piecemeal, jerry-rigged, and cobbledtogether wedges and rolls for years. Thank you, thank you.”

From a customer: “I can honestly say it is the best thing we have ever purchased for our daughter Erin!!! It has given our daughter a new view on the world with a level of independence she hasn't experienced before. Thank you for all of your help.”

For more information, visit: www.childrite.com, telephone: (USA) (001) 936 231 1308

Experia announce sensory first Experia has announced the launch of the Sensory Express, the world’s first train themed portable sensory solution.

Designed to be fun, exciting and educational, the Sensory Express includes state-of-the-art sensory equipment that can be used to develop a variety of life skills, such as cause and effect, colour recognition, vocalisation, tracking, and fine and gross motor skills. Its appearance delights and attracts children of all ages and abilities encouraging anticipation and helping to create a willingness to learn.

For more information, visit: www.experia-innovations.co.uk SENISSUE56

WHAT’S NEW?

16

The national forum for neuroscience and special education conference Designed by neuroscientists and SEN teachers, this conference will take place on Friday 10 February 2012 at the Institute of Psychiatry, London.

With a new generation of children entering schools with complex learning difficulties and disabilities, teachers need new insights that can illuminate the learning pathways of these children.

The inaugural lecture will be given by Professor Uta Frith and confirmed speakers are Professor Francesca Happé, Professor Tony Charman, Dr Rona Tutt, Professor Barry Carpenter and Dr Amanda Kirby.

For information and to register for a place, email: natalie.eccles@theschoolsnetwork.org.uk or call: 01902 796067.

The Whole Shabang Shabang Theatre Adventures has produced a unique resource to inspire teachers working in special educational settings. A treasure chest of educational gems, The Whole Shabang (volume one) is a CD of 17 original songs with an illustrated resource book.

Using sea and garden themes, it features songs to build language, facilitate group sessions, and encourage participation and turn taking. It also includes Makaton signs to aid communication, and step-by-step activities related to EYFS assessment scales, NC attainment targets and P scales for special needs.

Book & CD: £19.99. CD: £7.99 + p&p.

Tel: 01484 848073 Email: shabang.info@gmail.com Web: www.shabang.org.uk

Inspiration 4 Ability Inspiration 4 Ability in association with Able Magazine, a new national event providing the best in innovation and inspiration for people with disabilities, will take place on Friday 30 and Saturday 31 March 2012 at UWE Bristol Exhibition and Conference Centre.

Speakers and performers will include Channel 4’s Katie Piper, Falklands Hero Simon Weston, three times gold medallist Peter Hull, comedian Laurence Clark, musician Tom Doughty, DaDa CEO Ruth Gould, Deaf Men Dancing, ambassadors from Help for Heroes and a military band. There will also be exhibitors and a chance to win a trip on a tall ship.

To register for your free ticket, visit: www.inspiration4ability.co.uk SENISSUE56

Teaching Shakespeare made easy Following the success of their Fairy Tales inclusion software, SEN Assist have been busy creating Early Shakespeare.

Shakespeare himself tells the story using the NC’s first 100 high frequency words with symbols. Click the characters to hear the original speeches. Fun games follow, testing knowledge of characters, sequencing and comprehension.

Users can even print a personalised certificate showing the level they have completed.

Each CD ROM contains masses of printable resources including puppets and masks to print and colour. Why not put on your own production to celebrate World Shakespeare Festival 2012?

Visit: www.earlyshakespeare.com or call: 01276 502422.

Sovereign transforms play at special school Sovereign Play Equipment, a leading provider of school ground developments, has completed a major project to improve outdoor play facilities at Springfield Community Special School in Leek.

The school’s outdoor environment has been transformed into a play and learning haven for pupils aged three to 11. New resources include activity panels, adventure equipment, sand and water play and musical and sensory facilities to enhance psychological and physical development.

“Sovereign has provided us with an excellent service, enabling us to provide our children with a wonderful new, exciting and stimulating play environment”, commented Ruth Zimmerman, Headteacher.

Tel: 01702 291129 Email: info@sovereign.gb.com Web: www.sovereignplayequipment.co.uk

New sensory room installations Total Sensory provide a complete design and installation service, with maintenance contracts if needed. They offer basic, advanced and interactive sensory rooms, with custom made packages to suit individual budgets, service users and the space available.

For those who need a more mobile solution, they offer competitively priced portable sensory cases – the play ‘n’ go range – that enable OTs to bring the sensory experience to the user.

Information on Total Sensory’s products and design services can be found in their new 3rd edition catalogue. To request a copy, visit: www.totalsensory.co.uk www.senmagazine.co.uk

WHAT’S NEW?

17

Supporting you, whatever your needs

Autism school rated outstanding

United Response has an excellent track record of supporting people to live in the community and to be as independent as possible, matching support to individual needs and wishes.

The newly extended facilities at Whinfell School were a hit with Ofsted who rated the school “outstanding” in all five outcome areas in a recent social care inspection.

They can provide support for just a few hours each week, up to 24 hours, seven days a week.

A group of young people enjoying a trip to the London Eye as part of the Aiming High Project.

United Response is an award winning national charity that supports adults and young people with learning disabilities, autism, mental health needs and physical disabilities to take control of their lives.

To find out how they can support you, call: 0800 0884 377, email: get.support@unitedresponse.org.uk or visit: www.unitedresponse.org.uk

The inspector wrote in her report that the young people are “making exceptional progress in developing their knowledge and skills and work towards both formal and vocational qualifications”, and that the life skills programme was “exceptional”. She noted that “young people enjoy outstanding outcomes because of the commitment of the whole staff team.”

John McGlynn, Registered Manager, said: “I am obviously delighted that the hard work and dedication of the Whinfell team has been so highly praised by Ofsted.”

To find out more about what Whinfell has to offer, visit: www.whinfellschool.co.uk

Remtek online printer supplies store is now live

Demolition makes way for new SEN school

Remtek has announced that its new online store, where you can buy genuine ink and toner cartridges for most common printers, as well as various types of printing paper, with just a few clicks, is now live.

School staff, pupils and council officers gathered on site in November to witness the completion of the demolition phase of the old Hay Lane and Grove Park schools buildings, making way for the construction of new facilities for The Village School in Brent.

To visit the store, or for more information, go to: shop.remtek-online.co.uk

In a project lead by the Leadbitter Group, Brent Council is rebuilding The Village School as a new centre of excellence for pupils with SEN. It will support the complex educational needs of children with both physical and learning disabilities in the borough, providing both primary and secondary education.

Disabled student gives Commons presentation Ben Morfey, a student at the Dame Hannah Rogers Trust in Devon, gave a presentation at the Houses of Parliament in October.

Ben, pictured with House of Commons Speaker John Bercow, was chosen from across the UK to represent young people with physical disabilities and communication needs at an event organised by The Communication Trust to mark the one year anniversary of its Hello campaign. Over 200 Hello supporters gathered at the Commons to celebrate the success of the campaign.

www.brent.gov.uk

Ivy House scoops MOVE Day prize Ivy House School in Derby recently received its award for first place in the National MOVE Day competition, organised by the charity MOVE Europe.

The event celebrates the achievements made by children improving their mobility on the MOVE Programme over the last year and recognises the difference that the programme makes to thousands of disabled children and their families.

Ben’s presentation took centre stage, demonstrating the alternative methods of communication that give children and young people like him a voice.

Ivy House celebrated its win by re-enacting parts of its pirate-themed MOVE Day, held in May, complete with sword fighting, walk-the-plank and a treasure hunt.

www.damehannah.com

www.move-europe.org.uk

www.senmagazine.co.uk

SENISSUE56

schools network

18

SENISSUE56

unions

www.senmagazine.co.uk

POINT OF VIEW

20

Point of view: parent Partners, not warriors

Geraldine Hills argues that schools must do more to include parents in decisions about their child’s education

I

don’t believe any parents set

emotional journeys I have ever been

much evidence to suggest that children

out to create conflict, tension or

on in my life and caused me to have

thrive better when parents/carers are

misunderstanding in the life of their

a breakdown. I don’t think of myself

involved in their education. Schools have

child. What parents do have in common

as a “warrior parent”; I don’t even like

a duty under the Equality Act to make

is that we love our children and strive to

the term, as it implies I am fighting and

"reasonable adjustments" for children

gain what is best for them.

creating conflict. This is simply not

with disabilities but I have found that

the case.

having a basic knowledge of these

The phrase “warrior parents” has often been used to describe the

Conflicts often arise between parents

duties as a parent goes a long way

parents of children with disabilities

and schools because parents feel they

to having a constructive dialog when

who are fighting for their child’s rights

have a lack of involvement. It does not

dealing with issues of inclusion.

within the education system. Failures

have to be like this. I have learned that

My son is now in a different

by schools to comply with what the

sometimes schools have fears around

mainstream school. I am proud of all

Equality Act demands of them can cause

including children with disabilities

that this school, my son and we as a

a situation in which parents are seen as the problem. As a result, parents lose confidence in schools and they feel there is a need to fight, which often puts them at odds with the school and local authority. This can create a climate of

family have achieved together. I don’t

Parents often know a lot more than the school about their child’s needs

mistrust between parents and teachers.

see myself as an outsider but more as an equal partner with my own professional parental expertise to add as part of working towards achieving better outcomes for my child.

However the question that still

The number of SEN tribunals has risen

which are related more to their lack of

remains unanswered is how many more

by 64 per cent in the last 12 years (Times

confidence than not wanting to include

tribunal cases and family breakdowns

Educational Supplement, 30 July 2010).

the child.

will it take before we acknowledge

In some of these cases, parents bring

Parents often know a lot more than

that the ethos of the Equality Act

about a claim of disability discrimination

the school about their child’s needs and

is still not being fully embraced by

against the school. The sad reality is

particular disability, so it is important

some schools.

that many of these cases could have

for parents to pass on their knowledge

been avoided if only there was a better

and practice to schools. I think there is

understanding of the Equality Act and

a common misconception that schools

schools’ duties to pupils with disabilities.

will automatically understand and

I had the unfortunate experience

know the best way to include children

of having to take a school to tribunal

with disabilities.

for discriminating against my disabled

I have learned that one of the best

son, and the tribunal found in my favour.

ways I can help my child is by working

It was one of the most difficult and

in partnership with his school. There is

SENISSUE56

Further information

Geraldine Hills is the parent of a child with disabilities and the founder of Inclusive Choice Consultancy: www.inclusivechoice.com

www.senmagazine.co.uk

POINT OF VIEW

Point of view: parent Undiagnosed and in the dark Carolyn Brathwaite describes the heartache of not knowing the cause of her daughter’s severe developmental problems

W

hen Azaria was born, she

increasing problems, resulted in lots of

People ask me if a diagnosis for Azaria

had a different look in her

tests being ordered. We were told we’d

would really make much difference,

eyes to our first daughter,

have answers to all our questions at

but if you know what you are dealing

Amberley. Azaria needed tiny baby

the next appointment. But the answers

with, you can anticipate the types of

clothes which, considering she was 7lb

never came; it was great to be ruling

problems you might face and get advice

3oz, was surprising. She also had talipes

things out but our daily lives were

from others in the same position. Social

feet, which were put down to them being

increasingly about therapies, feeding

services and education providers are

in an awkward position whilst inside me.

and constant care and we were realising

also better placed to provide the right

Feeding was a problem from the

that the causes of her problems were not

support. Without a diagnosis, you

start; she seemed to go to sleep too

ones that could be fixed with medicines

spend all your time reeling off lists

quickly after the start of a feed and I

or operations. At every appointment with

of symptoms and have to fight twice

just couldn’t wake her. By day three, I noticed a blueish colour spreading across her forehead and around her lips. We rushed her to A & E where tests started.

Nothing was found; her problems were put down to a virus and we were

as hard.

Will I ever hear her call me mummy or tell me she loves me?

Sometimes a new behaviour or unusual development panics me. Is that new lump in her spine the start of deformities in her body? She’s not grown for six months – oh my God, is this her full size? Will she ever walk or talk? Will I ever hear her call me mummy or tell

sent home. Feeding got worse and we struggled on for months. Silent reflux was

a new specialist, we went in hoping for

me she loves me? It’s not knowing that

diagnosed and Azaria spent much of her

answers and came out feeling another

causes such heartache.

first year in hospital with “viruses” and

knock back.

Ultimately, it is our love and care

severe chest infections which were also

Azaria is now three. She has major

that will make the difference to her life,

blamed for her delayed development.

sensory issues and is severely delayed.

not a diagnosis, but if we had one, it

She had a list of problems but no-one

She has no concept of safety and

might give us new ways of coping, more

realised they were all linked; all people

does not feel pain like other children

support and help us feel less isolated

could see was a happy, smiling baby.

– a dangerous combination. She

and scared by the unknown.

When we finally saw a consultant

requires medication to help with many

I will never stop trying to find the

paediatrician, she recognised in seconds

of the normal functions in life, has no

answers for Azaria but if they don’t

that Azaria had swallowing problems and

awareness when she is full and will eat

materialise, then maybe there isn’t

was aspirating liquids into her airways

anything she can lay hand to, even if

another child like her. She will always

and lungs. Azaria was eight months,

inedible. She’s only the size of an 11

remain stunningly beautiful and

had missed all milestones so far and

month old but she is the happiest little

uniquely complex, but she’s mine and

this, in addition to her length and other

girl I know.

she’s amazing.

www.senmaGAZINE.co.uk

SENISSUE56

21

sen overseas

22

Fighting ignorance

A culture of ignorance has blighted people’s understanding of disability in Bangladesh, but changing attitudes and government investment can do much to improve the lives of children with SEN, says Saima Hossain

T

he Constitution of Bangladesh (Article 28) says that the state shall not discriminate against

any citizen on the grounds of religion, race, caste, sex or place of birth and that no person shall be subjected to any disability, liability, restriction or conditions with regard to access to any place of public entertainment or

Mothers are often blamed and shunned, and sometimes even abandoned, for having a child with a disability

resort or admission to any educational

of greater complexity. Unfortunately, what often happens for many with complex genetic conditions, such as autistic spectrum disorders (ASD), is that fear, misunderstanding and lack of information lead to social isolation and economic hardship. Families with disabled children often experience insensitive remarks, discrimination and humiliation. In Bangladesh,

institution. Despite this constitutional

monitored program to address these

parents of children with special needs

protection, the nearly one million

issues, those with disabilities and

live in a culture within a culture where

people with disabilities in Bangladesh

special needs cannot hope to become

sometimes even the extended family

are suffering from limited employment

active participating members of society.

does not interact in a positive and

and educational opportunities, social

South-east asian countries share

supportive manner. Parents, particularly

discrimination and stigma. Bangladesh’s

similar social and cultural beliefs: college

mothers, are often blamed and shunned,

situation is compounded by inadequate

education is highly valued, families are

and sometimes even abandoned, for

financial support, insufficient services, a

close-knit and interdependent, and

having a child with a disability. The

limited number of trained professionals,

social structures are more intricate

lack of understanding, coupled with

and fragmented policies and procedures.

than in western societies. This can be

the condemnation and personal guilt

Without a comprehensive government-

both a source of support and a cause

that parents are made to experience, is

SENISSUE56

www.senmagazine.co.uk

sen overseas

23

Traditional healers are still often the only option for a child with mental health or developmental issues Bangladesh; however, little was done to define those rights. The Ministry of Social Welfare and the Ministry of Women and Children were created but, from 1975

Vocational sewing training at a local school.

to 1997, they received little attention or funding. It was not until 1997, due to

outrageous and appalling. In South-east

offered by traditional healers are still

the leadership of Prime Minister Sheikh

Asia disability is not just a medical issue;

often the only option for a child with

Hasina, that the Government refocused

it is a human rights issue.

mental health or developmental issues.

its attention onto issues of rehabilitation

In Bangladesh, we have yet to

As a result, access to appropriate and

and services for those with disabilities

conduct a comprehensive nationwide

necessary medical care and early

and special needs. In 1999, the National

epidemiological study that would

interventions, which are absolutely

Foundation for Development of the

accurately portray the number of

vital in reducing the impact on

Disabled Persons (NFDDP) was founded

children and adults with debilitating

critical developmental milestones, is

under the Ministry of Social Welfare. The

neurodevelopmental disorders such as

severly limited.

purpose of the NFDDP was to ensure

autism. We need to develop a cohesive

that persons with disabilities received adequate support and services in

system for special needs, adequately

Beginnings of government intervention

monitor services and programs, develop

Due to the foresight of its founding

mainstream society. The NFDDP was

standards and goals, and also set

father, Bangabandhu Sheikh Mujibur

responsible for allocating funds for

up a system of ongoing training for

Rahman, women, children and those

loans, grants and other services free of

professionals serving this population.

who are disabled were given equal rights

cost to persons with disabilities. The

In many towns and villages, treatments

and opportunities in the Constitution of

Disability Welfare Act was passed in

and reliable educational classification

order to become active participants in

2001 and the current Government is in the process of updating it.

During the 2010-2011 fiscal year, more than 18 million US Dollars was allocated and distributed for programs, services, stipends and loans for those with disabilities. Approximately 21 million US Dollars have been allocated for the current financial year. In 2009, the development program “Protibondhi Sheba O Sahajya Kendro� (Organization for the Assistance and Services of the Disabled) was created to provide physiotherapy, occupational therapy, counselling, assistive devices and Meeting the Prime Minister (right) at WAAD 2011.

www.senmaGAZINE.co.uk

>> SENISSUE56

24

sen overseas

other related services to nearly 15,000

Out of the 55 schools educating

individuals across Bangladesh. A one

children with disabilities, the following

Stop Mobile Service program was also

schools target children with specific

introduced in order to reach families

needs:

living in villages that lack access to

In Bangladesh, we urgently need adequate screening for neurodevelopmental disorders

medical services. In April 2010, two

Schools for the blind and

hostels were opened in Dhaka helping

visually impaired

families access medical services in

There are four schools for the blind,

the capital, and the Autism Resource

located in 4 Divisions of the country.

Centre was established to provide free

They serve approximately 500 children,

therapeutic services.

180 of whom have been provided

The Society for the Welfare of the

with residential facilities. There are

Intellectually Disabled, Bangladesh

School provision for special needs

64 government-sponsored integrated

(SWID-B), an NGO, is the pioneer

schools for the visually impaired at

organisation for the education and

At present, 55 special needs schools are

the secondary level which have a

advocacy of the intellectually disabled

run by the NFDDP through two separate

resource teacher and a resource room in

in Bangladesh.

non-governmental

each school.

organisations

Children with physical disabilities

(NGOs). Seven of these schools are based on an inclusion model, including

Schools for the deaf and

and neurological impairment

the children with special needs in regular

hearing impaired

There are no government educational

classes. In June 2010, the Center for

There are seven government run schools

services for pre-primary or primary

Neurodevelopment and Autism in

for the deaf providing services to 700

age children with physical disabilities.

Children (CNAC) was inaugurated. It is

children, of whom 180 are provided with

However, in 2011, all new government

the first government initiative that is linked

residential facilities. Residential students

buildings and schools have been

to a medical university. In partnership

also receive stipends and free room

mandated to make their buildings

with the Bangabandhu Sheikh Mujib

and board.

wheelchair accessible. The Government

Medical University (BSMMU) it aims

does not provide specialised schooling

not only to provide training to parents,

Schools for the

for those with neurological impairments

teachers, therapists and all medical

intellectually disabled

such as cerebral palsy (CP) or ASD.

professionals, but also to engage in

At present, there are two special schools,

These children are integrated with

the comprehensive management of

subsidised by the Ministry of Social

children with intellectual disabilities,

services and research on autism and

Welfare that have a total enrolment of

primarily through programs of the

other neurodevelopmental disorders.

100 children with intellectual disabilities.

SWID-B, BPF and other NGO’s working with children with different categories of disability. The Society for the Welfare of Autistic Children (SWAC) is currently the only NGO that is providing education exclusively to those with ASD. Research suggests that if we can identify these children at a very early age, and provide them with intense evidencebased interventions, they are likely to have better developmental outcomes. In Bangladesh, we urgently need adequate screening for neurodevelopmental disorders, culturally and linguistically

A singing lesson at a local school.

SENISSUE56

appropriate interventions, scientifically www.senmagazine.co.uk

sen overseas

partnership with one another in order to address the needs of those with neurodevelopmental conditions.

As this is one of the most heavily populated regions of the world, it is of the utmost urgency that the needs of those with special needs are immediately addressed. In addition to the immeasurable burden experienced by the individuals concerned and their families, the economic hardship associated with dealing with these A young adult with autism filling out his visual agenda for the day.

issues can be particularly profound in countries with limited financial

based academic programs in inclusive

Its vision is to enhance programs and

resources, such as Bangladesh. The only

settings, on the job training and sheltered

services and ensure coordination and

way that the needs of those with special

accommodation for young adults. With

cooperation between the ministries of

needs will be adequately addressed

effective programs that provide culturally

Health, Education and Social Welfare,

is if policy makers, government

sensitive and economically feasable

so that individuals with autism and other

bodies, professional organisations and

solutions, there is hope for all children

special needs can become independent

parents work together in partnership.

with disabilities and special needs.

and productive members of society.

Only through regional collaborations

In order to bring greater focus onto

GAPH Bangladesh intends to increase

between organisations and political

children with neurological impairments

public and professional awareness

leaders can those with special needs

and developmental disabilities, the

of ASD, enhance research expertise,

hope to become productive members

Government has partnered with

improve service delivery, build capacity

of society. International organisations,

Autism Speaks and the World Health

for better service implementation and

such as the United Nations and the

Organization to launch the Global Autism

conduct a national epidemiological

World Health Organization, also need to

Public Health Initiative in Bangladesh

study of the autistic population in

urgently prioritise the needs of children

(GAPH-Bangladesh) and formed the

Bangladesh. In addition, the formation of

with special needs and their families.

National Advisory Committee on Autism

the South Asia Autism Network (SAAN)

in Bangladesh (GAPH-NAC). The

will enhance regional collaborations

purpose of the GAPH-NAC is to develop

through a high level political and social

and implement feasible, effective and

network, foster partnerships between

sustainable programs and solutions

organisations, and leverage collective

that are applicable to the Bangladeshi

resources to address the needs

population. It is important to customise

of families.

the programs based on the culture, social

The GAPH and SAAN came into being

expectations, financial and professional

at the First International Conference

resources, and existing infrastructure

on Autism Spectrum Disorders and

within Bangladesh. The GAPH-NAC

Related Disabilities in South Asia, in

plans to achieve these objectives by

Dhaka in July 2011. All 11 countries

facilitating collaboration among local

from the region who participated in the

stakeholders and community and

conference unanimously ratified the

international experts to work towards

Dhaka Declaration on ASD. The Dhaka

a common goal.

Declaration provides a guideline to

The NAC is comprised of both

increase awareness and understanding,

national and international experts on

build capacity, establish evidenced-

autism and mental health, as well as

based practices and encourage

representatives from Autism Speaks.

governments in the region to work in

www.senmaGAZINE.co.uk

Further information

Saima Hossain, licensed school psychologist and the daughter of the Prime Minister of Bangladesh, is an international autism campaigner who spoke at the World Autism Day event at the United Nations in New York in 2011. She is currently chair of the National Advisory Committee for GAPH-Bangladesh and has launched an autism information service at: www.globalautism.org She is also associated with the research organisation Autism Speaks: www.autismspeaks.org

SENISSUE56

25

26

sen overseas

Out of Africa

Elizabeth Attfield and Sue Hatton find much to admire on a visit to a Ghanaian community for children with SEN

W

e were very privileged in March this year to make a return visit to Nkoranza,

Ghana, to spend some time in the Hand in Hand community, a centre for

When we saw him alone in the pool, his eyes shone with joy

abandoned children with disabilities, many of whom have autism.

for the caregivers. We also visited a

A traditional Ghanaian view of

wonderful private school that two of

disability is based on the superstition

the children with physical disabilities

that these children are “river children”

attend – it was amazing to see children

who are therefore left on river banks

aged two standing at a blackboard and

to drown. It’s an archaic belief that

reciting the English alphabet – and a

needs much challenging before more

state run special school that several of

child-centred attitudes can take over

the children with learning disabilities

people’s thinking.

attend, where we were distressed to see

Since the centre was founded more

that the children do very little. However,

than 15 years ago by a Dutch doctor,

putting on a school uniform and going

Ineke Bosman, it has gone from strength

there every day adds structure, meaning

to strength. Ineke and her American

and status to their lives. They are proud

husband, Bob, put much energy into

to go to school and it gives them some

building up the community, involving

sense of independence.

local people as caregivers who live with

When we spoke to the Head, he

the children and undertake all their care,

was also very proud of having a school

receiving their board and lodging and a

for children with disabilities and talked

small allowance. Try imagining school

about getting the children out into the

and residential care staff doing that in

community and changing people’s

England; there are no school holidays

attitudes; so the positive intention is

or shift patterns here.

definitely there, although nobody really

Ineke and Bob have now retired and

knows how to engage with children who

their role has been taken on by Albert

cannot learn in the same way as their

van Galen, a retired doctor, and his wife

non-disabled peers. Staff training is

Jeanette, a primary headteacher.

minimal and there are very few resources

Ensuring that the children had a roof over their heads, plentiful food, clean

available to the teachers and carers, so they do the best they can.

clothing and much love and care were

SENISSUE56

the centre’s initial priorities but, while

Different strokes

these still remain vitally important today,

Autism in Africa is very different – life

providing education and meaningful

is slower paced, less demanding and

activity are now also seen as imperative

much simpler. Daily routines are more

to improve the children’s life chances.

obvious and sounds are more natural.

We spent nine days there, observing

On our previous visit we thought there

activities, playing with the children

were no sensory issues. This time,

and delivering four autism workshops

though, we saw that there are, but www.senmagazine.co.uk

sen overseas

We experienced a very different perspective on the delivery of autism training.

We knew that talking would not get us very far because most of the caregivers speak little English, even

It was fantastic to see how everyone rallied around and made the best of it

though it is Ghana’s official

Visual support African style.

language, and we needed

we could and to share their frustrations

an interpreter to translate

when we couldn’t. It was humbling to be

what we said into Twi, the

part of their daily experience.

local language. Instead,

Most of the time it was very hot, but

we took a very interactive

we also experienced an amazing tropical

they are more subtle and cause less

approach, taking it in turns to pretend to

storm which had a dire effect on the local

distress than in our frantic western,

be autistic and to show how to engage

community – trees and telegraph poles

urbanised world.

with individuals who are locked into

were felled, tin roofs were sent flying off

their own inner world and are difficult

buildings and the roof of the local church

to reach.

fell in. We had no electricity for five days

Observing the children closely and how their caregivers interact with them gave us great insight. The children with

We had a lot of fun as they recognised

and no water without the electric pump.

cerebral palsy and those with learning

in our demonstrations the characteristics

This meant no fans in the bedrooms,

disabilities have a better experience

of children they know and started to

no computer access and no filling the

of life than those with autism, just like

clap, shout and laugh at our antics.

swimming pool for the children. It was

in our own society, because nobody

There was a clear message for them

fantastic to see, though, how everyone

knows how to deal with children who

though, just as there would be for

rallied around and made the best of

are hyperactive, lack attention skills,

staff in the UK, about how their own

it, grabbing buckets of water before

are not interested in what everyone else

behaviour impacts on the children and

the power went off and sweeping up

is interested in (football, most notably)

results in their behaviour being out of

the results of devastation so quickly

and hit themselves when thwarted. We

control sometimes.

you almost thought you had dreamt the

nicknamed one little boy the Wild Boy

There were some thoughtful

storm. In our country we could learn

of Aveyron because he was so out of

questions and comments around why

much from these people about how to

control, despite the love and care he

the children smell food before they eat

work together and I loved their positive

experienced every day. When we saw

it, need prompting every time before

attitude, even in the face of adversity. As

him alone in the pool, though, his eyes

they will take a bite and run around so

one Ghanaian said whilst surveying the

shone with joy as he felt the water all

much, taking no notice of anyone. We

storm damage, “Well, now we have more

around him.

were very happy to offer answers where

firewood and we can roast the bats that fell out of the tree, so it is all good”.

Further information

Elizabeth Attfield is Manager, Specialist Autism Training Services, at Autism West Midlands: www.autismwestmidlands.org.uk Sue Hatton is Autism Advisor at Priory Group: www.priorygroup.com

Elizabeth pretending to be locked into her own autistic world.

www.senmaGAZINE.co.uk

For more information about Hand in Hand, visit: www.operationhandinhand.nl

SENISSUE56

27

play

28

Promotional feature

Equal opportunity to play T

ransforming school grounds into invigorating play spaces

about the space around

is a challenge for most educational settings, often more so

any fixed equipment,

for those establishments with students who have disabilities.

offering accessibility to

Even when the country’s economy has seemed in good shape,

be truly inclusive”, says

finding the funds required to make-over tired and often barren

Gowans.

outdoor space has always been difficult; set against building

The Cedar School in

refurbishments and expensive ICT projects, play tends to be

Southampton (pictured)

pushed down the list of priorities. Yet we are reminded that the

completed a new play

right to play is a fundamental right for children, enshrined in the

area over the summer holidays for which they had raised funds

United Nations Convention on the Rights of the Child (1989).

for over two and half years. As a school educating children aged

UK charity KIDS (kids.org.uk) reported in 2010 that more than

two to 16 with a range of disabilities, flexibility of the space

50 per cent of families with disabled children played outdoors

was a big priority, as well as value for money. Headteacher

less than once a month.

Jonathan Howells recognised the importance of providing free

This puts into context the importance of free play opportunities

play opportunities during the school day for the pupils: “It is a

for such children during the school day; but do schools have

significant investment for the school but one which all of the

the resources, space or inclination to create such play places?

children benefit from. We use the equipment not just as part of

James Gowans, Head of Sales at Fawns Playtime, believes

free playtime, but also incorporate the space as part of problem

that the projects they have recently completed show that play

solving during lesson time, creating new learning opportunities.”

is increasingly being seen as an important part of school life:

James Gowans is keen to emphasise the consultative

“Certainly schools within the SEN sector seem to have to work

approach Fawns Playtime adopt as part of their free design

so much harder to get the funds in place for their projects; we

service: “with projects such The Cedar School it is so important

are often in consultation with these schools for two to three

to understand just how unique the needs of the children and

years as they are fundraising.”

staff are; due consideration has to be given to the flexibility

This time is often well spent in terms of identifying the unique

of the space to meet the longer-term needs of the children

needs of the children and matching equipment to the space

and the staff”. He also stresses the importance of visiting the

and existing landscape of the play area. “The design process

school post-installation to observe children and staff using the

evolves and our area managers set aside time to meet with

space and equipment: “a big part of our company philosophy

teachers and carers as well as talking to the students about

is continual development through understanding how our ideas

what they would like to see. As much time is given to thinking

and designs translate in real life. I was pleased with how inclusive the equipment was at The Cedar school, how children with very different impairments could play together within the space. The children talked of the independence the equipment gave them, and the play area really encapsulated the positive aspects of school life and the high levels of self-esteem amongst pupils.”

Play areas are an important part of school life for children of all abilities, even more so for children with disabilities who tend to have less opportunity for play away from the school environment. Making the most of investment in these areas requires team work and a consultative approach in conjunction with a company who understands how unique your setting and children are. www.fawns.co.uk Tel: 01252 515199

SENISSUE56

www.senmagazine.co.uk

play

29

STEP In The Right Direction

DVD review by Mary Mountstephen This DVD has been devised in association with the Pineapple Performing Arts School in London, students from Hillingdon Manor School and Anna Kennedy, who is a leading autism campaigner and director of Baston House School. Its purpose is to help children develop a wide range of physical skills, movement patterns and sequences, and to support early intervention for children with autism.

The DVD is divided into a number of sections, including interviews, excerpts of Andrew Stone of Pineapple Dance Studios working with children and choreographed routines for teachers and others to use with children.

A great deal of thought has gone into the DVD and it would be a very useful resource for a number of settings.

Although it is intended for use with children with autism, its content would be of value to other specialist groups, with its enthusiastic and well-crafted approach to incorporating exercise and movement into the curriculum. ÂŁ7.99 + P&P. www.annakennedyonline.com

www.senmagazine.co.uk

SENISSUE56

sen resources

31

Promotional feature

Groundbreaking approach provides springboard to independence A pioneering approach to education is

improves independence, dignity and hygiene, whilst still offering the

helping disabled students develop their

facility to be used as a conventional WC.

full learning potential, right through to personal hygiene.

Sefton Council has invested more than £2.5m in refurbishing and

Pat Farrell, Director of Estates and Resources at Hugh Baird College, elaborates: “We worked closely with local special schools on the design of Thornton College; it was felt that the hygiene rooms would be a useful inclusion in addition to the existing school toilets.

adapting a former primary school into an innovative college for

I am very impressed with the equipment, and how it will help our

students with special needs, to ease and assist their transition from

pupils – even those who need assistance with toileting – to adapt in

school to mainstream further education.

their development into adulthood.”

The two-storey Thornton College will be able to accommodate up

Total Hygiene is the UK’s leading

to 60 pupils, who would otherwise have had to travel outside of the

manufacturer and supplier of disabled

borough for supported learning. In addition to appropriate adaptation

toileting solutions for both in and out

of the classrooms, the Council has had two hygiene rooms installed

of the home. It is also sponsors the

to enable pupils to undertake personal ablutions with as much

Changing Places campaign for special

dignity as possible, whether they do so independently or supported.

accessible toilets in public places.

Supplied by Total Hygiene and installed by James Mercer Group

Founded 50 years ago, the company now has over 40,000 Clos-

for main contractor Conlon Construction, each of the hygiene rooms

o-Mat toilets installed throughout the UK. Total Hygiene is the

features a changing bench, height adjustable washbasin, wetroom

only company in its field to have in-house design, installation,

shower facilities and Clos-o-Mat “wash and dry” toilet. The Clos-

commission and service facilities.

o-Mat, the only toilet of its kind developed specifically for disabled people, by Total Hygiene, has integral douche and drying facilities

For more information, visit:

which can eliminate the need for manual cleansing. As a result, it

www.clos-o-mat.com

www.senmagazine.co.uk

SENISSUE56

32

HEARING IMPAIRMENT

Sign of the times Should deaf communication be reserved for the deaf, or can we all benefit from learning sign language? Jim Edwards explores a bottom-up approach to deaf education

O

rdering a meal, booking a taxi

disability, many people will, without

and accessing healthcare

realising, come into daily contact with

services are all simple

people, of all ages, who have some form

everyday tasks that so many people

of hearing impairment. By helping to

regularly take for granted, but what

create a society which has an increased

about the one in six people who live

sense of deaf awareness, we can help

with some degree of hearing loss?

members of the general public to quickly

Although deaf awareness and access

identify whether the person they are

to services for the deaf community

dealing with may require extra support

have vastly improved in recent years,

in communicating.

Why should sign language be excluded from consideration as a second language for study?

as society has grown more aware of the

The importance and benefits of

barriers which the deaf community face;

communication barriers faced, there is

children starting to learn another

an introduction to the idea of signing at

still much room for improvement.

language at as early an age as possible

a younger age can help to offer a better

Full social inclusion is the ambition

have been widely discussed, so why

insight, while also providing a better

of everyone engaged with the deaf

should sign language be excluded from

understanding of deaf culture.

community, no matter what the age

consideration as a second language for

Unless directly affected by a hearing

group involved, and we need to ensure

study? Exposing children to a new skill

impairment themselves, some adults

that every member of society receives the

early on is the best way to unlock their

can shy away from learning how to sign,

right level of support. Most importantly,

learning potential in that subject and

either because they don’t think they will

though, we must remember that quality

helps to shape the brain when it is at

ever need to use the skill or because

deaf education shouldn’t just be aimed

its most flexible.

they are embarrassed by getting it wrong

at the deaf community. As deafness isn’t

Often, hearing people simply do not

if they do (as they may be trying to speak

necessarily an immediately apparent

realise or appreciate the communication

French, for example). It would be all too easy to avoid using a language by avoiding its country of origin, but one’s life would be considerably enriched by a willingness to embrace new experiences and ways of communicating with new people.

Supporting deaf pupils As around 85 per cent of deaf children now receive mainstream schooling, schools must work to ensure that their deaf pupils are fully supported and are helped to integrate not only by the school’s teaching staff, but also by their peers.

Mainstream schools may also have to adapt their learning environments in SENISSUE56

www.senmagazine.co.uk

HEARING IMPAIRMENT

Often, hearing people simply do not appreciate the communication barriers which the deaf community face seen her confidence rocket and is now very comfortable in providing constructive feedback to her fellow learners regardless of their age. After order to successfully meet the needs

of others, it is also helping youngsters to

completing her BSL qualifications

of all pupils. Many deaf children can

make a positive contribution, to change

she hopes to take her ability to sign a

struggle to follow a lesson simply

attitudes and to help pupils to become

step further by volunteering at a local

because of poor acoustics in the

more self-confident. This alone, though,

special needs school and eventually

classroom or if their needs haven’t been

will not break down the barriers between

utilising her new-found skill as part of her

fully considered during lesson planning.

the hearing and the deaf communities.

future career.

to feel different from others. A positive

Opportunities for all

who is profoundly deaf, has already

awareness of deaf culture within the

Through encouraging more hearing

successfully completed her BSL

school and an encouragement of people

children and young people to invest

Level One, Level Two and Level Three

to sign from a young age can ensure

their time in learning BSL, we are

certificates in only two years. She is

that our nation’s 20,000 deaf children

opening up a whole new career path

using her passion for the subject to

are not seen by their school friends as

for them to explore, which is imperative

help improve accessibility for the deaf

being different, which will help reduce

at a time when we face a shortage of

community by lobbying on deaf issues

social exclusion in the long-term.

There is also the issue of being made

Tara-Eve Forkin, a 15-year-old

qualified interpreters. There are scores

and acting as a school ambassador to

Children who do not receive the right

of examples of young people already

help promote positive attitudes towards

educational support can be left behind

thriving and reaping the benefits of

deaf children.

in the classroom. If this occurs, they will

raising their knowledge of deafness by

often quickly lose focus and can become

taking part in BSL training.

at risk of underachieving and developing anti-social behaviour.

As with any skill, confidence develops with practice and by learning how to sign

Eleanor Healy, an 18-year-old who

at the earliest possible age children will

knew nothing of the deaf community

grow to become competent signers,

Increasing deaf education for all

when she first started her BSL course

able to successfully communicate with

youngsters would not only have a

in September 2009, is already putting

all members of the deaf community. BSL

dramatic impact in the classroom, it

her new skill into practice. As her flair for

is a talent that people can carry with

could also go a long way in helping

supporting others in their BSL studies

them throughout their lives, helping to

to create a more understanding and

has cemented her determination to

create a much more inclusive society

inclusive society. The growth in adults

teach children with additional needs,

where we can all enjoy full access.

learning British Sign Language (BSL) is

she has set up an after-school class,

beginning to bring about a big change

teaching Year 7 and 8 students the

in how the hearing community interacts

basics of BSL.

with the deaf community, but to achieve

Another shining example of a

a true change in society, we need to

young hearing person who has been a

address the issues from the bottom up.

great inspiration is 13-year-old Harrie

While citizenship education in schools

Towndrow, who is the youngest learner

is helping young people to become more

in her BSL Level One evening course.

aware of the social world and the needs

Since starting her course, Harrie has

www.senmaGAZINE.co.uk

Further information

Jim Edwards is Chief Executive of Signature, a charity promoting excellence in communication with deaf people: www.signature.org.uk

SENISSUE56

33

hearing impairment

34

Awards ceremony honours deaf communication champions

2011 Signature Annual Awards Winners.

The individuals and organisations leading the way in deaf communications in the UK were honoured during a prestigious awards ceremony on 18 November 2011.

Representatives from across the deaf community came together for the 2011 Signature Annual Awards to celebrate the outstanding achievements of 42 nominees, who through their dedicated efforts are helping to ensure that the deaf community is able to enjoy the same access to services as hearing individuals.

Organised by Signature, the UK’s leading provider of accredited qualifications in British Sign Language (BSL), the awards celebrate under-recognised talent in the field of deaf communications, while working to improve deaf awareness.

Jim Edwards, Chief Executive of Signature, said: “The Signature Annual Awards is the perfect way to recognise the fantastic work which is being carried out throughout the country by both individuals and organisations. They are all extremely passionate about breaking down barriers to communication which deaf people face in everyday life.

“At the third Signature Annual Awards we received an outstanding array of nominations and selecting our final winners was certainly no easy challenge. The awards honour those who have made a significant contribution towards achieving a society in which deaf people have full access and I believe we have eight very worthy winners.”

Clark Denmark, who has worked at the heart of deaf studies for the past 30 years, was honoured with the prestigious Joseph Maitland Robinson Award for Outstanding Contribution during the ceremony which took place at London’s Plaisterers' Hall.

Other winners on the evening included: • Young Learner of the Year: Tara-Eve Forkin • Learner of the Year: Lesley Bellew • Teacher of the Year: Amanda Smith • Communication Professional of the Year: Jean Gough • Centre of the Year: Philip Morant School • Community Spirit: Remark! Community • Organisational Achievement: STAGETEXT. For more information on the awards, visit: www.signature.org.uk/awards SENISSUE56

www.senmagazine.co.uk

Special feature

Future shock What lies beyond the school gates for today’s SEN generation?

Page 36:

Life after school

We look at the options available to young people with SEN

Page 40:

Progression suppression

Ofsted’s worrying verdict on the quality of post-16 SEN support

Page 44:

Outside the box

An innovative approach to careers education in special schools

36

post-16

Life after school Tony Stevens looks at the options for young people with SEN once they leave school

Y

oung people with disabilities

guidance issues and anticipates some of

and SEN have broadly the

the changes to further education which

same opportunities available to

are in the pipeline.

Local authorities are responsible for carrying out assessment and progression plans

them at age 16 as their peers. However,

All education and training providers

they often need a range of adjustments,

have a legal duty under the Equality

from support in the classroom to

Act 2010 not to treat learners with SEN

transport support and services, to

and/or disabilities less favourably in

ensure that they can make the most of

admissions or while they are studying.

these opportunities.

They also have a duty under the Equality

limitations. It raises the aspirations of

Choosing the best options and

Act to make reasonable adjustments

young people, their parents, teachers

ensuring that the right support is in place

to ensure disabled students are not

and other professionals who work with

are parts of the transition process that

substantially disadvantaged. This

them. For learners with SEN and/or

starts in Year 9, when the student is

means that all students should be able

disabilities, careers guidance can help

choosing their GCSEs. The options can

to access the campus and college

to ensure a smoother transition from

range from going to a school sixth form

facilities, including the library, computer

school to post-16/19 provision, training,

to looking for permanent employment.

labs and classrooms. While studying

independent living and employment.

This article focuses on opportunities in

and on placements, they should have

further education, higher education and

access to the equipment and human

apprenticeships. It also looks at careers

support that will enable them to meet

Learning difficulty assessments

their potential.

Local authorities are responsible for carrying out assessment and progression

SENISSUE56

Careers guidance

plans for young people with SEN who

Between the ages of 14 and 25, young

are expecting to move from school into

people usually have to make important

further or higher education. This may be

decisions about their education. For

called a learning difficulty assessment

those with SEN and/or disabilities it

or a Section 139A assessment.

can be a confusing and complicated

Local authorities have a legal duty

time, as they often receive support

to provide this assessment for all

from a number of different agencies,

young people with a statement of

including health, social care services

SEN who are likely to receive further

and education.

education, training or higher education.

Quality and timely careers education,

They also have the power to arrange

advice and guidance ensures that young

an assessment for disabled young

people with SEN and their parents are

people without a statement of SEN

empowered to make informed decisions

who appear to the authority to have

about their future, not just 16 to 19, but

a learning difficulty. This is important

19+ and throughout their adult lives.

as many disabled young people don’t

Careers advice makes sure that all

have a statement for various reasons,

young people are aware of the options

but they still need support to continue

available to them, without stereotyped

and achieve their potential. www.senmagazine.co.uk

post-16

and AS/A levels, and they are available full-time or part-time. Students can find out about FE courses in their area by contacting local schools and colleges, or the local careers or Connexions service.

It is important to find a course that interests the student, but it is just as important to choose a college that can offer the extra support needed because

People with disabilities have radically improved job prospects if they continue with their education

of their impairment or learning difficulty.

The local college will ask for the s139A

There are more than 200 different

assessment and assess the student’s

types of apprenticeships available

needs in the context of their preferred

offering over 1,200 job roles within a

course, its assessment methods, work

variety of industry sectors, ranging

experience requirements and access to

from accountancy and engineering to

the facilities at college. The college should

veterinary nursing and floristry.

then organise support appropriate to the The assessment should bring

student’s needs.

All apprenticeships must include the following elements: • a competencies qualification,

together reports from medical, social care and education assessments and

Specialist colleges

which demonstrates that the

make clear the preferred choice of

If none of the local school or college

student has the skills to perform

course and future plans of the young

options can meet a student’s support

the skill, trade or occupation,

person and their parents’ views. This

needs, the local authority may fund a

such as an NVQ

helps local colleges, training providers

place at a specialist college. They offer

and residential colleges work out

a range of courses and may be better

qualification, such as a BTEC

what support will be required. The

equipped to meet the needs of students

National Certificate, which shows

assessment should also help the local

with complex or low incidence needs.

that the student has achieved

• a technical knowledge

authority to plan ahead and ensure that

These colleges are all around the

students with SEN have a choice of

country and students can apply from

and understanding of theoretical

local provision.

the technical skills, knowledge

anywhere, although it may mean

concepts, and knowledge and

The s139A assessment should

travelling. Many are residential and

understanding of the industry • either key skills (such as

be an integral part of a student’s

support young people with SEN to live

careers advice and guidance and help

independently. Some specialist colleges

working in teams, problem

the student to plan ahead towards

have students with different types of

solving, communication and

supported employment, employment

impairments while others cater for

using new technology) or

or independent living.

students with one particular condition or

functional skills (such as maths

type of disability. It is best to invesitigate

and English) qualifications or a

FE colleges

the options at each college individually

Further education (FE) is usually for

before making a choice.

people aged 16 years or over and takes

GCSE with enhanced content.

Depending on the sector and job role, an apprenticeship can take anything

place in colleges, training providers, the

Apprenticeships

between one and four years to complete.

workplace or a combination of these.

The Coalition Government has increased

Employers who take on a 16- to 18-year-

There are also open or distance learning

the number of apprenticeships available

old apprentice only pay their salary. The

courses which enable students to study

for young people aged 16 to 19 and 19

Government funds their training.

at home.

to 24. Apprenticeships provide a quality

The Access to Apprenticeship

There are different types of courses

accredited programme of employment

programme, introduced in August 2011,

students can choose from, including

with part-time training and education.

allows students an additional three to six

foundation learning, basic skills,

Apprentices gain both qualifications and

vocational work-related courses, GCSES

experience of the world of work.

months off-the-job employability training >>

www.senmaGAZINE.co.uk

SENISSUE56

37

38

post-16

if they are not quite ready to apply for an apprenticeship. This may help some applicants with SEN and/or disabilities compete for vacancies.

Higher education Higher education is an opportunity to study a subject to a higher level, such as a bachelor’s degree or foundation

The new Careers Service will replace Connexions with a website, phone and email service

In addition, the new Careers Service will replace Connexions with a website, phone and email service, with limited face-to-face contacts with young people. There are concerns that many young people will find that this service does not meet their needs, particularly those with a learning difficulty and/or disability.

degree. Many students with disabilities

and disabled student services. Student

The SEN Green Paper, published in

and SEN have a great time joining

services staff can help with applying for

March 2011, makes a series of radical

clubs and societies, sharing ideas with

Disabled Students’ Allowances (DSAs)

proposals to replace the existing

people from different backgrounds

to pay towards additional support

system of statements and Section 139A

and accessing modern IT and laboratory

costs, and they will arrange for any

assessments with a single assessment

facilities, sports centres and other

recommendations arising from a needs

and plan for disabled young people

resources. Greater independence,

assessment to be carried out. Every

aged 0 to 25. Pathfinder areas have

including for some students leaving

year, more disabled people consider

already started piloting various models

home and learning to live by themselves,

higher education as an option and the

of delivery, although the legislation will

can also be a key part of the experience.

processes to make sure they have

not be in place until 2013.

The great advantage of higher education

an excellent learning experience are

In principle, parents, young people,

is that it provides a safe and supportive

well understood and recognised by

local authorities, schools and post-16

environment in which this can happen.

universities and colleges.

providers all agree that a comprehensive

It is important to think about the value

progression plan that is person-centred

of these experiences when weighing up

Changes in the pipeline

and includes social care, health

the costs for 2012, especially in light

A number of significant policy changes

needs, education options and travel

of the widely publicised increase in

will be implemented in the next few

arrangements would avoid the existing

tuition fees.

years, some as soon as April 2012.

duplication of assessments. However,

Having a degree also means a lower

The Education Bill is currently going

how to make this work in practice is

risk of unemployment. Research from

through Parliament. The major changes

complex and will be put to the test in

the Association of Graduate Careers

this will introduce relate to which

the pilot areas.

Advisory Services (AGCAS) shows

organisation is legally responsibility for

that people with disabilities have

providing careers advice and guidance

radically improved job prospects if

for young people. At present, this duty

they continue with their education. At

falls on local authorities. However, from

graduate level, disabled people achieve

April 2012, this will change and schools

very similar levels of job success to

will be required to provide impartial

non-disabled people.

careers advice and guidance for 14- to

Most subjects can be made accessible with the appropriate support.

16-year-olds.

Many

o rg a n i s a t i o n s

and

Learners with SEN should not be put off

parliamentarians have expressed

applying to higher education by people

concerns that the legislation does

assuming they can’t do something

not place enough emphasis on the

because of their impairment.

quality, impartiality or qualifications

Universities and colleges provide

of careers advisers which schools

a wide range of services for students

should commission. Young people

that are separate from the teaching

with disabilities and SEN need expert

arrangements.

include

information and knowledge, both of their

accommodation, health and wellbeing

disability and support needs and the

centres, counselling, careers advice

options available.

SENISSUE56

These

Further information

Tony Stevens is Student Information and Advice Coordinator at Disability Alliance: www.disabilityalliance.org The website of the National Association of Specialist Colleges (NATSPEC) includes a database of all specialist colleges: www.natspec.org.uk

www.senmagazine.co.uk

post-16

www.senmagazine.co.uk

39

SENISSUE56

post-16

40

Progression suppression

Matthew Coffey outlines an Ofsted report which reveals patchy post-16 support for young people with SEN

I

n August 2011, Ofsted launched

school and the opportunities offered

a report that looked at how young

to learners with learning difficulties

people with learning difficulties and/

and/or disabilities up to the age of 25.

or disabilities progressed from school to

Inspectors carried out in-depth case

programmes that would help them to live

studies for 111 learners.

independently, undertake further study, or gain some form of employment.

Between

October

2010

Inspectors found that the local authorities’ arrangements to provide

Transition from children’s to adult services caused difficulties for learners and their parents or carers

and

learners with a learning difficulties

March 2011, Ofsted visited colleges,

assessment as the basis for their

independent learning providers and

transition to post-16 provision were

responsibility for supporting learners.

local authority providers of adult

not working effectively. Providers

This transition from children’s to adult

and community learning to evaluate

had received a learning difficulties

services, with significant variations in

the arrangements for transition from

assessment in only a third of the case

criteria for support, caused difficulties

studies, where it was appropriate.

for learners and their parents or carers.

These assessments were not always

In the majority of the case studies,

timely or adequately completed,

the criteria used for placement

which made it difficult to plan effective

decisions were unclear, local options

support arrangements.

were inadequately explored and

Very little provision was available

recommendations were not always

for learners over the age of 20, and

based on an objective assessment of

insufficient information was held or

need. The lack of objectivity and reliance

maintained by local authorities about the

on historical links lead to significant

destinations and success of learners.

inequities in the placement decisions.

At the age of 19, a different social

Despite the inconsistent and largely

care team in the local authority took

ineffective use of learning difficulties assessments, the arrangements for transition from schools were working well in most cases. Learners valued the taster courses, link courses and familiarisation opportunities provided by many colleges and independent providers. Most learners were well supported into mainstream courses, including apprenticeship programmes.

On these courses, learners with a learning difficulty and/or disability

SENISSUE56

www.senmagazine.co.uk

post-16

Case study: Failure to prepare for work

achieved as well as their peers, with success rates of around 80 per cent.

The report found that the qualification

Insufficient provision was available for learners with the highest level of need

The following example illustrates the

and funding systems for foundation

way in which the foundation learning

learning introduced in September

model did not benefit a learner, as

2010 were causing concerns among

the focus was on gaining units of

providers. Inspectors found that too few

accreditation, with no opportunity

practical, real work opportunities were

for work experience.

available to learners.

The discrete foundation programmes

Business Innovation and Skills. The

One learner with an autistic spectrum

reviewed were not effective in enabling

most challenging recommendations are

disorder was following a vocational

learners to progress to open or supported

to review the transition arrangements so

preparation programme at entry

employment, independent living or

that they are equitable, and to focus at

level. He had been tutored at home

community engagement. Worryingly,

foundation level on meaningful activity

for the two years prior to attending

the most effective provision such as

leading to appropriate destinations,

social enterprises and internships

rather than on units of accreditation

the college, as he had been bullied at school and had had poor attendance.

He and his mother were very positive about his attendance and his social progress at the college, and these were very significant gains. However, his programme had not involved any type of work experience, even though he described his next step as starting an apprenticeship the following academic year. None of the units on his programme prepared him for an apprenticeship and he had not been invited to explore the occupational areas he might consider.

He described his recent experience with the careers service as unhelpful and he was not at all certain where he would be the following year. Although he had been able to choose units and had made progress by achieving them, it was not clear where this “pick and mix” approach was leading. The learning plan focused on achieving units of accreditation and did not identify any generic skills that he was developing as a result of taking different units, so it was not clear how he had benefited in terms of developing the skills required for employment.

www.senmaGAZINE.co.uk

for Education and the Department for

supported by job coaches could not

All young people should be given

be funded under the foundation learning

the opportunity to maximise their full

arrangements. Despite these difficulties,

potential. We must support their learning

providers were working hard to support

difficulty and/or disability, but the focus

learners, who gained significantly in

must be on ability and capacity. We must

confidence and valued being treated

inspire ambition, and this important

more as an adult.

report has helped to highlight how we

Inspectors also found that insufficient

can improve the services available to

provision was available for learners

young people with learning difficulties

with the highest level of need. Senior

and/or disabilities beyond their

managers of the 12 local authorities

school years.

interviewed by inspectors confirmed the historic lack of local provision for these learners. They identified the need to improve local capacity significantly in some regions so that learners had a wider range of options, including working with third sector organisations.

They found that sending learners out of the local area only postponed the issues, as they still required specialist provision when they returned, and in some cases had to be taught skills of independence again.

The report recommends that providers should continue to work in partnership with other providers and third sector organisations to maximise the specialist resources in the locality,

Further information

Matthew Coffey is Director, Development, Learning and Skills at Ofsted, the Government’s education watchdog. The report, Progression post-16 for learners with learning difficulties and/or disabilities, can be found on the Office’s website: www.ofsted.gov.uk

and increase the range of options for learners with the most complex needs.

It also makes clear recommendations for local authorities and the Department SENISSUE56

41

post-16

42

SENISSUE56

www.senmagazine.co.uk

44

post-16

Outside the box

Christine Thomas looks at how a creative approach to careers education can work wonders for students in special schools

C

Careers education should have a broad definition to include life and independent living skills

areers education is a vital part

they will never work. However, this is to

of all students’ education. It

completely misunderstand the meaning

is crucial that students fully

of the word “career”. The term “career”

understand the options available and that

means “path through life” and, clearly,

they are given the support and advice

all students have one of those. If some

they need to make the right choice for

of our students will spend their lives in a

them. This article outlines some of the

series of day centres, residential centres

innovative and creative approaches to

and supported work environments, then

careers education and work-related

that is their career. So, careers education

learning used in special schools

should have a broad definition to include

across the whole spectrum of need. As

life and independent living skills. In

Careers education, coupled with

students get older, the focus in special

addition, all students have the right to

positive attitudes amongst employers

schools is on successful transitions,

learn about the world of work, as much

and FE colleges, can help give students

and a wide-ranging interpretation of the

as they have the right to learn about

the confidence and skills to make an

term “career” can lead to some really

geography; at the very least, they need

active contribution in society.

effective work.

to learn about the world around them.

I have heard it said that there is no

Most students with less severe

Areas of learning

point in doing careers education with

learning difficulties want to work or

Careers education, as a subject, is

students with severe or profound and

continue into FE, but they can need

organised into three areas of learning.

multiple learning difficulties because

a huge amount of support to do so.

These are: • self awareness – the ability to understand individual strengths and weaknesses and make plans to improve oneself and build employability and life skills • career exploration – finding out about, and trying out, future opportunities in, for example, work, further education (FE), higher education (HE), training, voluntary work, day centres and residential provision • career management – making decisions about future choices, making effective job/course applications and coping with transitions.

Each of these three areas of learning can be a huge challenge for students with SEN and disabilities. However, the

SENISSUE56

www.senmagazine.co.uk

post-16

application of best practice in special

When I visited a special school recently,

schools can enable students and their

two non-verbal young men took my

parents/carers to work effectively on

order for coffee, made the coffee and

these three areas at the appropriate

served me perfectly, using picture cards

level for the student.

for communication. They then showed

It is important to provide learners with

their teacher the employability skills

careers experience and opportunities

they had used by pointing to symbol

that are relevant to their levels of ability.

cards. This is highly appropriate careers

45

Serving coffee to school visitors provides excellent experience of the world of work

Good practice careers education in special schools

The following activities provide a few examples of how students with SEN can gain valuable skills, experience and confidence from broadly defined careers education.

Activity

Learning

Role models Students interview visitors about their lives and jobs.

This could also include trying to guess the jobs from some visual clues.

Practising communication skills, seeing how other people have managed their careers, finding out about particular jobs and the problems people face.

Snack attack Students run a snack bar at lunch time. This involves Employability skills, such as talking to customers, using making healthy snacks, advertising them, taking orders money and team work. and providing them on time. Similar enterprises could include car washes, shops, cafĂŠs and recycling projects.

Presenting myself Students keep a digital log of all their skills, likes and dislikes and use symbols and photos to describe their experiences.

Self-awareness and self-presentation skills which can, for some, be developed to include simple CVs.

Visits Students are taken on a series of visits to colleges and work places (for example a soap factory, coffee bar, supermarket or garden centre). Each visit includes hands on activities that are typical for that work place.

Exploring work and learning in the local area, and the tasks that are included in various workplaces and FE colleges. Students could also practise team work, communication and behaviour skills.

Sense the job With their eyes closed, students feel, smell, taste or listen to artefacts related to a job. They have to guess what the job is and then say what they think would be good and bad about the job.

Although this sensory activity is not suitable for all, it is a fun way to introduce different jobs and the tools used at work.

What’s my job?

Staff or students dress up in different clothes or use specific equipment to act out a job (for example, a hairdresser). Local businesses are often willing to lend equipment and uniforms.

Exploring different jobs and the tools used. This can be linked to self-development by enabling students to express preferences for different jobs.

Lotto A lotto game with pictures of jobs or of people from school doing their jobs

Pictures can be useful for learning about work environments, for expressing preferences and for discussing the skills needed in different jobs.

>> www.senmaGAZINE.co.uk

SENISSUE56

post-16

46

education for these students. Whilst mainstream students might be on a “proper” work experience placement, for these students, serving coffee to school visitors provides excellent experience of

The use of visual cues works really well for careers education

the world of work.

Picture or word schedules, again routinely used in classrooms, can be used to great effect when students are learning about the world of work. For example, one student with an autistic spectrum disorder (ASD), that I worked

either a blank post-it note (if they can

with, went on work experience every

Engaging students in making choices

write their name) or one with their name

Monday to a golf club. The employer,

on it, and then ask the students to move

teacher and student produced a

For most students, the use of visual cues

around looking at the jobs before putting

schedule (shown below left) in the

works really well for careers education,

their name on the job they like best.

form of a visual checklist of tasks

as it does for most other subjects, so it

If they are able to, students can then

for him to do. He was able to work

can be really useful to use photographs

explain what they might like about

independently for short periods whilst

and other images. I sometimes stick

the job, anything they might not like

carrying out these simple tasks, and

a series of job photos around the

about it and even the skills the person

felt a great sense of achievement in

classroom and then give each student

would need.

completing them.

There are many excellent careers materials, including software, posters and lesson materials, available for

My work experience at the golf course

students with learning difficulties and

The daily schedule of a student with ASD.

disabilities and you should be able to find out about these from your school’s

Monday

careers adviser. Don’t reinvent the wheel; ask others what they use and remember

Time

Activity

10am

Start work.

Say hello to Frank and try to be friendly.

Put my coat and bag on the peg.

4

that whatever the new curriculum might look like, you know what your students need in order to maximise their future career opportunities. The right support can make a huge difference. As one 16-year-old student at a special school

10.15

Get all the golf shoes out of the cupboard and put them on the shelves.

told me: “I know I am not clever but my teacher got me work experience at the stables. Now I’ve got a Saturday job

10.30

Make a cup of tea and get the biscuits.

Wash the dishes and tidy up the kitchen.

11.00

Count the golf balls and tell Frank.

Put the score cards in the box.

11.30

Go with Frank to do jobs outside.

12.30

Have my lunch.

Go for a walk.

1pm

Help Dawn in the kitchen.

2.00

Go home.

Say goodbye nicely.

SENISSUE56

there and my sister comes to help me.

I am so proud.”

Further information

Christine Thomas is a consultant, writer and trainer specialising in careers education, PSHE and work related learning for students with learning difficulties and disabilities.

She is an executive member of the Association for Careers Education and Guidance (ACEG): www.aceg.org.uk

www.senmagazine.co.uk

post-16

47

Book now to advertise in the March/April issue

Features include: ADHD • multi-sensory rooms P scales • transition • performing arts • accessible vehicles • behaviour dyslexia • learning outside the classroom • Tourette’s syndrome autism • TES North preview CPD, training and recruitment and much more...

www.senmagazine.co.uk

This issue will also be distributed at TES Resources Show North: April 20 & 21

For the best advertising package, contact Denise:

01200 409808 denise@senmagazine.co.uk

SENISSUE56

48

sen teaching skills

Special skills

Geoff Lindsay examines the impact of recent government initiatives to improve SEN teaching

E

ducation for pupils with SEN

Developing SEN skills

and disabilities has increasingly

From 2008-11, the Department for

become an issue for mainstream

Children, Schools and Families (now the

schools, not only here but internationally.

Department for Education: DfE) funded

This has been driven by the twin

several projects designed to develop

concerns of children’s rights to be

teacher workforce skills.

A policy priority must be to skill up teachers and others in the workforce

in mainstream schools with typically

The two main developments were

developing peers, and the quality of

the SEN and Disabilities Training

followed by materials in 2009-10 for

education in special schools. However,

Toolkit, developed by the Training and

providers of secondary undergraduate

the “solution”, be it mainstreaming or

Development Agency for Schools (TDA)

courses and for providers of the PGCE

inclusive education, is only a positive

for students in initial teacher training, and

primary/secondary in 2010-11. Phase 1

step if children’s rights to a good

the Inclusion Development Programme

of the IDP (2008-09) comprised two sets

education are adequately addressed by

(IDP) developed by the National

of continuing professional development

effective education. This raises funding

Strategies for teachers in practice.

(CPD) materials focusing on speech,

and structural/organisational issues but

Each comprised the development of

language and communication needs

also, fundamentally, the question of

materials and had a planned national

(SLCN) and on dyslexia respectively.

teaching. We know that teachers often

dissemination strategy with phased

Materials for supporting pupils on

feel inadequate in meeting the needs

implementation. The TDA Toolkit was

the autistic spectrum (AS) (2009-10)

of pupils with SEN. In order to change

made available to providers of primary

and with behavioural, emotional and

this, a policy priority must be to skill up

undergraduate courses in initial teacher

social difficulties (BESD) (2010-11)

teachers and others in the workforce,

training (ITT) in higher education

then followed and were disseminated

including teaching assistants (TAs).

institutions (HEIs) in Phase 1 (2008-09),

in Phases 2 and 3.

There were further initiatives within the programme designed ultimately to improve the achievement and wellbeing of pupils with SEN, including the Stammering Information Programme, extended placements for trainee teachers in special schools or specialist provision in mainstream schools, and the funding of experienced teachers to undertake a mandatory qualification for specialist teachers of pupils with sensory impairment. In addition, the Government introduced regulations to require SENCOs to be qualified teachers and to undertake mandatory training. The TDA developed a national framework for this training, approved training providers to offer it and funded SENCOs new to the role to undertake the training from 2009; evaluation of

SENISSUE56

www.senmagazine.co.uk

sen teaching skills

these initiatives has been arranged separately by the TDA. Together, these initiatives add up to an innovative and challenging programme of work which represents a comprehensive attempt to enhance the knowledge, skills and confidence

Extended placements in special schools and specialist settings were highly popular

of the teacher workforce nationally,

authority (LA) level and added “clout” to the initiative in terms of engaging schools. In a project of this scale, not all goes to plan but these issues were dealt with. Teething problems with the early versions of the dyslexia and SLCN materials were addressed and “refreshed” versions were launched

through both initial teacher training

SEN if their course had incorporated

in early 2011. The AS materials were

and CPD. The strategy of developing

the Toolkit; this suggests the practical

particularly well regarded.

the IDP as both an SEN and a school

relevance of the materials.

Role of the SEN regional hubs

improvement issue had the potential to avoid its marginalisation as being

Extended placements in

The hub IDP strand meetings were a

“only” about pupils with SEN, to bring

specialist settings

strength of the national dissemination

school leaders into the initiative and

Extended placements in special schools

model. Key benefits were the impetus

also to embed SEN as central to whole

and specialist settings were highly

they gave to the initiative, the opportunity

school development.

popular and valued by trainees, tutors

to focus on the IDP, for LA leads to meet

and schools: nine out of ten trainees that

with others from outside their own LA,

Our evaluation

had undertaken a placement rated this

to share resources and ideas, to share

Our group, based at the Centre for

“effective” or “very effective” in each of

experiences and ways of disseminating

Educational Development, Appraisal and

the three years. However, the placement

the materials to schools, and to provide

Research (CEDAR), was commissioned

also had a wider impact: trainees who

a forum for educational professionals to

by the Government to evaluate the

had undertaken a placement were

learn from each other.

impact of its investment in these and

more likely to consider a career in a

other initiatives. This was a large-scale,

special school or mainstream school

Role of IDP lead in each LA

complex and multi-faceted project

with a specialist unit or resource base.

Each LA having a lead person

and so we undertook a combined

They also rated the teaching of SEN on

responsible for the delivery of the IDP

methods approach designed to gather

their course more highly and felt better

facilitated dissemination. Different

complementary evidence from different

prepared to teach pupils with SEN than

models of dissemination were used and

sources and by different methods. The

those who had not had a placement.

found effective in local circumstances.

overall evaluation findings are based

Furthermore, LAs learned from their

on analysis of data from a total of

Cluster groups

dissemination approaches as the roll

429 interviews, 8321 respondents to

Cluster groups, set up to support tutors,

out proceeded. However, the degree of

surveys, plus data on 3617 teachers

were highly valued by tutors as a means

alignment between SEN/inclusion and

attending IDP training.

of supporting the development of SEN

school improvement varied at strategic

across the sector.

planning level and in operational delivery

Initial teacher training

to schools; this important aim was not

The Inclusion Development Programme

fully realised.

The Training Toolkit on SEN and Disabilities

We explored not only the IDP materials

Impact

ITT tutors incorporated material from the

themselves but also the impact of the

There were many indications of impact.

Toolkit into their teaching materials for

delivery method.

Awareness of and engagement with the IDP increased over the project and by

SEN and found it a very valuable and flexible resource. Over nine out of ten

National leadership and support

November 2010 six out of ten teachers

found it “effective” or “very effective”

The tiered support at national, regional

nationally were aware of the IDP: 66

in enhancing a range of trainees’

and local level was a key factor in

per cent of primary and 49 per cent of

knowledge, skills and understanding

the successful roll out of the IDP. The

secondary teachers. In addition, three

around SEN. Interestingly, trainees rated

National Strategies’ leading of the

quarters of SENCOs had attended LA

the teaching on SEN they had received

IDP dissemination was effective in

training on the IDP. Between 70 per cent

as significantly more effective and felt

supporting the alignment of SEN and

more prepared to teach pupils with

school improvement work at local

of teachers (dyslexia) and 84 per cent >>

www.senmaGAZINE.co.uk

SENISSUE56

49

50

sen teaching skills

(AS) judged the training effective. The IDP training was also judged effective by 90 per cent or more SENCOs. They reported that the IDP CPD had promoted discussion of pupils’ teaching and learning needs (96 per cent SENCOs), improved teachers’ knowledge (94 per cent), improved teachers’ empathy with pupils having barriers to learning (90

The SENCO is a member of the senior management team in only 29 per cent of secondary schools

per cent), and benefited the learning

who had used the DVD considered that the SIP had changed teachers’ understanding of children who stammer.

Almost all the teachers (98 per cent) and SLTs (97 per cent) rated the SIP well presented, readily accessible, informative about children who stammer and relevant to classroom practice.

Furthermore, independent international experts were unanimous in endorsing

of targeted pupils (89 per cent).

pupils with sensory impairment and

its value.

Furthermore, nine out of ten SENCOs

the problems of an aging demographic,

reported that IDP training had led to

indicating greater shortages in the

SENCOs

improvements in pupils’ learning.

future. It provided for 188 places at ten

99 per cent of schools have a SENCO

Between two thirds and three

courses training specialist teachers

who is a qualified teacher. These work

quarters of teachers judged that the IDP

of hearing impaired, visually impaired

in 98 per cent of primary schools but

materials had improved their knowledge,

or multisensory impaired pupils. The

in only 87 to 94 per cent of secondary

understanding and confidence to teach

scheme was successful in attracting

schools (seven per cent of secondary

pupils with dyslexia, SLCN, AS and

“new blood” and maintaining standards

teachers reported “no”, while seven

BESD, and newly qualified teachers

of entry; without the scheme, two

per cent said “don’t know”). This is a

were more confident to support

thirds of the students would not have

concern. The SENCO is a member of the

pupils with SEND if they had received

trained. It ran efficiently and was very

senior management team in 76 per cent

IDP training.

positively rated by students: 98 per

of primary schools but only 29 per cent

cent judged their course “effective” or

of secondary schools: another concern.

“very effective”.

The SENCO is a key role and, to be

Sustainability The majority of LA leads had devised strategies to sustain and develop the gains made by the IDP.

effective, surely must be a member of

Stammering Information Programme (SIP)

the senior leadership team, and certainly a qualified teacher.

The Michael Palin Centre successfully

Mandatory qualification funding scheme

developed a DVD and materials to raise

Implications for policy

awareness of stammering among the

Our evaluation has important implications

This scheme was designed to address

teaching workforce. 97 per cent of

for policy which were picked up in the

a shortage of specialist teachers of

speech and language therapists (SLTs)

DfE’s recent SEN Green Paper.

Increasing support for all ITT trainees Our evidence shows that the TDA Toolkit on SEN is an effective resource to support the initial training of teachers.

It can be, and is being, embedded within providers’ programmes, but the Toolkit must be maintained and reviewed/ revised periodically as necessary to ensure it is kept up to date. Cluster meetings of tutors were an important support and need to continue.

Increasing trainee teachers’ awareness of special schools It may seem odd, even retrograde given a policy promoting inclusion, to place trainees in special schools, but this was

SENISSUE56

www.senmagazine.co.uk

sen teaching skills

a great success. It enabled trainees to see effective, skilled practice with pupils with high levels of SEN. Our evidence supports the Green Paper proposal to fund placements in special school settings for trainee

Improving teacher training is a prerequisite to improving pupil outcomes

teachers. We also argued that this

Conclusions This multi-faceted government initiative is possibly unique. It provided a comprehensive programme of support to improve the attitudes, knowledge, skills, confidence and behaviour of teachers with the aim of improving

should also be available for placements

Professional Qualification for Headship,

outcomes for pupils with SEN. There

in specialist settings within mainstream

and the development of national and

are, of course, other factors including

schools to reflect the range of

local leaders of education are all

appropriate curricula and facilities,

provision available.

appropriate developments in tune with

parental confidence and support, but

our findings.

teachers are fundamental to improving

Increasing continuing professional

Our research also shows the

pupil outcomes. Our research provides

development for teachers

importance of effective systems to

extensive evidence that the initiative

Our evidence supports the Green Paper

support training and CPD. Networks

was successful.

proposal for continued availability of

and leadership within SEN are crucial

the materials for pupils with dyslexia,

to create self-supporting partnerships

Government’s direction of travel. It

SLCN, BESD, and those on the AS.

between schools, meeting local needs

presents a comprehensive statement of

Teachers welcomed and benefitted

by voluntary collegial engagement.

intended policy developments together

The Green Paper sets out the

from these resources. The Green

However, our research has shown

with specific proposals. As the Green

Paper proposed to commission online

that not all SENCOs are qualified

Paper notes, the life chances of children

training materials for teachers about

teachers, and are often not members

and young people in England who are

profound, multiple learning disabilities,

of the senior leadership team, especially

identified as having SEN or are disabled

severe learning disabilities, and complex

in secondary schools. Action has been

are disproportionately poor. The

learning difficulties and disabilities. We

taken to address the former issue and

importance of effective initial teacher

recommended that these be piloted

also to require all newly appointed

training and CPD are fundamental to

and that the Stammering Information

SENCOs to undertake nationally

the delivery of optimal education to

Programme continue to be made

approved training for SEN coordination.

improve the attainment and wellbeing

available, and that an online version

These requirements should help to raise

of pupils with SEN. Our research not only

should be considered.

the expertise and status of SENCOs

provides substantial evidence to support

Our evidence also indicated the

and, as a consequence, make it more

these proposals it also indicates how

importance of effective dissemination;

likely that they are actively engaged in

they might best be implemented.

without this, high quality resources

schools at a senior level. Our evidence

cannot be used effectively. We

also shows that head teachers value

recommended continuing the successful

highly their TAs’ knowledge of SEN.

strategy used for the IDP dissemination,

The Green Paper proposal for a fund

including national, regional and local

to support further training in SEN will

leadership and coordination. However,

build upon this.

in the absence of organisations such as the National Strategies, schools and LAs

Pupil attainment

will need to construct local systems to

Improving teacher training (initial and

meet their own circumstances, needs

CPD) is a prerequisite to improving

and priorities.

pupil outcomes, both their attainment and wellbeing. Our evidence did not

SEND leadership and networks

include direct measurement of pupil

We also showed the importance of

outcomes; for this we relied on data

SEN being regarded as central to a

from the National Strategies. However,

school’s development. The Green

evidence indicates that the DfE initiatives

Paper proposals regarding a network

were having a positive effect and so

of teaching schools, appropriate

supports the investment in the Green

coverage of SEN issues in the National

Paper proposals.

www.senmaGAZINE.co.uk

Further information

Professor Geoff Lindsay is Director of the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick: www2.warwick.ac.uk

SENISSUE56

51

assistive technology

52

A helping hand

Ian Bean looks at the technology that is making computers more accessible to all

T

eachers and therapists have long

announced almost every day, how are

recognised the role technology

we supposed to keep up? Here, I’ve

might play in helping them

put together an overview of the most

overcome some of the barriers people

common types of assistive technology

with disabilities face in their lives. From

you’re likely to find in classrooms.

Is there any wonder that many students struggle to use a standard keyboard?

the very earliest days of computing, men in sheds (and I count myself as

What is available today?

one of them) have been beavering

Every computer comes with a range of

there any wonder that many students

away with wood glue, wires and weird

built in accessibility options that you can

struggle to use a standard keyboard?

incomprehensible computer languages

use to set it up to meet common access

Key legends are printed in colours that

to design and build assistive technology

needs. For example, you can adjust the

are difficult to see and keys are so small

and special needs software. From

screen settings to provide high contrast

and close together that some students

those very sheds emerged rudimentary

text in a range of more readable fonts

find it impossible to press a key without

versions of word prediction software,

and font sizes for a student with a visual

also pressing an adjacent one – why are

text to speech routines, touch screen

impairment. You can make the mouse

there so many keys?

and switch software and grid based

pointer bigger and move more slowly,

There are many alternatives.

word processors, many of which have

and adjust the keyboard settings to slow

Keyboards with easier to find and press

evolved into the tools we now use in

the frustrating auto-repeat for students

2cm square keys are available in a range

our classrooms.

with motor difficulties.

of styles, which include high contrast

The ever expanding range of assistive

colours for those with visual difficulties

technology devices available today can

Keyboards

and multi-coloured lower case versions

be bewildering to the new teacher or

The keyboard I’m typing this article with

for very young children or those with

those who find themselves teaching

is beige in colour with light grey letters,

cognitive difficulties. In contrast, a

students with access difficulties for the

numbers and words printed on each of

student with limited movement could

first time. With new advances being

the 140 different 1cm square keys. Is

benefit from using a much smaller, more compact keyboard which can be operated with just one hand. For many students with motor difficulties including those with cerebral palsy, the application of a simple guard on the keyboard will make it easier for them to use.

Pointing devices Many students with SEN find using the mouse difficult. It is often too big for students with small hands, and moving it around the desk can be problematic for those with motor difficulties. For some, especially very young children and those with cognitive difficulties, the standard three button format adds to the problem.

SENISSUE56

www.senmagazine.co.uk

assistive technology

Accidentally press the right mouse button on a Windows computer and up pops a menu which, if clicked will take the student away from the application or web page s/he has been working on.

Single button mice are available which overcome this problem, along with a

Rapid advances in technology are changing the assistive technology landscape almost daily

Switches are the easiest and hardest way to use a computer. At its simplest, a student at a very early level of cognition might press a switch to control a simple cause and effect activity. At the other end of the scale, students may use two switches to scan through and select

wide range of smaller mice more suitable

words from complex word prediction

for smaller, younger hands.

grids. Software has to be specially

Common alternatives to the mouse

written to work with them and switches

include rollerballs and joysticks. Unlike

need to be set up and positioned

the mouse, which can be moved in three

appropriately for the often changing

dimensions, these sit on the desk and

movement patterns of the student. It is

the pointer is moved by manipulating a

for this and other reasons that switches

ball or stick. More sophisticated versions

are always our last choice as a computer

include the Face Mouse, where the

access method.

pointer can be manipulated by head movement, and eye gaze systems,

What will tomorrow bring?

which track the movement of the

Rapid advances in technology are

student’s eyes and translate these into

changing the assistive technology

mouse clicks on the objects they are

landscape almost daily. Controlling a

looking at. Learning to use any of these

computer with your voice was once

devices can be difficult and students

in the realms of science fiction, but

often benefit from having the process

anywhere, touch (click) objects to select

now it’s a commonplace technology in

broken down into smaller steps using

them and move them around the screen

classrooms. Mainstream technologies

appropriate software.

by dragging them with your finger (drag

such as computer games hardware

and drop). It’s a mistake to think that you

are being reprogrammed to recognise

Touch technology

need special software for touch screens;

behaviour patterns of children with

Interactive white boards, touch

anything that works with a mouse will

autism. In the future, the same

screens, ipads and most hand held

work with a touch screen, including your

technology might capture and interpret

devices employ touch as a means of

favourite web sites and software.

sign language. For our profoundly

input. For learners with special needs,

impaired students, scientists are already

especially those with severe cognitive

Switches

demonstrating computer systems that

difficulties, this type of technology

There will always be a group of people

can be controlled by brain waves – I

can help overcome some of the many

who, because of complex motor

think, therefore I can.

barriers they face using the mouse and

difficulties, may never be able to use

The sheds may have changed, but

keyboard. Touching something we want

the technologies we’ve described so

the men and women are still there,

is instinctive. Babies learn to point and

far. These are the students with little

working away and building technologies

explore things with their hands many

or no voluntary movement in their

that will change the lives of disabled

months before they are able to speak.

limbs or head. This group are likely to

people everywhere.

From simple cause and effect activities

use switches. Switches look like big

through to making meaningful choices,

coloured buttons and connect to the

touch technology provides an easy to

computer through a small interface that

understand, intuitive way to interact with

converts the press of the button into

the computer.

something the computer can use, such

Irrespective of the type of touch

as a key press. They can be activated

technology the learner is using, the skills

by hands, feet, elbows or another part

they need to develop are the same as

of the body that the student is able to

using a mouse. Touch (click) the screen

move voluntarily.

www.senmaGAZINE.co.uk

Further information

Ian Bean is an independent Special Needs ICT Consultant and Trainer: www.ianbean.co.uk

SENISSUE56

53

assistive technology

54

SENISSUE56

www.senmagazine.co.uk

sen resources

www.senmagazine.co.uk

55

SENISSUE56

56

behaviour

Changing behaviour: a big ask?

Glen Williams looks at how surveying pupils’ attitudes can help improve behaviour in schools

W

hile they are by no means

is, with 7.2 per cent, or 450,000 children,

new concerns in education

in England falling into the persistently

circles, the issues of pupil

absent category over the autumn term

behaviour and attendance at school

of 2010 and the spring term of 2011.

have frequently hit the headlines over

These children missed 15 per cent of

the past few months and, at times, they

their lessons, the equivalent of a month’s

have made for quite grim reading.

worth of classes over a year.

If a child ends up as NEET, this will cost taxpayers up to £300,000 per child

A recent poll carried out by the

Set all this against a background of

Guardian Teacher Network showed

the summer riots and soaring figures

Actions and consequences

that 59 per cent of teachers believe

for young people not in education,

The Government has already taken

that student behaviour has deteriorated

employment or training (NEET) – at the

steps that emphasise the priority of the

during their teaching career, and half

last count, NEETs stood at 18.4 per cent

behavioural climate of learning. Firstly,

of the 52 per cent who said they have

of 16- to 24-year-olds, or nearly one

Ofsted’s new framework will concentrate

considered leaving the profession

million individuals – and it’s unsurprising

on behaviour as one of the four key

cited student behaviour as one of the

that the pressure to find effective ways

inspection criteria from January 2012,

main reasons.

to improve behaviour and keep children

and school inspectors could carry out

engaged in their education has been

“no-warning” visits at schools where

turned up of late.

behaviour is seen as a weakness.

The latest government figures indicate just how widespread truancy

Secondly, Charlie Taylor, the Government’s expert advisor on behaviour, has recently published some simple checklists that schools can adopt or adapt. These are designed to serve as reminders of what is expected from children and thus help teachers maintain discipline in school. His suggestions – including praising the behaviour you want to see more of and making sure all adults in the room know how to respond to sensitive pupils with special needs – are intentionally simple, but ensure many of the small, but essential, things do not go overlooked.

The majority of schools and teachers already recognise that keeping young SENISSUE56

www.senmagazine.co.uk

behaviour

people well motivated and interested in their learning is crucial, as once a child has become sufficiently disengaged from education to be disruptive, reengagement becomes progressively more difficult.

The

consequences

are

well

Insight into pupil attitudes can help teachers step in before serious issues manifest themselves

documented; if a child ends up as NEET, this will cost taxpayers up to £300,000

meet the exact requirements. It is quick

per child over their lifetime for the extra

and simple to re-measure at a later date

services and support they will need. The

to ensure effectiveness, and regular re-

cost to the young person themselves

assessing of these attitudes helps to

is harder to put a monetary figure

build a picture of a pupil’s strengths

on, but it is far greater, as it includes

and weaknesses and his/her likely

increased risks of mental or physical

future behaviour.

health problems, homelessness, serious

For these reasons, the rich data

drug-use and long-term insecure and

that attitudinal surveying provides is

lower paid employment.

increasingly being used, alongside more

Yet, even when schools are proactive

traditional “harder” assessment data, by

in tracking and monitoring behaviour,

schools and local authorities wanting

some problems remain. So what can

to get to grips with any self-imposed

teachers do to identify specific attitudes

obstacles that might be preventing

and mindsets that might be preventing

children from aspiring to achieve. For

young people from reaching their

example, in Manchester, more than 50

potential? At a time when many schools

of the city’s schools now survey every

have more limited financial means

child annually, aiming to boost the 4As

and resources, how can we be sure

– attendance, achievement, attitudes

that any interventions put in place are

and aspirations.

actually working?

Attitudes affect attainment

Key core attitudes for learners Feelings about school (sometimes referred to as “school connectedness”). Can indicate feelings of social exclusion and also, potentially, risk of bullying.

Perceived learning capability.

Offers a snapshot of a learner’s unfolding impressions of self-efficacy and can reveal early warning signs of demoralisation and disaffection.

Self regard. Equivalent to selfesteem but more focussed narrowly on learning and therefore has a greater correlation with achievement.

Preparedness for learning. Do pupils have the tools to do the learning job?

Attitudes to teachers. A student’s perception of the relationships they have with the adults they work with in school.

General work ethic. The motivation to succeed in life is about purpose and direction, not just at school but also beyond.

Confidence in learning. A measure of perseverance in the face of challenge.

Do students see themselves as giving up at the first hurdle or do they see themselves as having “stickability”?

Attitudes to attendance. Highly correlated to and predictive of an individual’s actual attendance.

Response to curriculum demands. A second motivational measure, focussing more narrowly on motivation to undertake and complete tasks set within the school’s curriculum.

Attitudes linked to behaviour

Attitudinal surveys measure core

To effectively address behavioural issues

attitudes via short psychometric

within schools, it is essential to analyse

questions, specifically correlated with

any underlying contributory factors,

educational attainment. This includes

and attitudinal surveys can provide a

a measurement of pupils’ aspiration,

much-needed gateway. Attitudes are

motivation to do schoolwork, their

not to be confused with tastes, which

views of their own knowledge and skills

mainstream schools to highly specialist

can be subject to weekly fads. Core

about learning processes, self worth

provision, where they can add valuable

attitudes are stable, only altering when

as learners and feelings about school.

information in therapeutic interventions

something major happens, and these

Some surveys incorporate sampling

judgements can significantly affect a

and benchmarking of students from

Assessing pupils’ attitudes can

pupil’s experience of education and their

pupil referral units (PRUs), students with

profoundly help to reduce a number

overall achievement.

and reintegration planning.

moderate learning difficulties and those

of negative outcomes that lead to an

Having an insight into pupil attitudes,

with specific learning and emotional

increased risk of disengagement. For

individually or as a group, in an

difficulties as part of the standardisation

example, do children believe they

educational context can help teachers

process. This makes the measures more

have the ability to succeed? How do

step in before serious issues manifest

accessible and appropriate for use in

themselves, and tailor interventions that

a range of educational settings, from

they perceive their relationship to their >>

www.senmaGAZINE.co.uk

SENISSUE56

57

58

behaviour

teachers? Do they feel “connected” to the school?

Some of the results were surprising, says Martyn Silezin, Schools Data Officer

Fundamental factors influencing a child’s ability to achieve can go un-checked

Preparedness for learning – whether

at RCT: “Many of the young people who

or not pupils have the skills they need

scored poorly were already known to us,

to learn within the classroom setting –

but we couldn’t have guessed that the

is highly correlated with learning and

most disaffected and disruptive pupils

behavioural difficulties. Identifying

have a strong belief in their own ability

a mismatch here explains the poor

to learn but a lack of belief in the system

behaviour, and also indicates how

to help them. Knowing this immediately

previously invisible groups – those who

best to target it, for example, via study

focuses our efforts in the right direction.”

have attitudinal barriers to overcome

support. In one case, a primary school

In situations where attendance is an

but do not overtly misbehave in

found a weakness in how well prepared

issue, attitudinal surveys can accurately

class – or fragile learners, as they are

their pupils were for learning and put

forecast what the real situation is likely

sometimes known, can also be identified

appropriate interventions in place. In

to be 12 months down the line. If a

and supported.

a two year period, its exclusion rate

school can identify which children are

When schools only have limited

dropped dramatically from 20 short-term

most likely to stop coming to school

resources at their disposal, using

exclusions to none as a result.

altogether before it happens, appropriate

attitudinal surveys means that support

Whatever the issue, once a problem

supportive measures to prevent this

and resources can be prioritised to where

is identified, school leaders can focus

becoming a reality can be put in place.

there is greatest need and where they

their efforts on finding a solution. It

RCT are already looking at their

will help most. Subject teachers can gain

could be to raise learner self-worth

data to decrease truancy. “We know

a deeper understanding of the mindsets

and confidence in girls, or it could be

high attendance is crucial to prevent

affecting their pupils, headteachers can

ensuring that year groups have the time

disengagement or involvement in anti-

gain an insight into the parameters of

management and study skills they need.

social activities”, says Mr Silezin, “but

their school’s effectiveness and pupils

It could be a bigger, more complex

it’s also the hardest thing to crack. RCT

will benefit from interventions that are

challenge, such as increasing pupils’

is about two per cent below the average

personalised more appropriately to

aspirations, particularly in families or

in Wales, so we are using attitudinal

their needs.

regions where long-term deprivation

survey results to predict those at

When it comes to raising standards,

has become the norm amongst adults.

risk of playing truant in advance of it

the focus on decreasing truancy,

actually happening.”

improving behaviour and closing the

Case study Raising aspirations and improving attendance

attainment gap will always be paramount.

Targeted support

While there is no quick fix for such a

Without analysing core attitudes,

complex problem, quantifiable evidence

fundamental factors influencing a child’s

about the attitudes of young people

One of Rhondda Cynon Taf’s (RCT)

ability to achieve can go un-checked,

towards their learning environment

objectives in their current Building

and staff-pupil relationships can be

could help fill in some of the gaps.

the Future Together project was to

rooted more in suppositions about

increase aspirations for their young

poor behaviour rather than objective

people. The Welsh borough began

evidence.

looking at prevention tactics to reduce

However, if a teacher knows the

the number of NEETs and improve

underlying causes of why a pupil is

future employability prospects. As an

disengaging – are they struggling with

area of significant socio-economic

the study skills they need to access the

disadvantage, they used attitudinal

curriculum? Is low learner self-worth

surveys across all 19 secondary schools

crippling their ability to participate? –

in the area to build a more detailed

s/he can intervene appropriately at an

picture of what may be contributing

early stage and help improve overall

to disengagement.

outcomes for the child. The needs of

SENISSUE56

Further information

Dr Glen Williams is a chartered psychologist at W3 Insights: www.gl-assessment.co.uk/pass

www.senmagazine.co.uk

behaviour

www.senmagazine.co.uk

awards

59

SENISSUE56

60

down syndrome

The politics of Down syndrome

School inclusion for children with Down syndrome stands at a crossroads, says Kieron Smith

A

n adult with Down syndrome

with DS were considered uneducable at

(DS) in the UK today, who is

this point, and consequently received

over the age of 35, is likely

no education at all. They were often

to have been given little or no access

consigned to institutions or they

to any level of formal education. For

remained at home, possibly with some

those without SEN, you would have to

access to junior training centres, where

go back to before 1870 (the introduction

it was considered an almost charitable

of the Elementary Education Act) for

exercise to give some support to the

the equivalent to be the case. The last

“educationally sub-normal”.

Inclusion often depended upon individual schools and what parents were prepared to fight for

three or four decades have seen some

Things changed further in 1971

very few attended the schools for the

significant leaps forward in terms of

with the White Paper "Better Services

educationally subnormal (moderate), for

access to education, but while society

for the Mentally Handicapped” which

children who were considered to have

is now more conversant with the ideals

introduced segregated schooling based

an IQ of 50 to 70.

of equality, achieving these goals is still

upon IQ measures. Children with IQs

It was only in the late 1970s, which

a little way from our grasp.

below 50 were labelled as educationally

saw the publication of the hugely

A brief overview of the recent

subnormal (severe), ESN (S), and sent

influential Warnock Report, that things

history of inclusion starts with the 1944

to schools established from the junior

began to change more significantly. In

Education Act, which introduced a tiered

training centres. Most children with

1978, the then Department of Education

system of education based on whether

DS were considered to have this IQ

and Science stated that “Section 10

children were “educable” or not. Children

level as a result of their diagnosis and

of the Education Act 1976, when implemented, will shift the emphasis of special educational provision within the framework in England and Wales significantly in the direction of greater integration and improved provision in ordinary schools.”

The years following this declaration saw some promising signs of inclusion.

However, despite a policy in favour of integration, resources were patchy, and inclusion often depended upon individual schools and what parents were prepared to fight for. However, the right had been asserted and, for at least a few children with Down syndrome, mainstream schooling became a reality.

SENISSUE56

www.senmagazine.co.uk

down syndrome

To this day, though teacher training on SEN can be decidedly basic.

The Lamb Inquiry (2009) highlighted some of the key failures (and positive achievements) of the existing system.

As the Inquiry’s report noted, “The education system is living with a legacy

Only 20 per cent of people with Down syndrome of working age have any kind of job

of a time when children with SEN were seen as uneducable. Too often they are

current Green Paper and consultation

still set the least demanding challenges.”

on SEN. There is a strong theme in the

Sadly, under New Labour, there was little

Green Paper of the parental “choice”

apparent appetite to fully address the

to send children to a special school,

Education should be adaptable to

issues raised.

and there is also a shift of power back

help children learn. Children with DS

On the whole, children with DS have

to mainstream schools, allowing them

have a specific learning profile which,

a strong visual learning bias, and they

to turn children away who have needs

once understood and adapted for, is

retain information far better this way than

which the schools feel they cannot

often beneficial to other children with the

through verbal activities; therefore, some

meet – a choice they currently do not

same bias. The focus on central targets

tailoring of materials, visual timetables

have. Parent’s decisions are currently

and the lack of schools’ ability to draw

and an early focus on reading can

legally enforceable, although, despite

on effective professional support has

provide access to a world that they are

this, many additional pressures are, in

created an environment which pushes

otherwise excluded from. It is difficult

reality, brought to bear on the situation.

back against the promised inclusion that

to process concepts and develop

During the last election campaign, Mr

communication without language, so

Cameron was confronted by Jonathan

started to emerge in the 1970s.

Inclusion should be a human

the written word can help massively in

Bartley, the parent of a child with SEN,

right for children with DS and, while

helping children develop. This learning

over his stance on inclusion. "You are

schools should not be used as a tool

bias is by no means exclusive to children

saying you want to reverse the bias

for social engineering, they should not

with DS, so in a classroom setting others

towards the inclusion of children in

contribute in absentia to the broader

may well benefit from using similar

mainstream schools, but at the moment

exclusion within society. Surely, no

visual tools.

there is a bias against inclusion, not a

reasonable person would now argue

Unfortunately, families of children

bias for it, as your manifesto says", Mr

that segregation should have continued

with DS can get frustrated by the lack

Bartley argued (BBC News 2010). Mr

in US schools between black and white.

of access to specialist therapy, and

Cameron responded with the argument

there is often a shift from mainstream to

that he is in favour of parental choice.

It is my view that any attempts to re-establish the segregation of those

special schools, in which many parents

It would seem to be a lost opportunity

with SEN should be opposed and

feel that their child can be given more

not to continue pushing for inclusion

affirmative action should be taken to

comprehensive support. However, while

for children with Down syndrome (and

include children with Down syndrome

these schools may have a dedicated

other learning difficulties) as without

throughout their school careers.

speech therapist, they may not have any

addressing the challenges of inclusion

specific expertise in DS. What’s more,

at the earliest stages of people’s lives,

the environment is often different to that

it subsequently becomes harder to

in mainstream schools; expectations

address the systemic outcomes. For

may be lower, and peers may be less

example, having a learning difficulty

likely to be able to help a child with DS

means that you’re unlikely to enter the

model his/her behaviour or prepare for

world of work; in the UK, only 20 per

the adult world.

cent of people with DS of working age

In 2005, David Cameron, as Shadow

have any kind of job. Similarly, nine

Education Secretary, worked on the

out of ten people have never invited a

Conservative’s own report into SEN,

person with disabilities into their home

which now forms the basis of their

for a social occasion (Scope, 2010).

www.senmaGAZINE.co.uk

Further information

Kieron Smith is father to Tanzie, who has Down syndrome. He is the author of The Politics of Down Syndrome and a non-executive Director of Down Syndrome Education International: www.dseinternational.org Photos courtesy of Down Syndrome Education International.

SENISSUE56

61

62

down syndrome

Three months into forever

Uuganbayar Ramsay tells an intensely personal story of loss, grief and the positive things they can engender

There was nothing in this world that could fix this

“Hey you, you mongo!” I heard

away to the neonatal unit in the hospital

comments like this from students

and my husband and I were left hanging

many times when I worked as a careers

for a few hours without knowing what

adviser with teenagers a few years ago.

was going on. Finally, a doctor and a

They were not addressed to me but

nurse came to speak to us. “There are

to each other. They seemed to use

some symptoms of Down syndrome

with the condition in the colleges I had

this word “mongo” when they meant

in your baby”, one of them said. That

worked in, but I realised that I knew very

someone was being silly or stupid. I

sentence changed our lives forever. I

little about it.

had no idea why and I asked one of my

remember being annoyed and angry

On the Sunday, my husband and I

colleagues what they meant. He clearly

with these medical people for brining

spoke to the consultant in charge that

didn’t want to talk about it and changed

such news to us. It was a shock; surely

day. She apologised to us saying: “We

the subject. I was left wondering why he

our baby was perfect.

are very sorry to cause so much stress

felt uncomfortable, and why this word

This was on a Saturday morning

and anxiety. I think that your baby does

sounded like “Mongolia”, which is where

and we had to wait until the Monday

not have Down syndrome. I think we

I was born and grew up.

to receive confirmation of whether

might have been confused because

In November 2009, my third child,

Billy had Down syndrome or not. We

of your background”, and she looked

Billy, was born. It was an emergency

were alarmed and confused. I cried a

at me.

section as he turned breech at 38 weeks.

lot and read about Down syndrome on

It was such a relief and we felt so

As soon as he was born, he was taken

the internet. I had seen some students

much better. Maybe, we thought, they

SENISSUE56

www.senmagazine.co.uk

down syndrome

let him go. Seeing Billy on a ventilator for a month, and not being able to hold him because of all the feeding tubes, IV lines, draining tubes and catheters, was the most upsetting time. When he cried there was no sound, but his little face showed that he was upset and I begged

Our baby boy had spent a month in intensive care and we had to let him go

the nurses to keep him pain free.

We are grateful for the spiritual

After I had started writing the blog, I

support offered by the hospital. Billy

found out that the British Library has to

was baptised by the hospital chaplain

have a copy of every book published in

and a local Buddhist nun recited her

Britain, and this convinced me to start

prayer mantra before we said our final

writing a memoir of our time with Billy.

goodbyes. It made a difference for us.

Through writing, I discovered many

We did everything we could while he was

interesting opportunities. I worked in

with us. We cuddled Billy in turns and

an Oxfam book shop, with a view to

when we felt ready, the consultant took

researching publishers and agents. I

out Billy’s ventilator. He lasted about

became a Community Ambassador

had never come across a Mongolian/

thirty seconds before our red haired

for the Scottish Book Trust and BBC

mixed race baby. However, when

little angel left us forever.

Radio Scotland, working on the Family

Monday came, the blood test result

Since Billy died, we have been

Legends project which encourages

confirmed that Billy did, indeed, have

managing our grief in different ways.

people to write personal stories

Down syndrome. I felt as if someone

Losing a child is the most unnatural

about their families. When the project

had bashed my face with a big stone,

thing, and just because he was ill and

published some of these stories, my

and our lives seemed to be put on hold

had a disability does not make it any

own story for Billy was published too. I

at that moment. There was nothing in

easier. It is hurtful that some people

have also been involved in fundraising

this world that could fix this.

seemed to think that we would grieve

for Troon nursery and Yorkhill Children’s

A doctor tried to make me feel better

less because Billy had special needs,

Foundation, and have trained to be a

and said that “Perhaps people might

but we know that we would have

public speaker for the Foundation.

not notice Billy has Down’s syndrome

found our own ways to cope with

Recently, I have been trying to raise

because of your background.” I

Billy’s different demands and needs.

awareness of the negative use of the

appreciated her effort but couldn’t help

Every child has different and “special”

term “Mongol”, using the radio, my

being annoyed by her comment. I was

needs, and what I learnt with Billy is that

blogs and social media to highlight the

offended, so I brought a photo of my

we all have strengths which we don’t

derogatory connotations of the term.

two older children in to hospital and put

know about. Feeding Billy through a

It is likely that I would never have

it beside Billy. I wanted to show people

tube, giving him the correct amount of

become involved in any of these

that not all my children look as if they

diuretics and keeping up to date with

activities had it not been for the reality

have Down syndrome just because their

his medical appointments all became

of Billy’s tragically short life, so I hope

mother is Mongolian.

our normality.

that at least some good has come out

Billy lived for three months. He had

After Billy passed away, we started

a heart gap and we later found out that

lighting a candle for him every day,

he also had cerebral palsy. He spent his

mostly at his grave or at home. Once

first and last month in hospital, and was

everyone else was in bed, I would call

at home for Christmas and New Year. It

helplines into the night, and I started

seems like such a short space time and

writing a blog, pouring out my heart

it was very difficult for all of us.

online. This helped me, as I didn’t have

On February 24, 2009 Billy died in

to make my family and friends feel my

our arms. Our baby boy had spent a

pain; I simply wrote about how I felt at

month in intensive care and we had to

the time.

www.senmaGAZINE.co.uk

of the intense feelings of pain and loss my husband and I continue to feel.

Further information

Uuganbayar Ramsay publishes a blog at: www.BillyBuuz.blogspot.com

SENISSUE56

63

down syndrome

64

Where to next, Ruby?

Marcia Squire-Wood takes us through the painful process of choosing between a mainstream or special school for her daughter with Down syndrome

I

t’s hard for me to believe that Ruby

my relationship with the inclusion team

has just started her second year

has been central to my ability to trust

at infants’ school, as it seems like

Ruby to their care. At times, when I have

only yesterday that she was born on

struggled to get her to school, because

the bathroom floor.

she refused to walk or just did not want

Two years ago, I wrote for SEN

to do as she was told, consultation with

My daughter loves the thrill of the chase and the freedom she gets from running away

Magazine (issue 44) about Ruby’s

the SENCO enabled me to come up with

first tentative steps at nursery, and so

strategies to tackle the problem – for

much has changed since then. Ruby

example, putting Ruby in the car for a

The Inclusion team were instrumental

has Down syndrome and, initially, I was

short distance to help take the stress

in helping us come to terms with this

apprehensive about how she would

out of mornings.

additional medical diagnosis. A simple

get on at school. I’m pleased to report,

Ruby’s uncooperative behaviour

statement by the teaching assistant,

though, that these worries have been

is perhaps explained, in part, by

“you didn’t need the doctor to tell you

greatly eased, and Ruby continues to

her recent diagnosis of attention

that”, may sound harsh, but it helped me

amaze us with her achievements.

deficit hyperactivity disorder (ADHD).

to laugh and reminded me that I have

From the outset, the school welcomed

Receiving this diagnosis was a traumatic

a sense of humour. Ruby’s behaviour

Ruby with open arms. Any issues that

experience for us and it will inevitably

can overwhelm us at times and it good

arose were dealt with in a professional,

have an impact on our choice of

to laugh at some of the things she gets

empathic and constructive manner, and

secondary school for Ruby.

up to.

SENISSUE56

www.senmagazine.co.uk

down syndrome

Ruby is prescribed Ritalin for her ADHD and, during the day, the inclusion team are able to administer this for her at school. The SENCO has arranged for a named teaching assistant to be

Will Ruby like the school we choose for her and will she make friends?

responsible for administering Ruby’s medication and recoding it in her communication book.

65

we would consider reviewing the recommendations of her individual education plan and perhaps start looking at a special school for her. We now think that we have reached that point.

We are mindful of Ruby’s short

Our number one priority has always

attention span, and the high level of

been to secure the right educational

adult supervision she requires in order

The school has also helped me with

setting for Ruby, where she can be safe

to access the National Curriculum. The

the important issue of being honest

and secure and can concentrate on

move to special school we now envisage

with Ruby about her tablets and why

learning. One of the biggest dilemmas

will offer the following:

she takes them. Like all educational

we face is the choice between a special

establishments, the school has to

or mainstream school. The older Ruby

abide by health and safety policies

gets, the less likely it is that mainstream

when administering medication to

schools will be able to provide the

those in its care. In the past, I would

security systems that special schools

• specialist equipment and resources

hide her tablet in a yogurt and avoid

can. I would love to think that she will

• an onsite nurse to help administer

potentially awkward discussions and

grow out of her problem behaviour, but

Ruby’s medication and monitor

the worry of her refusing to take it. Now,

I am a realist and I believe my daughter

her blood pressure and pulse

though, having to consider the broader

loves the thrill of the chase and the

• the opportunity to learn aspects

implications of the need to be honest

freedom she gets from running away.

with Ruby has helped us to explain the real situation to Ruby at home.

• smaller class sizes with better staff to student ratios • additional teaching and support staff with SEN expertise

of the National Curriculum at her own pace

Why move Ruby?

• the chance to develop

One of my initial concerns was that

It has always been our intention that

Ruby would not be accepted at school

Ruby would remain in mainstream

• a secure and safe environment

by her peers and other parents. While

school, so long as she was learning

• behavioural strategies to tackle

she has been asked to go to three

and progressing at an acceptable level.

Ruby’s oppositional behaviour in

birthday parties (and this to me is

However, my husband and I agreed

a positive way

inclusion), she has not been asked to

that once she started to show signs

go to any friends’ houses to play, and

of plateauing, and the gap between

especially speech therapy input,

this saddens me. I can understand the

Ruby and her peers started to widen,

as we believe Ruby’s speech

concerns of parents, though, because Ruby requires a constant, high level of supervision, and the reality is that I may

independence skills

• access to professionals,

impairment is impacting on her education and ability to socialise • the opportunity to be with other

have struggled to let her go, given her

children with additional needs,

explorative nature at home.

and we hope this will boost her

Ruby’s impulsive behaviour calls for my husband and I to be alert at all times throughout the day. Keeping her safe is a major task, as she likes to run off whenever she gets the opportunity

self-esteem and help her develop her identity • appropriate lunchtime and after school activities and summer camp • an inclusive environment.

and does not recognise when she is at risk. Indeed, she has been known

Choosing a school

to escape from her children’s centre,

For me, the process of visiting special

after school club and home. We are

schools has been difficult, as it is time

happy that she is inquisitive and likes

consuming and can be very emotional.

to explore her environment but, from a

Working through the list of special

parental perspective, she is mentally

schools, we decided to concentrate

and physically exhausting. www.senmaGAZINE.co.uk

>> SENISSUE56

66

down syndrome

on a specific geographical area, as we are worried about Ruby spending a lot of her time travelling.

Obviously, there are a lot of issues that have to be taken into consideration and lots of questions running through our minds. What would we do if we like a

Signs and symptoms may be overlooked in verbally able children and young people

decisions to make regarding reviewing services. In many of my dealings with the council, I have been constantly reminded that my daughter is a “service user”, requesting resources she may not be eligible for. For example, if we do not choose our nearest special school, I am

school that is in another local education

aware that it is likely that we will have

authority’s (LEA’s) area? Will Ruby like

face issues transporting their children to

the school we choose for her and will

school, as parents of a child with special

Obviously, I understand that the

she make friends?

to transport Ruby ourselves.

needs, we do not have the option of

Council has a duty of care to all disabled

We know that we may have a battle

asking other parents to help out. Indeed,

children in its area, and it must distribute

on our hands, and that we will have

nobody has ever offered to help me

resources equitably. However, I worry

to be advocates on Ruby’s behalf, but

get Ruby to school, even though many

that Ruby’s needs may be compromised

so far we have received good support

have witnessed our frequent struggles

by government cut backs.

from our local SEN assessment team.

along the way. be

about Ruby’s experiences at mainstream

vital information on special schools in

unpredictable and I am not sure that

nursery, and I never thought we would

the area, and the roles of the various

I could manage transporting an older,

be in this position of looking for a special

professionals involved. The team also

bigger (and perhaps stroppier) Ruby. I

school for her. The decision to place

recommended that we visit mainstream

have also had to put myself in Ruby’s

Ruby in mainstream or special school

schools, as well as special schools, in

shoes and imagine how she might feel

is an extremely complex and emotional

order to make a more informed decision

being driven in a taxi or school bus. All

one. However, my husband and I remain

about Ruby’s future.

things considered, we decided that a

optimistic of our abilities to be meticulous

journey of half an hour each way was

in our goal to achieve the best outcome

the maximum acceptable.

for Ruby. We acknowledge that we are

It has provided us with useful tips and

Transport

Ruby’s

behaviour

A lot has happened since I wrote can

Over the past three and a half years, I

just like any other parents who simply

have had the pleasure (most of the time)

Local authority cuts

want the best for their child, irrespective

of walking Ruby to school. Occasionally,

Like all councils, our local authority has

of ability; we want an educational future

when she has refused to walk, I have

had to look carefully at its resources,

for Ruby that helps her fly and imposes

driven her to school. While most families

and I’m mindful that they have difficult

no limits.

Further information

Information about Down syndrome and sources of support are available from: Down’s Syndrome Association: www.downs-syndrome.org.uk The Down’s Syndrome Research Foundation: www.dsrf-uk.org

SENISSUE56

www.senmagazine.co.uk

equals

www.senmagazine.co.uk

wills and trusts

67

SENISSUE56

wheelchairs/mobility

68

Wheels of fortune

Inappropriate wheelchair provision can hinder a child’s development, but Ruth Owen looks at how to give mobility impaired children what they need, when they need it

T

here are an estimated 70,000

on their behalf. A child who is unable

disabled children and young

to communicate or is held back in this

people in the UK who need

way can then have a very difficult time

wheelchairs to lead full and active lives.

in school, developing relationships and

Having the wrong chair can cause a

in later life.

Heavy adult equipment can entirely subvert the potential benefits of a manual chair

disabled child a number of problems.

The clinical problems caused by

Children who do not have age

incorrect or ill-fitting wheelchairs,

appropriate independence and who are

particularly by scaled-down adult

simply pushed around by their carers

chairs, can include a variety of issues:

also leave a lasting impression as active,

can develop learned helplessness. This

pressure sores, septicaemia, rotator

capable individuals on their peers; these

occurs in a number of ways. When

cuff tendinopathy (degeneration of

are positive perceptions of disability

trapped by immobility, play – a crucial

the tendons around the shoulder),

which will stick with the other children

part of the developmental process –

dislocated hips, scoliosis, deformities,

throughout their lives.

can be limited considerably. When a

hospitalisation and surgery. The list

child is reliant on being pushed around,

goes on, and for some children, their

What is the right equipment?

there can be little chance of his or her

wheelchair can cause them so much

Each child or young person with

personality being the dominant feature

pain or spasm that they are only able

impaired mobility needs appropriate

in interactions; they will instead be

to sit in it for very short periods.

equipment suited to his or her specific

dominated by the presence of the

That’s why it is vitally important that

needs. The right equipment will allow a

person pushing the chair. In this way,

children who need wheelchairs get the

mobility-impaired child to lead a life on

the development of communication can

right equipment for their needs without

a par with their peers, allowing them to

be hampered, as children may be less

delay. Disabled children who are mobile,

play, learn, and develop physically and

outgoing and let parents or carers speak

independent and confident in childhood

emotionally. Similarly, it enables them to achieve freedom from their parents and carers, develop their own personalities, participate in society, contribute and take charge of their own lives.

For a chair to provide real mobility, the child obviously needs to be able to use it to move around. For many children, this means having a powered chair. For some, though, the best option is an agile, manual wheelchair that they can operate under their own steam, maximising their physical capabilities.

Heavy, poorly set-up equipment can entirely subvert the potential benefits of a manual chair.

Lightweight manual chairs can weigh as little as 5kg and still provide all the

SENISSUE56

www.senmagazine.co.uk

wheelchairs/mobility

Refusal to provide critical powered mobility to younger children is still common practice

requisite postural support. Many chairs can be specially fitted with special wheels which enable the user to navigate hills, sharp ramps and steep inclines.

These wheels provide power-assistive technology to propel the chair through places that might not otherwise have been accessible. As a result, children can take advantage of their existing

In

2007,

the

Care

Services

physical abilities without hindering

Improvement Partnership reported

their ability to get around comfortably

that of 12,164 wheelchairs issued to children in 2006/2007, 98 per cent were

and efficiently. about the most appropriate provision for

manual wheelchairs. The report also

The right assessment

a particular child, the criteria become

asserted that many of the chairs issued

Central to providing the right

a means for controlling costs and

were scaled-down adult chairs that did

equipment is correctly assessing the

limiting provision.

not meet the users’ needs, or allow

needs of a young person. Specialised

In many areas, the eligibility criteria

paediatric therapists, who may be

prescribe strict age limitations. These

either occupational therapists or

limits can vary significantly from service

Effective provision

physiotherapists by background, are

to service. Sometimes, children under

At a time when every public service

best able to recognise the needs of each

five are not provided with wheelchairs

is expected to do “more for less”, the

child and prescribe the best equipment

at all, but are expected to stay in

best chance for all disabled children

accordingly. It is important to remember

their buggies to be pushed around by

to get the wheelchair they need is to

that paediatric assessments are very

their parents or carers. The NHS will

redesign wheelchair services around

different to adult assessments. Children

often say it is out of concern for the

them. By working in collaboration with

are not only smaller, but they grow

child getting hurt using a powered

other NHS services and charities, local

and develop, have different lifestyles,

chair, but this is inconsistent with the

NHS providers can begin to achieve the

different vulnerabilities, different

fundamental purpose of providing

economies of scale and shared learning

activities, different capabilities and

children with mobility: to achieve age-

that ultimately ensure that available

different limitations.

appropriate independence while meeting

resources are targeted most effectively.

clinical needs.

With the potential introduction of

Eligibility criteria

independent user activity.

In addition, powered mobility is

“Any Qualified Provider” for children’s

When some pieces of equipment can

routinely denied to specific groups of

wheelchair services from April 2012 in

cost several thousand pounds, NHS

children by some local eligibility criteria,

some areas, that won’t mean reinventing

wheelchair services, like many other

no matter what the clinical diagnosis.

the wheel, but it will mean reinventing

public services, use eligibility criteria

By the age of ten, a disabled child

for ensuring fair and equitable access.

denied necessary equipment will often

However, in many areas, the pursuit of

have developed a range of problems

fair access through the use of eligibility

otherwise potentially avoidable,

criteria can be said to set obstacles for

including clinical, developmental,

mobility-impaired children and young

social and mental health issues.

people and hinder the therapists working

Nevertheless, refusal to provide critical

with them as they seek creative solutions

powered mobility to younger children

to meeting the child’s individual needs.

is still common practice in some parts

When rigid eligibility criteria are used, the

of the NHS. This means that for the

assessment of the child’s needs is, to

independence to get around the house,

some extent, taken out of the hands of

to go to school, to play outside with

the expert therapists. Instead of assisting

friends, to explore and to develop as an

the therapist to make effective decisions

individual, the child has to wait ten years.

www.senmaGAZINE.co.uk

how wheelchairs are provided.

Further information

Ruth Owen is Chief Executive of Whizz-Kidz, a charity providing wheelchairs and mobility equipment for disabled children: www.whizz-kidz.org.uk

SENISSUE56

69

adoption

www.senmagazine.co.uk

71

SENISSUE56

72

outdoor activities

Fresh air with benefits

Outdoor activities offer so much more to children with SEN than just a little fun in the sun, says Tina Powsey

W

e all know that getting

have a safe opportunity to explore, to

out and about in the great

experience risk, and to be physically and

outdoors can be fun. For

mentally challenged, and this is vital to

children and young people, though,

their continued development.”

Children with SEN achieve significantly better when offered outdoor learning opportunities

outdoor activities can also provide

Engaging in outdoor activities can

valuable alternative, and often non-

also encourage young people to exercise

competitive, avenues for achievement,

regularly, as their confidence is boosted

as well as opportunities to develop self-

by demonstrable progress in both ability

confidence and self-esteem. Through

and fitness levels. What’s more, exercise

via the use of adapted boats. As well

successfully facing up to the challenges

enables the body to release tension and

as helping to reveal new talents and

some activities present, conquering fears

lower anxiety.

abilities, adapted equipment can also

and apprehension along the way, young

aid improvements in body strength.

people grow dramatically in confidence,

Finding stimulation

with implications for all aspects of their

Water sports are amongst the most

to try new activities and experience

development. And, while building self-

exciting of outdoor activities; they

different sensory stimuli. The experience

confidence and self-esteem is important

can boost learning potential in many

of moving rapidly along the water can, for

to any young person’s development, for

ways and, thankfully, water is never too

example, provide a new and interesting

children and young people with SEN, it

far away. Taking part in water sports

form of stimulation for someone with

is paramount.

can improve a disabled person’s self-

visual impairment.

Water sports provide opportunities

“Children with special educational

esteem by enabling him/her to compete

Taking part in these kinds of activities

needs achieve significantly better when

with non-disabled people on an equal

can be a great way of engaging children

offered outdoor learning opportunities”,

footing. Sailing, for example, offers

and young people with SEN and

says Chris Gaskin of Crosby Lakeside

those with limited movement the chance

helping them to focus their minds, and

Adventure Centre. “Children should

to compete with able-bodied people

communication and social skills are developed through increasing interaction with a child’s peers and friends.

Relating to others Outdoor activities can also be particularly beneficial when they involve interaction with animals. The experience of being with an animal, that is non-judgmental and gives affection unconditionally, can be very profound, and it can also open up new opportunities for both physical and emotional therapy. This could take the form of physical development, for example, by strengthening muscles and improving balance through horseback Youngsters exercising their physical and social skills across Crosby Marina.

SENISSUE56

riding or low-impact swimming with www.senmagazine.co.uk

outdoor activities

Alicia Millington enjoying some equine-assisted therapy.

a policy of allowing the horse to pick

be enhanced. The therapy sessions

the child, rather than assigning the child

teach the child how to interact with the

and horse to each other. A member of

counsellor and staff. Group sessions

staff will gently lead a child to a horse

allow the child to work and play with

and watch for the horse's reaction. If

other children and counsellors, teaching

the horse dips its head or nuzzles the

them how to handle relational conflict

child, it is an indication that a bond is

and how to help others. Not only are

being formed and the child has been

basic communication and motor skills

"chosen." It's a method that has seen

improved, but many children also

excellent results.

experience improvements in their overall

In addition to the movement

mood. Children who previously were

experienced when riding the horse,

prone to angry outbursts or who rarely

tactile senses are stimulated. The horse's

smiled, are suddenly calmer and smile

skin is fuzzy, the mane and tail are rough,

more readily and frequently.

and the nose is soft. Discovery of these

As with other types of animal-assisted

sensations often helps draw a child out,

therapy, the introduction of the animal seems to calm and soothe children. The

dolphins. Alternatively, spending time with service dogs and companion dogs can provide a tremendous confidence boost for those who may be lacking in self-esteem.

One outdoor pursuit that is receiving

Learning is no longer scary, but fun, interesting and rewarding

an increasing amount of attention as a

playful nature of animals encourages children who tend to be typically withdrawn or isolated to come out of themselves. Often, they begin making eye contact with the animal first, then with people. Indeed, a relationship with an animal can be a catalyst for a child

fun and beneficial activity for children

stimulating development of their verbal

becoming more open to relationships

with SEN is equine therapy. Research

communication and interest in other

with people.

has shown that working with therapy

physical objects.

Throughout the UK, we are fortunate

animals can be highly beneficial

Motor skills are also developed as the

to have an abundance of facilities and

additions to treatment programs for

child learns to ride and eventually groom

locations offering outdoor activities and

children with SEN, and particularly for

and tack. The process of developing

animal-assisted therapy for children and

those with autism.

new skills in this kind of safe and secure

young people with SEN. Even those of

John Doran, of Sefton Council's

environment can, in turn, increase the

us in cities are never too far away from

Aiming High team, has witnessed many

willingness to learn skills at home and/

lush countryside, abundant water and

positive outcomes of equine-assisted

or school. Learning is no longer scary,

parks galore where children can learn,

therapy. “All children get something

but fun, interesting and rewarding.

play and grow in safe and stimulating

positive from being around horses

Through equine-assisted therapy, a

and, for the majority of the children I

child's social interaction skills can also

environments.

have organised equine projects for, the benefits the child has received have been remarkable�, he says.

The rhythmic motion of riding

Further information

encourages children to focus on

Tina Powsey is Assistant Business Development Officer for Sefton Council, Merseyside, which runs Active Sefton: www.Active-Sefton.co.uk

the movement of the horse, which is slow, deliberate and extremely relaxing. Through the constant, steady movement, children indirectly learn how to concentrate better, and this is aided by the calming effect of riding. Some equine-assisted therapy facilities have www.senmaGAZINE.co.uk

Team building by way of dragon boat racing.

SENISSUE56

73

74

AUTISM

The new science of autism in infancy If autism emerges early on, why has research with infants and toddlers arrived so late, asks Tony Charman ver the past decade, there has

O

However, progress has recently

been remarkable progress in

been made in the earlier identification

our understanding of the early

of children with autism and many

development of children with autism.

children are now first identified in the

Before the 1990s, it was rare for children

pre-school period. Motivating these

to receive a diagnosis of autism until

efforts to improve earlier identification

three or four years of age, and in many

is the recognition that earlier-

cases considerably later. Consequently,

delivered intervention may improve

much of the historical literature on autism

outcomes and prevent secondary

emergence of autism – “a new science

starts with descriptions of children aged

neurodevelopmental disturbances.

of autism in infancy� (Charman, 2010).

four to five years or older. This is despite

This

improvement

in

For the first time, it is practicable to study high-risk children from infancy

earlier

the fact that, in most cases, autism has

recognition has been informed by, and

Infants at high-risk of autism

an onset in infancy and is the result of

in part driven by, findings from a number

The research areas that have

genetic and other factors that affect very

of strands of research that have afforded

underpinned our understanding of

early brain development.

us, for the first time, a picture of the

autism in infancy include, studying

Research on infants is helping scientists understand early development of autism. Photo: Michael Crabtree.

SENISSUE56

www.senmagazine.co.uk

AUTISM

home movies of infants who later go

phenotype” (BAP) analysis, meaning that

of the early social communication

on to receive a diagnosis of autism, the

there may be characteristics that run in

behaviours (a real reduction in frequency

development of prospective screening

families of children with autism that are

of social responses). This loss began

instruments to identify possible cases

subclinical in severity but are shared by

around the first birthday and continued

of autism from the first few years of life,

different family members.

across the second year of life, and on

and the use of the genetic “high-risk”

The picture emerging from these

some measures into the third year. This

research design of studying younger

studies is that there are a number of

pattern of loss of skills was found in over

siblings of children with a diagnosis

identifiable differences, mostly in early

three-quarters of the high-risk group.

of autism from the first year of life

social communication behaviours (for

However, at age six months, there were

(Rogers, 2009; Yirmiya & Charman,

example, response to name or social

no differences between the groups,

2010). Although some form of autism

smiling) but also, in some studies,

indicating that the high-risk siblings who

affects around one per cent of children

difficulties in attention control and even

went on to meet diagnostic criteria at 36

and young people, due to its (in part)

motor development. However, perhaps

months of age showed the same rates of

genetic underpinnings, children born

to the surprise of the researchers who

early social communication behaviours

subsequent to a child who goes on to receive a diagnosis are at increased risk of going on to develop autism themselves. In recent studies, the recurrence rate of autism in families has been reported as ten per cent or even higher (Constantino, Zhang, Frazier, Abbacchi & Law, 2010; Ozonoff et al.,

as controls.

There may be characteristics that run in families of children with autism

The second notable, and perhaps surprising, finding was that by parental report, looking back from the timepoint of the 36 month interview, loss of skills was reported for only a minority of those children whose social communication skills declined over the second year of life (at least when interacting in an

2011). This has meant that, for the first time, it is practicable to study high-risk

set up such studies, to date, in most

unfamiliar setting with an unfamiliar adult

children from infancy.

studies, differences have emerged

in the observations taken in the lab). This

Over the past decade, a number of

around the infant siblings’ first birthday

is surprising in part because families

groups worldwide have initiated truly

and into the second year of life – very

taking part in these high-risk sibling

prospective observational studies by

few studies have found clear predictors

studies understand the familial nature

exploiting this higher within-family

as early as six months of age.

of the design and we might expect

recurrence. This allows the possibility to

worried parents to be hypervigilent for

of an older child with an autism diagnosis

Understanding early communication behaviours

and to follow their development

A landmark study published last year

over time, and to determine whether

(Ozonoff et al., 2010) was the first

group illustrates another surprising

characteristics measured in infancy

to report on a sample as large as

finding that has emerged from the high-

differentiate the children in the cohort

25 siblings who went on to receive

risk studies: it is not necessarily the

who will go on to develop autism versus

an autism spectrum diagnosis at 36

case that social interactions in the first

those who do not. Commonly, infant

months. It compared rates of three early

year of life, even when measured very

siblings are seen from as young as six

social communication behaviours (gaze

carefully in laboratory studies, reveal

months of age or even earlier, and then

to faces, social smiles and directed

which children will go on to have autism.

followed up several times over the infant

vocalisations) captured by observers

Young, Merin, Rogers and Ozonoff

and toddler years until the age of two or

during assessment sessions when the

(2009) conducted the classic “still face”

three years, when it becomes possible

siblings were six, 12, 18, 24 and 36

paradigm with six-month-old high-risk

for expert teams to make a clinical

months of age. They found a slowing of

infants in which, after a period of natural

diagnosis. The design also allows one

development in terms of raw scores on

mother-child interaction, mothers are

to test differences between the high-risk

a general developmental assessment –

prompted to “freeze”. Most typically-

sibling group and low-risk controls with

that is, the high-risk siblings begin to fall

developing infants become distressed

no family history of autism, which some

behind the low-risk controls. In contrast,

groups have called a “broader autism

there was an actual decline in the rates

very quickly in this situation. Using a >>

recruit a cohort of younger infant siblings

www.senmaGAZINE.co.uk

early signs that something is not right with their younger child.

An additional report by the same

SENISSUE56

75

76

AUTISM

Several groups have begun to use novel experimental technology to study autism in infants is looking) and brain imaging measures, such as evoked response potentials (ERPs), magnetic resonance imaging (MRI), and near infra-red spectroscopy (NIRS). These techniques aim to A toddler learns that autism science can be fun.

test if there may be disrupted neural processing of both social and non-social

combination of behavioural and eye-

stimuli in high-risk siblings (Elsabbagh

tracking measures, the study found that

et al., 2009).

responses to the mothers “still face”

In a recent study with nine-month-

were not associated with preliminary

olds we found that the well-recognised

autism outcomes at 24 months of age

“neural signal” that responds to direct

– indeed, responses of those infants

(versus averted) eye gaze was different

who went on to receive an autism

in the at-risk infant siblings than in the

diagnosis showed the usual “distress”

low-risk controls. We have since been

pattern to the change in their caregiver’s

following the siblings up until their third

interactive behaviour.

birthday to see whether such differences distinguish those at-risk siblings who

Working together

go on to have an autism diagnosis. The

The British Autism Study of Infant

repeated nature of these longitudinal

Siblings (BASIS) is a collaborative

studies (in our most recent study we

research network for the study of infants

see the siblings at four, eight, 14, 24

at risk of autism in the UK. Its primary

and 36 months of age) holds out the

aim is to facilitate collaborative links

promise to unravel developmental

between scientists working in the area.

effects to help us understand more

Using newly developed techniques for

about the fundamental underlying nature

studying brain and behaviour in infants,

of atypical development in autism as

BASIS scientists investigate whether

it emerges.

there are any differences in development

The study of high-risk siblings

between infants who have brothers or

promises to help us understand the

sisters with autism and those who do not.

developmental mechanisms that

BASIS families are seen at the Centre

underlie the emergence of autism in

for Brain and Cognitive Development,

the first few years of life, although, to

also known as “the babylab”, directed

date, clear very early indicators of an

by Professor Mark Johnson.

ASD outcome have not been as easy to

In addition to behavioural studies,

identify as many people expected. In the

several groups have begun to use

long term, this will help identify the early

novel experimental technology to study

signs of the disorder, allowing for earlier

autism in infants, such as eye tracking

and more effective intervention aimed at

(computers that automatically detect

improving the quality of life of children

where on a computer screen an infant

with autism and their families.

SENISSUE56

References Charman, T. (2010). Autism research comes of (a young) age. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 208-209.

Charman, T. (2011). Glass half full or half empty?

Testing social communication interventions for young children with autism. Journal of Child Psychology and Psychiatry, 52, 22-23.

Constantino, J. N., Zhang, Y., Frazier, T., Abbacchi, A. M., & Law, P. (2010). Sibling recurrence and the genetic epidemiology of autism. American Journal of Psychiatry, 167, 1349-1356.

Elsabbagh, M., Volein, A., Csibra, G., Holmboe, K., Garwood, H., Tucker, L., et al. (2009). Neural correlates of eye gaze processing in the infant broader autism phenotype. Biological Psychiatry, 65, 31-38.

Ozonoff, S., Iosif, A. M., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., et al. (2010). A prospective study of the emergence of early behavioral signs of autism. Journal of the American Academy of Child and Adolescent Psychiatry, 49, 256-266.

Ozonoff, S., Young, G., Carter, A. S, Messinger, D., Yirmiya, N., Zwaigenbaum, L., et al. (2011).

Recurrence risk for autism spectrum disorder: A Baby Siblings Research Consortium Study.

Pediatrics, in press.

Rogers, S. (2009). What are infant siblings teaching us about autism in infancy? Autism Research, 2, 125-137.

Yirmiya, N., & Charman, T. (2010). The prodrome of autism: early behavioral and biological signs, regression, peri- and post-natal development and genetics. Journal of Child Psychology and Psychiatry, 51, 432-458.

Young, G., Merin, N., Rogers, S., & Ozonoff, S. (2009). Gaze behavior and affect at 6-months: predicting clinical outcomes and language development in typically developing infants and infants at-risk for autism. Developmental Science,12, 798-814.

Further information

Professor Tony Charman has served on a number of expert panels for the UK Medical Research Council, the National Institute of Health and Clinical Excellence (NICE), and the US National Institutes of Health. He is a member of the Advisory Group to the All Party Parliamentary Group on Autism and is currently based at the Centre for Research in Autism and Education (CRAE), Institute of Education, University of London: www.ioe.ac.uk/crae Photography by Michael Crabtree.

www.senmagazine.co.uk

autism

78

SENISSUE56

www.senmagazine.co.uk

autism

www.senmagazine.co.uk

79

SENISSUE56

autism

80

Diagnosing autism NICE’s new autism guidance has serious implications for all those working in health, education and social care, says Lorraine Scott

T

he National Institute for Health

cent of children. This rising prevalence

and Clinical Excellence (NICE)

has increased demand for diagnostic

has published a new clinical

services for children and young people

guideline to help those who work with

of all ages in the health service.

children and young people to recognise

When autism is diagnosed, families

autism and know how and when they

and carers and the child or young

should refer to healthcare professionals

person themselves can experience a

for clinical diagnosis.

variety of emotions, shock and concern

A local pathway for the recognition, referral and diagnostic assessment of autism should be developed

NICE guidelines are usually aimed

about the implications for the future.

at the NHS, but this publication is

Diagnosis can offer an understanding of

particularly important for all services

why a child or young person is different

professionals and availability of services

that have regular interaction with and

from their peers and can open doors

differ greatly from one area to another.

responsibility for under-18s, including

to support and services in education,

In addition, children and young people

education and social care.

health services and social care, and a

with certain coexisting conditions,

route into voluntary organisations and

such as intellectual disability (having

The need for guidance

contact with other children and families

an IQ below 70), are less likely to be

Autism was once thought to be an

with similar experiences. All of these can

diagnosed with autism, leading to

uncommon developmental disorder, but

improve the lives of the child or young

inequalities in healthcare and service

recent studies have reported increased

person and their family.

provision. Coordination between health

prevalence and now the condition is

Levels of understanding of autism

agencies and other key services such as

thought to occur in at least one per

among healthcare and other relevant

education, social care and the voluntary sector is important.

The recommendations reflect this need for a joint approach to service delivery. It requires the development of a profile of the child or young person’s strengths and needs which is reflective of the family and educational milieu. Ideally, this could inform the child or young person’s education and needs-based management plan.

The recommendations reflect the fact that the diagnosis of autism and the development of a profile of strengths and needs can be the key elements in them accessing specialist health, education and voluntary services.

SENISSUE56

www.senmagazine.co.uk

autism

Following the guideline will lead to: • easier recognition of possible autism • a more efficient and comprehensive referral process • a more individualised experience for children and young people

A discussion with parents about the risk of autism occurring in siblings is recommended

carers and the child in a sensitive manner. The reason for a conclusive decision should be explained clearly, whether or not a diagnosis of autism was reached. Furthermore, a report should be generated from the diagnostic assessment and a follow up appointment made within six weeks by a diagnostic

undergoing the diagnosis process, and their families, which meets

relevant professionals in education

team member to the family and the child

their care and treatment needs

and social care. Core members should

or young person, if appropriate.

• a smoother transition to adult

include a paediatrician and/or child and

A discussion with parents about the

services through improved

adolescent psychiatrist, a speech and

risk of autism occurring in siblings is

communication between adult

language therapist and a clinical and/

recommended as part of the diagnostic

and paediatric healthcare teams.

or educational psychologist. In addition,

feedback. The autism team members

it is recommended that a specialist

should appoint a case coordinator who

occupational therapist, teacher, health

will provide a single point of contact

What NICE advises

visitor or nurse is either included in

for the child and young person and

Strategic planning

the team or regular access to their

their family.

NICE advises that a local pathway for

services established.

the recognition, referral and diagnostic assessment of autism should be developed via a multi-agency strategy group. The strategy group should be made up of managers, commissioners, clinicians from child health and mental

The autism team should: • provide advice for professionals considering a referral • decide on the assessment needs of those referred • share the outcome of the autism

Recognising possible signs of autism Appendix C of the guideline contains a more comprehensive list of possible indicators of autism, but it is not exhaustive. Practitioners should

health services, education, social care,

diagnostic assessment with

use the tables in the appendix as a

parent and carer service users and the

parents and carers, children and

guide, but they should also use their

voluntary sector.

young people when appropriate

professional judgement, take advice

• consider sharing the information

from specialist professionals when

with other professionals such

necessary and always take parents

signs and symptoms of autism

as the relevant school staff (with

and carers concerns seriously, even if

through multi-agency training

consents in place)

the concerns are not shared by others.

The aims of the group should be to: • raise awareness of the potential

• ensure that relevant professionals

• provide advice for the family,

The guideline also highlights the need to

are aware of the local autism

child or young person, available

consider that signs and symptoms may

pathway and how to access

services and support from

be overlooked in verbally able children

diagnostic services

various agencies.

and young people, and those with

• support the smooth transition

The team should have the competencies

intellectual disability, and that autism

to adult services for young

to carry out an accurate autism diagnostic

may be under-diagnosed in girls.

people going through the

assessment for all children and young

diagnostic pathway

people, including those with potential

Referring to the autism team

coexisting conditions, or conditions

The guideline aims to assist practitioners

other than autism, as well as for looked-

in making informed decisions regarding

At a more local NHS level, the

after children and young people. The

whether or not to refer children or

guideline advises that autism teams

specialist team is also required to have

young people to autism teams for

should be established which should

the skills to communicate with children

diagnostic assessments. It emphasises

be responsible for carrying out the

and young people who have or may

the importance of direct referral to the

diagnostic assessments and for

receive a diagnosis of autism and

communicating and liaising with the

to share the diagnosis with parents/

autism team if there is a regression >>

• ensure that data collection and audit of the pathway takes place.

www.senmaGAZINE.co.uk

SENISSUE56

81

82

autism

in language or social skills in children under three years old and referral to a paediatrician or paediatric neurologist for children older than three years with these symptoms, or for children of any age who display a regression in motor skills. Subsequently, this professional

No one diagnostic tool is thought to provide a reliable outcome if used in isolation

will refer them to the autism team if they deem it necessary.

In an attempt to improve the timeliness of referrals, the guideline aims to correct a number of common myths about

young person, a lack of response to intervention or a lack of specialist services for co-existing conditions, then the autism team should consider referring the child or young person to a specialist tertiary autism team. If the outcome of the assessment is that the child or young person does not have

the process. It is recommended that the

autism, they should be referred to more

assessment:

appropriate services to meet their needs

• is started within three months of

and information on services should be given to the family or young person

the referral

autism; for example, it recommends

• incorporates information from

that professionals and parents do not

all sources, and that these

rule out autism as a possibility due to

should be used together with

recommendations regarding research

good eye contact, affection from the

clinical judgement to provide a

topics to develop evidence in various

diagnostic outcome

unexplained areas, for example, on the

child or young person, meeting play and language milestones, or as the result of

• should incorporate direct

where appropriate.

NICE has made a number of

consequences of training professionals

a previous assessment. It also highlights

observation of the child or young

in the signs and symptoms of autism and

factors associated with an increased

person, and an assessment

on the impact of gathering information

prevalence which, if in existence, would

of their behaviour, social and

from nursery or school settings to inform

encourage a practitioner to refer. The

communications skills

the diagnostic process.

guideline suggests useful information

No one diagnostic tool is thought to

the referrer would include at the point of

provide a reliable outcome if used in

Conclusion

referral, such as relevant medical history,

isolation. Depending on the age of the

The work of implementing the

developmental milestones and previous

referred child or young person, the

recognition, referral and diagnostic

assessment outcomes. It highlights the

autism team should consider carrying

guideline is likely to be carried out in the

obvious, but at times neglected, action

out the assessment jointly with the adult

coming months and years. It is hoped

of informing the parents of what will

autism team, regardless of the young

that it will be welcomed by service

happen upon referral and suggests a

person’s intellectual ability. A smooth

providers and, most importantly, the

period of “watchful waiting” and review

transition to adult services for those

parents/carers and children and young

if the parents or the child or young

young people in the diagnostic pathway

people so deserving of high standards

person do not wish the route towards

process is very important.

of support and expertise during the

a comprehensive diagnostic assessment to continue.

recognition, referral and diagnostic After diagnostic assessment

process for autism.

If there is uncertainty about a diagnostic Diagnostic assessment

outcome, NICE recommends that more

An autism team member should decide

information is gathered and that further

whether or not to carry out an autism

autism specific observations in different

diagnostic assessment or an alternative

settings are undertaken. A period of

assessment. The case coordinator from

“watchful waiting” is advised as well,

the autism team should be assigned

if this is deemed useful by the team,

to the family to ensure consistency of

after which a review of new information

information and the development of a

should occur. If there is still uncertainty,

professional and supportive relationship

disagreement amongst autism specialist

between the family and a diagnostic

team

team member throughout the whole of

with parents, carers or the child or

SENISSUE56

members,

disagreement

Further information

Lorraine Scott was Guideline Developer for this project at the National Institute of Clinical Excellence (NICE) and is Head of Learning and Support and Assessment Educational Officer, Middletown Centre for Autism, County Armagh, Northern Ireland.

For further information about NICE’s clinical guideline, visit: www.nice.org.uk/CG128

www.senmagazine.co.uk

AUTISM

www.senmagazine.co.uk

83

SENISSUE56

autism

84

SENISSUE56

www.senmagazine.co.uk

autism

www.senmagazine.co.uk

85

SENISSUE56

sen resources

86

National Gallery art workshops

Young people with disabilities at The Children’s Trust had the opportunity to create their own unique works of art based on Jan van Huysum’s Flowers in a Terracotta Vase as part of bespoke multisensory art workshops © National Gallery, London provided by the National Gallery. The project is organised and funded by Credit Suisse, who partner with the National Gallery and support The Children’s Trust.

During the sessions, the young people enjoyed experimenting with a variety of new art materials and techniques to create 2D and 3D works which will decorate charity’s base in Tadworth, Surrey.

Renowned sculptor Guy Portelli, who attended two of the workshops, said: “The National Gallery staff that came to The Children’s Trust brought with them an enthusiasm that drew everyone in and conquered all inhibitions. Great art works were created and the participants found inspiration in the Old Master painting.” www.nationalgallery.org.uk www.thechildrenstrust.org.uk

SENISSUE56

www.senmagazine.co.uk

dyslexia/ CReSTeD

A unique approach to dyslexia

What do model railways and chocolate tasting have to do with teaching dyslexics?

For Sonia Aboagye, they might be just as important as formal tests

W

ith every child with dyslexia

individuals at whatever age or stage on

that one encounters, the

their educational journey they crossed

question of how best to

my path.

Sometimes, it is the tearful mum or the silent dad who provides the clue

understand their particular patterns of

Over the years, though, I have

strengths and needs inevitably arises,

begun to question our adherence to

as does the challenge of knowing the

education packages in the same way

best way of approaching intervention.

that I gaze sceptically at bottles of multi-

Over a decade ago, in the rather

vitamins which claim to provide 100 per

unusual position of being a newly

cent of our daily vitamin and mineral

packaged healthcare provide me with a

qualified teacher and speech and

requirements. I have often wondered

licence to keep my eyes closed about

language therapist, I clung ferociously

whether a single multivitamin capsule

the impact of the everyday decisions I

to packaged assessments and

could work as effectively for my six feet,

take on my long-term welfare?

interventions rather like a shipwrecked

seven inches tall brother as it would

Similarly, while packed assessments

sailor might cling to a rock. I tried them

for me, at five feet, four inches. I have

and interventions for dyslexia have their

all, across the board, and followed each

pondered whether, by taking multi-

uses, particularly for newly qualified

with an almost religious fervour. All of

vitamins, I negate my responsibility for

practitioners, I have found that the

them have their merits, and all played

taking a good look at my dietary choices,

a role in enabling me to help particular

exercise and general well-being. Does

greatest benefits arise from an individual >>

www.senmaGAZINE.co.uk

SENISSUE56

87

88

dyslexia/ CReSTeD

approach which takes account of the

when high achieving parents are faced

uniqueness of every child. This approach

with the collapse of their expectations

is built upon five key tenets: history,

regarding their longed-for child.

observation, exploration, personality and creativity.

Knowing where children come from is vital if we are to ensure that the direction we steer in will help them achieve their

Understanding uniqueness

learning goals. It is important, therefore,

We each carry with us personal histories

not to simply give the greatest weight to

that are as unique as our fingerprints.

academic performance alone.

Observation tells us how an individual navigates and negotiates life’s challenges sometimes harder to identify than what

Although we group ourselves under

Observation is as important as

they shut down to. True observation

generic labels, such as male/female,

testing, and much can be revealed by

without expectations or preconceptions

each of us, and the children we work

how a child approaches tasks within

can reveal many surprises and, as

with, are much more than can be

the classroom, for example, how they

practitioners, we benefit from being

encapsulated in a single description

cope with uncertainty, whether they

open to seeing things with fresh eyes.

or phrase.

seek help, if they have the endurance

Observation is so important because

How many of us have been presented

to see tasks through to completion or

it tells us how an individual navigates

with a huge file of assessments and

whether they utilise a bank of strategies.

and negotiates life’s challenges. I would

reports and not gone beyond the

In a recent BBC documentary about her

argue that our role, as practitioners,

National Curriculum levels? I have

struggles with dyslexia, the father of

is to develop children’s navigational

gained the greatest understanding

former Eastenders actress Kara Tointoin

capacities and skills rather than teaching

of children by giving equal weight to

spoke movingly of how her teacher first

them to memorise a set number of facts.

family, developmental, academic and

raised concerns about Kara’s progress

We want to develop individuals who can

social information. Sometimes, children

with literacy when she was seven years

apply their skills in a range of familiar

provide a summary of their experiences

old. The teacher had observed that Kara

and unfamiliar contexts.

by the look of anxiety on their face when

was 26 books behind everybody else

they first step into school, or by their

in her class over a period of just five

Observing the individual

hunched over shoulders which carry the

weeks. Luckily for Kara, her teacher

Observations and assessments may

burden of years of failure, frustration,

and parents were able to provide some

reveal certain behaviours, symptoms and

isolation and despair. Sometimes, it is

help and support for her. Seeing what

difficulties. As a fledgling practitioner, I

the tearful mum or the silent dad who

a child is able to do is as vital as noting

frequently assumed that if two children

provides the clue. At other times, it is the

what is different or is missing. However,

in my class demonstrated the same

almost palpable atmosphere of strain

noting what a child responds to is

difficulty, such as reversing the letters “b” and “d”, then the problem was inevitably caused by the same issue.

However, exploration of each child’s individual issues frequently revealed underlying differences at the root of the symptom visible in the classroom.

Mary, for instance, could write the letters “b” and “d” correctly when asked to write them in an alphabetic sequence, but reversed “d” when she began learning to write in a cursive style. Miles & Miles (1999) discussed how some children reverse the letter “d” when beginning cursive handwriting because it is the only ascending letter where the vertical line is written last. In all other ascending letters, such as “b”,

SENISSUE56

www.senmagazine.co.uk

dyslexia/ CReSTeD

“h”, “k”, “l” and “t”, the vertical line is made first.

Toby, on the other hand, had a history of disordered speech development and as a pre-schooler had replaced all words containing the sound “d” with the sound “b”. Thus, “dog” became “bog” and “dinner” became “binner”.

These early difficulties with phonology, although no longer in evidence in his speech, persisted as problems in his phonological processing. They now found expression in his difficulty discriminating the letters “b” and “d”

tasks than your average civil servant

Some of the greatest contributions

in literacy tasks.

or job centre applicant. In short, they

to scientific thinking, and our everyday

don’t want to know.

lives, have been made by people who

This form of exploration, where one looks beyond superficial symptoms to

Our task is to find a chink in their

are dyslexic – Albert Einstein, John

underlying causes, is expounded in

armour and stretch it wider and wider

Lennon, Anita Roddick, Steve Jobs

the psycholinguistic framework model

until it is no longer worth their while

and Richard Branson, to name but a

devised by Stackhouse & Wells (1997).

to hide themselves away, because

few – and what characterises all these

Problems with speech and literacy

learning becomes achievable, engaging,

individuals is their ability to think outside

can be ascribed to breakdowns “at

enriching and fun.

of the box; they are all unique thinkers.

How much more can we practitioners

the level of input, representation or output.” Those children experiencing the most severe and persisting literacy difficulties may experience problems at all three levels. Of key importance is the fact that children who have the same diagnosis can experience individual differences in the underlying causality.

As practitioners, it is essential to explore this possibility in order to help formulate

When learning is fun, children no longer need to keep their psychological defences up

appropriate interventions.

I have learned to create lessons

Breaking down barriers

in ways that are multi-sensory and

I now work at a specialist school for

recognise the particular personalities,

children with dyslexia and dyspraxia

interests and needs of the children I

where we not only consider multi-

am working with. What child can fail

causality but also the types of input

to be engaged when taught the “ai”

children have received in the past and

pattern by constructing a railway line

their preferred learning styles. Children

around his/her classroom and racing

often arrive at a special school as a

trains labelled with different “ai” words

last resort, having received extra help

written on them? Or how about learning

within mainstream school or with tutors.

the “ch” pattern with a chocolate tasting

They present us with a wall of resistance

competition, or taking a stroll around

built up from years of dents to their

Tate Britain as part of learning the “ture”

self-esteem, boredom, frustration and

pattern? When learning is fun and feels

disengagement. They have completed

like play, children no longer need to keep

more worksheets and paper-based

their psychological defences up.

www.senmaGAZINE.co.uk

achieve if we take the leap, dump the one-size-fits-all packaging and begin to think more creatively about how we approach supporting individuals with dyslexia.

References Miles, T.R. and Miles, E. (1999) Dyslexia a Hundred Years On (Second edition), Buckingham, Open University Press.

Stackhouse, J. and Wells, B. (1997) Children’s Speech and Literacy Difficulties. A Psycholinguistic Framework. London, Whurr Publishers.

Further information

Sonia Aboagye, a qualified speech and language therapist and teacher, is Development Director at Fairley House School: www.fairleyhouse.org.uk Fairly House is a member of CReSTeD, a register of schools that help children with specific learning difficulties, including dyslexia. For further information about schools on the CReSTeD Register, visit: www.crested.org.uk

SENISSUE56

89

CReSTeD/DYSLEXIA

90

SENISSUE56

www.senmagazine.co.uk

dyslexia

92

SENISSUE56

www.senmagazine.co.uk

dyslexia

93 Promotional feature

Read&Write GOLD

dyslexia support software for schools

P

upils with SEN, such as dyslexia, often struggle with their reading and writing skills. In the classroom, ICT is used to enable pupils to become active learners, opening up new learning styles that

improve productivity and motivation. Read&Write GOLD,

text-to-speech assistive software from Texthelp Systems, is designed to support pupils with their reading, writing and research skills. The floating toolbar has numerous support features, each designed to make learning easier for those with dyslexia or literacy difficulties.

One of the central support features is text-to-speech, which is used to read out text from any document, email or webpage.

This provides learners with greater independence and frees

This is significant for pupils, as having their work read aloud

up teachers’ time. The Verb Checker feature allows pupils to

helps them to identify any errors in punctuation, spelling

select a verb, look up its past, present and future conjugations

and meaning.

and select the correct one.

Chris Sellars, a Dyslexia Technology Consultant comments:

For pupils who conduct research using the internet,

“When working with dyslexic students or explaining how

Read&Write GOLD can be used effectively to help pupils

technology can help dyslexics, Texthelp’s Read&Write GOLD

conduct, collate and present their research projects. The

has always been well received as its many features give

Fact Finder and Fact Folder features allow pupils to search

dyslexics a valuable toolbox to help them succeed. The read-

for related information on their research topic and capture

back facility alone is a perfect aid to research and proof-reading

text and images from any application, classify it and record

– even the Calculator and Spell Checker have speech options!”

its source. Pupils can use the Fact Mapper to map out their

Read&Write GOLD software is particularly useful to pupils

ideas in a visual representation on screen.

for proofreading, scanning, highlighting text and improving

As many pupils find reading text particularly difficult when

comprehension. Pupils improve the accuracy of their work

certain colours are used, Read&Write GOLD has a Screen

through the use of the phonetic Spell Checker. This analyses

Masking option that can be used to apply screen tinting. This

and corrects a range of spelling mistakes. The Sounds Like/

means that they can highlight pieces of text using different

Homophone checker highlights homophones in the passage

colours, as well as underline words or block out redundant text.

of text being written and then offers solutions that can be read

Mark McCusker, CEO of Texthelp Systems, believes that

aloud. This is ideal for differentiating between words that sound

“All students must be equipped with the literacy skills they

the same, like “there”, “they’re” and “their”.

need to continue their education, succeed in the workplace

Sheila Barton, a SENCO at Lostock College, comments:

and everyday life. We also believe it is imperative to provide

“Read&Write has become a whole staff tool, not just used by

dyslexic pupils with access to assistive technology both in

SEN staff. All in all, the software has promoted the independence

school and at home to encourage independent learning.”

of all our students. It is a tool which has impressed all the teachers and made the whole process of writing, reading and organising so much easier. Dyslexic students have commented on how easy it is to use and it means a lot of their written work is now student driven and not teacher driven.”

The Vocabulary Tool within the software is used by highlighting words in Microsoft Word documents or in Internet Explorer/Firefox, and with one click they will be inserted into

For further information on Read&Write GOLD, or for a FREE 30 day trial of the software, tel: 028 9442 8105 or email: education@texthelp.com

a new document that will include the dictionary definition, picture dictionary image and a place for the pupil’s own notes. www.senmagazine.co.uk

SENISSUE56

94

book reviews

Book reviews

by Mary Mountstephen

A Quick Guide to Behaviour Management in the Early Years Emily Bullock and Simon Brownhill

Teaching Literacy to Learners with Dyslexia: A Multisensory Approach Kathleen Kelly and Sylvia Phillips

Sage Publications (Corwin) Softback, 126 pages £19.99 ISBN: 9780857021656

Sage Publications Softback, 407 pages £29.99 ISBN: 9780857025357

Emily Bullock is a teacher in an

Dr Gavin Reid’s enthusiastic

international school in Hong King

endorsement of this book

and Simon Brownhill is a senior

promises “a feast of practice

lecturer at the University of Derby.

Together, with contributions

offering a prescription for success” and certainly gives the reader high expectations of what

from Helen Wilson, they have

follows. The authors are very

managed to bring together 100

experienced programme leaders

tried and tested ideas to support

in the field of specific learning

effective behaviour management

difficulties, and together they

of children aged three to eight years and to present them in a fresh and accessible format.

have produced a very detailed, comprehensive and structured programme for teaching literacy, which does not disappoint.

The book is divided into ten chapters covering topics

The book is divided into five parts, opening with a

such as teachers’ management strategies, “handy”

grounding in theories relating to the causes of dyslexia,

strategies, structures and approaches and “personal”

the role of memory and other key aspects of literacy

behaviour management. The activities are all laid out using the same format and cover a very wide range of activities,

development. In Parts 2 and 3, the structured programme is covered in detail, with adaptations following in Part 4 and resources in Part 5. In addition to this, the authors

with explicit guidelines to support their use. Many of these

have produced a wide range of support materials which

ideas will be familiar to practitioners, but the value of this

can be downloaded.

book is in the ways the authors provide a rationale for their

The content of the programme follows a classic structure

use. They list adaptations and questions for consideration,

of multi-sensory learning based on thorough planning,

prompting a reflective approach to the choice of appropriate activities for specific purposes.

By providing ten activities in each chapter, the reader

primarily for lessons on a one to one basis, although adaptations for group teaching are provided. Lesson plans are structured, cumulative and with opportunities for overlearning and with activities to support working memory.

has plenty of choice. I can see this being a useful resource

The chapters are set out with a common format and they

book for SENCOs to use in supporting class teachers. The

are concise and accessible to the non-specialist. They open

book also includes some useful behavioural observation sheets with a checklist of points to consider.

with a chapter overview and close with a short summary.

This book will be immensely useful for teachers undertaking specialist training and I recommend it as a great source of knowledge and practice.

SENISSUE56

www.senmagazine.co.uk

book reviews

Motor Learning and Development Pamela S. Haibach, Greg Reid, Douglas H. Collier Human Kinetics Hardback, 405 pages £55.99 ISBN: 9780736073745 This book looks at the development of motor skills from infancy to adulthood and is based on the latest research in the fields of motor development and motor learning.

It aims to provide an in-depth look at different ages across the human life-span. Each chapter encourages active learning through a format which includes sections such as: “What do you think?” and “Try this”.

The text is supported by photographs, charts, diagrams and worksheets and there are also additional resources available online.

While this book is aimed at those specialising in sport and other physical programmes, it provides much that would be of interest to those wishing to learn more about how children learn to move and how to support them when they are struggling.

The authors use a case study approach to illustrate points and to explain some of the factors which can interfere with effective motor development. They also link motor development to other aspects of a child’s development and issues such as self-esteem. Piaget’s four stages of development are explored within the context of movement development and there is an interesting section on the role of attention, memory and motivation.

In the concluding chapter of the book, there is guidance on devising plans and programmes. This uses a series of short case studies, and the book closes with a comprehensive glossary.

This is a textbook rather than a book to dip into, and it will be of value to those involved in academic studies.

www.senmaGAZINE.co.uk

Developmental Speech-Language Training Through Music for Children with Autism Spectrum Disorders Hayoung A. Lim Jessica Kingsley Publishers Softback, 204 pages £22.99 ISBN: 9781849058490 Dr Lim is Assistant Professor of Music Therapy at Sam Houston State University in Texas. She has worked as a music therapist in a number of hospitals, schools and other institutions with clients with a wide range of problems and disorders. Dr Lim provides evidence for the use of music on speech production in children with autistic spectrum disorders and she intends the book to be used as a textbook and/or clinical manual for professionals who work with children with autism and for parents. She introduces a music therapy technique called developmental speech and language training through music (DSLM) and explains its role as a primary method to enhance communication skills in children with ASD. Lim writes about the positive effects of music on speech and language in children with ASD and she refers to research which indicates the positive effects of music in relation to improvements in communicative behaviours of these children.

In Part 2 of the book, Dr Lim provides the techniques of music therapy speech and language training, designed for children aged three to five. The structure is clearly explained and the musical activities are engaging and simple to perform.

The book has a number of appendices which include examples of songs, visual illustrations and the outcomes of a study the author carried out.

This is an interesting and informative text which will be of value to those working with children with ASD and for parents and family members who are interested in this approach.

SENISSUE56

95

ABOUT SEN MAGAZINE

96

Contribute to SEN Magazine

Please email your letters, press releases and article ideas to: Peter: editor@senmagazine.co.uk Please note that we cannot guarantee to include submissions in the magazine.

______________________________________

Subscribe to SEN Magazine

Get every issue of the UK’s leading special educational needs magazine delivered direct to your home or work place. See inside the back cover or contact: Anita or Amanda: 01200 409 800

subscribe@senmagazine.co.uk

______________________________________

Advertise in SEN Magazine

Want to reach budget holders and decision makers in all the UK’s special schools and large numbers of mainstream schools? Want to target SEN professionals, Heads, teachers, SENCOs, parents and carers? For the best advertising packages contact: Denise: 01200 409 808 denise@senmagazine.co.uk ______________________________________

Free SEN Newsletter

The SEN Newsletter is sent out via email every month. It

In the next issue of SEN Magazine: • ADHD • multi-sensory rooms • P scales • transition • performing arts • accessible vehicles • behaviour • dyslexia • learning outside the classroom • Tourette’s syndrome • autism • TES North preview

provides a round up of current SEN news, features and listings for CPD, training and events. To sign up visit: www.senmagazine.co.uk and click on "newsletter" or email: newsletter@senmagazine.co.uk

Plus news, reviews, CPD and events listings and much more

________________________________

SEN Magazine: keeping you informed and up to date SEN Magazine Ltd. Chapel House,

Follow us on

Join us on

5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk SENISSUE56

www.twitter.com/senmagazine

www.facebook.com SEN Magazine www.senmagazine.co.uk

education show 2012

98

Professional development: education for all 2

011 has seen major changes

the show’s CPD accredited SEN

collaboratively with schools across

in the SEN and disabilities

seminar programme for all practitioners,

the country.”

landscape; the 2010 government

entitled Learn Live SEN. The one-day

Anita Pal, exhibition director for the

consultation preceded the SEN Green

sessions at the show will provide a

Education Show at Emap Connect sees

Paper in March 2011, whilst changes

high quality SEN training package for

the importance of providing a platform

to the Ofsted framework mean that

SENCOs in order to equip them with

for leading experts to share their

information and guidance is crucial for

the tools to disseminate training to

experiences and knowledge: “Education

all practitioners. The recent changes

their school workforce as whole school

is facing a sea-change, which puts

also highlight the importance of training

professional development.

information, guidance and skills at a

for improving outcomes for children with SEN and disabilities.

Lorraine Petersen (OBE), CEO of

premium. We want the Education Show

nasen, believes that training has a

to help SENCOs, school leaders and

In response to the demand for

fundamental role to play in meeting the

teachers to discover the most effective

information and training, the Education

needs of vulnerable young people. She

SEN teaching practices.”

Show 2012 will host a targeted SEN

explains: “Robust training is needed

The nasen training will take place

continuing professional development

for all teaching staff in order to ensure

on each day of the show, from 9.30am

(CPD) programme. The show, which

that vulnerable young people are given

to 3.30pm, with lunch and coffee

takes place from 15 to 17 March, will

the best possible start in life. The UK

breaks. Delegates will each receive a

host free SENCO training from nasen,

has some of the most passionate and

comprehensive training pack, a disc

developed in partnership with the

committed SEN practitioners and nasen

containing all resources used and

Schools Network and leading SENCOs.

works hard to support them, developing

discussed on the day with guidance

The training is funded by the Department

guidance and a framework to ensure

on the new Ofsted framework. Places

for Education (DfE) and will run alongside

that this expertise can be shared

are limited to 50 per day and will be allocated on a first come, first served basis, with delegates offered instant access to the show floor after the training.

Tap into a source of CPD In addition to the nasen training, the Education Show features many other CPD sessions as part of the Learn Live SEN seminar programme. The targeted sessions address different areas of SEN, offering practitioners an invaluable source of free, certified CPD. Effective practice and techniques will help teachers to meet the needs of all pupils and Dr Glenys Jones, lecturer at the University of Birmingham, examines SENISSUE56

www.senmagazine.co.uk

education show 2012

new diagnosis, help when things are going wrong at home and/or school, the SEN process, finding legal advice, looking for an appropriate special school or college and where to find training or exhibitions. Visitors to the stand can pick up free information sheets and speak to staff about any issues they may have.

2011 was the Year of Communication and the Communication Trust, on stand K93, is a solid source of advice for all practitioners. The purpose of the Trust is to raise awareness of the importance of speech, language and communication across the children’s workforce, effective methodology for autistic pupils

teachers, SENCOs, school leaders and

offering access to the best training

in her seminar on Thursday 15 March at

local authority staff to make best value

and expertise to support all children’s

10am. Dr Jones will look at the growing

procurement decisions. The show offers

communication needs.

consensus on how the needs of children

visitors the opportunity to compare and

The Autism Education Trust (AET),

with autism are best addressed.

test thousands of resources and services

stand H100, is also an ideal source

Numeracy is the focus for a seminar

to improve outcomes for SEN pupils.

of advice for practitioners. The

from lecturer and author Dr Steve

The SEN Zone is a dedicated area where

only umbrella organisation working

Chinn, who will examine “Mathematics

visitors can find specialist educational

specifically on autism education across

Learning Difficulties and Dyscalculia” in

providers for SEN and inclusion, with

the voluntary, public and private sectors,

his seminar on Thursday 15 March at

the SEN Information Point hosted by

the AET is a partnership of organisations

12pm. Noting that the bottom quartile

nasen, who can provide advice to school

with an interest in autism and works

of performers in maths are often

leaders on the implications of changing

to improve education for children

overlooked, Dr Chinn will look at the

policy for their schools and pupils.

with autism.

way maths is taught, considering how maths can be presented in ways that

Meet the experts

enhance understanding and learning.

The UK has a number of specialist

Meanwhile, Friday at 3pm sees

associations that exist to help support

behaviour take centre stage with a

specific educational needs and the

seminar from Dr Faizal Moosa, Associate

Education Show brings many of these

Specialist Child and Adolescent

thought leaders together, enabling

Psychiatrist with Birmingham Children's

practitioners to get advice and guidance

Hospital CAMHS. Focusing on

across a number of topics. Led by

educational interventions and teaching

nasen, these associations can provide

strategies, Dr Moosa’s session will

practitioners with advice, resources,

discuss the need for better awareness,

inspiration and help with procurement

understanding and management of

schemes, building collaborative links

children and young people with attention

and sharing best practice.

deficit hyperactivity disorder (ADHD).

On stand J98, OAASIS, the Office for Advice, Assistance, Support and

Resources for all

Information on Special Needs, is the

As the UK’s largest showcase of

free impartial SEN information service

educational resources, examples of best

of Cambian Group. OAASIS offer

practice and free training opportunities,

workshops and advice on a wide range

the Education Show also enables

of issues, including understanding a

www.senmaGAZINE.co.uk

The Education Show is free to attend and takes place from Thursday 15 to Saturday 17 March 2012 at the NEC Birmingham. For further information about the show, nasen training, exhibitors and seminars and to register, please visit: www.education-show.com quoting priority code EPR3.

SENISSUE56

99

education show 2012

At Inclusive Play our aim is to offer innovative and delightful outdoor play equipment which offers choice and gives children of all abilities the opportunity to play, interact and have fun.

Each item we design is developed by engaging children and carers through specialists such as Barnardos, Capability Scotland and SEN schools that we have designed outdoor spaces for, such as Pinewood School in West Lothian.

Considerations such as accessibility, sensory stimulation and manual dexterity are all part of our product development process but we never lose sight of our main goal: to create and source products which offer opportunities to take risks, have fun and interact with others.

www.senmagazine.co.uk

KIDZ IN THE MIDDLE

101

Our current catalogue is available to download from our website at www.inclusiveplay.com or why not call us on 0844 499 0214 to discuss your requirements today. After all, just as every child is different, so too are your outdoor play space requirements.

The catalogue offers products in the following categories:      

Spinning & Moving Musical Sand & Water Play Interactive & Sensory Play Structures Seating & Landscaping

We are always working on new products, so why not register on our website to receive news and updates?

SENISSUE56

CPD, training & recruitment Keep up to date with the latest developments in special educational needs, with SEN Magazine's essential guide to the best courses, workshops, conferences and exhibitions

We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend.

cpd & TRAINING Rebound Therapy Staff Training Courses The National Rebound Therapy Consultancy - with founder Eddy Anderson. The official UK body of reference and provider of nationally accredited, certificated staff training courses in Rebound Therapy.

01342 870543 www.reboundtherapy.org

Language and Communication Impairment in Children, Cleft Palate, Speech Difficulties and Human Communication Sciences

Postgraduate Certificate in Autism and Learning University of Aberdeen

The programme aims to give practitioners an in depth understanding of the condition and the working of the autistic mind. It will equip participants with a range of practical approaches and interventions that will enable children and young people on the spectrum to access learning, participate actively, experience success, gain independence, and fulfil their potential.

01224 274807

autism@abdn.ac.uk www.abdn.ac.uk

University of Sheffield

A range of PG Certificate, PG Diploma and MSc programmes, either full-time or part-time by distance learning, is available.

0114 2222418 www.sheffield.ac.uk/hcs

Learning Support Assistants/SLTs: Advanced Certificate in Language & Communication Impairment in Children.

University of Sheffield

One year, distance learning programme at the University of Sheffield.

Next intake: September 2012.

Contact Admissions Department:

0114 2222405 hcs@sheffield.ac.uk www.shef.ac.uk/hcs/prospective_pg/ lacic.html

Pg Certificate, Diploma and MSc in Language & Communication Impairment in Children University of Sheffield

One, two or three years, distance learning at the University of Sheffield.

Next intakes: September 2012.

Contact Admissions Department:

0114 2222405 hcs@sheffield.ac.uk www.shef.ac.uk/hcs/prospective_pg/ lacic.html

www.senmaGAZINE.co.uk

Online

Special Educational Needs Online Courses Quality assured online CPD training courses helping educators address the needs of students with SEN & SEBD. For more information, contact the Institute of Child Education and Psychology Europe. Spring term begins on 13 February 13 and runs until 6 April 2012. Enrolments will be taken up until 30 March.

ICEP Europe

0208 3547592 info@icepe.eu

www.icepe.co.uk

Online

Teaching Hope and Optimism This course has been added to our Positive Psychology programme, following on from the success of our Teaching Happiness Course.

This exciting course teaches how to boost your own hope and optimism and learn how to enhance psychological fitness in yourself and others. Hope and optimism are essential components of emotional wellbeing and resilience and also powerful antidotes against depression, anxiety and helplessness.

Online

Strategies for Successful Special Needs Support An introductory online course accredited by The College of Teachers at Certificate of Educational Studies level. The course is for teachers and others working with children with special needs and includes full tutor support. The cost per candidate is just ÂŁ200. www.collegeofteachers.ac.uk

Online

Leadership for Teachers and Trainers This course will help develop your strategic leadership skills and is aimed at teachers and leadership teams in schools including senior and middle managers within a school or training organisation. The cost per candidate is just ÂŁ300. www.collegeofteachers.ac.uk

Online

Dyslexia: Making the Most of your Child's Potential Designed and tutored by the internationally renowned expert on dyslexia Dr Gavin Reid, this dynamic course helps parents of children with dyslexia and provides practical information and advice on every aspect of dyslexia. Enrol now and gain access to course material for three months.

ICEP Europe

0208 3547592 info@icepe.eu www.icepe.co.uk

Online

ADHD Many teachers, parents and students alike struggle daily with the behavioural

Online

and learning implications of

ICEP Europe in Partnership with NAS Offer 2 Online Autism Courses

attention deficit hyperactivity

ICEP Europe in partnership with the National Autistic Society Training and Consultancy offer two in-depth, online courses on autism and Asperger syndrome. Spring Term dates: 13 February to 6 April 2012. Enrolments taken up until 30 March.

ADHD can thrive in school

ICEP Europe

0208 3547592

disorder (ADHD). With early intervention and the right supports, children with and beyond. This course is designed to provide teachers and other professionals with the confidence, knowledge and practical skills to recognise and assist pupils with ADHD. ICEP Europe

0208 3547592

info@icepe.eu

info@icepe.eu

www.icepe.co.uk

www.icepe.co.uk

ICEP Europe

0208 3547592 info@icepe.eu

www.icepe.co.uk

SENISSUE56

103

104

RECRUITMENT & CPD

Book now to advertise

in the March/April issue of SEN Magazine This issue will also be distributed at TES Resources Show North: 20 & 21 April 2012

For the best advertising package, contact Denise: 01200 409808 denise@senmagazine.co.uk SENISSUE56

www.senmagazine.co.uk

cpd & TRAINING Various Jan. - April

Intensive Interaction: Connecting with Non Verbal Children and Adults with Autism or Profound Learning Disabilities 27 Jan: Glasgow 22 Feb: Liverpool 23 Feb: Chorley 5 Mar: London 12 Mar: Middlesbrough 14 Mar: Birmingham 15 Mar: Taunton 26 Apr: Doncaster

Learn how to identify the “brain-body language” a person uses to talk to themselves. Develop the confidence and knowledge to set up a “conversation”.

Learn how to focus on the difficulties a person is experiencing, rather than the problems they are presenting. Gain a thorough understanding of how to communicate with people who do not speak or respond due to their disability or behavioural difficulties.

Concept Training Ltd

01524-832828 www.concept-training.co.uk

Various Jan. - April

Practical & Effective Ways of Using Multisensory Equipment 27 Jan: Middlesbrough 8 Feb: Liverpool 28 Feb: Leeds 6 Mar: Glasgow 12 Mar: London 20 Mar: Gateshead 26 Mar: Taunton 27 Mar: Birmingham 30 Apr: Ipswich

Find out everything you need to know to get the most out of a multi-sensory environment, how to use it and how to set up a new multi-sensory environment without breaking your budget. Gain a greater understanding of how to apply multi-sensory principles and learn new ideas you can take away and use the next day.

January 2012 11 January

Henshaws College Open Day Harrogate

Henshaws College provides specialist further education to residential and day students with a range of disabilities, aged between 16 and 22. We specialise in visual impairment. Our open days are a chance for potential students and their parents/carers to visit us and find out more about who we are and what we do. Please contact us to book your place on your preferred session as spaces are limited. If you are unable to make any of the dates, please contact us and we will make alternative arrangements with you.

N.B. Open Days must be pre-booked

01423 886451

www.henshaws.org.uk

11 - 14 January

BETT 2012 Olympia, London

The SEN Zone at BETT continues to be the largest, most comprehensive gathering of educational ICT providers for special needs in the UK. Committed to helping every child reach their full potential, the zone is focused on new techniques, new information and new resources to help reach that goal. The Special Needs Seminar Theatre will discuss a wide range of issues featuring expert speakers and practitioners.

Quote priority code SENM01 for free entry.

24 January

The Challenging Behaviour Roadshow London

Featuring national and local stakeholders specialising in services for adults with learning disabilities who exhibit challenging behaviour - The Estia Centre, Belfast Health and Social Care Trust, NHS Trafford, Mencap, The Challenging Behaviour Foundation, Birmingham University, MacIntyre, Voluntary Organisations Disability Group. www.pavpub.com

31 Jan. & 1 Feb.

PECS Advanced Training Newcastle

This workshop will provide practical ideas for advanced lessons in expanding the learners’ language and communication within functional activities, and essential tools for identifying communication opportunities across the day. Participants will leave the training with innovative and creative ideas on how to successfully problem solve PECS implementation and how to take PECS to the next level.

01273 609 555 www.pecs.com

Various Feb. & March

Play for People with ASD 8 Feb: Gateshead 16 Mar: Liverpool 27 Mar: London

Play involves spontaneity, imagination, freedom, social interaction and openness to sensory experiences – hardly surprising, therefore, that many people with autistic spectrum disorder (ASD) find play activities and playful interactions puzzling, difficult, threatening or irrelevant. This workshop is for anyone who wants to help a person with ASD increase their play skills and develop playfulness.

Various Feb. & March

Practical Tools to Tackle Behaviour in the Classroom 16 Feb: Glasgow 2 Mar: Chorley 13 Mar: London 28 Mar: Gateshead

This course is bursting with tried and tested strategies to get pupils focused and engaged in positive behaviour. This widely acclaimed approach is a must for any teacher who has ever been confronted with low-level and challenging behaviour and wants to get the best out of their pupils.

Concept Training Ltd

01524-832828 www.concept-training.co.uk

February 2012 1 February

NAS Education Roadshow: Exeter

Rougemount Hotel, Exeter

Featuring a range of expert speakers, this roadshow will provide education, health and social care professionals, as well as parents of pupils with autism, an opportunity to learn new strategies, share good practice and network.

With expert speakers, workshops, a stimulating panel debate and plenty of networking opportunities, this event is a great opportunity to gain crucial knowledge about how teachers can best support children with autism. www.autism.org.uk/conferences/roadshow2011

2 & 3 February

PECS Basic Training Workshop Newcastle

Concept Training Ltd

The Picture Exchange Communication System (PECS) is an approach that teaches functional communication skills using pictures. This workshop will give you the background and all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01524-832828

01524-832828

www.concept-training.co.uk

www.concept-training.co.uk

01273 609 555

Concept Training Ltd

www.senmaGAZINE.co.uk

More details are available at: www.bettshow.com

For the latest news, listings and resources visit: www.senmagazine.co.uk

www.pecs.com

SENISSUE56

105

106

cpd & TRAINING 2 & 3 February

PECS Basic Training Workshop Liverpool

The Picture Exchange Communication System (PECS) is an approach that teaches functional communication skills using pictures. This workshop will give you the background and all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 www.pecs.com

7 February

NAS Education Roadshow: Birmingham Holiday Inn Birmingham City Hotel

Featuring a range of expert speakers, this roadshow will provide education, health and social care professionals, as well as parents of pupils with autism, an opportunity to learn new strategies, share good practice and network.

With expert speakers, workshops, a stimulating panel debate and plenty of networking opportunities, this event is a great opportunity to gain crucial knowledge about how teachers can best support children with autism. www.autism.org.uk/conferences/roadshow2011

9 February

Confident Parenting Manchester

This one day course is for professionals, including teachers, social workers, educational and clinical psychologists, who work with parents of children with special educational needs. This course will train practitioners in the successful delivery of parental workshops to empower parents of youngsters with learning difficulties to confidently manage their child.

0191 2728600 www.equals.co.uk

SENISSUE56

11 - 13 February

28 & 29 February

7 March

Cultivating Mindfulness and Empathy in Teaching

NAS Professional Conference 2012

Three day break for education professionals on research-based tools to enhance personal wellbeing.

Manchester Central Convention

ACAMH Master Class: Autism Spectrum Disorder

Complex

London

London

info@mindwithheart.org.uk www.mindwithheart.org.uk

22 - 24 February

Structured Teaching Course Newbury, Berkshire

An intensive course for all those working with individuals with autism, which provides both the theory and the practical applications of structured teaching. Delivered by trainers with extensive training and experience with the TEACCH approach, following more than seven years working with Division TEACCH. September 2012 dates also available.

The NAS’s third annual Professional Conference will provide a forum for professionals to discuss best practice and share learning.

With a particular focus on working more collaboratively to improve outcomes for people with autism, this year's conference takes a closer look at short- and longer-term strategies to make the best use of resources. www.autism.org.uk/conferences/professional2012

28 & 29 February

£295 professionals £145 parents/concessions Prior’s Court Training & Development Centre

Makaton Foundation Course

01635 247202

The course covers levels 1-4 of the Makaton vocabulary and how to start using and teaching Makaton.

training@priorscourt.org.uk www.priorscourt.org.uk

24 February

Attachment and Trauma: Supporting lookedafter, adopted and vulnerable children

www.inspiredfoundations.co.uk

27 & 28 February

PECS Basic Training Workshop Norwich

The Picture Exchange Communication System (PECS) is an approach that teaches functional communication skills using pictures. This workshop will give you the background and all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555

0207 403 7458 ingrid.king@acamh.org.uk www.acamh.org.uk

7 March

Henshaws College Open Day Harrogate

A half day workshop covering causes, symptoms and practical strategies.

Henshaws College provides specialist further education to residential and day students with a range of disabilities, aged between 16 and 22. We specialise in visual impairment. Our open days are a chance for potential students and their parents/carers to visit us and find out more about who we are and what we do. Please contact us to book your place on your preferred session as spaces are limited. If you are unable to make any of the dates, please contact us and we will make alternative arrangements with you.

N.B. Open Days must be pre-booked

£35

01423 886451

www.inspiredfoundations.co.uk

www.henshaws.org.uk

Newcastle upon Tyne

£120.00 per delegate www.headstraining.co.uk

March 2012

Telford

Covering: the care system, attachment and trauma, brain development, symptoms and strategies.

Full day event.

Professor Ann Le Couteur, Professor of Child & Adolescent Psychiatry, Institute of Health and Society, Newcastle University, and Professor Patricia Howlin, Professor of Clinical Child Psychology, Institute of Psychiatry, London.

For further details, contact Ingrid King on:

6 March

Attachment and Trauma: Supporting lookedafter, adopted and vulnerable children Warwick

We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-to-date information before you make arrangements to attend.

www.pecs.com

www.senmagazine.co.uk

cpd & TRAINING

www.senmaGAZINE.co.uk

SENISSUE56

107

cpd & TRAINING

108

9 March

Emanuel Miller Annual Lecture and Conference: Speech and Language Disorders London

Full day event. Named Memorial Speaker: Professor Dorothy Bishop, Professor of Developmental Neuropsychology, Department of Experimental Psychology, University of Oxford.

Opening Address: Rt Hon John Bercow MP, Member of Parliament for Buckingham and Speaker of the House of Commons.

Guest Speaker: Professor Sheena Reilly, Professor of Paediatric Speech Pathology, Department of Paediatrics, University of Melbourne; Royal Children’s Hospital, Australia.

For further details, contact Ingrid King on:

0207 403 7458 ingrid.king@acamh.org.uk www.acamh.org.uk

8 & 9 March

PECS Basic Training Workshop

12 March

Language of Emotions Workshop Manchester

Language of Emotions Workshop Cardiff

Many people, especially those with autism, have difficulty acquiring language related to expressing their emotions and identifying emotions in other people. In this workshop, we will review traditional approaches to teaching children with autism to communicate about their emotions as well as respond to such language from other people.

Many people, especially those with autism, have difficulty acquiring language related to expressing their emotions and identifying emotions in other people. In this workshop, we will review traditional approaches to teaching children with autism to communicate about their emotions as well as respond to such language from other people.

01273 609 555

www.pecs.com

01273 609 555

www.pecs.com

12 March

Language, Literacy and Communication for Pupils with Severe Learning Difficulties Newcastle upon Tyne

Course Tutor: Peter Imray. £120.00 per delegate www.headstraining.co.uk

14 March

Language of Emotions Workshop Newcastle

The Picture Exchange Communication System (PECS) is an approach that teaches functional communication skills using pictures. This workshop will give you the background and all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

Many people, especially those with autism, have difficulty acquiring language related to expressing their emotions and identifying emotions in other people. In this workshop, we will review traditional approaches to teaching children with autism to communicate about their emotions as well as respond to such language from other people.

01273 609 555

01273 609 555

www.pecs.com

www.pecs.com

Plymouth

16 March

15 - 17 March

The Education Show Birmingham NEC

Continuing professional development is at the heart of the Education Show 2012 with over 70 free seminars across all areas of education. Attendees will receive insightful updates and guidance on the latest teaching practices and secondary SENCOs can benefit from free training. For more information, visit: www.education-show.com/learnlive

20 March

Intensive Interaction London

Course programme includes: • the development of Intensive Interaction • how people learn to communicate and relate in infancy • the fundamentals of communication • the principles of Intensive Interaction • how to do Intensive Interaction and organising work on Intensive Interaction.

28 March

NAS Education Roadshow: London Featuring a range of expert speakers, this roadshow will provide education, health and social care professionals, as well as parents of pupils with autism, an opportunity to learn new strategies, share good practice and network.

With expert speakers, workshops, a stimulating panel debate and plenty of networking opportunities, this event is a great opportunity to gain crucial knowledge about how teachers can best support children with autism. www.autism.org.uk/conferences/roadshow2011

29 March

Positive Ways of Changing Behaviour Birmingham

Don’t just manage challenging or difficult behaviour, use pro-active approaches to support children and service users to make positive behavioural changes. Gain an understanding of behaviour and its function and learn to recognise early warning signs of negative behaviour and make positive early interventions Concept Training Ltd

01524-832828 www.concept-training.co.uk

0191 2728600

www.equals.co.uk

22 March

High Quality P.E. For Youngsters with ASD Newcastle upon Tyne

This is a new course being delivered by Anne Cradock. £110.00 per delegate www.headstraining.co.uk

SENISSUE56

www.senmagazine.co.uk

cpd & training

www.senmaGAZINE.co.uk

SENISSUE56

109

cpd & TRAINING

110

April 2012 2 - 4 April

Cultivating Mindfulness and Empathy in Teaching London

Three day break for education professionals on research-based tools to enhance personal wellbeing.

26 April

Intensive Interaction Training Copthorne Hotel, Newcastle upon Tyne

The course is primarily concerned with the needs of people who are pre-verbal.

Course Tutor: Dave Hewett. www.headstraining.co.uk

info@mindwithheart.org.uk www.mindwithheart.org.uk

12 & 13 April

11th International Conference on the Care and Treatment of Offenders with a Learning Disability

Northumbria University, Newcastle

This two-day conference is recognised as the foremost opportunity, in the UK and internationally, for reflection and sharing for services providing care for offenders with learning disabilities, both in the public and independent health and social care sectors and the criminal justice system. The conference and its published proceedings has provided a platform for this speciality, often regarded as a minority interest by both health and criminal justice mainstream services. www.autism.org.uk/conferences/ldoffenders2012

23 - 27 April

TEACCH Five-day Course Newbury, Berkshire

Inspirational and intensive course combining active learning sessions with direct, supervised experience working with students with autism in a structured setting. Led by TEACCH trainers from Division TEACCH and trainers from Prior’s Court with extensive training and experience with the TEACCH approach, following more than 7 years working with Division TEACCH. December 2012 dates also available. £995 professionals/parents Prior’s Court Training & Development Centre

01635 247202

training@priorscourt.org.uk www.priorscourt.org.uk

SENISSUE56

27 April

P Scale Moderation Workshop London

The workshop includes: • a brief overview of the P scales • the new “Using the P Scales to Assess Pupils’ Progress” guidance • assessment and moderation in context • opportunities to develop skills and confidence in making judgements about work within the P scales and lower National Curriculum levels • an opportunity for delegates to moderate assessments from their own school/setting.

0191 2728600 www.equals.co.uk

27 April

Attachment and Trauma: Supporting lookedafter, adopted and vulnerable children Stoke

Covering: the care system, attachment and trauma, brain development, symptoms and strategies. www.inspiredfoundations.co.uk

Join us on

www.facebook.com SEN Magazine

27 April

22 May

Positive Ways of Changing Behaviour Doncaster

Don’t just manage challenging or difficult behaviour, use pro-active approaches to support children and service users to make positive behavioural changes. Gain an understanding of behaviour and its function and learn to recognise early warning signs of negative behaviour and make positive early interventions Concept Training Ltd

01524-832828

www.concept-training.co.uk

May 2012 4 May

P Scale Moderation Workshop Manchester

The workshop includes: • a brief overview of the P scales • the new “Using the P Scales to Assess Pupils’ Progress” guidance • assessment and moderation in context • opportunities to develop skills and confidence in making judgements about work within the P scales and lower National Curriculum levels • an opportunity for delegates to moderate assessments from their own school/setting.

Hydrotherapy Pool Training Newcastle upon Tyne

This is an excellent course aimed at all professionals to get hands on experience.

Course Tutor: Anne Cradock. £120.00 per delegate www.headstraining.co.uk

25 May

An SLD Curriculum for the 21st Century Manchester

The workshop includes: • developing an SLD curriculum • teaching the “P” level learner • teaching the higher functioning (P8+) learner • literacy and numeracy • the primary/secondary split • the legal position.

0191 2728600 www.equals.co.uk

0191 2728600

www.equals.co.uk

10 May

Sensory Issues: are they the key to unlocking autism?

Manchester

International speaker Wendy Lawson will be sharing her experiences, insights and knowledge when she talks on “Autism and Sensory Issues” at the University of Manchester.

0191 2728600

www.equals.co.uk

www.senmagazine.co.uk

cpd & training

www.senmaGAZINE.co.uk

SENISSUE56

111

112

sen resources DIRECTORY

SEN resources directory Information, advice and support for all things SEN...

ADHD ADDers.org Information and support forum for those affected by ADD/ADHD:

www.adders.org

Bullying Bullying UK

Dyspraxia Foundation UK

Support and advice on bullying:

Dyspraxia advice and support

www.bullying.co.uk

www.dyspraxiafoundation.org.uk

Childline National Attention Deficit Disorder Advice and support for those suffering from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD:

Cerebral palsy

www.addiss.co.uk

Autism/ASD Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

www.aspergerfoundation.org.uk

Autism Awareness Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS) Help and information for those affected

by ASD:

www.autism.org.uk

Scope UK Help, advice and support for children and adults affected by cerebral palsy:

Down syndrome Down’s Syndrome Association (DSA)

Advice and information on epilepsy:

www.epilepsy.org.uk

National Centre for Young People with Epilepsy Epilepsy support for young people:

www.ncype.org.uk

General SEN British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

www.downs-syndrome.org.uk

Cerebra UK

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Dyslexia

Charity for children with brain related conditions:

www.cerebra.org.uk

Child Brain Injury Trust Supporting children, young people, families and professionals when a child has acquired a brain injury.

www.childbraininjurytrust.org.uk

Department for Education (DfE) The UK Government’s education department:

www.researchautism.net

Charity dedicated to reforming attitudes and policy towards bullying:

Epilepsy Action

Information, support and training for those affected by Down syndrome:

Charity focused on researching interventions in autism:

Anti-Bullying Alliance (ABA)

Epilepsy

www.scope.org.uk

Research Autism

Bullying

Dyspraxia

www.education.gov.uk

British Dyslexia Association (BDA) Mencap Information and support for people affected by dyslexia:

Learning disabilities charity:

www.mencap.org.uk

www.bdadyslexia.org.uk

Dyslexia Action

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Charity providing services to those affected by dyslexia:

Organisation for the education, training, advancement of those with SEN:

www.beatbullying.org

www.dyslexiaaction.org.uk

www.nasen.org.uk

www.anti-bullyingalliance.org.uk

Beat Bullying

SENISSUE56

www.senmagazine.co.uk

sen resources directory

General SEN National Parent Partnership Network Network of local partnerships providing information, advice and support for parents and carers of those with SEN:

www.parentpartnership.org.uk

Home schooling

www.senmagazine.co.uk

Hearing impairment

Support for people with little or no clear speech:

National organisation for home

www.communicationmatters.org.uk

educators:

www.thenuk.com/

PMLD PMLD Network Information and support forPMLD:

www.pmldnetwork.org

Rebound therapy

Deafness Research UK Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

National Deaf Children’s Society Charity to help deaf children and young people:

The National Rebound Therapy Consultancy UK governing body for rebound therapy.

www.reboundtherapy.org

SEN law

www.ndcs.org.uk

Royal National Institute for Deaf People (RNID)

Independent Parental Special Education Advice

Hearing impairment charity:

Legal advice and support for parents:

www.rnid.org.uk

www.ipsea.org.uk

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

Communication Matters

The Home Education Network UK (THENUK)

SEN Magazine The UK’s leading magazine for special educational needs:

SLCN

Spina bifida Shine

Awarding Body for the LOtC quality badge:

Information and support relating to spina

www.lotc.org.uk

www.shinecharity.org.uk

bifida and hydrocephalus:

Literacy

SLCN

The Communication Trust Raising awareness of SLCN:

www.communicationmatters.org.uk

Tourette’s syndrome Tourette's Action

Information and advice on Tourette’s:

www.tourettes-action.org.uk

Visual impairment National Blind Children’s Society

Support and services for parents and carers of blind children:

www.nbcs.org.uk

Royal National Institute of Blind People (RNIB)

Support and advice to those affected by visual impairment:

www.rnib.org.uk

For the latest news, articles, resources, cpd and events listings, visit: www.senmagazine.co.uk

ACE Centre Advice on communication aids:

www.ace-centre.org.uk

National Literacy Trust (NLT) Literacy charity for adults and children:

www.literacytrust.org.uk www.senmaGAZINE.co.uk

Afasic Help and advice on SLCN:

www.afasicengland.org.uk SENISSUE56

113

Subscriptions aibl ectohtheaUKn’s cleadeing magazine for special Fin subscr (offer only valid until 1 February 2012)

to 0 a year (6 issues) .uk/subscribe) educational needs at just £30128.0 e.co 00 409800 or visit: www.senmagazin tions please call: (UK only. For international subscrip

Get every issue of SEN Magazine delivered direct to your home or work place.

Simply fill in this form and send it to the address below.

Contact details for delivery: Home q Work q Title ___________ First name _____________________________ Surname ____________________________________ Address ____________________________________________________________________________________________ Town _____________________________________________ County __________________________________________ Postcode _________________________________ Tel. (inc. STD)______________________________________________ Email _______________________________________________________________________________________________ Signature ___________________________________________________________________________________________ Which of the following categories best describe your involvement with special educational needs?

SENCO Headteacher Teacher TA/classroom assistant Student

q q q q q

Parent q Carer q Therapist q Educational psychologist q Other (please specify) _______________________

How to pay By cheque: make your cheque for £38 payable to SEN Magazine and post with this form to the address below.

Bank or card payment: If you would like to pay by BACS or debit/credit card, please contact Anita on: 01200 409802 or email: subscribe@senmagazine.co.uk

Invoice required q Invoicing details (If different from above) Contact name ______________________________________________________________________________________ Organisation ________________________________________________________________________________________ Address ___________________________________________________________________________________________ Town _________________________________________ County ______________________________________________ Postcode ______________________________ Tel. (inc. STD) _______________________________________________ Order number _________________________________ Signature ____________________________________________

Subscriptions, SEN Magazine, Chapel House, 5 Shawbridge Street, Clitheroe BB7 1LY Tel: 01200 409800 Email: subscribe@senmagazine.co.uk

SEN56

Accounts/contact email _______________________________________________________________________________ If you do not want to receive our monthly newsletter, tick here q