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
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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
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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
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SENISSUE56
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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
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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
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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
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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
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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
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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
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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.
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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
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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?
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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
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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
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POINT OF VIEW
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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
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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.
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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 >>
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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.
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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
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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
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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
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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
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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
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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.
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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
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47
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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
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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 >>
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(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
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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.
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Further information
Professor Geoff Lindsay is Director of the Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick: www2.warwick.ac.uk
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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.
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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.
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Further information
Ian Bean is an independent Special Needs ICT Consultant and Trainer: www.ianbean.co.uk
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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
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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 >>
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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
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Further information
Dr Glen Williams is a chartered psychologist at W3 Insights: www.gl-assessment.co.uk/pass
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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.
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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.
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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
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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
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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.
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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
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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
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wills and trusts
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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
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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
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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.
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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.
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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.
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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
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early signs that something is not right with their younger child. An additional report by the same
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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.
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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.
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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.
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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.
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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
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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
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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
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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 >>
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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”,
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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
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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
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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.
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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.
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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
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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
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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.
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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www.senmaGAZINE.co.uk
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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
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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:
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