SEN Magazine - SEN58 - May/June 2012

May • June 2012 Issue 58

Joining the big adventure How can we make outdoor play accessible to all?

What next for SLCN?

Jean Gross on the legacy of the National Year of Communication

Disagreeing about dyslexia

Is dyslexia really such a useful label?

ASD • behaviour • epilepsy • respite care • numeracy peer mentoring • home education • ICT • sport • cycling fostering • SEN news, courses and events, plus much more...

this issue in full

May • June 2012 • Issue 58

Editor’s diary In March, I attended the Prince’s Trust and L'Oréal Paris Celebrate Success Aw a rd s , which recognise young people who have found success in enterprise, often against the odds.

Staged in the glamorous surroundings of London’s Leicester Square Odeon, the ceremony was hosted by TV favourites Ant and Dec with Awards presented by HRH the Prince of Wales and a glittering cast of Trust ambassadors, including actresses Joanna Lumley and Keeley Hawes, TV presenter Gok Wan and Brit Award winner Emeli Sandé.

06

SEN news

12

What’s new?

18

Point of view

20

Prince’s Trust Awards

24

Peer mentoring

28

Numeracy

32

Dyslexia

38

SLCN

42

Specific language impairment

46

Respite care

the imagination of all present. Their stories spoke of the desperation and isolation that are far too common for many young people with SEN, and of the courage and determination it takes to tackle barriers to achievement day after day. Perhaps most importantly, though, they reminded us that, with the right support, difference can be embraced, difficulties overcome and ambitions realised. For an account of the achievements of these inspiring young people turn to page 20 of this issue of SEN Magazine.

48

Play

53

Behaviour

56

Epilepsy

60

Epilepsy and comorbidity

62

Home education

64

ICT

68

Sport

72

Cycling

75

Fostering and adoption

80

Parent/school liaison

82

Autism

Also in this issue, Jean Gross assesses the legacy of the National Year of Communication (p.38) and Anna Route looks at what it takes to make play inclusive for all (p.48). You will also find features on peer mentoring, numeracy, dyslexia, respite care, epilepsy, home education, ICT, sport, fostering, autism and much more.

95

About SEN Magazine

96

Book reviews

98

Special Needs Midlands

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

CONTRIBUTORS

In such exalted company, the audience could perhaps be forgiven for being a little star struck, but it was ever apparent that the real stories lay not with the celebrities but with the Awards nominees we were there to honour.

As always, we are keen to hear about your experiences, ideas and opinions, so please drop me an email or join SEN Magazine on Twitter and Facebook.

Barbara Bradbury

In particular, the accounts of two young men and one group of young people, all of whom have special educational needs, really captured

Peter Sutcliffe Editor editor@senmagazine.co.uk

Embers

Steve Chinn Caroline Costello Leanne Creighton Nick Fuller Sue Gerrard Noel Gibb

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

Jean Gross Subscription Administrator Amanda Harrison amanda@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry - www.flunkyfly-design.com design@senmagazine.co.uk Next issue deadlines: Advertising: 7 June 2012 News: 31 May 2012 Disclaimer

Zoe Hall Angela Kenvyn Linda Lascelles Ginny Lunn Angie McGlashon Caroline Millington Mary Mountstephen Mags Reinig Anna Route

The opinions expressed in SEN Magazine are not necessarily those

Kris Stevens

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

Dominic Stevenson

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

John Steward Jean Wilson

SEN Magazine ISSN: 1755-4845

www.senmaGAZINE.co.uk

SENISSUE58

In this issue

Numeracy

20

28

53

Behaviour

With royal approval

60

The remarkable stories of young entrepreneurs with SEN who triumphed at the recent Prince’s Trust Awards

24

62

A steadying influence Making maths add up

64

Home truths

Picture this Using ICT to motivate and inspire children in the classroom

Disagreeing about dyslexia

68

Is "dyslexia" really such a useful label?

38

Calming the storm

The challenges and rewards of home educating teenagers with special needs

Teaching maths to students with SEN

32

56

Epilepsy

The complex relationships between epilepsy, SEN and educational performance

The benefits for all concerned of peer mentoring

28

May • June 2012 • Issue 58

Carrying the torch How young people with SEN and disabilities are engaging with the 2012 Paralympics

SLCN: where are we now?

Jean Gross looks at the legacy of the National Year of Communication

72

Setting wheels in motion A useful guide to all-ability cycling

42

Tongue tied Supporting those with specific language impairment

75

Fostering talent What does it take to foster a child with SEN?

46

Time out

80

How respite care can give all family members the break they need

48

Joining the big adventure What can we do to make outdoor play accessible to all?

53

Heading for trouble A parent tells how a crunch meeting with school staff produced more questions than answers about his sons’ SEN support

82 The pressure principal Using a body awareness programme to promote learning for children with ASD

Challenging labels Seeing the individual behind the behaviour issue

56

98

One of the gang?

A look ahead to the NEC’s new SEN dedicated event

How can we help pupils with epilepsy achieve their full potential?

Follow us on

Special Needs Midlands preview

Visit us at:

www.senmagazine.co.uk

Join us on

20 Prince's Trust Awards 24 Peer mentoring

46 Respite care

Regulars 6 12

18

SEN news What's new?

The latest products and ideas from the world of SEN

Point of view Your opinions aired

96

48 Inclusive play

Book reviews

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

112 SEN resources directory

In the next issue of SEN:

SEN law • autism • manual handling literacy/phonics • communication aids bullying • looked after children • dyslexia PSHE • cerebral palsy • visual impairment and much more...

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SEN NEWS

Care crisis looms for those with learning disabilities Many people with learning disabilities face isolation and an uncertain future because local authorities are being forced to make further cuts to social care, says a new report by the Learning Disability Coalition.

Warning that many of those with learning disabilities and their families will struggle to maintain even a basic standard of living, the Report’s authors call on the Government to urgently reform the social care system and invest more money to end “the care crisis”.

The Coaltion, made up of 15 leading disability and SEN charities, carried out surveys of local authorities, people with learning disabilities and service providers at the start of 2012.

The majority of councils reported that they are facing difficulties

“Nearly half of people with a learning disability have either had

in funding services for those with learning disabilities, with 77

their services cut or charges increased”, says Anthea Sully,

per cent saying that they are either making cuts to services or

Director of the Learning Disability Coalition. “This reveals the

efficiency savings. In addition, 13 per cent of authorities had

myth that restrictions on local authority budgets can be contained

tightened their eligibility criteria, while an additional seven per

within efficiency savings. Ongoing cuts are being made to

cent were considering this option for next year.

services, causing very real difficulties for people.”

Over the last year, 17 per cent of people with learning disabilities

The report says that its user survey and local authority survey

say that the number of hours of support they receive has been

show “a system in crisis and in desperate need of reform”. This

reduced, while 13 per cent have received less money to spend

conclusion is borne out by responses from service provider

on their support. Roughly 2 per cent of respondents had lost their

organisations, with 84 per cent saying that reform is vital to

support entirely due to changes in eligibility criteria introduced

change social care and 62 per cent saying that more money is

by the local authority.

needed to implement reform.

Children with SEN top school absentee list Nearly 400,000 pupils missed at least a month of school during

to 2010/11 (0.1 per cent), while

the school year 2010/11, according to Government statistics.

authorised absence fell by 0.3 per

Those with SEN and children on free school meals were around

cent during this period. Illness is

three times more likely to be persistently absent.

cited as the most common reason for children missing school, representing

Releasing the figures, a Department for Education (DfE) statement

almost 60 per cent of absences.

highlighted “clear evidence of a link between poor attendance

Term-time holidays account for nearly

at school and low levels of achievement”. Figures for 2009/10

ten per cent of absentees.

show that only 35 per cent of pupils who missed ten to twenty per cent of school achieved five A* to C grade GCSEs including

Schools

English and maths. For those who missed 50 per cent of school

acknowledged that persistent absence is a serious problem

Minister

Nick

Gibb

this figure drops to just three per cent. This contrasts with children

which can have a major impact on a child’s future. “Children

who missed less than five per cent of school, 73 per cent of

who miss school, miss out as adults”, he said.

whom achieved five A* to C grades including English and maths.

The statistics for pupil absence in schools in England for the In keeping with figures for the last five years, unauthorised

school year 2010/11 can be found on the DfE website:

absence changed by only a very modest amount from 2009/10

www.education.gov.uk

SENISSUE58

www.senmagazine.co.uk

SEN NEWS

MPs “shocked” by SEN transitions

Teacher training needs SEN overhaul

A cross party group of MPs has

England is being left behind by other leading nations because

expressed concern that too

it is failing to make progress on tackling literacy, according to

many young people with SEN

a major UK charity. Dyslexia Action claims that 20 per cent of

are falling through the gaps

11-year-olds are not achieving acceptable levels for reading,

when they leave school. The

and literacy standards have not improved since 2005.

House of Commons Public Accounts Committee says it is

The charity is urging the Government to give the current teacher

“shocked” that roughly a third

training programme an SEN overhaul so that schools can improve

of 18-year-olds with SEN are

literacy assessments and provide effective support for those

not in education, employment

struggling with reading. Teachers should also be better prepared

or training (NEET).

in SEN issues before they start work in schools.

The Committee’s report into SEN provision for those aged 16

“Until the educational system adequately responds to children

to 25 criticises the current system for being too complicated,

with barriers to literacy learning, such as dyslexia, it is inevitable

saying that some parents are “driven to despair when searching

that large numbers of children will leave primary school without

for appropriate support for their child".

the basic skills needed to access the opportunities of secondary education”, says John Rack, Head of Policy and Research for

It also points to massive regional variations between local

Dyslexia Action.

authorities in terms of the quality and types of care provided.

While funding is provided centrally, authorities have a great deal

Education Secretary Michael Gove announced in a recent BBC

of autonomy over how they allocate funds, and the amounts

interview that ten per cent of children are dyslexic. However,

spent per student with SEN can vary greatly across authorities.

many of these children are not being identified at school, Dr Rack

During 2009/10, the Government spent roughly £640 million

claims, and some schools are not able to provide appropriate

on special education support for those aged between 16 and

interventions and support.

25. However, while the numbers of young people with SEN staying in education are on the increase, the report argues that the help these school-leavers need is not given a high enough priority, leading to a "life-long legacy of lost opportunities" for many with SEN.

Call for mandatory dyslexia training The British Dyslexia Association (BDA) has called for mandatory dyslexia awareness sessions to be included in all initial teacher

The Committee has challenged the Government to create a

training courses.

simpler system in which parents are kept better informed and the assessments process is made quicker and more uniform

The charity argues that all teachers should be trained to

across the country.

understand how dyslexia affects learning and ensure dyslexia friendly practice in schools. Teachers should know when to put

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children forward for dyslexia assessment and when to provide appropriate intervention.

The BDA has started an online petition for those wishing to support the campaign at: http://epetitions.direct.gov.uk/petitions/20674

For the LATEST NEWS, ARTICLES, SEN RESOURCES, CPD & EVENTS LISTINGS, visit: www.senmagazine.co.uk SENISSUE58

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SEN NEWS

Language development test for toddlers The results of a new speech test suggest that a limited vocabulary at the age of two years can signal language development problems which persist into later life.

Offenders with SLCN need more support Greater investment in speech and language therapy within the Scottish criminal justice system is needed to help cut reoffending rates, according to a new study.

Research conducted by Queen Margaret University, Edinburgh and the Royal College of Speech and Language Therapists (RCSLT) looked at the type and scale of current service provision and where improvements could be made. The results suggested that there is a “huge unmet need”, with very few offenders receiving effective help to improve their communication skills.

Around 60 per cent of those in contact with youth justice services in Scotland are thought to have speech, language and communication needs (SLCN) which can have a very detrimental impact on their lives. Offenders with poor communication skills may have difficulties expressing themselves and understanding the speech of others. This can make it hard for them to make the most of the rehabilitation facilities available to them. Individuals who have problems communicating may also be less well equipped to live successfully outside of the criminal justice system, making them more likely to re-offend.

The study found that speech and language therapists were working across all areas of the criminal justice service but that most provision was at the custodial sentencing stage. Very little support with communication was given to young people before they offended or after they left prison.

“Although the value of speech and language therapy is recognised in prisons, the system is lacking assistance for young offenders still living in the community – assistance which may help prevent individuals re-offending”, says Ann Clark of Queen Margaret University. Ms Clark highlights poor staffing levels as a prime source of the problem, stating that “although the criminal justice system is receiving many hours of work from speech and language therapists, it appeared that only two therapists had their contracted hours within the system protected.”

SENISSUE58

Scientists at the Bryn Mawr College in Pennsylvania have devised a speech test for children which compares their speaking ability against a checklist of 310 basic words. Most toddlers have a vocabulary of between 75 and 225 words but around 15 per cent are “late talkers” who use less than 50 words. These children then go on to perform less well in tests measuring language and reading skills at age 17, even though they do not show developmental problems in other areas.

Speaking at a conference of the American Association for the Advancement of Science in Vancouver, Dr Leslie Rescorla, who led the study, said that low scores on the checklist could highlight an "enduring relative weakness in the area of early language development and hence later language skills."

Identifying late talkers could enable parents and practitioners to establish interventions to speed up their child’s language development.

Savings accounts for children in care Donors who wish to give money directly to children in long-term care will be able to do so through a new savings account, the Department for Education has announced.

The Share Foundation has been appointed to support more than 55,000 children who are in long-term care. The charity will open a Junior Individual Savings Account (Junior ISA) for every young person who has been in care for more than a year and who does not have a Child Trust Fund. The Government will kick start each account with a payment of £200.

The charity will seek to raise money from donors which will then be distributed amongst the open accounts.

News deadline for July/August issue: 31/05/12 Email: editor@senmagazine.co.uk Tel: 01200 409810

www.senmagazine.co.uk

SEN NEWS

Pupils to text school nurses

Young people leave care too early

Pupils are to be given greater access to school nurses, including being able to text them for appointments, under the Government’s new proposals to improve health in schools.

Nearly half of young people in care say that they are made to leave care too early and are not properly prepared for their future life, according to a new report by Roger Morgan, the Children’s Rights Director.

School nurses are to have a greater role in the lives of pupils.

This will involve educating and supporting children and young people in relation to issues such as obesity, drugs, alcohol and teenage pregnancy.

Currently, many pupils find it difficult to see a school nurse because they are too embarrassed or shy to seek help or because they do not know how to make appointments. By encouraging the use of email and text technology, the Government hopes that pupils will be able to overcome these barriers to access.

“We want young people to be able to speak to their school nurses more often so they get sound health advice”, says Secretary of State for Health Andrew Lansley. “Pupils have told us they want to be able to make appointments by text rather than going through the teacher, so that’s something we’re going to put into action.”

The Department for Health (DfH) has enlisted three hundred young volunteers to help formulate plans for how school nurses care for young people. These “school nurse champions” will work with DfH officials to help develop concrete proposals to improve access to school nurses and to improve the advice and assistance that nurses provide.

Is immaturity being mistaken for ADHD? Children who are amongst the youngest in their school year may be incorrectly diagnosed with ADHD because their immaturity is mistaken for signs of the condition, according to a new Canadian study.

Researchers at the University of British Columbia looked at nearly 100,000 children between the ages of six and 12 years in the Canadian province to ascertain how likely they were to be diagnosed with ADHD. The province has a 31 December cut-off point for entry into the school year, so those born in December could be nearly a year younger than some of their classmates. The study found that boys born in December were 39 per cent more likely to be diagnosed with ADHD and 48 percent more likely to be prescribed medication for the condition than children born in January the same year.

“Our study suggests younger, less mature children are inappropriately being labelled and treated,” says the study’s lead author Richard Morrow. “It is important not to expose children to potential harms from unnecessary diagnosis and use of medications.” www.senmaGAZINE.co.uk

The After Care report considered the views of more than 300 young people who had either recently left care or were preparing to do so. While most people tend to leave care at around the age of 24 years, some of those surveyed were leaving at just 16. One care leaver quoted in the report said: “As a 16-year-old I have gone from a children’s home to a women’s refuge. I have gone from having lots of support to having none.”

Many of those leaving care said that they needed more help with practical matters such as dealing with money and obtaining passports, national insurance cards and other official documents.

The report’s findings also highlighted the emotional effects of leaving care too early. “Young people telling us about their experiences of leaving care have mentioned that loneliness is something that many are struggling to cope with”, said Dr Morgan.

“Having spent years living with others in care, many now feel as though they have moved to a life of isolation and limited support.”

To download the After Care report, visit: www.rights4me.org

Children’s animation could help dyspraxic kids Producers of a CBeebies animation, voiced by former Doctor Who star David Tennant, have worked with occupational therapists from the Dyspraxia Foundation to create a series of movement activities for the programme. Dr Lynda FoulderHughes and Sally Payne, who volunteer for the Foundation, have collaborated on Tree Fu Tom, a fantasy adventure animation for children aged four to six years old.

Children watching the programme are invited to help Tom cast magic spells using a series of gentle, physical movements which they are encouraged to copy and practice. The therapists designed the movement sequences using techniques commonly used in occupational therapy practice. The spells aim to assist and enhance the development of strength and movement skills in all children, including those who have movement disorders and difficulties such as dyspraxia, at an important time in their growth.

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SEN NEWS

Home life is crucial to literacy development

Charity formed to tackle poor numeracy

Family routines and parental influence are the most important factors affecting a child’s literacy development, according to a new campaign by the National Literacy Trust.

A new UK charity has been established to highlight numeracy problems in the population and combat negative attitudes towards numeracy.

Through its Words for Life campaign, the charity aims to highlight the parental role in developing reading and comprehension, claiming that learning at home is a much better predictor of a child’s success than other factors, such as family income.

New research conducted by the Trust reveals that a third of parents in the UK do not realise that they are the most important influence on their child’s language and literacy development.

Around 15 per cent of parents believe that teachers have the biggest influence on these skills, while 14 per cent do not spend any time on a daily basis supporting their child’s reading and language development.

National Numeracy, which launched on 1 March 2012, says that the number of adults in England with poor numeracy skills has reached 17 million, nearly half the working-age population.

The charity points to the Government’s Skills for Life survey of 2011 which showed that nearly one in two adults had numeracy skills roughly equivalent to those expected of primary school age children. Many working people, the survey reports, cannot understand pay and deductions on a wage slip.

Chris Humphries, the Chair of National Numeracy says that “It is simply inexcusable for anyone to say ‘I can’t do maths’.

It’s a peculiarly British disease which we aim to eradicate. It doesn’t happen in other parts of the world, and it’s hitting our international competitiveness. With encouragement and good teaching, everyone can improve their numeracy.”

The charity intends to campaign to change attitudes towards maths and work with partner organisations to identify and spread new ways of improving standards of numeracy. www.nationalnumeracy.org.uk

More than 90 per cent of parents did say, though, that they would like to spend more time helping their child with literacy skills.

The charity is making a range of resources and information available to parents, including activities for parents and children and guidance on developmental milestones. www.wordsforlife.org.uk

Nominations open for epilepsy education awards Parents and students are being asked to submit their nominations for the 2012 Edwards, which recognise educational establishments that demonstrate good practice in supporting pupils and students with epilepsy.

Leanne Creighton, of organisers Epilepsy Action, says that the charity is keen to reward those schools and colleges which are going the extra mile to improve the learning experience of students with epilepsy. “This could be anything from training for staff, to risk assessments and good communication with parents”, she says. “We hope to see nominations from a wide spectrum of educational establishments.”

Nominations are open until 4 May 2012: www.epilepsy.org.uk/edwards SENISSUE58

Sports stars back School Games The Sainsbury’s 2012 School Games finals, taking place in May, have received the backing of a number of leading British athletes. Olympic stars Denise Lewis, Darren Campbell and Jason Gardener, and Paralympic gold medallist Ellie Simmonds, were joined by the Princess Royal and Sports and Culture Secretary Jeremy Hunt at a special reception at Downing Street in March to showcase the Games.

The School Games will see 1,600 young people compete across 12 sports, six of which feature disability competition.

Venues will include the Olympic Stadium, Velodrome, Aquatics Centre and ExCel Centre in London.

Gold medal-winning Olympic heptathlete Denise Lewis said that the School Games will enable the young athletes to get a feel for what it is like to compete at the highest level. “Competing in some of the Olympic venues before London 2012 is something most young people can only dream of”, she said.

More than 35,000 spectators from schools across the country are expected to watch the competitions which will take place from 6 to 9 May 2012.

To find out more, visit: www.2012schoolgames.com www.senmagazine.co.uk

SEN NEWS

£300k for Scottish autism services

Autism film resource launched

Grants of around £300,000 have been awarded to autism

A new resource has been introduced to help teachers explore the subject of autism via the medium of film.

Autism on Film, produced by the charity Filmclub, is an educational guide which includes a series of five films selected because of the unique insights they provide into what it is like to be autistic.

organisations in Scotland in a drive to develop services for those affected by the condition.

Sixteen organisations will benefit from the funding. Richmond Fellowship Scotland, which provides community-based services, will receive nearly £85,000, Perth Autism Support will get £11,000 for its children and family support services and Barnardo's Intensive Behaviour Support Service will receive over £10,000.

Nine local autism coordinators are also being recruited. Their role will be to assess local provision for autism and make recommendations to develop services.

The funding awards are part of the Scottish Government’s £13.4 million autism strategy, developed in association with local authorities in the country, which was announced in November 2011.

Oxford’s ACE Centre faces closure The ACE Centre in Oxford, seen by many as a pioneering resource for augmentative and alternative communication (AAC) provision, is set to close on 30 June 2012.

The Centre has been at the forefront of AAC provision and service development for nearly 30 years. Its closure is blamed on funding cuts and a lack of commitment from the Government to support those with AAC needs. Ministers have been accused

by ACE’s supporters of moving too slowly in producing their plans for AAC provision.

Anna Reeves, the Manager of ACE Centre North said that “The ACE Centre in Oxford led the way in forming the foundations of the principles upon which the assessment of children and young people with complex communication needs should be based.” The Oxford Centre championed collaborative practice between education and health professionals, services and government departments.

Anita Kerwin-Nye, who heads up the speech, language and communication coalition The Communication Trust, said that “It is very sad and deeply concerning to be losing such an expert skill-set on delivering specialist AAC services.”

The Trust has called upon the Government to implement the recommendations that Jean Gross, formerly Communication Champion, laid out in last year’s report Specialised AAC Provision ‘commissioning national services’ to ensure that specialist expertise in AAC is preserved. www.senmaGAZINE.co.uk

Dustin Hoffman in Rainman.

A synopsis, suggested topics for discussion and review starters are included for each film.

The guide forms part of a series of educational resources the charity has produced to help schools develop understanding of potentially challenging issues. Recent research has suggested that watching, discussing and reviewing films with their peers can help pupils to better understand complex issues, as well as boosting informal learning and developing empathy and tolerance in young people.

The films featured in Autism on Film are: • Mary & Max, an animation about the relationship between a middle-aged New Yorker and an eight-yearold Australian, both of whom have autism • A Is For Autism, a short animated documentary about living with autism • The Lost Prince, Stephen Poliakoff’s story about the autistic son of King George V • Her Name is Sabine, Sandrine Bonnaire’s documentary about her autistic sister • Rain Man, which features Dustin Hoffman’s Oscarwinning portrayal of an autistic man with exceptional mathematical abilities.

For more information, visit: www.filmclub.org

New Permanent Secretary at DfE Chris Wormald, the former Director General for the Deputy Prime Minister’s Office, has been appointed as the new Permanent Secretary at the Department for Education (DfE).

The Permanent Secretary is the most senior civil servant in a government ministry and is responsible for the day-to-day running of the department.

Mr Wormald succeeds Sir David Bell, who resigned recently to become Vice Chancellor of the University of Reading.

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WHAT’S NEW?

12

What’s new?

Acorn Care and Education school is “outstanding”

New respite provision at Foxes Academy

Belmont School in Rawtenstall, part of Acorn Education and Care, was judged to be “outstanding” in all areas in its recent Ofsted inspection.

Ofsted said that “All aspects of school life and provision are outstanding. The school meets all the regulations for independent schools and has made good improvements since its previous inspection.

Arrangements for safeguarding are robust and meet all the requirements. The school is highly successful in meeting its aims. With vigour, determination and enthusiasm the Headteacher and staff transform the lives of their pupils...

Pupils leave school exceptionally well prepared for the next stage in their lives.”

www.acorncare.co.uk

Foxes Academy now offers respite services for people with learning difficulties as an extension to their outstanding educational provision.

Making a difference in special educational needs

Official praise for Henshaws

Mayer-Johnson products are making a difference to SEN learners, parents and teachers throughout the country: • learners have greater access to educational opportunities, through the BETT Award for ICT Solution for SEN finalist Boardmaker Studio allowing parents and teachers to adapt activities to all their learners' needs • parents can support learning at home through Boardmaker Activities and PCS Apps, with prices starting at 69p • teachers can quickly create, adapt, differentiate and use their activities with learners, saving precious time.

To see how Mayer-Johnson products are making a difference, visit: www.mayer-johnson.co.uk/sen-asn

New API Directory of Members The Association of Play Industries (API) has launched its new Directory of Members for 2012/13, listing every API member company which installs, designs and manufactures playground equipment.

“In difficult financial times, communities and schools need all the support they can get”, said API Chairman John Croasdale. The Directory therefore contains several play articles and the API’s Top Tips for Finding a Quality Play Provider leaflet to help people choose the play space they want and learn about the added value of using an API member company.

The API 2012/13 Directory of Members is available as either a hard copy or online version: www.api-play.org/directory SENISSUE58

The aim of the service is to provide a holiday experience away from home in a sensitive, safe and supported environment where individual needs will be catered for. The service is provided by Foxes Academy’s highly experienced and qualified staff who have over 15 years of experience in ensuring the health, wellbeing and enjoyment of people with learning disabilities.

The package is flexible to the individual and is available for young people aged 16 to 25 from a minimum of five days. www.foxesacademy.ac.uk

Henshaws College is celebrating again after receiving positive Ofsted and Care Quality Commission reports. The College was commended as “skilful at helping learners to gain confidence and develop their independence”, and praised for giving an outstanding level of care, guidance and support which contributes to [the students’] well-being.”

The College’s efforts to ensure that students contributed positively to the community were also commended. “I’m delighted that once again, we have gained a positive report from Ofsted”, said College Principal Gill Jennison. “My thanks to everyone who contributes at college and also to the students for their hard work.” www.henshaws.org.uk

Creative arts at Hope Lodge School A recent highlight at Hope Lodge School was a visit from salsa dancers who demonstrated their dancing skills and taught different steps to the students. Students managed some pretty tricky steps and rhythms on the dance floor and the dancers have promised to come back again next term.

In March, members of the St John’s Orchestra held workshops at the College Campus and HLS. Students were able to listen to first class musicians and experience live sounds of a flute, clarinet, horn, oboe and bassoon. Everyone enjoyed having a go at conducting too. www.has.org.uk www.senmagazine.co.uk

WHAT’S NEW?

13

Autism’s Got Talent

C-Pen digital highlighter aids learning

Autism’s Got Talent, to be held on Saturday 12 May at the 600-seat Mermaid Theatre in London, is a show designed to demonstrate the amazing gifts and talents of autistic children and young adults that is, once again, associated with the famous Pineapple Dance Studios.

The new C-Pen 3.5 is a handheld digital highlighter with capabilities that makes studying easier and more efficient.

Organiser Anna Kennedy wants this show to highlight the extraordinary talents that children and adults with autism often have. One talented young man you might recognise performing is James Hobley, star of Britain’s Got Talent and Anna’s charity DVD Step in the Right Direction.

To buy tickets for Autism’s Got Talent, contact Lisa Robins on: 01895 619734 or lisa.robins@thevines.org.uk www.annakennedyonline.com

Particularly suited for dyslexic or partially sighted students, the C-Pen facilitates smarter and faster learning for those with an auditory learning preference. Printed text is wirelessly transcribed via Bluetooth into any digital user device (smartphone, tablet or PC) thus enabling it to be spoken out loud.

As well as having instant text-to-speech capabilities, text may also be stored for future playback which means that users can gather and absorb information in the way that’s most convenient to them. www.cpen.com

Baker Ross craft products fit for a Queen

Kisimul Schools at the Autism Show

To celebrate the Queen’s Diamond Jubilee weekend starting on 2 June, Baker Ross, the arts and crafts supplier for schools, is releasing a special range of Jubilee themed products. Available to buy now, the collection incorporates everything from fun party items to creative arts and crafts supplies.

Kisimul Schools, including Cruckton Hall School, will be exhibiting at the Autism Show (15 to 16 June 2012) for the second year running.

There are products suitable for all age ranges and abilities, including Jubilee-themed stickers and scratch art, and craft kits with all the necessary materials and simple step-bystep instructions.

If you have any queries about Kisimul Schools’ 24hour multi-disciplinary approach or its therapeutic environment, or if you would like to visit a school, drop by stand D10 at the Autism Show.

To order, call: 0844 576 8922, or view the range online or order a free catalogue at: www.bakerross.co.uk

Alternatively, visit one of the following websites for more information: www.kisimul.co.uk www.cruckton.com

Create! Art for Autism Be a part of changing the way people think about creativity and enter Create! Art for Autism, a national art competition and art exhibition for young people aged 11 to 25 with an ASC.

As a group of specialist residential schools, Kisimul provide outstanding care and awardwinning education for children with learning disabilities and associated behavioural and communication difficulties.

Reforms in SEN Support and Aspiration: A new approach to SEND: Friday 22 June 2012 – central London.

Judges include a well-known British actress, a famous television presenter, a national newspaper editor and an MP. Entries close on 18 May 2012.

This conference will provide understanding of the implications of the SEN Green Paper, with practical strategies and guidance for improving the effectiveness of your SEN provision. You’ll hear from top experts and leading practitioners, including: Andre Imich, SEN and Disability Professional Adviser, DfE; Charlie Henry, HMI Principal Officer, Special Educational Needs & Disability; Lorraine Peterson, CEO, NASEN; Natalie Packer, Educational Consultant; Gareth D. Morewood, Director of Curriculum Support (SENCO), Priestnall School.

For further information and an entry form, visit: www.createartforautism.co.uk

See brochure inserted in this issue for full programme and line-up or call: 01869 336410.

This year there are four categories: 2D art, 3D art, digital media and poetry. Prizes are given to both the individual and the school, and range from digital cameras to art supplies.

www.senmagazine.co.uk

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WHAT’S NEW?

14

Access iPad apps via switches with APPlicator Get switch access to i-Pad apps, music and photography with the APPlicator, the only switch interface providing switch access to (switch accessible) apps, music and photography in one device.

Specifically designed around user needs, APPlicator is simple to set up and use but loaded with features to cater for all requirements.

For anyone unable to use touch for i-Pad access, APPlicator provides a comprehensive, alternative solution with Bluetooth 2.1 wireless connectivity, four programmable switch inputs, a choice of 22 mouse/keyboard commands and a separate button to deploy either the on-screen keyboard or Quick Media™ to access pre-configured auditory functions. www.pretorianuk.com

Screen filter covers for Kindle Many dyslexic and visually impaired people find it difficult to focus on and track text. In response to this, leading provider of technology for learning RM Education has developed ReadRight, an innovative leather-style cover for the Kindle e-reader.

It has a coloured screen that changes the background colour, which helps people with visual impairments track and focus more easily. With one in ten people diagnosed with dyslexia, ReadRight has the potential to enable millions to take advantage of having a (virtual) library in their pocket.

Planning for the future events 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.

As well as providing free booklets about writing wills and setting up trusts, Mencap's wills and trusts team organise free events around England, Wales and Northern Ireland for families and carers. The two-hour events 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 event in 2012, visit: www.mencap.org.uk/pffe or call: 020 7696 6925.

Exclusive distributor for KOBA Vision screen readers KOBA Vision’s acclaimed screen reader and magnifier solutions, Vocatex and Orabis, will now be exclusively available through Sight and Sound Technology in a two year master distribution deal agreement.

CEO of Sight and Sound Technology Glenn Tookey explains: “Unlike other desktop CCTV magnifiers, the ergonomically designed Vocatex and Orabis are the only solutions capable of reading text in real time, eradicating the nuisance of having to switch between capture and live modes. The Vocatex’s intelligent reading feature provides a more natural reading experience, enabling the user to enjoy not just the independence, but also the pleasure, of reading”. www.sightandsound.co.uk

Available in a range of colours, ReadRight is available via Amazon at £12.99.

MSc at Ruskin Mill Trust After 25 years of delivering its internationally recognised practical skills therapeutic education to young people with SEN, Ruskin Mill Trust is offering a Master of Science qualification from September 2012.

The MSc will offer national and international candidates an opportunity to develop expertise in integrative and holistic education, care and management for SEN provision.

Validated by the University of the West of England and delivered by Crossfields Institute Hiram and Education Research Department, it will be based at the Field Centre in Gloucestershire.

For details, contact Nick McCordall: +44 (0)1453 808118 Email: nick@crossfieldsinstitute.com Web: rmt.org.uk/msc-pste SENISSUE58

Tel: 0845 6347979

Stimulating play scheme from Sovereign Sovereign has completed an outdoor facility at Springfield Community Special School in Leek.

The project has transformed the School’s outdoor environment into a play and learning haven, with new activity panels, adventure equipment, musical and sensory facilities.

Sovereign’s Darran Hine said that “The project was extremely specialised; we worked closely with the school to ensure all the children would benefit. We redesigned and altered products to ensure maximum play and learning opportunities.”

Ruth Zimmerman, Headteacher, commented: “This was a highly successful project. Sovereign provided us with an excellent service enabling us to provide our children with a stimulating play environment.”

www.sovereignplayequipment.co.uk www.senmagazine.co.uk

WHAT’S NEW? World class SEN recruitment Veredus has developed an enviable reputation as the senior executive recruitment consultancy of choice for schools, colleges and other alternative provisions in the SEN sector.

Its three core services, Executive Search and Selection, Interim Management and Assessment and Development, complement each other, with each providing an important element of the company’s capacity to deliver flexible solutions tailored to the needs of its clients.

For more information, contact Paul Horgan on: 020 7932 4233 or email: paul.horgan@veredus.co.uk

New sensory room installations Total Sensory have been involved in the design, supply and installation of sensory equipment at Basildon Hospital’s first dedicated children’s A&E department. The picture shows one of the cubicles fitted with a star ceiling, projector and a sound activated rainbow light.

The reception area includes a magical interactive floor system with a motion activated projector, enabling sensory activities such as racing cars, walking over ice and catching fish.

Other recent installations are on the company’s Facebook page.

Information on sensory products and design services can be found in Total Sensory’s new 3rd edition catalogue. To request a copy, call: 01702 542231 or visit: www.totalsensory.co.uk

Work skills are key to a successful adult life With record numbers of young people not being in full-time employment, LVS Hassocks is passionate about giving its students strategies for life and learning and preparing them for work.

Work experience is crucial but it can be daunting for any young person, let alone someone with communication difficulties. At LVS, students’ confidence and skill levels are developed to suit their needs and interests within the comfortable surroundings of the school. They then have the opportunity to work in the local area.

LVS students Dean and Joe have recently enjoyed a work placement at the Fork to Feast Café, while Jared and Charlie have had their placement at the Ariel Theatre Company extended. Meanwhile, Liam is taking up a regular placement with the Yummy Pub Group as part of his training to be a chef. www.lvs-hassocks.org.uk www.senmagazine.co.uk

15

Gulf Education Conference and Exhibition Taking place in London on 28 and 29 May 2012, this conference and exhibition will provide substantial opportunities for international education sector businesses to create meaningful business agreements and partnerships with GCC member states.

A dynamic event offering inspiring presentations, tactical one-to-one meetings and an exhibition packed with international academic leaders, it will bring together senior decision makers, key education providers and top officials from around the world.

The event is supported by the British Council, UK Higher Education International and Europe Unit, Supreme Education Council of Qatar, The Leadership Foundation, Qatar University and The Middle-East Association.

Call: 020 7036 3750 www.gulfeducation.co.uk

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-theart 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

Whinfell School adopts John Muir Award to support active learning At Whinfell School, the use of the outdoor environment to meet the education needs of young people with autism is further endorsed by use of the John Muir Award. This environmental award scheme encourages young people to connect with, enjoy and care for all wild places. It supports experimental learning and celebrates achievement beyond formal qualifications.

“The stresses that our young people encounter in their everyday lives seem to melt away when they are able to interact outdoors”, says Headteacher Richard Tyson.

For more information about Whinfell School, visit: www.whinfellschool.co.uk SENISSUE58

WHAT’S NEW?

16

SEN RESOURCES

Something exciting has happened in Oxfordshire Action for Children recently opened a flagship school in Oxfordshire: Parklands Campus.

Parklands is an innovative school that teaches young people, aged 11 to 16, with complex needs.

As well as providing pupils with an innovative and personalised curriculum, the school offers many services including day, residential, fostering and outreach.

The school aims to help young people build positive relationships, be healthy and safe and successfully achieve.

For further information on the school, call: 01865 390 436 during term time and speak to the Principal, Raymond Wilson. Email: Raymond.wilson@actionforchildren.org.uk or visit: www.actonforchildren.org.uk/schools

Evelyn Glennie at DaDaFest The world renowned percussionist, Dame Evelyn Glennie, will perform at Liverpool’s Philharmonic Hall on Saturday 18 August as part of DaDaFest 2012, the world’s longest running festival of Disability and Deaf Arts.

The Grammy-winning percussionist and composer became almost completely deaf by the age of 12, but her hearing loss brought her a deeper understanding of and connection to the music she loves. Along with her vibrant solo career, Glennie has collaborated with musicians ranging from symphony orchestras to Björk, DJ Yoda and the beat boxer Shlomo.

For tickets and information, call: 0151 709 3789 or visit: www.dadafest.com

Publisher makes books available for children with visual difficulties One of the UK’s leading academic publishers has signed an exclusive deal with the National Blind Children’s Society (NBCS) to make its list available in large print.

Oxford University Press (OUP) is supplying digital files of popular titles from its Oxford Learning Tree, including Read With Biff, Chip and Kipper series.

The titles will be added to the 2,600 titles on the NBCS catalogue which are available in large-print, individually customised to children and young adults’ individual eye conditions. Large-print books can be ordered by registering online at: www.nbcs.org.uk/customeyes SENISSUE58

www.senmagazine.co.uk

EQUALS

TOURETTES ACTION

17

Promotional feature

Helpline Number: 0300 777 8427 Tourette syndrome (TS) is a neurological condition. The key features are tics, repeated movements and sounds. These are chronic (long-term) and involuntary. Someone with TS may be able to suppress them for a period but eventually they have to let the tics out. Tics usually start in childhood around the age of seven, and are usually worst between ten to 12 years. However, in approximately half of people with TS, most symptoms disappear by the age of 18. Over 85 per cent of people with TS have more than just tics. Additional conditions (co-morbidities) include OCD and/or ADHD. We are here to help people affected by Tourette syndrome.

This is how we do it: • we know how important it can be to have someone to talk to who understands the issues. If you have any questions or concerns, call our Helpline on: 0300 777 8427 from 9am - 5pm, Monday to Friday • our website provides free information on TS, relevant books, events and other organisations who can help.

Visit: www.tourettes-action.org.uk • we have an online forum where people can talk about TS, ask questions and find support and understanding. Find it at: http://forum.tourettes-action.org.uk • we can send free information packs to anyone who would like to know more about TS. To request yours, email: help@tourettes-action.org.uk www.senmagazine.co.uk

• we can provide a free list of doctors in the UK who we know to be familiar with TS • we can provide a special leaflet to help teachers understand and plan how to work with children with TS • we send out a free monthly ENewsletter packed with information on TS • we can put you in contact with your nearest support group or with other members in your area • we produce photo ID cards for those diagnosed with TS. The cards feature information about TS and come with a pack of TS info cards.

If you would like to support our work, make a donation or see what else we have to offer, please visit: www.tourettes-action.org.uk Kings Court, 91-93, High Street, Camberley, Surrey GU15 3RN. Admin number: 01276 482900.

Charity number: 1003317

To make a donation from your mobile phone just text TICS12 £5 to 70070. Just £5.00 will help us to continue to provide support in school

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POINT OF VIEW

18

Point of view: parent

Talk to me!

Jean Wilson asks why it is so hard for parents to find vital information about services for their children

I

am mum to Emily, aged eight, who

Family Information Service and put my

I have written to my local county

has autism and severe learning

concerns to her. In particular, I flagged

councillor and MP asking them to host

disabilities. She is a wonderful little

up the council’s archaic practice of not

a professionals’ day where all services

character, full of beans and just learning

working with organisations they do not

who support disabled young people

to sign. She brings me so many joys

have contracts with – this is particularly

can meet and exchange information

but caring for her is exhausting, mainly

ironic at a time when councils are cutting

which can then be passed on freely. I’m

because she runs on Duracell batteries

services left, right and centre. The

awaiting a response.

and does not need much sleep.

council will only refer children to projects

In my opinion, it is the mainstream

When I needed daytime respite care

they have commissioned. This seems to

schools that really need to get

I was astounded to discover two things:

me to be a very high-handed attitude

specialised information out to parents.

first, how few services were easily

which disempowers parents who want

We parents have been told for years

available in my locality and second, how

to know about different projects in the

that educating children with SEN in

hard it was to actually get information

area and make up their own minds.

mainstream schools is the way forward,

about the variety of services that we

and I’m sure for a lot of parents it works

The council will only refer children to projects they have commissioned

very well. Children in these schools, and

What was a real revelation to me was

Parents are not stupid and they need

information to make informed decisions

how hard it is to get information out

to be informed to have real choice.

about services. To help facilitate this,

needed. A lot of what I did discover was quite by chance.

I decided that it was no good moaning about this and, in July 2010, I opened my own centre for daytime respite care for children who have disabilities.

their parents, need information about services just as much as those in special schools, and in my experience they do not get it.

Parents and carers must have

to parents as a provider of services,

The lady from the council took on

I call on all professionals to start

essentially the same problem I had

board what I said and is currently asking

talking to each other and the families

experienced from the other side as a

parents what they would like information

they serve.

parent. Special schools were helpful and

about. I am assured that responses

continue to be supportive by sending out

will be incorporated into the new-look

information. However, I want to reach

web site they are currently working on.

children who are educated outside of

Perhaps this is a small move forward in

the specialist schools. I know that there

the right direction.

are 899 children in my immediate area

I have come to realise that

who have disabilities. Where are they?

professionals need to work together

Who supports them? Most importantly,

much more closely if we are to better

which professionals hold the power of

understand each other’s work and

this information?

specialism, and be more aware of the

To answer these questions, I turned

constraints we all work within. This could

to my local authority. I had a meeting

only serve to improve the flow of useful

with a senior officer responsible for the

information to families.

SENISSUE58

Further information

Jean Wilson runs New Hope, a respite centre in Worcester: www.newhopeworcester.co.uk

www.senmagazine.co.uk

POINT OF VIEW

Point of view: parent

Crisis of care

Lack of childcare for disabled children prevents parents returning to work, says Caroline Costello

T

he results of the Daycare Trust’s 2012 Childcare Survey highlighted a number of issues which affect parents and carers who use childcare providers in order to allow them to return to work or pursue education or training. These include spiralling childcare costs which are increasing above the rate of inflation, the stagnation of wages and the reduction in support available for childcare through tax credits. Most importantly, the report reveals major gaps in childcare provision for disabled children.

Broadcast and press coverage of the report, including the BBC’s Panorama programme, focused on challenges faced by parents of mainstream children, with little reference made to the gaps in provision and the barriers in place for children with disabilities and SEN to access childcare.

Many parents and carers of disabled children are not yet faced with the challenge of paying for the cost of childcare, but are living in areas across the country where the choice of childcare providers is significantly low or non-existent. For those parents, the opportunities to return to work or education are greatly reduced. The Childcare Act 2006 places a duty upon local authorities to have particular regard to the services suitable for disabled children when assessing the sufficiency and supply of childcare in their area.

However, the truth is that many areas do not have enough affordable childcare for this group of children and young people.

Through Aiming High for Disabled Children, significant funding was made www.senmaGAZINE.co.uk

available for services for disabled children. However, many of these services are only able to offer short periods of care, often two hours per week, which clearly do not meet the needs of parents or carers in work or education who require full day care.

These “short breaks” would be seen as a luxury if they were in place to supplement a range of after school

Parents of disabled children are paying around five times more towards childcare costs clubs, holiday clubs and full day care.

On their own, though, they offer some parents a chance to do the supermarket shopping, have a break, or spend time with their other children; they do not provide opportunities to return to work or education.

For those parents and carers who live in an area where suitable childcare is provided, they are often faced with above average childcare fees – an Every Disabled Child Matters briefing (Between a Rock and a Hard Place, 2006) revealed that parents of disabled children are paying around five times more towards childcare costs than parents of non-disabled children.

If parents and carers can manage to negotiate their way through the web of benefits and grants and the many meetings with social services, they may

decide to take control of some of the funding themselves through opting to use direct payments. Direct payments can be used by a parent or carer of a disabled child to pay for some of the care and services required by the child following an assessment by social services. However, in some areas local authorities are planning to stop the use of these payments to pay childcare fees, placing yet another barrier in the way of families.

Childcare providers often feel that to offer a high quality service to disabled children and their families they need specialist training, adaptations to premises, specialist equipment, access to timely specialist advice and to tackle some attitudinal concerns within existing staff teams. Without an infrastructure in place to offer elements of this package of support many mainstream childcare providers will never take the steps required to become truly inclusive, and parents will continue to face problems when trying to source a childcare place for their disabled child.

Further information

Caroline Costello is Development Manager at Unique Kidz and Co, a charity which offers a wide range of specialist services for disabled children and their siblings in North Lancashire: www.uniquekidzandco.org.uk

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20

prince's trust awards

With royal approval Ginny Lunn charts the remarkable journeys that took some young people with SEN from desperation and hopelessness to sharing a stage with The Prince of Wales

A

group of young people, who have turned their lives around after struggling at school, have

been honoured by HRH The Prince of Wales at a prestigious national awards ceremony – The Prince’s Trust and L’Oréal Paris Celebrate Success Awards – at London’s Leicester Square Odeon.

The Awards recognise young people who have overcome significant challenges, from drug addiction and depression to long-term unemployment or homelessness, with help from The Trust.

Graeme Croton and Kevin Lawrence are just two of the young people who

Graeme Croton (left) with The Prince of Wales and Prince’s Trust Ambassador Joanna Lumley.

were up for the national awards.

Kevin struggled with mental and

this led to his setting up the community

physical disabilities before setting up

project with The Trust.

Eventually, he visited his doctor and was ultimately diagnosed with

his own gardening business. Graeme

As a result of his condition, Graeme

Asperger’s syndrome. Graeme felt

has Asperger’s syndrome and has

was singled out by his peers at school

hugely relieved to have an answer to

established an information service for

for being different. He found the abuse

why he felt so different to other people

other young people with the condition.

so severe that he could not see a future

and he began to research the condition.

Also honoured at the ceremony

for himself and he gave up trying to

“Although it was a shock to discover I had Asperger’s, I felt a huge weight

were young people with learning difficulties from Crown Woods School in Greenwich who undertook a community project to raise awareness of gun and knife crime.

A worthy project Twenty-five-year-old Graeme Croton was one of only three young people

Graeme found the abuse so severe that he could not see a future for himself

from across the UK nominated for the

being lifted off my shoulders”, he says.

“I finally began to accept myself for who I was and as a result I began to feel much happier.”

Graeme realised that there were many people who were uncertain about the condition. The diagnosis gave him an idea to create an outreach programme aimed at supporting and educating

Balfour Beatty Community Impact

make friends, retiring to his bedroom

Award. He was crowned winner for

and hiding his pain by taking it out

With no idea of where to start or how

setting up Project Aspie which supports

on his family. “I really struggled as a

to get there, he approached The Prince’s

young people living with Asperger’s

teenager and became so introverted”,

Trust for support. With regular guidance

syndrome. Graeme’s Asperger’s was

says Graeme. “I felt really different from

and advice, Project Aspie was born and

only diagnosed in the last two years and

other people – it was so lonely.”

it has proved to be a positive influence

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those affected by Asperger’s syndrome.

www.senmagazine.co.uk

prince's trust awards

for young people with Asperger’s

All 11 students were referred to The

and their families and friends; it has

Prince’s Trust’s course in the hope that

helped them understand the condition

the opportunities provided by the charity

through seminars, group meetings and

would improve their confidence and

social events.

motivation to succeed at school. As part

Graeme showed great skill in

of the programme, the young people

generating support for his project. He

attended a session on knife and gun

contacted his local press and proved

crime and were inspired to organise a

that he possessed great communication

community campaign to raise awareness

skills when 50 people turned up to

of anti-social behaviour.

the launch of the Project. Since then,

They attended a session on knife and gun crime and were inspired to organise a community campaign

In order to fund the project, the

following the progress of their project.

Graeme’s project has received further

young people worked as a team to

The research and delivery of the young

development funding from UN Ltd. He

communicate their ideas to secure a

people’s work has resonated with many

is dedicated to spreading awareness

Community Cash Award, which enabled

important organisations and they have

of Asperger’s syndrome and regularly

them to create marketing materials and

successfully forged links with the Royal

volunteers to speak at job centres and

organise assemblies at their college.

Borough of Greenwich Council and

NHS Trusts about the condition.

Although many of the group initially

the University of Greenwich to take

Graeme feels that the whole

lacked important skills, such as

their message to a wider audience.

experience has turned his life around

problem solving, presenting and time

Greenwich Councillor Jackie Smith

and enabled him to provide vital help

management, they gradually developed

said that: "These pupils from Crown

and opportunities to others. “I feel

them as they liaised with community

Woods College have shown that young

privileged to be in a position where I

police officers and raised awareness

people in Greenwich can and do make

am helping other Asperger’s sufferers”,

through talks and performances to

a positive difference to our community."

he says.

young people. As part of the campaign,

The group made it through to the final

the youngsters tried to raise awareness

three for the Balfour Beatty Community

Making a difference

of the wider issues of resisting peer

Impact Award and the company’s

Before joining The Prince’s Trust xl club

pressure and not getting involved in

CEO (Construction Services UK), Mike

at Crown Woods College, each one of

anti-social behaviour. They scripted their

Peasland, warmly praised their efforts.

a group of students at the College had

own play about the subject, which they

“Not only have these young people

experienced low self-esteem due to

performed to young people and parents

improved their own prospects, but they

personal barriers, ranging from ADHD

in local schools.

have worked hard to improve the wider

and autism to literacy difficulties,

The campaign has had a significant

that prevented them from engaging

impact on the community and the

at school.

group is currently making a DVD

community in which they live”, he said.

Green shoots of success Twenty-nine-year-old Kevin Lawrence struggled with physical and mental disabilities before turning a passion for gardening into a successful business.

From an early age, Kevin had speech and language difficulties and struggled to keep up in school. He found reading and writing a challenge and was diagnosed with attention deficit hyperactivity disorder (ADHD) and dyslexia, which led to behavioural problems in school.

He was also diagnosed as being on the autistic spectrum. His conditions

Crown Woods students were commended for working to improve their community.

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made him a vulnerable target for bullying >> SENISSUE58

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22

prince's trust awards

“Having dyslexia and ADHD has made it more difficult for me to succeed, but I’m glad I never gave up” teacher who provided him with the skills to turn his passion into a business.

Kevin Lawrence turned his life around to create a successful gardening business.

Although Kevin enjoyed the practical side of gardening, his dyslexia made it more difficult for him to deal with

and he was at risk of giving up on

around his church. Kevin’s skills were

the paperwork involved in running a

his ambitions.

recognised by local parishioners and he

business. “I struggled a bit with writing a

soon began to think of his passion as a

business plan and managing the finance

potential career opportunity.

side of things”, says Kevin. However,

Despite Kevin’s difficulties he persevered with his education and went to college to gain Level 1 literacy and

Kevin always had the support of his

with support he got there in the end.

numeracy and an NVQ1 in horticulture.

parents, but he was keen to become

“Most of the time now, I can manage

Although he had faced barriers to

independent. The Job Centre pointed

invoices on my laptop without having

learning, Kevin was determined to

Kevin in the direction of The Prince’s

to ask for help”, he says.

succeed. During his time at college, he

Trust and he signed up for the Enterprise

To date, Kevin has 55 loyal customers

also worked in a part time job. However,

Programme which helps unemployed

and maintains the grounds of two

he was harassed in his workplace and

young people to start up in business.

churches. He provides a valuable service

this was yet another blow to his self-

As part of the course, Kevin was

to his community and has achieved the

esteem. He became depressed, and

given a £500 loan which enabled him

independence that he has always strived

isolated himself from other people.

to buy the equipment he needed to start

for. “Having dyslexia and ADHD has

Kevin turned to gardening, which

his company – Kevin Lawrence Garden

made it more difficult for me to succeed,

remained a passion of his, and

Services. Kevin also credits his business

but I’m glad I never gave up”, he says.

volunteered to maintain the gardens

mentor, Hugh Stirk, as an invaluable

“I would advise any young person with special educational needs to have patience and get the support you need.

If there’s something you want to do, stick at it and you will get there eventually.”

Kevin has come a long way with his business and the right support has been crucial to his success. “I am proud of my business and I am confident that it will continue,” he concludes.

Kevin was the 2012 winner of the RBS Enterprise Award.

Further information Kevin receives his Award from The Prince of Wales.

SENISSUE58

Ginny Lunn is Director of Policy and Strategy at The Prince's Trust: www.princes-trust.org.uk

www.senmagazine.co.uk

24

peer mentoring

A steadying influence

Peer mentors provide vital support for vulnerable children and young people and the process offers rewards for all involved, say Angela Kenvyn and Caroline Millington

M

entoring is not a new concept.

In fact most adults could probably bring to mind

someone – a friend, relative, teacher, co-worker or acquaintance perhaps – who has had a positive, lasting effect on their life.

While literature often attributes the word “mentor” to the ancient Greeks,

Increasingly, young people who have received peer mentor support are now supporting others

African scholars suggest that it was

It “uses the knowledge, skills and experience of children and young people in a planned way to support and help develop the skills and confidence of other children and young people” (Hartley-Brewer, 2003). Within our own education system, peer support is usually traced back to the nineteenth century with the Monitorial System of Bell and Lancaster, who strove to

commonplace on their continent

Dictionary defines a mentor as “a wise

make education available to everyone by

long before Greek civilisation. Some,

or trusted advisor or guide”.

using older students to instruct younger

conversely, attribute it to the work of

Similarly, peer support is not new,

ones. However, the System was not

the eighteen century French writer and

having originally been used by the

without criticism, as some suggested

educator Fenelon. Today the Collins

Hindus and ancient Greeks in education.

it was hierarchical and could be used

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peer mentoring

inappropriately (McGowan, 2002).

to support those in minority

Nevertheless, as many of the issues

positions or those who need help

which cause distress originate in the

with their work

peer group, it is not surprising that there

• mediation – used when young

is a failure to accept that the answer

people are trained to diffuse

could lie within the peer group itself

interpersonal disagreements

(Cowie & Wallace, 2000).

between peers, such as name

The twentieth century saw the popularity of both mentoring and peer

calling and bullying • tutoring – used to promote

25

A peer who acts as a role model can help young people with SEN to form better relationships

support increase with schemes being

academic/vocational learning

run for both adults and young people as

where the peer supporter

disabilities (Johnson and Johnson, 1986,

far apart as the USA, Australia, China,

or mentor works alongside

cited in Black et al., 2003).

Spain, Canada, Bulgaria and the UK.

the learner, helps, gives

The concept is widely used for social,

encouragement and praise,

peer mentor support programmes

educational and workplace integration

and helps improve social and

can benefit all of those involved. The

emotional competencies

benefits to young people with SEN are

and development, the promotion of positive relationships and independence,

• advocacy – when young people

Although not without criticism,

numerous, particularly in relation to

and supporting individuals at key points

or mentors represent the views

the development of personal, social,

in their life, such as during a time

of other young people. This

and work skills. Programmes can help

of transition.

could be, for example, within an

bring about improved motivation, self-

organisation delivering services

confidence, communication and social

Approaches to mentoring

to the young people, at school

interaction with peers, and increases

Hartley-Brewer (2003) identifies

councils or youth forums.

in skill levels. Peer mentoring can also

a number of different forms of peer support:

help an individual to deal with personal Many young people have the potential

problems and emotions, integrate in

• peer listening – anything from

to become peer mentors. Success is

school, training and leisure settings,

a one-off occasion listening

dependant on commitment, personal

and develop new goals and aspirations

to someone talk about what is

and interpersonal skills, training, being

for the future.

on his/her mind to spending

supported and feeling valued. The ability

Many young people with SEN are

extended time with a person

to build and maintain relationships

socially excluded because of how

as they work through a difficult

is key and it is important to be non-

society perceives them, as well as by

problem, by showing empathy,

judgemental and trustworthy, to have

their own feelings of uncertainty and fear.

giving support and identifying

good communication skills and to

Indeed, many young people with SEN

choices for possible action

understand empathy and inclusion.

often do not access new activities unless

• befriending/buddying – typically

Increasingly, young people who have

supported by a carer, support worker

between young people of the

received peer mentor support, including

or family member. Support by a peer

same age, this approach can help

young people with SEN, are now

mentor is a natural, inclusive and often

reduce isolation, develop social

supporting others themselves.

less obtrusive way of enabling young people with SEN to participate in a wide

skills and encourage friendships.

It may range from informal chats

Benefits for all

range of experiences, such as attending

with someone who is on their

Evaluations of peer-tutoring, cooperative

a local youth centre or sports club. A

own to offering direct support to

learning and peer-initiation programs

peer who acts as a role model can help

peers in distress

consistently

significant

young people with SEN to form better

identify

improvements in social interaction,

relationships with others and may also

a supportive one to one

acceptance, and liking between

help their mentee develop their social

relationship where the mentor

heterogeneous peers, especially

behaviours. By helping them achieve

provides friendship, guidance

amongst those youngsters who have

their goals and reach their potential,

and support, and may act as

physical and or mental disabilities, or are

a role model. It can be set up

socially withdrawn, and those without

• mentoring. This usually involves

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26

peer mentoring

mentors can help young people to feel

mentoring as part of the volunteering

inspired to achieve more.

section of The Award. Even though the

It is a young person’s right to be

majority of young people gain a great

treated equally, regardless of race,

sense of enjoyment from mentoring,

colour, sex, language, religion, politics,

it is important that their efforts are

disability or other factors. Peer mentoring

recognised and rewarded as they

can help to address barriers to ensure

are making a positive difference to

that all young people are treated fairly

people’s lives.

and given the respect and opportunities they deserve.

A peer mentor can learn a lot about themselves whilst supporting another person

Parents and carers can also gain from such a programme. Understandably,

social inclusion of the young person with

Peer mentors can also benefit greatly

parents are often anxious that their son

work colleagues, in particular during

from their involvement in mentoring. As

or daughter may not be fully accepted,

break and lunch times. Such support

well as the satisfaction and sense of

included or treated with respect. The

in the workplace can really contribute

achievement that comes from knowing

inclusion of their child with SEN into

to a successful employment experience

that they have helped to enhance the

the local community can be a big step

for the young person with SEN and help

skills and opportunities of someone

for parents. The support of a peer

reduce their reliance on welfare benefits.

else, they can gain a fresh perspective

mentor for their child can help parents

As we have seen, peer mentoring can

themselves through interaction with

to overcome any anxieties they may

provide numerous benefits for all, from

their mentee. They can also develop

have and feel better about their child

the young people being supported and

their own leadership, cooperation and

stepping out into the big wide world.

those doing the mentoring, to schools, colleges, and youth projects, and

general interpersonal skills.

Encouraging inclusion

parents and carers. Even businesses

themselves whilst supporting another

Organisations such as schools, colleges

and the economy as a whole can reap

person. They may identify for the first

and youth groups can also benefit

the rewards of having a more diverse and

time the skills they already have and how

from facilitating peer mentor support

better motivated workforce. Crucially,

they can improve. They can also become

programmes. Programmes can serve to

though, for young people with SEN,

more reflective individuals – Do I need

ensure that the setting is a fully inclusive,

peer mentor support can play a vital

to be more patient? Am I truly non-

supportive and positive environment.

role in bringing about greater social,

judgemental? – which can encourage

Accredited peer mentor training courses

educational and economic inclusion.

greater self-awareness.

can be built into subject areas, such as

A peer mentor can learn a lot about

Of course, the inclusion of peer

health and social care, and in Wales, the

mentoring experience in an application

Welsh Baccalaureate. Moreover, peer

or curriculum vitae can also be very

mentor support within these settings

useful when applying for further or

can increase the staff’s capacity to

higher education, or employment. It

carry out their duties. If staff can see

demonstrates that the applicant is a

that a young person with SEN is being

committed, well-rounded individual who

successfully supported by a peer, they

has good values, is an active citizen

are then able to concentrate on other

and is keen to develop. At a time when

tasks or activities without apprehension.

young people are often in the news for

The support of a peer mentor can

all the wrong reasons – be it knife crime,

help young people with SEN to become

anti-social behaviour or alcohol and drug

integrated into the work place, whether

misuse – young people volunteering to

during a work experience placement

support one another can seek to redress

or as part of full- or part-time paid

these perceptions.

employment. Mentors can provide and

Volunteering as a peer mentor can

interpret instructions for the young

also count towards accolades such as

person, ensuring that they understand

the Duke of Edinburgh’s Award. Indeed,

their role and can carry out tasks

many young people choose to use

efficiently. Mentors can help with the

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Further information

Angela Kenvyn and Caroline Millington are from the Regional SEN Transition to Employment Initiative – Real Opportunities, a project which works across nine local authorities in Wales supported by the European Social Fund through the Welsh Government. The project works with young people to raise aspirations and increase participation in social, learning, volunteering and employment opportunities. www.realopportunities.org.uk

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28

numeracy

Making maths add up

Steve Chinn outlines seven lessons his students with special needs taught him about teaching maths

A

fter 14 years as a teacher in

facts; so, in my ignorance, I thought

mainstream schools, I moved

to myself: Not taught properly, these

“Teaching the way they learn” makes being a teacher such a wonderful job

to work with secondary age

students. I’ll soon get those tables

students who were severely dyslexic. I

into them. So I did five minutes of

had done my share of teaching science

rote-learning the facts at the start of

to bottom groups in mainstream, but this

every maths lesson. Within a week

was a very different challenge. I had to

they hated me. One boy would get up

be a learner as well as a teacher and I

and bang his head on the wall when I

had to get some basic strategies in place

announced that practice would begin. I

pretty quickly. Back in 1981, there was

am not impervious to subtle non-verbal

not a lot of guidance on how to teach

communication, so I stopped the rote

Lesson 2: “If they can’t learn the way I teach, can I teach the way they learn?”

maths to dyslexic students.

learning sessions.

This saying was Dr Harry Chasty’s

It is of some amazement to me that

mantra. He was, for many years, the

Lesson 1: rote learning does not work for all

this learning experience, some 31 years

Chief Psychologist for the Dyslexia

ago, has not spread to policy makers,

Institute and a great advocate for

My first big lesson was that I needed to

who still think that rote learning basic

dyslexic students. The mantra applies

know how my students could learn and

facts is efficacious for all pupils. Reality

to any learner, not just those with special

what it was about my mainstream skills

has hit the USA ahead of the UK on this

needs, though the majority of students

that were not working. For example, I

issue. Over there, basic facts are called

just take whatever teachers throw at

quickly found out that my 13-year-old

“number combinations” to acknowledge

them, a situation that can lull curriculum

students could not recall times table

that not all children learn them as facts.

designers into a state of complacency.

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numeracy

“Teaching the way they learn” makes being a teacher such a wonderful job.

Good teachers are constructively and empathetically creative, but you don’t have to start from square one every time. There is now a considerable body of knowledge on the ways that children,

The basics of maths are the foundations on which further concepts are built

teaching diagnostic and helps to prevent misconceptions becoming established in the pupil’s brain. It may well be that demonstrating a concept with materials or visuals creates a stronger entry of the correct information in the brain.

Lesson 7: it’s complicated

and adults, learn.

Lesson 4: being very anxious does not help learning

The many factors that influence learning,

is to make lessons multi-sensory, or at least visual as well as oral. Maths

Anxiety makes the working memory

abilities), some of which are emotional

concepts have to be demonstrated

less effective. Serious levels of anxiety

(anxiety), interact. Sometimes one factor

and developed from materials (or at

can be seriously debilitating. Traditional

is more prevalent and sometimes it’s

least good and appropriate images)

teaching techniques can be stressful for

another. Computers may not spot these

to symbols, with clear communication

some students if they do not match their

times, but teachers can. This makes

along the way. Not every child learns

preferred learning style.

it very tricky to set up a definitive

One of the long established strategies

in the same way, so the same images/

some of which are cognitive (thinking

programme of intervention. Teachers

materials will not work for everyone.

Lesson 5: doing maths quickly is rarely productive

need a range of skills and the ability to

Lesson 3: know which students have weak shortterm and working memories

People often think that maths should be

which implies that teaching students

done quickly – “How many questions can

with learning difficulties (and all students,

you answer in two minutes?” However,

in fact) must be diagnostic.

I watched one of my first dyslexic

having to do maths quickly is contrary

Even after thirty years of intense

students copying the maths questions

to the slow processing capacity of some

involvement in special needs education,

I had written on the board. He wrote

students with special needs. It can also

I am, thankfully, still learning about

down one symbol at a time. I had

create a “quick answer” attitude that is

learning, and much of that is, still,

not realised just how difficult the task

not at all helpful with problem solving,

from listening to students. I think I do

was that I had set for him, and that

where reflection is required.

far less damage these days when I

was before he even started to try and

know when to use them appropriately,

teach, and the lessons I’ve leant have enabled me to keep maths GCSE

in his short-term memory. This situation

Lesson 6: children do not learn from their mistakes in maths

is very common amongst students

One of my golden rules for intervention

country, so we all must have been doing

with special needs and is devastating

is to go back further (in the maths)

something right.

in many circumstances, for example,

than the topic that is causing concern.

when remembering instructions given

Despite many years of maths lessons,

out by teachers.

too many children have not absorbed

answer the questions. He could only hold one, or sometimes two, symbols

It is widely believed that mental

and understood the basics. The basics

arithmetic makes you better at maths.

of maths are the foundations on which

However, the memory you use when

further concepts are built.

doing mental arithmetic is called working

When a child learns a new topic in

memory. This facility is very often weak

maths, if s/he learns it incorrectly, the

in children with special needs. So they

fact that it is the first learning experience

do not have the basic capacity to do

will make it a dominant entry in the brain.

complex mental arithmetic. It is possible

Teachers may correct it for a particular

to teach some mental arithmetic

lesson, but it will return again.

strategies that require less working

Marking should acknowledge

memory, but some students will not

and point out errors where these

readily adapt to that change.

are identifiable. This helps to make

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grades for students at my specialist schools way above the average for the

Further information

Steve Chinn is the former head of several schools for those with specific learning difficulties and the co-founder of CReSTeD. He has lectured and provided training in some 30 countries and he currently chairs the British Dyslexia Association’s sub-committee on dyscalculia: www.stevechinn.co.uk

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NUMERACY

30

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32

DYSLEXIA

Disagreeing about dyslexia Sue Gerrard examines the many potential causes of reading difficulties and asks if “dyslexia” is really such a useful label Dyslexia has been variously described as:

it difficult to learn to read. The same

• a learning difficulty with reading

descriptive label was applied to these

and spelling • a genetic condition that changes

children but a distinction was made between their “developmental dyslexia”,

how the brain deals with

and “acquired dyslexia” in people who

information

could previously read.

• caused by ectopic brain cells • non-existent.

Reading is often referred to as a basic skill but to the human brain it is complex

Children with reading difficulties often had other problems, for example,

Why, though, is there so much

with spelling, writing or arithmetic.

set out by Kraepelin: a single disorder

disagreement about dyslexia? In this

Later, brain scans revealed structural

with a range of symptoms, caused by

article, I will suggest that it is due to two

differences between the brains of

atypical brain development.

things: the way dyslexia is defined, and

people with developmental dyslexia

This concept will be reinforced by

the fact that reading is a complex skill.

and those of normal readers. The term

the inclusion of dyslexia in the fifth

“dyslexia” is now rarely used to denote

edition of the Diagnostic and Statistical

Definitions of dyslexia

simply impaired reading, but refers to

Manual of Mental Disorders (DSM-5)

By the end of the 19th Century,

a supposed syndrome along the lines

due out in 2013. Dyslexia doesn’t look

researchers knew that damage to specific parts of the brain could impair specific functions. This finding led psychiatrist Emil Kraepelin to devise a classification system for mental and behavioural disorders that still forms the basis for diagnosis today. His system was based on two assumptions: • symptoms that often co-occur are probably linked (they form a syndrome) • syndromes involving perception, mood or behaviour are likely to originate in the brain.

Doctors had noticed that patients with damage to a particular part of the left hemisphere of the brain had problems with reading. This deficit was named “dyslexia”, meaning “impaired reading”.

Teachers noticed that some children with otherwise normal intelligence found SENISSUE58

Lobes of the brain. Image from Wikimedia Commons.

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DYSLEXIA

like a syndrome in the DSM, but the

was reached, the beginning would

standardised measures of dyslexia it

be forgotten.

33

Dyslexia tends to run in families, implying that genetic factors are involved

refers to are likely to include symptoms

Because reading is complex, a

additional to reading difficulties. The

problem with any part of any sub-skill

big problem with syndromes is that

or any relevant area or function of

it is impossible to tell without further

the brain could cause some reading

research whether a group of symptoms

impairment. Minor problems with one

that co-occur are linked in some way,

or two sub-skills could explain the

or whether they just happen to co-

variation in reading ability amongst

also affect the structure and function of

occur by chance. It is also challenging

“normal” readers – even those with

sense organs and the biochemistry of

to work out whether they originate in

similar home backgrounds and the same

sensory processing – the brain’s source

the brain or elsewhere, which brings

teacher. A significant problem with one

of information. Information itself can

us to the second factor in the dyslexia

sub-skill or minor problems with several

affect brain structure. To understand

disagreement, the complexity of reading.

could result in a diagnosis of dyslexia.

how, we need to look at what happens

The complexity of reading also means

in the brain during learning.

Understanding reading

that children who have problems with

Reading is often referred to as a

different sub-skills could all end up with

basic skill, but to the human brain it

the same broad-brush diagnosis.

is complex. In order to learn to read

Brain plasticity and sensory information Babies are born with the basic

Reading and the brain

structure of the brain in place, but

The most obvious explanation for

many connections between brain

developmental dyslexia is that if damage

cells (neurons) have yet to be formed.

to a particular part of the brain causes

Neuroscientists have identified three

reading difficulties in adults who can

main changes to neurons during learning:

• match graphemes to phonemes

already read, then difficulty learning

synaptogenesis, synaptic pruning and

• blend the grapheme-phoneme

to read is probably due to damage or

myelination 1,2. This process appears to

English, children’s brains need to: • detect and discriminate between phonemes • detect and discriminate between graphemes

abnormal development in the same

occur in all learning, including reading.

• understand the words

part of the brain. Unfortunately, it isn’t

Sensory information is transmitted

• decode new text whilst retaining

matches to form words

quite that simple; because children’s

through the brain in the form of electrical

the meaning of text already

brains are still developing, there could

impulses that pass from one neuron to

decoded in order to comprehend

be other reasons why they struggle to

another. Electrically activated neurons

the whole passage.

learn to read.

activate neighbouring neurons via

None of these sub-skills are simple and together they engage several brain areas.

Phonemes are processed in temporal lobes (auditory pathway); auditory processing deficits could make detecting or discriminating between phonemes difficult. Graphemes are processed in occipital lobes (visual pathway); visual

Reading difficulties could originate at different levels: • brain “hard-wiring”. This is

chemical neurotransmitters that pass across junctions called synapses.

Neurons develop new synapses

genetically controlled, but

(synaptogenesis) when they are activated

affected by environmental factors

by novel patterns of sensory stimuli,

• brain biochemistry, such as neurotransmitters • sensory information processing

such as letters or words. If a pattern is repeated, as the letters or words become familiar, some connections

processing deficits could impact on

anywhere from the sense organs

between neurons are strengthened

graphemes. Blending involves parietal

to the brain

and others weaken and die off (synaptic

lobes and comprehension the frontal

• environment. For example, the

pruning). This leads to the formation of

areas of the brain. Blending and

method of teaching or parental

neural pathways. If a pathway is used

engagement.

frequently, its neurons develop a fatty

comprehension could both be impaired by working memory deficits. Working

Dyslexia tends to run in families, implying

myelin sheath (myelination) that speeds

memory retains information for only

that genetic factors are involved. It is

up electrical signals, and relevant tasks

a few seconds, so slow information

often assumed that genes affect only the

(in this case reading) become fast

processing could mean that by the

brain’s hard-wiring. That’s one possibility.

and automatic.

time the end of a word or passage

Genes and environmental factors can

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DYSLEXIA

For this process to work efficiently, frequent, consistent sensory input is required. Anything that makes sensory input infrequent or inconsistent can impair or delay learning. Conditions such as recurring glue ear (common and often undetected in young children) could affect the ability to detect and discriminate between phonemes;

It is hardly surprising if assessments of teaching programmes and therapies show mixed results

function; anecdotal evidence suggests colour therapies are most effective in children who report visual problems with reading. However, because studies tend to lump together all children with dyslexia, regardless of what’s causing their reading difficulties, it is hardly surprising if assessments of teaching programmes and therapies show mixed results.

amblyopia (lazy eye), strabismus (squint) and nystagmus (involuntary

finding doesn’t rule out other factors.

eye movements) could affect the ability

My son can discriminate between the

Conclusion

to detect and discriminate between

phonemes “i” and “e”, except when they

Research evidence suggests that reading

graphemes. These conditions can clear

are within words (for example, “pin” or

difficulties have multiple causes and that

up spontaneously, but a five-year-old

“pen”). He also confuses visually similar

genetic and environmental factors are

who previously had one of them could

letters, such as “h” and “n” or “j” and

involved. Impairments could originate in

already have developed atypical neural

“i”, and transposes and reverses letters

the structure and function of the brain,

pathways that don’t support efficient

and numerals and can’t blend more

the sense organs, in sensory processing

reading. A child who hears and says

than three phonemes. This suggests

or in inconsistent or inadequate sensory

“th” as “f”, for example, might need

that he has auditory, visual and working

input. Interventions will be effective only

to develop a new pathway for “th”

memory issues.

if they address the specific causes of

that is robust enough to override the

The changes to neurons during

reading difficulties in individual children.

“f” response. By the time a child is

learning imply that intensive, systematic

“Dyslexia” is still useful as a shorthand

diagnosed with dyslexia, the cause

synthetic phonics training helps with

term for “impaired reading”, but the

might have vanished, leaving a reading

decoding because it exposes children

assumption that it is a single syndrome

difficulty in its wake. Another area of

to frequent, consistent information

has caused considerable confusion.

controversy is also explained by the

about phonemes and graphemes,

complex nature of reading: interventions.

enabling them to form the “correct” neural pathways. However, it might

Interventions

not improve processing speed, working

Heated debate rages over reading

memory capacity or eye movement

interventions – whole language versus

anomalies, so difficulties with blending,

analytic phonics versus synthetic

comprehension and stability of visual

phonics. Anecdotal evidence suggests

input could remain.

that some systems and approaches

A similar caveat applies to therapies.

are effective while studies often don't

Exercises that focus on balance and

support these claims. The reason for

hand-eye coordination might result in

the controversy is, I suggest, because

improvements if reading difficulties are

reading difficulties have different causes.

due to poor visual tracking, but not

One thing brains are good at is spotting

if they are due to poor phonological

patterns, so many children can learn

awareness. One would predict the

to recognise words and understand

opposite outcomes for auditory training

how spelling works with little adult

programmes. The issues of coloured

support. Others need explicit training in

lenses and overlays are complex too.

recognising phonemes and graphemes

However, we now know, for example,

and the patterns they form. We know that

that the neurotransmitter dopamine is

many children with reading difficulties

affected by the amount of blue light

find it hard to identify and discriminate

entering the eye 4. Dopamine helps

between phonemes 3. However, it is

maintain muscle tone, so the level of

important to bear in mind that this

blue light is likely to affect eye muscle

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Footnotes 1. Clancy and Finlay, B. (2001). Neural correlates of early language learning. In M. Tomasello & E. Bates (Eds.), Language development: The essential readings. WileyBlackwell.

2. National Research Council (2000), From Neurons to Neighbourhoods: The Science of Early Childhood Development, Ch. 8: The developing brain. Washington D.C. 3. Goswami, U. (2000). Phonological representations, reading development and dyslexia: towards a cross-linguistic theoretical framework, Dyslexia, 6, (2), 133-151.

4. Cowan R.L., et al. (2000). Sex differences in response to red and blue light in human primary visual cortex: a bold fMRI study. Psychiatry Research, 100 (3), 129-38.

Further information

Sue Gerrard is a researcher with a consultancy specialising in knowledge modelling. She is a former primary teacher and for four years home-educated her son who has autism and difficulties with reading, spelling, writing and arithmetic: http://whatisautismanyway. wordpress.com

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dyslexia

35 Promotional feature

New educational iPad apps aim to help children with dyslexia The Apple iPad has great potential as an aid to help teach children with dyslexia. The touch interface allows multi-sensory learning. Incorporating key areas of learning into games increases motivation and makes learning fun and rewarding.

Neurogames is a company set up by Dr Jonathan Reed to integrate the latest knowledge on neurodevelopment and learning with motivating technology to help children learn. Child neuropsychologist Dr Reed specialises in understanding how children’s brains and learning develops.

Dr Reed has developed a game called Letter Lilies which teaches phonological awareness by matching letters and groups of letters with phonemes. The phonemes are pronounced in an English accent.

Letter Liles is based on research showing that phonological awareness is the most important predictor of reading development.

Dr Reed has also developed a game for the iPad and iPhone called Memorise to help develop working memory.

Research has shown that improving working memory results in improvements with reading and maths.

Children with dyslexia often find attempting to learn a frustrating experience and can lose motivation when they fail to get it right first time. Therefore, Letter Lilies uses an error

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free learning technique so that children are always shown the right answer. This is a proven technique shown to help encourage children who find learning difficult.

In Memorise, working memory is improved through a fun compelling game.

Letter Lilies and Memorise are ideal for children with dyslexia who feel self-conscious about their capabilities and can be played without adult supervision, allowing children to learn in their own time. Research has been published in the International Journal of Virtual and Personal Learning Environment (2011) showing that Letter Lilies significantly improves reading in normally developing children.

An underlying philosophy of Neurogames is the belief that all games should be available to those who need them and therefore the games are free on the iPad. There is the option to purchase a low cost report which allows teachers and parents to track children’s learning progress over time. A CD Rom version of the game is available from the website.

Details of all the games can be found on Apple iTunes or at: www.neurogames.co.uk

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speech, language and communication

Speech, language and communication: where are we now?

The National Year of Communication may be over but its legacy is strong, says Jean Gross

M

y role as Communication

across health and education. Joint

Champion – one of the

commissioning is vital; without it (as is

recommendations

from

sadly still the case in seven out of ten

the 2008 Bercow Review – enabled

local areas), the responsibility to meet

me to work in partnership with The

children’s SLCN can be passed from

Communication Trust, a 50 strong

one agency to another, with parents and

voluntary sector coalition, to deliver the

children stuck in the middle and little

National Year of Communication (the

chance of the Government’s proposed

Hello campaign).

single plan working effectively.

Particularly impressive were the local areas that had developed a community-wide strategy for language

In this article, I will reflects on the findings in my Two Years On report,

The policy context

published in January 2012, and outline

We have seen some measurable

from four per cent to three per cent

the continued need for improvement in

improvements. Between 2010 and 2011

in the percentage of five-year-olds

services for the one million children and

there was an increase in the percentage

showing very significant difficulties on

young people in the UK with long-term

of children achieving at age-appropriate

this scale, over the same period, and

speech, language and communication

levels in the Language for Thinking scale

a slight narrowing of the gap between

needs (SLCN).

of the Early Years Foundation Stage

the percentage of children with SLCN

Profile at age five.

achieving expected levels in English and

An important part of my role was

There has also been a reduction

mathematics at age 11 and their peers.

to meet with local leaders, raising awareness of the issues. In two years

There have been some helpful

I visited 105 of the 152 local authority/

policy developments, such as the

NHS Primary Care Trust pairings in

requirement to promote “articulacy” in

England, and saw much innovative

new professional standards for teachers,

work to support children with SLCN.

and the inclusion of a new judgement

Particularly impressive were the local

on “how well teaching enables pupils

areas that had developed a community-

to develop skills in communication” in

wide strategy for language, such

the revised Ofsted inspection framework

as Stoke on Trent’s “Stoke Speaks

for schools.

Out” and Sheffield’s “Every Sheffield

The most notable policy development

Child Articulate and Literate by

has been the joint work of the Department

11” programmes.

for Education and Department of

It was also good to see some growth in joint commissioning of SLCN services SENISSUE58

Ofsted’s inspections now focus on the development of pupils’ communication skills.

Health to establish communication and language as a prime area of children’s www.senmagazine.co.uk

speech, language and communication

learning, which as a nation we have to get right for as many children as possible, before they reach the age of five.

In some ways, future policy looks hopeful for SLCN. I welcome government proposals to provide more information to

My report documents increasing evidence of significant cuts to frontline services

parents on how to support their child’s

and subject teaching that promotes all children’s communication skills; at Wave 2 additional, evidence-based small group interventions from trained teaching assistants for children with language delay, and at Wave 3, effective partnership with specialists.

The Wave 3 partnership involves

early development, and to ensure that

An increasing number of schools

having a very highly trained teaching

all children will have a joint health and

are adopting a whole-school approach

assistant able to work under the direction

education review at the age of two.

to SLCN, which includes three waves

of an SLT to implement intervention

When implemented, this will ensure that

of provision: at Wave 1, classroom

programmes. The most effective schools

SLCN are identified early.

In other ways, however, my report highlights real concerns about the future.

It documents increasing evidence of significant cuts to the front-line services on which parents and children depend, as a result of the double whammy of NHS and local authority budget reductions. These cuts coincide with rising incidence of SLCN, with a 58 per cent growth over the last five years in numbers of school-age children with SLCN as their primary special need.

Another concern is the increasing trend towards inequity, with the provision a child receives dependent on whether their mainstream or special school purchase enhanced SLCN services, or how active and able their parents are in pressing their child’s case.

Good practice in schools In my two years in post, I saw a welcome growth of local strategies to build the expertise of school and early years staff, and good evidence of the impact of training programmes.

Another encouraging growth has been in support for secondary-aged pupils, who have often missed out in the past. I saw local speech and language therapists (SLTs) providing a menu of opportunities that include working with whole subject departments to improve curriculum differentiation, modelling small-group interventions, providing bespoke training to staff, and supporting screening and assessment processes. www.senmaGAZINE.co.uk

are commissioning a period of enhanced

Spotlight on Enfield Enfield redesigned its speech and language therapy service to tackle long waiting lists and is a good example of how health and education can work together.

Before the changes, SLTs saw the majority of children in clinics. In the early years, children are now seen for a screening assessment or initial advice at drop-in sessions within children centres. They can then join a rolling programme of intervention groups running across localities.

SLTs introduced school-led early screening and identification, increased the number of Wave 2 interventions routinely used in schools, delivered free training packages to increase the skills of education staff and increased the range of strategies and adaptations used in the classroom.

They also developed a formula allocating SLT time to schools, with

support from SLCN specialists to train staff and help the school set up this three-wave model.

In my report, I recommend that more schools take this approach. I also note that there is a continued need to ensure that class and subject teachers adapt their day to day teaching to meet the needs of children and young people with SLCN, rather than just relying on teaching assistant support for individuals and groups. I found that in many schools this was still more or less the only form of differentiation in place.

Getting it right for future generations The National Year of Communication has come to an end but the need for our collective voice to be heard on these issues is as strong as ever. As the work carries on through charities and professional organisations, it is vital that we all lend our support and pull together to help bring about lasting improvements in provision for those with SLCN.

the incentive of additional sessions for schools which identified a “language lead” from their own staff, to work closely with the SLT. The outcomes of Enfield’s service redesign have been significant, with measurable improvements in early identification, parent confidence and children’s language skills.

Further information

Jean Gross is the outgoing Communication Champion. Her report, Two Years On: Final report of the Communication Champion, can be downloaded at: www.hello.org.uk

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40

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specific language impairment

42

Tongue tied

Linda Lascelles looks at how to support children with specific language impairment

T

he term speech, language and

SLI is not:

communication needs (SLCN)

• a language impairment associated

covers children and young

with another condition, such as

people with a wide range of different

hearing impairment, autism or

needs. One condition that is often

learning disability

overlooked and misunderstood is

• a speech sound disorder

specific language impairment (SLI).

• a social communication disorder

Children with SLI are particularly vulnerable to emotional and mental health problems

• a problem with learning or SLI is:

using English.

noticeable inaccuracies well into their school years. For example, children with

• a fundamental difficulty solely or primarily with language

As with other developmental disorders, it

SLI often miss out words like “in” or “to”

• a difficulty with expressive

is not known for certain what causes SLI,

or endings such as “-ed” in “walked”.

language, meaning that children

but the evidence from research points

In time, their language usually improves

struggle to formulate thoughts

strongly to a genetic link.

to become adequate for everyday use

Children with SLI start talking much

but is rarely robust enough to cope with

• and/or a difficulty with receptive

later than other children. Thereafter,

the complex sentence structures and

language, meaning that children

their language continues to develop

abstract concepts that characterise

find it hard to understand language.

more slowly and is likely to contain

the language used in later stages of

into words and sentences

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specific language impairment

education and many aspects of adult

imperfectly in children with SLI, whose

They learn coping strategies to deflect

life. So it is important not to make the

language skills are insecure and below

attention, for example answering “yes”

assumption that their difficulties have

the standard required at every stage of

if their teacher asks if they understand

gone away, even if, as sometimes

the curriculum.

what they’ve got to do, regardless of whether this is true or not, or even

happens, the speech and language therapist discharges them at this

Identifying children with SLI

whether they know if it is true. It is simply

point. Children with SLI continue to

Many, perhaps most, children with SLI

easier than trying to explain what the

struggle with literacy, numeracy, higher

will start school or nursery with some

problem is, and making the effort to

level thinking and learning, organising

record of involvement with speech and

really concentrate while the teacher

and managing their lives and social

language therapy, even if they do not

goes through it all again. They might

interaction. They are also particularly

have a formal diagnosis. However, some

also be afraid of showing themselves

vulnerable to emotional and mental

do fall through the net, and their needs

up in front of the other children.

health problems. As a result, it is

may not always be immediately obvious.

Some children with SLI will present

important that the support needs of

Although children with SLI are

with other difficulties with learning, for

children with SLI should be continually

generally aware from quite a young

example, with reading. Some might

re-evaluated in an ongoing cycle of

age that other children seem to have

avoid having to work by fidgeting

assessment/re-assessment, intervention

no trouble doing things that they find

constantly with their pencil case or

and review.

hard, they do not really know why this

schoolbag, or even by using attention

The impact of SLI on children’s ability

is, so are unlikely to tell you directly if

seeking behaviour.

to access the curriculum and learn

they do not always understand you or

Partnership working

effectively is often poorly understood.

To get a better idea of the interplay between language and learning, it may be helpful to think about a toddler who is just starting to talk. His/her first words are usually names of people or things, but quite soon s/he learns to say “more”, if s/he wants another drink, for

These children are often very quiet in class, and are careful not to draw attention to themselves

example. Gradually, through hearing

A number of professionals with different skills should be involved in supporting children with SLI. It is most helpful if they work together as a team to agree what support the child needs and how this will be delivered, ensuring that there is agreement on who will do what, when, and that there are no gaps.

and saying “more” in different contexts,

cannot remember how to say something.

As well as the parents and child, the

s/he realises that the word has a general

Nevertheless, if a child consistently takes

professional members of the team are

meaning of “a larger quantity” and has

longer than other children to answer

likely to include: the child’s teacher (at

an opposite: “less” (or “fewer”). By now,

a question, is much slower at writing,

secondary school it can be helpful to

s/he is probably learning some numbers

or seeks help from other children, it is

designate a lead teacher to oversee the

and beginning to realise that five is less

worth considering whether SLI might

child’s wellbeing and act as a first point

(or fewer) than six but more than four.

be the cause, especially if there is a

of contact for the child and parents),

By the time s/he starts school, s/he is

positive family history and/or the child

SENCO, teaching assistant, speech

ready to start learning the various ways

has had some speech and language

and language therapist, educational

that combining numbers result in a larger

therapy in the past. If so, it is worth

psychologist and specialist/advisory

or smaller total. Learning this enhances

talking to the child concerned. Children

teacher. In some cases, it may include

his/her language skills by introducing

with SLI can indicate where they are

others such as an occupational therapist.

the names and concepts of arithmetical

having difficulties, but will need skilled

functions into his/her vocabulary, and

support to do so.

In some areas, access to specialist support is readily available. In others,

this, in turn, prepares him/her for the

These children are often very quiet

it may be rationed or not available at

next stage of the curriculum. This

in class, and are careful not to draw

all under some circumstances. With

cycle, in which language and cognitive

attention to themselves. They tend not

more SEN funding being devolved to

learning reinforce each other, continues

to raise their hands to answer questions

schools, this is an excellent opportunity

throughout the school years and

or ask for help, but instead take their

beyond. However, this process works

lead from the other children in the class,

for schools to commission the support >>

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44

specific language impairment

they need for their children. This might

world and the special needs world,

meanings that may differ from general

mean groups of schools or even

sometimes feeling closer to one, and

usage. Colour coding techniques can

individual schools drawing up contracts

at other times to the other, but not quite

help children learn how to formulate

with providers of speech and language

belonging in either.

sentences, and templates can be used

therapy. Schools working individually or

Supportive professionals can, and

to help them write stories and project

together might wish to train a member

should, do a lot to help parents feel

work. Using a multi-sensory approach

of staff to specialist teacher standard.

strong enough to play their full part

is particularly important, as this helps

The child will, of course, need

as members of their child’s team. The

children to understand and internalise

support to participate in the team and

“structured conversations” offered by

new information. Many children with

will not necessarily attend full meetings,

the Achievement for All programme,

SLI have a poor short-term and working

but his or her feedback about the sort

for example, can be particularly useful

memory, so frequent repetition and

of thing s/he finds hard at school, and

in making sure everyone is working

reinforcement is essential and needs

what has helped him or her most, is

towards a common goal. Do remember

to be built into the school day.

invaluable and should be at the centre

that there are other organisations that

Parents, too, have a vital role to play.

As they spend more time with their child than anyone else and see him or her in a range of different situations, they are best placed to feed back on how s/he copes with them all. Their child’s behaviour at home can also reveal

In addition, children with SLI need to be taught the social and organisational

of any discussions.

Children with SLI need much more structured and systematic teaching than most

quite a lot about how things are going

skills which will enable them to participate fully at school and make a smooth transition to the next stage of their lives. For children moving from primary to secondary school, this means being able to recognise when they need help and know how to ask for it, find their way around school and

at school. If the child takes hours to

make sure they have the right books

complete their homework, and cannot

can help as well. Your local parent

and other equipment with them. Young

do it without help, or is always utterly

partnership service, local parents’

people leaving secondary school for

exhausted after a day at school, or very

support groups, parent/carer forums

college or work need to be able to

difficult for parents to manage in the

and relevant charities can provide

travel independently, manage their

evening, this would probably suggest

information and support and it is good

own money, and negotiate their way

that changes need to be made.

practice to signpost them for parents.

through any difficult situations they

It is important, though, to bear in

may encounter. Children with SLI find

mind that parents may need substantial

Models of support

it harder than most to use language

support to participate fully in meetings.

Children with SLI need to be taught the

effectively in a range of contexts, both

Understandably, they are likely to be

language content of lessons alongside

formal and informal, and should be given

more anxious than the professionals,

the subject matter. This is, of course,

regular training and practice in social

and may feel outnumbered by them.

true of all children but children with

skills groups.

Perhaps it would be helpful to start the

SLI need much more structured and

discussion with a chance for everyone

systematic teaching than most, though

to mention one area of progress they

actually what works well for them can

have seen recently and their main area

be very effective with a wide range

of concern at the moment.

of children with a range of barriers to learning, whose language skills are often

Working with parents

underdeveloped. This might include,

Learning that their child has SLI is likely

for example, children with reading or

to come as a shock to most parents and

behaviour difficulties.

it can signal the start of an emotional

It is good practice to pre-teach

rollercoaster ride. Parents may well feel

important new vocabulary ahead of

as though they are being pulled in two

lessons, especially any subject-specific

directions, between the mainstream

terms which can have very precise

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Further information

Linda Lascelles is CEO of Afasic, a charity supporting children and young people with SLCN and their parents: www.afasicengland.org.uk

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45

Stanbridge Earls student secures prestigious Cisco internship James Kenward, an Upper 6th student at Stanbridge Earls School, is one of the first students to graduate through its Cisco Academy. Not only has he completed his course but he has also succeeded in obtaining one of only five internships that the computer giant, Cisco, offers in the UK. These are perceived in the industry as being the crème de la crème of opportunities and usually lead to rapid promotion in the computer industry.

James, a 17-year-old, was up against others who were all 20+ and mainly from colleges, universities and the computer industry. His studying in school culminated in him completing CCNA1, 2 and 3 courses and after a gruelling three-stage selection procedure, he is feeling relieved and exhausted.

After submitting his application he went for interview and three weeks later had a full-day board interview. The final part was another full day, this time with practical tests, interviews and problem solving. The good news followed shortly afterwards and James starts his career with Cisco in mid-July.

Cisco qualifications are internationally recognised and were introduced in the school four years ago after increasing frustration with the traditional computer and ICT courses. They are a realistic alternative and concentrate on the hardware and infrastructure side of the industry rather than software. The growth in this sector is enormous and well qualified candidates are in great demand, although Stanbridge Earls does ensure www.senmagazine.co.uk

that the Cisco qualifications are wrapped up in GCSE and GCE qualifications, so that they also have value for university entrance.

All students at Stanbridge Earls have specific learning difficulties, mainly dyslexia, dyspraxia, dyscalculia and speech and communication difficulties. James is dyslexic and dyspraxic and finds that the assistive technology software used throughout the school has helped him greatly.

For more information about Stanbridge Earls School, visit: www.stanbridgeearls.co.uk SENISSUE58

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respite CARE

Time out Zoe Hall looks at how respite care can give all family members the break they need

W

hen your “perfect” bundle is

happen next. It was the most terrifying

diagnosed with a disability

time of my life. I remember looking at

or special educational need,

my son and saying “what are we going

life suddenly takes a different turn.

to do?”

You find yourself on a road you didn’t

Respite care should be available to all families at an affordable cost

expect to take, one that’s unfamiliar

A break for everyone

and frightening. You need time to come

Good respite care not only provides

They can also help each other through

to terms with the diagnosis and you

the child concerned with support and a

the hard times and provide a shoulder

need people around you to answer all

safe space to play and have fun, it also

to cry on in times of need.

your questions.

provides much needed support for all

When a child is diagnosed with

I still remember my beautiful baby

the family. Good respite care providers

SEN, the diagnosis is often all people

boy being diagnosed at 23 months

look at the family as a whole, including

can fix on. The reality of how many

with ASD, just before I was told that the

all children. Providers can offer a place

changes are required to facilitate

service was now off on holiday for the

for parents and children to join other

something approaching family life is

summer. I was given a leaflet about ASD

families travelling the same road and

often inconceivable to those who have

as I contemplated six weeks without

give them space to talk, laugh and share

not been through this painful process.

support, six weeks wondering what will

experiences and achievements together.

However good a parent may be,

Respite care should provide children with a safe and secure environment.

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respite CARE

Parents may have a sense of guilt about placing their child into respite

everyone needs the chance to sit without speaking, to go out without having to turn full circle to make sure their child hasn’t run away, and to watch a whole movie without having to apply ear muffs at specific times. Having an occasional break from all this enables you to be a better parent. Children without SEN or disabilities are hard

Liaison with the child’s school or

work enough, but when you suddenly

nursery will enable the respite provider

have to juggle bringing up a family

to include things in the child’s day which

with the extra and specific demands

are challenging for them, so that the child

of a child with SEN, life can become

can practice skills and continue with his/

totally overwhelming.

Respite care should be available

Children can enjoy days out in the local area while in respite.

to all families who wish to use it at an

her development. While activities should be enjoyable for the child, they should also be geared towards encouraging

affordable cost. No-one, no matter how

to meet the needs and demands of just

independence, socialising, life skills and

resourceful they are, can keep going

one of their children.

physical abilities. Life skills development

indefinitely. When you have a child with

can be built into daily routines and, by

sleep issues and you are attempting to

Planning for respite

working closely with parents, respite

function on limited resources, disaster

When I introduce a new family into

providers can address these key areas

is imminent. Tempers are frayed and

respite, I sit at length with the family

of learning.

tears are shed. This is when a family

and gather as much information as

It may be appropriate for respite

can become isolated, as parents

possible, in order to make the transition

providers to attend pre- or post-respite

give up going out because life is too

as smooth as it can be. It is important to

meetings with other professionals or

hard and the difficulties too extreme

remember that, although they need the

at the child’s home. A written report of

to contemplate.

break and want to spend time with their

the child’s progress at respite can also

As the Manager of a respite facility

other children, parents may still have a

provide useful information for all those

and also the mother of a 12-year-old with

sense of guilt about placing their child

involved.

ASD, chronic bowel disorder, chronic

into respite.

Respite care should provide a safe

sleep disorder and hypermobility, I have

The child’s support must be carefully

space for children with SEN to enjoy

seen first-hand many of the difficulties

planned to ensure that all his/her

while their families have a well deserved

and restrictions of living with someone

difficulties and needs are fully considered

break. Happy children progress; they are

with SEN, and what a devastating effect

and accommodated. It is important to

more stable and more able to function.

it can have on the family. I remember

have good communication with parents

In addition, a family that is also happy

constantly asking my daughter to “wait”

so that any necessary changes can be

and relaxed, because it has reaped the

while I dealt with my son, and then

implemented without concern. It may

rewards of respite care, will be able to

realising that I never got back to her;

be appropriate to bring in extra staff

enjoy that child’s achievements all the

sometimes, she had to make do with

to help with more challenging children.

more readily.

very little of my time.

As well as addressing the individual

This illustrates another reason why

needs of the child who will be attending

respite care is so important to the family;

respite, one should look also at how

it gives other siblings a chance to be

the child will relate to others attending

heard without being told to wait. To have

the facility – will they have things

uninterrupted time with their parents is

in common? Will they get on with

something that many children take for

each other? What potential issues or

granted but, with the best will in the

situations might occur and how can

world, this can be almost impossible to

these be anticipated and dealt with

achieve if parents are constantly having

in advance?

www.senmaGAZINE.co.uk

Further information

Zoe Hall has worked in nursery management for 20 years and she currently runs Rakemark Respite in Uttoxeter. She is also mother to a 12-year-old child with autism: www.rakemarkrespite.org.uk

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play

Joining the big adventure

Outdoor play is crucial for a child’s development and wellbeing, and it must be made fully accessible to all, says Anna Route

“All children need to play and have a

It is important to consider the twofold

right to play. All children should have

impact on disabled children on not being

equal access to play opportunities.”

able to freely play with others, or to freely

(The New Charter for Children’s Play,

play outdoors. During October 2011,

Children’s Play Council, now Play

KIDS surveyed parents of disabled

England, 1998)

children on their ease of access to play and childcare provision over the

Few of us would disagree with this

summer holiday period. The results

statement. Yet the reality is that the vast

were sobering:

majority of disabled children in England

Outdoor play is essential to the healthy physical, social and emotional development of all children

• one in ten disabled children

do not have equal access to play. Many

were refused a place in play/

have no play opportunities at all. Those

childcare provision over the

disabled child pay more than

summer of 2011

twice as much as the national

who are able to access play often find it offered in quite tightly controlled

• one in three parents of disabled

• one in five families with a

average for their childcare

environments that do not necessarily

children received no play/

have access to outdoor spaces, or allow

childcare provision over the

difficult or very difficult to find

free flow from inside to outside areas.

summer holidays

appropriate play/childcare

• two in three families found it

provision for their disabled child.

Parents who did manage to secure play/childcare provision for their disabled child often had to make use of specialist services, separating their child from siblings, friends and their local community.

Why is play important?

“The right to play is a child’s first claim on the community. Play is nature’s training for life.”

(David Lloyd George, 1925) The importance and value of play to all children is all too frequently overlooked by adults. A child’s right to play is enshrined by article 31 of the United Outdoor play can be undermined by an aversion to risk.

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49

The survey revealed that 81 per cent of children wanted more freedom to play outdoors. The survey also found that although the majority of parents would like their children to be able to play out unsupervised, anxieties including fears of strangers and road safety prevent them from giving much freedom to their children. Disabled children are denied this freedom to a greater extent than their non-disabled peers due to a range

Everyone should be made to feel welcome in the play environment.

of social and environmental barriers.

These obstacles may be overcome Child, but this right is often undervalued

turn is conducive to improved levels of

if adequate levels of support are put in

or met with passivity by governments

confidence and self-esteem.

place. In All of Us – The Framework for Quality Inclusion (KIDS, 2008) a range of

and policy makers. Outdoor play in particular can be undermined by

Barriers to play

key features are described that help to

a cultural aversion to risk or might

“Children and young people of all

create an environment focused on the

conceivably be misaligned with sport

ages – like adults – should be able

joint needs of disabled and non-disabled

and adult notions of achievement

to ‘go shopping’ for their play. They

children as well as helping to manage

rather than an activity undertaken for

need variety and choice. The essence

parental anxieties. These include:

its own sake, out of simple pleasure, and

of play provision must be to give

bounded principally by the imagination

children the freedom to choose.”

(Planning for Play, Lady Allen of

and motivation of the child.

Outdoor play is essential to the

Hurtwood, 1968)

healthy physical, social and emotional

• everyone is welcomed on arrival and wished well on departure in a way that suits them • practitioners are aware of potential barriers to accessing

development of all children. It can

In the recently revised study A world

play fully and understand

be hugely stimulating and exciting

without play: A literature review

that attitudes, environments,

and it offers unique opportunities for

adventure,

challenge

and

personal development.

Having the chance to play freely outdoors and have access to natural environments is particularly important for disabled children. Children with multiple impairments will benefit from exploring the variety of sights, smells, textures and sounds found in natural environments.

Disabled children are disproportionately susceptible to bullying and therefore least likely to use outdoor play spaces

structures and policies may disadvantage particular children, and challenge these barriers as appropriate • time is given to develop links with families/schools/services as part of a commitment to give all local children and families genuine opportunities to participate in the play environment.

Children in general, and disabled

Sensory exploration of outdoor spaces may enhance children’s appreciation and

(2012), Play England suggest that “[a]

children in particular, are often assumed

awareness of nature and also contribute

combination of poor play environments,

to be dependent and vulnerable rather

to their overall health, happiness

busy school schedules and an increase

than competent to make choices

and wellbeing.

in structured activities” has impeded

and actively participate in decision

Disabled children are often

opportunities for children to engage

making. Deaf children and children with

overprotected and offered limited

in free and unfettered play. Moreover,

communication impairments, autism or

access to challenging or risky activities.

according to a 2009 survey conducted

multiple health requirements are among

Outdoor play provides an opportunity

by Natural England, children spend

the most isolated and least likely to

to explore boundaries and engage with

far less time playing in natural places

be consulted.

the unfamiliar or unexpected. This in

than they did in previous generations.

www.senmaGAZINE.co.uk

>> SENISSUE58

50

play

A consultation with over 4,000 children and young people carried out in the West Midlands (Dudley MBC/MADE, 2009) revealed that disabled children are disproportionately susceptible to bullying and therefore least likely to use outdoor play spaces. Improving

Many local authorities have disbanded their play teams to preserve staff for statutory services

Play should be inspiring for children.

access to inclusive outdoor play requires the co-operation of multiple agencies

anyone can be involved with outdoor

and, significantly, the involvement of

the National Children’s Bureau (The

play. The Cabinet Office’s Social Action

disabled children and young people and

Ripple Effect, 2011) reveals that cuts

Fund is funding the campaign via the

their families.

are having a disproportionate effect on

Play England Free Time Consortium, a

the children’s voluntary sector.

group of 17 organisations which aims

It is vital that disabled children and their families are seen as active

It has been reported across the

participants in their local communities

UK that adventure play provision is

to normalise their presence in society

particularly at risk; many local authorities

It is crucial to remember, though, that

and reduce incidents of bullying or

have disbanded their play teams to

creating and maintaining accessible play

hate crime.

to increase social action in support of children’s play.

preserve staff for statutory services.

spaces is not simply about money. While

Current legislation promotes the

Children and young people have

many playground organisers may not

participation of disabled children and

emerged as the “group most severely

have large amounts of funding or state

young people in the design and delivery

affected” by local government cuts,

of the art accessible equipment, a great

of services. The Children Act of 1989 (as

according to a recent report from the

deal can be achieved by ensuring that

amended) and the Disability Equality

Joseph Rowntree Foundation. Serving

staff have a positive, “can do” attitude.

Duty (2005)/Equality Act (2010) are

deprived communities in a recession

Playgrounds should be inspiring places

important landmarks, as were, under the

(2012) used budgetary data and surveys

which constantly evolve depending on

last Government, the policy documents

with 25 local authorities to understand

what the children who use them want

Aiming High for Disabled Children (2007)

the early impacts of local authority

to do, and it is vital that all children are

and the national Play Strategy (2008).

budget cuts since 2010 and noted that

included and made welcome.

“Play schemes, youth volunteering

Recent challenges to outdoor play

projects and specialist support in

“Enabling all children to play, and

most often.”

schools were the casualties mentioned

Further information

to play together, is about a benefit to the whole community. It is not

Hope for the future

about overcoming legal hurdles or

“Inclusive play is not about meeting

making expensive provision for a

‘special needs’; it’s about meeting all

small section of the community. If any

children’s and young people’s need to

child is prevented from playing then it

play, wherever they choose and in a

diminishes the play experience of all.”

variety of different ways”.

(Can Play – Will Play: Disabled

(It Doesn’t Just Happen: Inclusive

Children and Access to Outdoor

Management for Inclusive Play,

Playgrounds, Alison John and

Philip Douch, 2006)

Rob Wheway, 2004) Play England has launched the Love The impact of present austerity

Outdoor Play campaign, which calls on

measures on local authority budgets

everyone to support children’s freedom

and inevitable pressures on charity

to play outside. There are many ways to

and voluntary sector funding present

get involved and the campaign promotes

a significant challenge. A report by

a wide range of actions to ensure that

SENISSUE58

Anna Route is National Development Department Programme and Policy Officer at KIDS, a national charity working with disabled children, young people and their families. The charity provides information and resources to help promote the positive inclusion of disabled children and young people in stimulating and adventurous activities: www.kids.org.uk Information on Play England’s Love Outdoor Play campaign can be found at: www.loveoutdoorplay.net Photos: © Will Strange/PRS Music

www.senmagazine.co.uk

play

51

PlayFair 2012 Registration is now open for Playfair 2012, the UK playgrounddedicated trade show.

At PlayFair 2012, several API member companies will be displaying the latest playground designs, and there will be a seminar programme with presentations on: new funding methods for play, how active play can aid child development, community rights to change public spaces and Government health initiatives aiming to tackle childhood obesity.

The event is designed for both local authority staff (children and youth services, and parks and open spaces teams) and parents who are active in the community, either as school governors or in residents’ associations.

This year, for the fifth anniversary of Playfair, the API has teamed up with the British Association of Landscape Industries, whose trade show will be held alongside PlayFair.

PlayFair will take place on 19 and 20 June at Stoneleigh Park in Warwickshire. To register for free attendance, visit: www.playfairuk.com

www.senmagazine.co.uk

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52

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behaviour

53

Challenging labels

Young people with behavioural issues must be treated as individuals, not made to fit convenient labels, says John Steward

This group of young people cannot be easily pigeon-holed

“So, what do we call maladjusted kids

who were deemed to be anti-social,

now, then?” I was at a conference a

oppositional or non-compliant in some

few years ago when a very experienced

way was “maladjusted”. Perhaps that

practitioner I knew asked this question

was a simpler time in terms of labelling

of a civil servant who was trying to

and categorisation, and maybe that’s

explain government thinking on the

why my conference colleague was

details, intricacies and emphases of

asking how we were supposed to do

children and young people with conduct

the behavioural, emotional and social

that now in a different climate, after

disorders, hyperkinetic disorders and

difficulties (BESD) designation. His

years of political correctness.

less obvious disorders such as anxiety,

question got a big laugh, perhaps

One thing is certain: this group of

school phobia or depression. There

in recognition that the issues over

young people cannot be easily pigeon-

need not be a medical diagnosis for a

naming this sector somehow reflect

holed, classified or described with

child or young person to be identified

the greater and deeper difficulties we

generalities. They are the very definition

as having BESD, though a diagnosis

have in conceptualising it at all. Is it

of miscellaneous. They are “other”.

may provide pointers for the appropriate

predominantly a medical issue? Is it

The term “EBD” (emotional and

strategies to manage and minimise the

“proper” special needs at all or is it a

behavioural difficulties) came in thirty

impact of the condition. (SEBDA BESD

reflection of societal ills, bad parenting

years ago and the “S” was added later

Guidance, 2008).

and problems with media new and old?

by many people who felt that the social

The words “behavioural”, “emotional”

Is it simply an excuse for excusing bad

elements had some relevance in the

and “social”, when put together with

behaviour? Maybe Jo Frost, Supernanny,

mix. Politics is involved in which letter

“difficulties”, really do cover a lot of

could sort all this nonsense out and do

comes first: are we focusing initially on

ground. Indeed, the whole BESD thing

so far more quickly and simply than a

the behaviour, or the social stuff or the

isn’t really a diagnosis; it is more the

lot of so-called professional practice.

emotional state of the young person?

name for a collection of presenting

Take your pick.

behaviours, symptoms and conditions.

Finding a name

A paper of 2008 attempted a

There really is a lot going on in these

Between the Education Acts of 1944

definition: “The term behavioural,

young people. There are many, varied

and 1981, the official word of choice

emotional and social difficulties covers

conditions and issues that are relevant

for children, overwhelmingly boys,

a wide range of SEN. It can include

>>

www.senmaGAZINE.co.uk

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54

behaviour

and present in the very same young

and specialist input. The young people

people that are sometimes just classified

should understand the consequences,

as BESD. These include everything

both good and bad, of their behaviour

from ADHD, problems with attachment

and staff should seek to include all

and autistic spectrum conditions to

relevant parties in devising programs

specific learning difficulties, learning

for individuals.

Inevitably, things will go wrong and it is crucial how staff respond at these times

disabilities, communication issues,

These schools are doing no less than

mental health problems (including stress

trying to help make good citizens and

and depression), medication, abuse

happy, involved adults who can live well

self-serving agendas of the people

and offending behaviour. I would bet

in their communities. As sportspeople

making them.

that most of those things are present,

say nowadays, that’s a big ask.

diagnosed or not, and treated or not,

So, in answer to the question of what we call these young people, I think that

in most schools that are designated

Understanding causes

we need to stay away from labels as

as BESD.

There were an estimated 5,740

much as possible. People are complex;

permanent exclusions from primary,

the conditions that have brought them

Schooling for life

secondary and all special schools in

to the point in their life when they meet

What all this means, though, if a young

2009/10. The permanent exclusion

us are strewn with variables. Who are

person with these traits comes into your

rate for boys was approximately four

we to treat individuals in a reductive

life, is trickier. It is a waste of time being

times higher than that for girls. The

way? Generalising is a mug’s game;

academic and pedantic about things like

fixed period exclusion rate for boys

individual programs are all. For me,

assessment and classification when what

was almost three times higher than

if special educational needs means

is really required is planned intervention.

that for girls. Pupils with statements

anything, it is about treating young

For young people who have been

of SEN are around eight times more

people as individuals and working on

placed on the margins of society, serious

likely to be permanently excluded than

their current and future relationship

intervention is required if they are to

those pupils with no identified SEN (DfE:

with society.

avoid a life of exclusion. Schools in this

Permanent and Fixed Period Exclusions

sector have to get the ethos right. They

from Schools in England, 2009/10).

A mother and father once shouted at me in a review, asking me what I

have to decide on the curriculum and

It is a sign of how complex and

would describe their son as. “Jamie”,

how to assess and organise learning.

interesting this area is that any one of

I replied. I realise that I could probably

All staff must share the same vision

the points above would provide enough

have handled that more wisely but at

and work in a multi-disciplinary and

substance for a number of articles,

least I didn’t call him maladjusted, or

specialist way, treating the young

seminars and research papers. The

recommend Supernanny.

people individually. Students should be

morality of exclusion and questions of

educated in small groups, using proper

gender, special needs and equality could

differentiation, and staff must be flexible

keep researchers in work for years, and

at all times.

this is one of the reasons why some of

Inevitably, things will go wrong and

us love the work.

it is crucial how school staff respond

For me, what this shows is that

at these times. They should always

answers about this area of society really

attempt to de-escalate a situation

aren’t that simple, just as they aren’t for

and use positive handling techniques.

the questions raised by the riots around

Behaviour programs should be carefully

the UK last summer. Quick answers

planned, utilising appropriate forms of

miss the point and are too simplistic

motivation and the right therapeutic

or superficial, or are motivated by the

SENISSUE58

Further information

John Steward is Principal of Chelfham Senior School in Devon, and South-West Regional Manager for Priory Education Services: www.priorygroup.com/education

www.senmagazine.co.uk

BEHAVIOUR

55 Promotional feature

Award-winning game helps children with ADHD Youngsters who have difficulty living in the real world can now learn to control their behaviour through the digital world of computer gaming.

ADHD Coaching and Play Therapy is a therapeutic game for children aged five to 12 years who suffer from attention deficit hyperactivity disorder (ADHD) or other awareness problems. It has been developed by child therapist and neurology specialist Dr Helmut Bonney and is based on his extensive research on the effectiveness of a NON-Go software in ADHD therapy where significant improvements were observed in the home and at school.

“As we do not completely understand the possible causes of ADHD, it is recommended to use psychotherapeutic and pedagogic methods before prescribing drugs,” says Dr Bonney, an expert in ADHD and author of many books on the subject. “Regularly playing ADHD Coaching and Play Therapy for just 15 to 20 minutes teaches children awareness, impulse control and planning and potentially offers an alternative to strong drugs.”

In the game, five gremlins symbolise different ADHD symptoms such as unawareness and untidiness. The player

www.senmagazine.co.uk

takes on the role of Alex, a young boy who is constantly bothered by these gremlins and throughout his day must send the gremlins back into their own world. The player helps by observing situations and reacting in the appropriate way within certain timelines. Automatically, children begin to adapt this learning progress to their everyday life.

In Germany, ADHD Coaching and Play Therapy (Zappelix Zaubert) has been named Best Serious Game by leading media company Normedia. It received the German Developer Award for Best Kids Game from foremost event company Aruba and was awarded the Best Serious Game title in The Computer Game Awards funded by the German Government.

Home Version on hybrid PC/Mac CD-Rom. RRP £99 PROFESSIONAL and schools versions are also available and allow SENCOs, therapists and doctors to monitor and analyse the progress of children, print reports, summarise the results and export files to Microsoft Excel©.

Available from: May 2012 Published by: Connect International

For more information, visit our web-site: www.adhdplaytherapy.com Email: info@connect-international.co.uk Tel: 01564 200948

SENISSUE58

epilepsy

56

One of the gang?

Pupils with epilepsy are no different to any others and have a right to achieve their full potential, says Leanne Creighton

I

t is estimated that there are around

activity in the brain, causing a temporary

63,400 children and young people

disruption in the normal message

under the age of 18 with epilepsy

passing between brain cells. This

in the UK.

disruption results in the brain’s messages

Seizures can be seen but their effects on an individual’s education may not be

Epilepsy Action recently surveyed

becoming halted or mixed up. The brain

schools and parents about epilepsy

is responsible for all the functions of your

in education. The aim was to identify

body, so what you experience during a

what more needs to be done to support

seizure will depend on where in your

children and young people with epilepsy

brain the epileptic activity begins and

minimal side-effects and therefore do

to achieve their full potential in the

how widely and rapidly it spreads. For

not require any extra support.

academic setting.

this reason, there are many different

Second, epilepsy is often not

The survey showed that more than

types of seizure and each person will

recognised for the complex condition it

87 per cent of 179 schools surveyed

experience epilepsy in a way that is

is. Seizures can be seen but their effects

said they had at least one to three

unique to them.

on an individual’s education may not be.

pupils with epilepsy in their school. It

For pupils with autism or dyslexia, for

is anticipated that over half of these

An unrecognised condition

example, it is primarily their condition

pupils will be underachieving in relation

Epilepsy is not actively recognised as a

that impacts on their ability to learn. For

to their intellectual ability. In children

condition that may cause SEN. There are

pupils with epilepsy, though, it may be

with epilepsy, there is a 20 to 30 per

two main reasons for this. First, epilepsy

the drugs that affect their ability to learn.

cent prevalence of SEN.

does not affect everyone in the same

Alternatively, it could be that they miss

Epilepsy is defined as a tendency

way, so there is confusion surrounding

a lot of school because they are having

to have recurrent seizures (sometimes

how best to support these pupils. Many

seizures. Without some recognition of

called fits). A seizure is caused by a

pupils with epilepsy have their seizures

the fact that having epilepsy can affect

sudden burst of excess electrical

well controlled by medication with

an individual’s education with the

SENISSUE58

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epilepsy

possibility of SEN, pupils with epilepsy

cent) said no pupils had a care plan

too often go unsupported.

or that they didn’t know if pupils with

A pupil with epilepsy may find that

epilepsy had a care plan. Less than half

his/her condition impacts both directly

of respondents (49 per cent) said that

and indirectly on his/her attainment.

all pupils with epilepsy had an individual

There may be an educational impact

education plan.

All pupils with epilepsy should have an individual healthcare plan

of seizures or of the medication used

Teachers also identified that the

to control them. Seizures may result

support in their schools for pupils with

in a child missing lessons or may have

epilepsy was being hindered by lack of

if their seizures are well controlled.

a negative impact on concentration.

training, time constraints within their

Everyone should be involved in writing

The side-effects of medication can

role, not having support from senior

the IHP including the school, parent or

cause both short- and long-term

managers and lack of support and

carer and pupil (where appropriate). An

memory problems, difficulties with

guidance directly from government.

epilepsy specialist nurse or school nurse

concentration and information retention.

Just over half of the teacher

Recent studies showed that over a

respondents said that most or some

quarter of pupils with epilepsy are not

pupils with epilepsy in their school

Good communication

achieving their full potential according to

were regularly absent as a result of

Communication between all parties

teacher respondents.

their epilepsy. To add to this, almost

including the school, parents and pupil

half of respondents said children with

(where appropriate) is vital. Epilepsy

What do parents think?

epilepsy were unable to fully participate

Action’s surveys suggest that although

In 2005, a survey showed that 97 per

in lessons (43.9 per cent) and that they

all parties deem this to be the key,

cent of parents of children with epilepsy

missed school due to seizures (42.6

communication isn’t being established.

were informing their school that their

per cent) and appointments related

Only half of parents felt that they had

child had epilepsy. In 2012, this has risen

to epilepsy (34.2 per cent). Parental

been fully included in discussions about

to 100 per cent. Parents generally feel

over-protection (11 per cent) and lack

their child’s epilepsy and education.

schools should understand epilepsy and

of school support (5.8 per cent) were

that staff should receive training, both

also seen as potential barriers for pupils

Training

about epilepsy generally and regarding

with epilepsy.

General awareness training to help

administration of emergency medication.

should also be involved.

school staff understand epilepsy and

Fifty four per cent of parents told us they

What can be done?

specific training on the administration

had been fully involved in discussions

There are some simple interventions

of medication are essential if staff are

with school about support for their child.

that can be put in place to help support

to feel properly equipped to support

However only a third (34 per cent) felt

pupils with epilepsy to achieve:

pupils with epilepsy.

could. Parents identified the key issues

Whole school epilepsy policy

Conclusion

within education as lack of training for

A holistic written policy in place across

All children and young people have the

school staff and communication. Many

the school makes sure pupils with

right to an inclusive education. Children

parents said they felt these issues were

epilepsy are supported appropriately.

and young people with epilepsy are

impacting on their child’s ability to fully

The policy should include information

no exception and all should have the

participate in school.

about how to assess a pupil for support

appropriate support in place to enable

to achieve their full potential, what

them to reach their full potential.

that the school was doing everything it

What do teachers think?

training staff have or will be attending,

More than 40 per cent of teachers

how to write an individual healthcare

believe that pupils with epilepsy are

plan (see below) and what other things

not achieving in line with their peers.

the school may do to raise awareness.

Almost two thirds of respondents said that all children with epilepsy at their

An individual healthcare plan (IHP)

school have an individual healthcare

All pupils with epilepsy should have an

plan. However, almost a fifth (16.8 per

individual healthcare plan (IHP), even

www.senmaGAZINE.co.uk

Further information

Leanne Creighton is Education Policy and Campaign Officer at Epilepsy Action: www.epilepsy.org.uk

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epilepsy

58

SENISSUE58

www.senmagazine.co.uk

epilepsy

59 Promotional feature

St Elizabeth's School and College Learning and living for children and young people with epilepsy and other complex needs St Elizabeth's School St Elizabeth's School is an “outstanding” specialist term-time residential and day school for young Young people enjoying our grounds. people aged 5 to 19.

We offer a warm, welcoming, safe and secure environment for children with epilepsy and other medical or neurological needs, including autistic spectrum disorders. The school provides: • fully integrated care, therapy and academic provision • individual learning plans that incorporate therapy and life skills • homely residential accommodation • accreditation through units of achievement • a waking day curriculum promoting social and learning activities in the evenings and at weekends • therapy provision that ensures pupils have the expert support they need to achieve and thrive.

What do pupils think?

“The best thing about St Elizabeth’s school is seeing my friends and learning more things.” Anna, aged 13.

What do parents think?

“When I saw my daughter I couldn’t believe how well she looked and how happy she seemed; the staff at St Elizabeth’s School are clearly doing a great job”.

Parent, March 2012

to residential care, depending on the wishes and needs of learners.

The curriculum is completely individualised to meet the particular needs and interests of each learner.

At the College: • learners live in small groups and are tenants of housing associations • daily living skills are learnt Working at our horticulture within learners’ own homes, Social Enterprise. supported by staff who are qualified in care and education • a wide range of vocational work and community placements provide interesting and challenging opportunities • functional skills are embedded throughout the programme • accreditation is provided through a foundation learning Life and Living Skills qualification • high levels of therapy support are available from dedicated staff.

What do parents think?

“My son gained greater independence and self-confidence, improved his speech and language skills and developed friendships, a sense of community and improved self-confidence.”

“Pupils make excellent progress in their personal development.

They are happy to come to school.” Ofsted, 2011.

“My son learned to live alongside other young people, to respect them and their differences. His care was of the highest quality and nothing was ever too much trouble for the staff.”

Parent, March 2012

St Elizabeth's College

St Elizabeth's Centre

St Elizabeth's College is an Independent Specialist College providing a 52 week transitions programme for young people aged 18 to 25 with learning disabilities and difficulties, including High levels of classroom support in the School and College. e p i l e p s y, autistic spectrum disorders and other complex needs. Our aim is for learners to develop daily living, work related and functional skills so that they achieve their full potential to become active members of their community. Long term aspirations range from supported living

The CQC registered nursing and therapy agency provide a range of medical and therapy services on site, including assessment, treatment, diagnosis, emergency care and training across the 24 hour provision. 24 hour waking night cover is supported by our on-site nursing team and monitors in pupils’ and learners’ rooms.

What does Ofsted think?

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For more information, please contact us: School: 01279 844270 Email: schooladmissions@stelizabeths.org.uk College: 01279 844423 Email: college@stelizabeths.org.uk Website: www.stelizabeths.org.uk SENISSUE58

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epilepsy

Calming the storm

Noel Gibb examines the complex relationships between epilepsy, special needs and educational performance

E

Seizures can have a devastating effect on a child’s education

pilepsy can present a number of

epileptic seizures, so some challenging

challenges for the student and

behaviours may have a biological cause.

teacher. One of the biggest of

Many children with profound and

these is the existence of associated

multiple learning difficulties also suffer

conditions, such as autism and learning

from epilepsy. The impact of continual

difficulties, that often go hand in hand

seizures on the development of the

with epilepsy. The occurrence of

brain can result in a range of learning

social communication and extreme

epilepsy is 20 times higher in those with

difficulties, including impairment

repetitive behaviours that need structure,

learning difficulties than those without.

of motor coordination skills, visual

routine and mediation.

The correlation between epilepsy

processing abilities and social skills.

These children’s educational,

and autism is higher still: between 20

Seizures themselves can have a

emotional, cultural, physical and

and 40 per cent, depending which

devastating effect on a child’s education

health needs must be assessed and

research you read. Approximately one

and different seizure types may have

supported through a holistic, multi-

in four individuals with autism develops

different effects on school performance.

disciplinary approach so that their

epileptic seizures during puberty.

For example, a child’s memory can be

individual education plan, behaviour

affected by a generalised tonic-clonic

management plan and care plan can

Epilepsy and education

seizure. Absence seizures may occur

effectively and consistently meet all their

These high rates of comorbidity between

several times a day and involve a brief

specific needs.

epilepsy and SEN have significant

trance like state which prevents a

It is crucial that all education staff are

implications for young people and

child from hearing or seeing what is

supported through training to have a

their education. Children with epilepsy

happening, causing the child to miss

thorough understanding of epilepsy and

may have associated developmental

significant chunks of learning. The

other related conditions. Furthermore,

disorders which can affect their capacity

child will recover immediately and the

it is important to provide appropriate

to learn. These can include severe

episodes may go unnoticed but their

emergency medication and epilepsy

learning difficulties, autistic spectrum

failure to respond in class may be

awareness training in schools to ensure

disorders (ASD), developmental delay

mistaken for not concentrating.

that staff know what to do and how

and attention deficit hyperactivity

to respond at all times. Our young

disorder (ADHD). Increased anger and

Assessing individual needs

people with epilepsy should be given

aggression, which can be associated

The relationships between complex

every opportunity to fulfil their potential

with some ASD, can sometimes be

epilepsy, SEN (such as ASD and ADHD)

and we must help them to prepare

attributed to the presence of frontal lobe

and other neurological conditions can

for their roles as active citizens in

take many different forms,

our communities.

and it is important to understand how they can affect a young person’s development. Many children with comorbidities exhibit a range of challenging behaviours which require sensitivity, understanding, support and intervention, while some with epilepsy Those with learning difficulties are 20 times more likely to have epilepsy.

SENISSUE58

Further information

Noel Gibb is Principal of St Piers School and Further Education College in Surrey, part of Young Epilepsy: www.youngepilepsy.org.uk

and autism display dual impairments around their www.senmagazine.co.uk

epilepsy

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62

home education

Home truths

Kris Stevens looks at the unique challenges and rewards of home educating teenagers with special needs

M

any of us choose to carry

things: education must be suitable for

on teaching our children

age, needs, aptitudes and ability, taking

when they reach the age of

into account any special needs the child

compulsory education. This approach

may have. Parents/carers have a duty

offers a way for children to have a truly

to ensure that their child receives an

individual education that fully meets

education which meets these criteria.

To reinforce core learning, we used basic skills found in English and maths

their needs. Schools, in the main, do a

If a child is registered at a mainstream

pretty good job but all too often I hear

school in England or Wales, the child

a familiar story from distressed parents:

may be de-registered by simply writing

to de-register must be sought from

“My child isn’t doing well; the school just

to the head and stating that the parent/

your local authority, but it may not be

can’t meet his/her needs”.

carer is taking responsibility for the

withheld unreasonably.

Home education is becoming more

child’s education instead of the school.

You do not need to have a curriculum,

and more popular as parents and

Having a statement makes no difference

follow a timetable or fill in any forms for

carers realise that they themselves

to this and neither does attendance at a

the local authority and you do not have

can provide a suitable education. The

special unit in a mainstream school. If a

to be a teacher. Education must be full

law simply requires a few really basic

child is in a special school, permission

time, although definitions of this can be rather loose.

Learning and qualifications Primary-level education is usually not too worrying for most home educators.

However, once children reach secondary school age, there can be a few panicky moments. Colleges and employers are expected to rely upon the GCSE in order to prove that a young person is able to perform at the right standard and teaching GCSEs can be a daunting prospect for those teaching at home.

I can honestly say, though, that home educating teenagers is not particularly difficult. I have done it and my two eldest sons are both now doing very well at college. However, my first steps into senior education were a disaster. I tried to behave as if we were in a school setting. We did not need to work on English grammar for an hour each day or practice drawing graphs, as the boys Conventional subjects can be brought to life out in the real world.

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home education

Finding the right approach for you To get things moving, I contacted all of the exams boards, and through them the centres that take private candidates.

Many did not take school age candidates at all and others did not have the

For my eldest son, it was important to find an alternative path to college

physical space for extra candidates.

Home educators can tailor learning to each individual's interests.

Once I had identified an exams centre, I

of which showed that my son could

knew which syllabus we would be using,

speak, comprehend and write. He

so I then had to find suitable tuition and

passed both at Grade 5 with distinction,

someone to mark the coursework. It

which is equivalent to a GCSE at A to

is rather more complicated now as

C grades. He also undertook a portfolio

most coursework has been replaced

based art award which included lots

by controlled assessments, and few

of witness statements and again is

schools are willing to take on the extra

equivalent to an A to C grade GCSE.

duties and responsibilities this involves.

He added a Duke of Edinburgh Award

In addition, there are far fewer subjects

too. All these accolades showed that he

now available to private candidates.

was capable of working, had the skills

one-to-two setting. To reinforce core

I then went back to the schools to

required to cope at the level he wanted

learning, on a daily basis we used basic

apply for the special dispensations, such

to study at and could stick to a project.

skills found in English and maths. For

as extra time and scribes. I was asked

In addition, he volunteered at a local

example, the boys kept records of

to provide educational psychologist’s

club to gain work experience. He went

bird watching sessions, recorded the

reports, no more than a year old, and

for interviews and was offered places

weather for our local radio station and

to be prepared to attend interviews at

on the spot by two colleges.

created a mini nature reserve in our

the exam board’s offices to prove the

Having a child with SEN often means

garden. Such activities gave them the

additional needs. There was so much

that they are seen as being different. So

necessary practice and stimulation to

to-ing and fro-ing that my eldest son,

why do we try to make them fit into a

become proficient in writing, reading,

with the more profound special needs,

standard education? I am now working

maths and a multitude of other

decided that he couldn’t cope and gave

towards qualifications with my third son,

subject areas.

up on GCSEs.

who has moderate to severe learning

My sons were keen to do GCSEs,

In the end, my younger son took

difficulties. He has progressed well so

even though my eldest boy’s severe

seven GCSEs over three years and

far and has picked up some notable

dyslexia meant that he was not likely to

gained good grades in all of them.

qualifications. By working together on

be able to write sufficiently well to gain

However, his SEN – a mild form of

projects that suit his needs, interests

standard qualifications. When I looked

dyspraxia – are far less pronounced

and abilities, I’m sure that we can ensure

into it, I soon found that all GCSEs are

than those of his brother. We decided

that he too will be able to make the most

not the same. There are different exams

after the first year to deal with our own

of the unique opportunities that home

boards, each with its own syllabus for

tuition; the coursework was verified

education can provide.

every subject. Each board also has a

by a neighbour and marked by the

list of exam centres that take private

exam board. Identity had to be proved

candidates. Of course, if a student has

at each exam with a photo ID and

SEN, they may need additional help to

birth certificate.

sit the exams and this has to be in place

For my eldest son, it was important

months before the exam. By this stage,

to find an alternative path to college

I was almost ready to have a full panic

and we decided to show that he could

attack – who was to teach my boys the

learn by looking into other types of

subjects? Further research was urgently

qualifications. A major dramatic arts

needed and thankfully the internet

organisation offers exams in spoken

provided a wealth of information.

English and devising performance, both

www.senmaGAZINE.co.uk

Further information

Kris Stevens has supported many children with SEN in special and mainstream schools and has been home educating for fifteen years.

She is a member of The Home Education Network UK: www.thenuk.com

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ICT

64

Picture this

Recent developments in ICT offer exciting new ways to engage all young people through images, animation and film, says Angie McGlashon

I

have worked in the area of ICT

has opened up a whole new chapter

and SEN for many years and I am

of access for many people, as well as

Our young people are at the forefront of a lot of this technology

constantly amazed and enthused by

adding to their enjoyment and quality

the range of technology that is available

of life. Every day, week or month

to help people with a wide variety of

someone comes up with a new simple

special needs. What I find so exciting

but practical idea to extend learning

at the moment is that the playing field

and enjoyment. Every week a child will

many young people with SEN find

is becoming more level. While twenty

come up to me and ask: “Have you seen

themselves isolated socially or through

years ago people with any degree

this miss?� Our young people are at the

communication difficulties and it is so

of difficulty or disability had limited

forefront of a lot of this technology and

refreshing to see the personality behind

access to creative media, now there

if we close our eyes to new things, we

the special need shining through when

are many ways in which we can use new

will miss out on the gems that are now

working with ICT on a shared project.

technologies or bend existing ideas to

intrinsic to our way of life.

adapt to the needs of the people we are working with.

Let us not overlook the added bonus

Exploring creativity

of being able to work collaboratively

My favourite area of creative ICT is

The advent of tablet computers and

with others to achieve an end result

the use of images, animation and film.

their associated applications (apps)

and enjoy shared outcomes. So

When I first started working at special

Simple art programmes can be used to produce exciting, colourful images.

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ICT

example, what a day at school might look like for the class hamster. These programs allow you to insert a selection of images into a timeline and add a commentary or music to the selection.

When the story is played back as a mini film, the photos fade in and out as the storyline unfolds. It is a simple and easy technique which is easily adapted for differing abilities within the group.

I gave four groups of six-year-olds a photo story task last year and asked them to show what a day at school was like for one of the soft toys in the reading corner. The resulting slideshows provided a fascinating insight into the Digital sound files can help children express and record their thoughts.

workings of the school and the children’s perception of what school was like – most of the school day, according

schools with cameras, I found that the

can establish their own log to display

to these youngsters, consisted of

main barrier to taking photos was the

and discuss. This can be a fabulous

sitting on the mat and lining up. Most

pressure needed to activate the trigger.

way for a child with communication

importantly, though, every child had

Touch sensitive shutters on handheld

difficulties to talk about their life without

made a contribution and watching the

devices and phones soon overcame

the “terror” of having direct questions

stories back was everyone’s favourite

this problem and anchoring the camera

put to them. One child I worked with

end of day activity.

firmly to a surface further aided the

only answered in monosyllables when

Once photos have been taken

clarity of the resulting image.

asked a question. However, a month into

and collected, there are many online

making her visual log, a transformation

resources available for working with

I sometimes use visualisers for this purpose. Their fixed cameras, which often swivel, are perfect for composing and shooting specific images for students to use to compose their visual timetables or scenes of interest. So, having overcome this first obstacle, what

They were able to retell the story whilst being inside their own picture

can we do with the resulting images?

them. One website allows you to upload images to use as mock-ups of magazine covers, top trumps type cards, press passes, badges, jigsaws and cartoons with captions.

Many simple art programs also allow children to create pictures using a variety

Free resources abound on the internet.

in her was evident. We had chosen to

of media. Some even allow the user

There are numerous websites that allow

print out the pictures and slide them into

to “drip” paint or paint kaleidoscopic

you to display your photos and share

a recordable photo album that records

patterns. Sally, a child with cerebral

them with others. Many allow you to

a short piece of speech at the bottom

palsy, spent many happy lessons with

contribute to groups or themes. I have

of each page. Soon, she was so keen

a spinning plate program putting one

a friend who is part way through taking

to talk about her photos that she would

finger onto a plasma touch screen

a photo for every day of the year to

contradict and interrupt the recordings

and watching a stream of coloured

upload to a well-known site. It must be

she had made in her scramble to tell

(electronic) ink emerge from the end of

fantastic to keep a visual log or diary

anyone who would listen about each

her finger. She didn’t cry or scream in

of your year – the people you meet, the

picture and the memories they evoked.

frustration anymore when she knew she

places you visit and the favourite things

An alternative to printing out photos

could watch and manipulate the images

in your life.

is to use a photo story album. I use this

on screen in a very simple way.

Many schools put visual logs

technique a lot in mainstream schools

There are also many free programs

together for their pupils but with a bit of

when I set a task such as finding letters,

imagination and a little help, most pupils

numbers or colours or to illustrate, for

online that enable pupils to create art >>

www.senmaGAZINE.co.uk

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ICT

in the style of famous artists. These

Disneyland or their favourite caravan

devices that allow children to label their

electronic painting programs are

park was wonderful to witness; they

own work or ideas using sound. These

incredibly soothing, as children can

would start to talk animatedly about

include recordable microphones, talking

really enjoy smearing colours and

the place and show their friends around

tin lids, and recordable photo albums,

blobbing paint around. As well as not

the picture. The children’s adventures

whiteboards and postcards.

being messy, electronic paint also has

were also videoed and shown to family

The ways of using these simple

the advantage of not feeling sticky for

members, class teachers and the school

ICT techniques are many and varied

pupils who don’t like the sensation of

at assembly. As well as providing huge

and I am constantly astonished by

playing with real paint.

amounts of enjoyment for all concerned,

the imagination, inventiveness and

this proved to be an invaluable tool for

originality shown by teachers, pupils

assessing pupils’ language ability.

and parents to create rich multimedia

Making movies Animating images takes time and

Stop frame animation, with models,

environments in which children blossom.

patience and it can help pupils develop

finger puppets, inanimate objects and

There are financial considerations, of

their skills. Basic stick figure animators are freely available online. These allow pupils to move the stick figure minutely frame by frame to quickly produce an animation. I have found that using stop frame animation with pupils with ADHD, learning or general behavioural difficulties is particularly effective. These children are often inspired to compose and retell a story that otherwise would be

The different ways of stimulating and recording children’s ideas are increasing all the time

course, but the costs of equipment often seem minimal compared to the huge enjoyment and sense of achievement children can get from its use. Indeed, a lot of the suggestions above are completely free after the initial outlay for a computer/tablet and internet access.

When has there been such an enjoyable time for anyone to create, compose and collaborate, whatever

too arduous or difficult to retell through

plasticine, is always a favourite and it

their degree of learning, physical or

speech or writing. Such an approach

is so easy to do with basic free online

sensory difficulty? It is so exciting to

can also help children to develop their

software or very cheap commercial

use all the different types of ICT and

concentration and attention span.

programs. Paint the background,

who knows what will be available to us

Green screening has proved to be the

establish a cast of puppets or objects,

in the future? Indeed, perhaps this is

most popular way of videoing that I have

press the space bar or switch button

the most exciting question of all.

used. The software is so cheap to buy

and then all there is to do is to move the

and it is really easy to set up. A green

items around whilst pressing the space

covering on the wall, a camera and a

bar between each small movement to

selection of images to insert into the

retell your story.

program to take the place of the green

Using tablet computers, with the

colour is all that’s needed. One group

huge range of apps available, has

of children I worked with drew their own

made creating an animated film even

pictures of Jack and the Beanstalk and,

more accessible to many of those with

after photographing their pictures with a

disabilities and SEN.

visualiser or camera, they were able to

Creating and recording sound files

retell the story whilst being inside their

is another great way to use the power

own picture. They could point to where

of ICT to extend the enjoyment of

the giant lived and peer out of the picture

learning for pupils with varying degrees

to see if Jack’s mum was appearing.

of SEN. Whether through recording

Another group of children went on a

sound effects, going on sound trails

magic carpet ride and landed at a series

or creating a podcast or story tape,

of random locations from a selection

the different ways of stimulating and

that they had programmed in. They were

recording children’s ideas are increasing

not sure where they would land until

all the time. Many programs will convert

the picture changed behind them; the

text to a sound file at the touch of a

delight on their faces when they saw

button and there are many recordable

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Further information

Angie McGlashon is a former teacher, software business manager and university lecturer.

She set up Edit Training to train people to use inclusive ICT products, and is the author, with Sal McKeown, of Brilliant Ideas for Using ICT in the Inclusive Classroom: http://edit-training.co.uk

www.senmagazine.co.uk

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sport

Carrying the torch Nick Fuller looks at how young people with SEN and disabilities are engaging with the London 2012 Paralympic Games

B

September 2012, athletes with

Paralympic sports for young people

physical disabilities will come

Chadsgrove Special School for children

together to compete in 20 different

with both physical disabilities and

sports in stadia around the capital for

sensory, communication or learning

the London 2012 Paralympic Games.

difficulties held its annual Celebration

etween 29 August and 9

For many of the young people involved, this was their first experience of competition

The Paralympic Games were not

of Inclusive Sport Festival in January

always as eminent as they are today; in

this year. The aim of the festival is to

fact, it was only in 1988 that a precedent

inspire and allow pupils to participate

and secondary pupils had the chance to

was set for the Paralympic Games to

in sport and provide pathways for more

sample Paralympic and disability sports

immediately follow the Olympic Games

talented performers in the hope that

such as sitting volleyball, boccia, bench

and use the same venues and facilities.

they will move on to elite programmes

hockey and new age kurling.

Where they used to exist solely for

and sporting success. Approximately

The events were held as part of the

British war veterans and those confined

180 boys and girls aged between four

national Playground to Podium strategy

to wheelchairs, the Paralympic Games

and 19 years, from 13 local Worcester

which focuses on the identification,

now feature athletes from countries

schools, took part in the festival.

development and support of talented

across the globe with a range of

For many of the young people

young disabled athletes. These inclusion

physical disabilities. Over the past two

involved, this was their first experience

days are currently taking place across

decades, the public’s understanding

of competition and representing

the county and will allow those pupils

and interest has grown, and the London

their school. A teacher at the school

identified as gifted and talented to

2012 Games are acting as a catalyst

described the days as “fantastic, filled

progress and develop in sport.

to encourage more schools to raise

with smiles, successes and laughter�.

Meanwhile, living in a host borough is

awareness about disability sport and the

Primary pupils enjoyed being exposed

providing the impetus for East London

Paralympic movement.

to a wide range of skills and games,

schools to engage with the Games

The Paralympic Games provide the perfect opportunity to stimulate awareness and discussion of disability sport.

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sport

like never before. Children at Curwen

of a school who have really embraced

Primary School in Newham have been

the Olympic and Paralympic Values.”

The Games’ arrival in London has given the UK a platform to talk about disability

learning about Paralympic sports in

It is this commitment to the

their PE lessons. The youngest children

Olympic and Paralympic Values that

have had sessions of goalball to help

bonds schools around the UK, with

with their listening skills and coordination;

educators utilising them in all areas of

as the children get older they are exposed

the curriculum. One teacher in the North

to Paralympic sports more intensively.

West explains: “The Values are easy

Pupils in Year 3 recently took part in

for children to understand and relate

of sports activities that enables its

a goalball competition with another

to and provide an excellent vehicle for

children with physical and learning

local school. Teachers at the school

building confidence, helping children to

difficulties to take part in a variety of

have been highly impressed with how

be more focused and recognise their

sports alongside their classmates. The

pupils have developed a sense of

own strengths”.

children targeted have cerebral palsy,

empathy through being blindfolded,

The Meadows Sports College is

developmental delay, visual impairments

and have noticed that the pupils

one of Sandwell’s four special schools,

and severe autism; the programme also

are more tranquil, cooperative

meeting the needs of students with

includes 12 children from the school’s

and communicative.

complex, profound and multiple learning

moderate learning difficulties units.

Pupils and teachers from Curwen

disabilities aged 11 to 19. When the

On 18 January, St Colman’s hosted

were also invited to attend International

school created an Olympic-themed

the 5 Star Disability Sports Challenge

Paralympic Day in Trafalgar Square on

frontage, it triggered a school-wide

which enabled the whole school to see

8 September last year. This celebration

campaign based on the Olympic Values

a demonstration of five sports played

gave members of the public a whole day

of friendship, excellence and respect,

by disabled athletes. One pupil was

of Paralympic sport demonstrations and

and the Paralympic Values of courage,

the 20,000th child to complete the

the chance to meet international and

determination, inspiration, and equality.

challenge, a milestone that was marked

The Values are now mounted on

by the presence of Northern Ireland’s

British athletes.

every classroom door, surrounding the

Minister for Sport and Culture, Carál

Paralympic Values

Olympic rings, with a list of pupils below.

Ní Chuilín, Deputy Chair of London

When London 2012 launched the

When a student is seen to demonstrate

2012 Nations and Regions Jonathan

“Get Set to exercise your taste buds”

the Values, a sticker is affixed next to

Edwards and Paralympic Gold Medallist

competition, children from schools

the student’s name.

Michael McKillop.

around the UK set about creating a meal

As schools and colleges around

that could fuel the athletes competing

The legacy

the UK are demonstrating, working in

this summer. One such school was

The Games’ arrival in London has given

collaboration not only adds to the quality

Wilson Stuart School in Birmingham,

the UK a platform to talk about disability,

of these events, it also goes some

which caters for children aged two to 19

with the Paralympic Games in particular

way in ensuring that all the hard work

with physical disabilities and complex

providing a channel for much discussion

embedding the Values and deepening

medical conditions. Three students, all

and inspiration. Instilling the Olympic

our understanding of disability has a

with SEN, designed and prepared a dish

and Paralympic Values in schools

lasting effect.

which was shortlisted from over 6,000

around the UK will leave a legacy that

entries. Their chicken and potato salad

will continue far beyond the Games.

won its category, making the school one

Also adding to the impact is the spirit

of only four from across the country to

of collaboration that the Games has

see their dish served at the Athletes’

brought about, paving the way for a

Village during the Games.

wealth of partnership working, both

Olympic

champion

Jonathan

Edwards visited the school to sample

with other local schools and through introducing external organisations.

its winning dish and congratulate pupils

St Colman’s Primary school in Belfast

and staff. Edwards said that “Wilson

has linked up with Disability Sports

Stuart School are the perfect example

Northern Ireland to provide a programme

www.senmaGAZINE.co.uk

Further information

Nick Fuller is Head of Education at the London 2012 Games Organising Committee: www.london2012.com/getset

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sport

Elite athlete sprints into special school

71 Promotional feature

The Priory Sheridan School, a specialist residential school, recently welcomed Olympic athlete Tyrone Swaray to help celebrate its acceptance as a member of London 2012’s Get Set Network.

Sheridan School, in Thetford, Norfolk, has been accepted as a member of London 2012’s UK-wide reward and recognition scheme, the Get Set Network, which is the official education programme of London 2012. Through the programme, the School has been recognised by the Games’ Organising Committee for demonstrating its commitment to the Olympic and Paralympic Values.

London 2012 hopeful Tyson Swaray, who has previously trained with the likes of former World Champion Maurice Green, met with parents and children at the School and he gave pupils a special coaching session on how to run the 100 metres.

ChildsPlay passes wheelchair access test with flying colours Leading artificial turf surfacing supplier Notts Sport has demonstrated its innovative ChildsPlay system is the ideal choice for promoting inclusive play, after the system passed wheelchair accessibility tests.

The tests were carried out in accordance with ASTM F1951-09b, the standard specification in the USA for surface systems under and around playground equipment, measuring the energy needed to move a wheelchair over the surface, both in a straight line and turning 90 degrees.

The results for the ChildsPlay 300 System were well within the requirements of the test criteria and, with no equivalent European (EN) standard yet in force, they prove that ChildsPlay is ahead of the game in providing safer play for all.

The colourful, tactile surface offers unlimited potential for patterns and games, making it mentally and physically stimulating, while remaining accessible to all levels of ability including wheelchair users, giving children of different ages and abilities the chance to interact and have fun together.

Left to right: Harvey Smithson, Kane Neve, Tyrone Swaray, Cobain Peck and Tamzin Beck.

Tel: 01455 883730 Email: info@nottssport.com Web: www.nottssport.com

England star visits Education Show SEN’s Peter Sutcliffe talks to Joleon Lescott at the Midlands’ ever popular education event

Joleon in action for Manchester City.

www.senmagazine.co.uk

Manchester City and England footballer Joleon Lescott called in at the Education Show in March to launch Aspire Attire!, a competition for school children, run in association with the National Literacy Trust, to create a design for his new clothing company.

I caught up with the softly-spoken Premiership star for a quick chat about his own time in education. “I struggled at school”, says Joleon, “and I know how embarrassing it can be for kids”.

Joleon has dyslexia, although this wasn’t discovered until after he left school, so he is keen for children to understand that whatever problems they are facing, they should not be overwhelmed by them. “I know how bad it was for me at school and I just want to let kids know that it doesn’t have to be embarrassing”, he says. “All kids can use their knowledge and talents in different ways”.

Joleon believes that having the right support at school is crucial for children

and he is quick to single out a certain teacher, Mrs Gayle, who encouraged him and helped him develop his ambition for sport. “It’s important to have ambitions when you’re young”, he says, “and the earlier you start, the more dedicated you can be.”

Now, Joleon is conscious that the celebrity status of the Premiership footballer brings with it the responsibility of being a role model. “It’s something that you have to take on board”, he says, “and if you can encourage young people to get involved with something worthwhile outside of school, that’s great”.

Joleon is looking ahead to a close finish to this season’s Premiership title race and to the European Championships this summer. “It’s an exciting time for the football club and it’s exciting for England”, he says. “Hopefully I can get into the England squad and be a part of it all.”

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cycling

Setting wheels in motion

Mags Reinig looks at the benefits of cycling for children and young people with disabilities and SEN, and provides a useful guide on how to get started

C

ycling is a hugely beneficial

some of the more common types of

form of exercise that provides

specially adapted bikes. They come

Being able to get out and be active has made a big difference to Laura’s quality of life

easily accessible, low impact

in many variations, from the sporty to

cardiovascular training and contributes

the comfortable and leisurely, and can

to better health and improved quality

be used for competitive sports as well

of life. For those with mental health

as PE classes, the school run, local

problems, learning difficulties or physical

shopping trips and family days out.

disabilities, cycling can combine the

Some specialist holiday companies

physical benefits of exercise with a sense

even offer cycle holidays on specially

offer bike-buddy cycling sessions

of achievement and independence.

adapted bicycles.

where those who aren’t able to cycle by

The vast range of different types

All-ability cycling clubs, organisations

themselves can team up with a “buddy”

of bicycles available today has made

and voluntary programmes can provide

for tandem cycling. In some instances,

cycling an option for virtually everyone.

the support needed to get those with

this has made cycling an option for

Tandems, recumbents and trikes are

additional needs cycling. Some clubs

those with visual impairments.

Joining an all-ability cycling group gives you the opportunity to try different types of specially adapted bikes and to get advice from experienced riders and cycling instructors about which type of bicycle is suited to your needs. Most clubs and groups will be able to help you find a supplier, should you decide to buy your own, and where possible point you towards financial support, as specially adapted bikes can be expensive. Some charities can also help with funding.

Many all-ability cycling clubs meet in parks and other off-road locations where participants can cycle away from traffic. For those keen to cycle on the road, cycle training is recommended.

This is available from service providers across the UK and can be tailored to suit all levels and needs. National Standards or Bikeability accredited cycle training providers can supply instructors experienced in working with people with autism, Down syndrome, cerebral palsy and other special needs, and can

Side by side tandems offer a sociable ride. Photo: Wheels for Wellbeing/Richard Sarson.

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cater for individuals as well as groups. www.senmagazine.co.uk

cycling

Types of bikes Tandem riding is a very flexible and adaptable form of cycling. It is great for anyone new to cycling as it offers the extra support of a second person on the bike. Lightweight and easily adjustable touring tandems can accommodate

Mental health service users restore donated bikes to roadworthy condition Recumbent bikes provide extra comfort.

children as well as adults on longer journeys or cycling holidays, while

order to keep a bike in good condition,

bulkier tandems with plenty of storage

working on a bicycle has been shown

for the youngest visitors. The bicycles

space are great for local shopping

to be beneficial in its own right.

allow young children to let off steam

trips. Side by side “sociable” tandems

The Camden and Islington NHS

while working on their balance and

are perfect for those with little or no

Foundation Trust runs bike maintenance

cycling experience.

workshops with great success. While

St Philip’s School in Chessington is a

coordination skills.

Tricycles offer better stability and

learning bike maintenance skills, mental

secondary school catering for pupils with

a wider choice of seating positions.

health service users restore donated

moderate to severe learning difficulties,

There are many different styles available

bikes to roadworthy condition. In this

autism and multi-sensory impairment. In

from small and lightweight “banana

way, they are contributing to building up

addition to the Bikeability training, the

bikes” for children, to fast and sporty

a fleet of bikes for staff and patients to

school teaches the kids how to maintain

recumbent style trikes for long distance

use. Being given some workshop space

their bikes and has extended its cycle

cycling trips.

and taught how to restore a bike helps

training capacities to cater for those

On a recumbent bike the rider sits

service users to familiarise themselves

with more severe impairments. Some

in a seat in a reclining position with

very gradually and very intimately with

of the pupils who were not able to join

the weight distributed over a larger

the bicycle. For those who choose to go

PE classes due to their SEN are now

area giving more support and comfort.

on to learn to ride a bike, this familiarity

able to take part in the cycling activities.

Chunkier trike models with wider

provides an extra confidence boost.

Cycling can support those with

wheels are well equipped to deal with

For many long-term mental health

special needs to lead healthier lives,

off-road terrain, while smaller, skinnier

sufferers, working on a well defined

become more mobile and take part in

models are better suited to navigating

project with a well defined outcome gives

social activities. It can also help young

urban environments.

them a real sense of achievement and

children improve their balance and

Laura, a young London girl with severe

more energy to tackle other challenges

concentration as they grow up. For

learning difficulties, has been using her

in their lives. The bike maintenance

young people and adults, specially

trike to get to therapy sessions. She

sessions at the Camden and Islington

adapted bicycles can provide an

found that this is quicker than waiting

Foundation Trust helped one service

accessible way of getting around their

for the bus, and being able to get out

user to return to employment. He went

neighbourhood as well as taking part in

and be active has made a big difference

on to become a cycling instructor,

rides and remaining active.

to Laura’s quality of life.

deliver cycle training for the Trust and

Handcycles come in two shapes.

work in a bike shop.

A hand pedal attachment can be fitted to a standard wheelchair, turning the

Cycling with children

wheelchair into a bicycle. Handcycles

Children from a very young age can take

are also available in recumbent form

part in cycling activities. The Hayward

which are low-slung, lightweight, and

Adventure Playground in Islington

mostly used in sporting events.

is designed for five- to 19-year-old disabled children and young people. The

Bike maintenance

playground offers a secure environment

Many cycling projects offer bike

for structured and unstructured play,

maintenance workshops in addition to

and a fleet of small trikes, like-a-bikes

the cycling activities. While some basic

(small bicycles without pedals) and

bike maintenance skills are important in

small framed regular bikes is available

www.senmaGAZINE.co.uk

Further information

Mags Reinig is Grants Officer at the London Cycling Campaign, a charity which works with up to 50 community cycling projects every year, including mental health groups, all ability cycling clubs and SEN schools: http://lcc.org.uk Names in this article have been changed.

SENISSUE58

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CYCLING

74

MENCAP Promotional feature

Ride in style with Mission trikes Mission Cycles, suppliers of retro tricycles, is a family run business that was established over 20 years ago with the foresight and imagination to bring all generations and abilities together.

We have developed our range of tricycles with the assistance of parents who have children with various disabilities, enhancing the styles and needs accordingly, increasing individuals’ mobility along the way and incorporating the appraisals of therapists, who advise that cycling enhances muscular development.

Many people with disabilities, both young and adult still wish to look “cool” riding a Trike, and we pride ourselves on the fact that we can offer our customers the chance to ride in style and comfort. Our fundamental aim is that every individual enjoys the same magical experience and sense of freedom when riding one of our comprehensive style trikes.

Tel: 01622 815 615 Email: info@missioncycles.co.uk Web: www.missioncycles.co.uk

SENISSUE58

In the next issue of SEN Magazine: • • • • • • • • •

PSHE SEN law bullying cerebral palsy school refusal literacy/phonics manual handling school exclusions school leadership in SEN

• communication aids • looked after children • visual impairment • behaviour • dyslexia • autism plus news, reviews, CPD and events listings and much more

Subscribe today!

See inside back cover or visit: www.senmagazine.co.uk/subscribe Tel: 01200 409800 Email: subscribe@senmagazine.co.uk

www.senmagazine.co.uk

fostering and adoption

Fostering talent

With record numbers of children being brought into care, Dominic Stevenson looks at what it takes to become a foster carer

S

ixty thousand children and

estimates that during 2012 a staggering

young people will spend tonight

8,750 foster families must be recruited

in foster care across the UK.

across the UK to help find homes for

Fostering provides these children with

all the children who need them. This is

the opportunity to be surrounded by

due to a rise in the numbers of children

people who look after them properly

coming into care and an ageing foster

and who want to support them in their

carer population.

A well matched placement can see a child live with one foster carer over many years

development while they cannot live with

We could be facing a real crisis when

their own families. This might be for a

looking to provide the most appropriate

they welcome into their homes to have

few days, weeks or months, or over a

care for children who cannot live with

the best possible opportunity of a

number of years – some children live

their own family. All children in care need

positive future, do well at school and

with the same foster carers for their

a family they can grow up with who

be successful in later life.

entire childhoods, often while also

can love them, be ambitious for them

The number of children in care with

maintaining relationships with their

and help them achieve their potential.

statements of SEN has risen from 7,000

birth family.

For a growing number, foster care is

to 8,300 between 2007 and 2010 in

There is always a demand for more

the best option. By becoming a foster

England alone. There is an increasing

foster carers and the Fostering Network

carer, people can help the children

demand for foster carers who have the

Fostering requires many qualities, including resilience and a good sense of humour.

www.senmaGAZINE.co.uk

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fostering and adoption

skills and willingness to support a child with special needs.

The shortage of foster carers who are trained to work with children with SEN means that despite best efforts, sometimes children have to live with foster carers who may not be the most

Foster carers come in all shapes and sizes and from all sorts of backgrounds

appropriate match for them. This can put a lot of strain on a relationship and

to look after a child separated from

may result in a child’s needs not being

their own family. These qualities include

fully met. A well matched fostering

strong listening and observational skills,

placement can see a child live and thrive

a good sense of humour, optimism and

with one foster carer over many years.

resilience. Carers need to have the

Foster carer Cheryl, who specialises

confidence to handle difficult situations

in looking after children with special

and they should be team players with

needs, says: “I raised my own child

good communication skills. Foster

who has special needs (Asperger’s

carers also need to provide stability,

syndrome) and I know the heartache

through providing a welcoming home

of the problems involved, the diagnostic

in which children feel safe and secure.

process and the subsequent search for correct education.

Fostering is not easy, but it offers the opportunity to make a huge

“When a child is in foster care and

difference to children and can be very

placed with someone who specialises

rewarding. Foster carers play a key role

in providing that kind of care, they get

in transforming children’s lives.

the understanding and acceptance that they may not get elsewhere.

“Life is a long uphill struggle, often with delayed milestones, so achieving any sort of milestone is like climbing the North Face of the Eiger for these children. It is an amazing feeling to achieve that first glimpse of enlightenment. What most children conquer as normal milestones as a matter of course can be a huge step forward for these children.”

Who can foster?

Foster Care Fortnight 14 - 27 May 2012

Foster Care Fortnight is an annual two-week awareness campaign which this year takes place from 14 to 27 May. It is a great opportunity for you to speak to your local fostering services to find out more about becoming a foster carer. www.fostering.net/foster-carefortnight

Foster carers come in all shapes and sizes and from all sorts of backgrounds, but they all have one thing in common: the child’s best interest. Foster carers are single or part of a couple and come from all ethnicities. Some have their own children, others do not, and there are many gay and lesbian foster carers.

While almost anyone can apply to become a foster carer, it is important to have the necessary skills and qualities SENISSUE58

Further information

Dominic Stevenson is Media and Communications Officer at The Fostering Network. For information on becoming a foster carer and to find details of fostering services across the UK, visit: www.couldyoufoster.org.uk

Becoming a foster carer There are many types of fostering, including short-term, long-term, mother and baby and respite. Each one appeals to different people and you can choose the type of fostering that best compliments your life and family.

Fostering services provide all prospective foster carers with training and all carers receive a weekly allowance which is designed to cover the costs of looking after a fostered child. Some fostering services also pay a fee to foster carers for their time, skills and experience. It is always a good idea for prospective foster carers to talk to a number of fostering services to find the right package of practical and financial support for them.

Foster carers can choose to work for a local authority or an independent fostering provider. The whole process of becoming a foster carer is likely to take at least eight months from start to finish.

Ten steps to fostering: 1. Starting point: gather information about fostering and local fostering services 2. Choose a fostering service 3. Find out more – attend an information session and meet current foster carers 4. Make a formal application 5. Start the assessment – a social worker will support the applicant through the process, carrying out a thorough assessment on them and their household 6. Attend training – all prospective foster carers complete preapproval training to prepare them and their household for a career in fostering 7. Get checked out – background checks are made on all applicants as fostering services need to be sure children will be safe and well cared for 8. Fostering panel – when all information has been gathered, a report is made to a fostering panel who recommend whether the applicant is suitable to foster or not 9. Becoming a foster carer – the fostering service then makes the final decision about approval 10. Finding a child – the fostering service matches a child with a new family. This could be the next day or it could take a few weeks.

www.senmagazine.co.uk

fostering and adoption

78

Adoptive families wanted Luton Borough Council Caroline

Caroline enjoys mainstream school

Caroline is nine years old. She is a very pretty girl and is slim

and recently had her first ever

with long brown hair. Caroline and Terry have been living with

birthday party, which included half

their foster carers for three years and have proved to be very

her class. Caroline is really looking

easy children to care for. In particular, Caroline appreciates

forward to joining her new family.

all that she is given.

Because of her experiences to date and her moderate learning difficulty

Caroline enjoys playing with a variety of toys, watching TV and

she would benefit from having a

especially being outdoors on her scooter. Within the home,

family which can provide her with

Caroline loves to lay the table at meal times and help with

lots of warm nurturing care, together with the time and patience

the care of the younger children in the house.

to enjoy the simple things in life.

Terry

Terry

Terry is nearly four years old. He has light brown wavy hair

determined and cheeky and has

and glasses and is small for his age. He is the half-sibling of

a good use of Makaton as his

Caroline (above) and they have always lived together.

way of communicating. Attending

is

described

as

very

mainstream nursery with support, Terry has a medical condition, Trisomy 8, of which the

Terry is due to progress to primary

implications are many. While Terry started life with many

school later this year. It is impossible

medical needs and appointments, life now, in the main,

to predict how independent Terry will

includes just the occasional outpatient appointment.

become. However, he would clearly benefit from having a family who are

Terry is very active and loves being in the garden on the play

active and able to give him lots of time, opportunities and love.

equipment. He is adept at walking, running and climbing and has above average ball skills for his age.

Caroline and Terry need not necessarily be placed together.

Robbie and Michael Aged six and eight, Robbie and Michael are two lovely boys with great personalities, a wonderful sense of humour and lots of love to give to the right family.

They love being outdoors on their bikes, swimming and playing with

Both Robbie and Michael have a specific medical condition

friends. Robbie and Michael’s foster

for which they take medication once or twice a day. However,

carers have said: “if we were both ten years younger, we’d

it is envisaged that the need for this will greatly reduce as

love to keep the boys long-term”.

they mature and they settle in with their permanent family.

SENISSUE58

www.senmagazine.co.uk

fostering and adoption

79

Promotional feature

Jayden

affection to the younger children

Jayden is petite little boy with blonde hair and blue eyes.

in his placement and is generally very considerate.

Nearly four years old, he is happy and active and enjoys kicking a ball and climbing in the garden. Jayden is an inquisitive

Jayden attends mainstream

and affectionate little boy who, when indoors, loves to play

nursery and has an extensive

with cars and trains, and looking at books. He also enjoys

vocabulary. He loves to talk on

CBeebies.

the telephone. There is some uncertainty with regards to

Jayden has been with his current foster carers since birth and

Jayden’s future development. However he has made huge

has a good attachment to them. He loves cuddles, shows

improvements within the last year.

Denisa

Denisa was born with significant

Denisa is a happy, active and affectionate little girl who loves

health issues. However, these

and lives life to the full.

are now mainly managed via out-patient appointments and

Her foster carer, with whom she has lived since birth, reports

medication, which Denisa largely

that she is mischievous and cheeky with a great personality.

self-administers via a syringe.

Her favourite word is “out� and, like most two-year-olds, she will use her imagination to get what she wants. Denisa loves

Prospective adopters would need

to play with other children and regularly goes to the local

to be accepting of uncertainty

indoor playground and mums and tots group.

around her future health needs.

Each of the children profiled above needs an adoptive family. The children profiled are all very different and have differing additional needs. The one thing that they do have in common, however, is that they each have a lot of love and fun to offer the right families.

If you are interested in knowing more about the children profiled, or are interested in discussing becoming an adopter with Luton Borough Council, please contact: Hollie Cramphorn Tel: 01582 547568 Email: hollie.cramphorn@luton.gov.uk

www.senmagazine.co.uk

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parent/school liaison

Heading for trouble In the second of a series of articles, a parent, “Embers”, recounts how a meeting with senior school staff yielded more questions than answers

W

e’ve made it – the meeting

“Well, is there an agenda?” I

we’d demanded for weeks

ask tremulously, seeing clearly that

to discuss our children’s

there isn’t. “If not, we’ve got a few

lack of progress directly with the

questions, and…”

Headteacher. We are seated in the

“Excellent, excellent, can we hear

school’s biggest and blandest room. The

them, then?” says the Head, a little testily.

Head is joined by the Deputy Head: the

“Okay. At the last meeting we were

member of the senior leadership team

told you were going to reassess the

tasked specifically with SEN, though

boys’ reading ages and tell us what they

tasked with doing what for SEN I’m not

were. We’ve heard nothing.”

“You were going to reassess the boys’ reading ages...We’ve heard nothing” “Indeed”, the Head sighs. “You will

entirely sure. Neither, I suspect, is she.

The Deputy glowers at the SENCO.

understand that I am relatively new

The third school representative is Tom,

“Well, we did,” she says hesitantly, “but

here. There are lots of inconsistencies

the SENCO.

there was a difficulty, we discovered,

to resolve and unravel. Please bear with

“Sooooh”, says the Head, “what

when it came to the test itself.” Her

us. Several different tests have been

can we help you with today Mr and

cheeks redden as she looks enquiringly

used in school, and at the same time,

Mrs Embers?”

at the Head.

apparently. The English Department has one version, the Dyslexia Team another and the educational psychologists have their own assessment criteria. But”, she adds quickly, “that inconsistency is resolved and I can assure you now that Matthew’s reading age is eight years and three months, and Andrew’s reading age is…Tom?” “Er, not done yet”, Tom replies airily.

“We forgot that his class went with Skills Force on Friday. We’re...”

“We’re what, Tom?” says the Head icily. “Please do the test tomorrow, first thing, and email Mr and Mrs Embers with the result afterwards. Now, was there anything else?”

“There’s this homework”, announces Mrs Embers, pulling out a sheaf of papers from her bag. “There are a dozen words on one sheet alone that Matthew didn’t understand. He can spell out one or two of them but he doesn’t know what they mean. What’s the point

SENISSUE58

www.senmagazine.co.uk

parent/school liaison

of giving them to him? He still hasn’t

and then they help the boys formulate

mastered all the key words they gave

their answers.”

The boys’ dedicated TAs spend more time with them than any trained teacher

him in primary. And look at these maths

I grit my teeth. We’re getting nowhere.

sheets; they’re way above his head. He

We’ve had the run around before from

still doesn’t know the difference between

Tom. We, and probably most SEN

adding, subtracting and multiplying.

parents, think it’s the SENCO’s job

This is algebra, for heaven’s sake! It’s

to ensure that teachers are delivering

ridiculous. If this is what you’re sending

what it says they should deliver in

home with them, what an earth are

the children’s statements. However,

they doing in class? Is none of their

in this school most of the teachers

teach and differentiate onto the TAs

work differentiated?”

ignore Tom. He’s not on the senior

rather than the teachers. Surely that

The Deputy smiles. “You cannot

leadership team and therefore has no

flies in the face of good SEN practice?

differentiate subject specific words”,

power. Differentiation – or the lack of

Who is the TAs’ line manager?”

she says. “They’re, er, subject specific

it – is a major part of the problem. It’s

and students must know them.”

why our boys aren’t progressing, and

CLAAAAAANG… “Ah, the bell”, says the Deputy.

“Our two students don’t know them”,

nobody seems responsible for grasping

“Yes, so it is”, says the Head. “The

my wife says wearily. “More than that,

that nettle. It seems that everything

boys will be on their way to meet you

they don’t understand so many of the

is delegated downwards, landing

at reception.”

questions you ask them. Why aren’t

eventually on the uncertain shoulders

I nod, dejectedly. “Shall we meet

you putting all of this in a simpler way?”

of support staff who, with the best will

again? Perhaps at an earlier time so

The Head intervenes. “The school

in the world, are usually unqualified to

we can discuss…”

has”, she states proudly, “a machine

teach, let alone perform as the school’s

“Yes, of course we can, Mister

through which we run every document

main SEN providers. In our case, the

Embers. This talk has been very helpful.

given to students. It tells us the reading

boys’ dedicated TAs spend more time

Thank you so much, both of you. Tom

age of the contents. And the reading

with them than any trained teacher.

will find a suitable slot, perhaps after

age of the piece I think you’re holding

We’ve met a lot of TAs over the years

half-term. Sorry, must rush. Governors

is 11 years.”

and I’d bet good money that none of

meeting…”

“But”, I protest, “Matthew’s reading

them had any SEN training.

age is eight. You just told us that. And

“From what we see in their books”, I

we know that Andrew finds reading even

say evenly, “it seems to us that the TAs

harder. What on earth is the sense of..?”

actually do the work, not the boys. It’s

“We did not come here to be shouted

clearly the TAs’ handwriting, and when

at”, the Head says sternly.

we talk to the boys about their lessons,

The Deputy stares down at her

they don’t seem to remember anything.

wedding ring then looks up. “The TAs

Who checks? And what about the one-

help them”, she says confidently.

to-one sessions the TAs deliver? What

“Ah, yes”, I say. “The boys tell us

are the TAs’ qualifications? Who decides

you’ve had a bit of a turnover of TAs.

on the content of the sessions? How

They don’t seem to last very long and

much time do the TAs spend planning

we’re not entirely sure what their role

and following up lessons with the

is. We get notes and emails from them

subject teachers? Who sets the targets

sometimes and, well, they don’t always

and monitors the boys’ progress? When

make sense and their spelling…”

we asked that question before, Tom

“Their role is to explain things”, says

said that there aren’t enough hours to

Tom. “They have to make sense of what

do any of it. If that’s true, there’s got to

the teachers…”

be something wrong with timetabling.

“The learning assistants”, the Head

The TAs aren't with the boys every single

interjects, “talk to your sons about what

moment. It seems to us that the school

the teacher says to the whole class

dumps the entire responsibility to both

www.senmaGAZINE.co.uk

In the next issue of SEN Magazine, Embers tells how tensions with the LEA led his family to seek redress at tribunal

Further information

Embers is the parent of two children with SEN. He also worked for more than 25 years in mainstream and special schools.

Photograph courtesy of MorgueFile picture library.

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autism

The pressure principal Barbara Bradbury looks at how a body awareness programme can aid relaxation and promote learning for children with ASD

O

The use of deep pressure promotes increased body awareness and increased proprioceptive feedback

ur school, like many other

awareness of his body parts; he struggles

special schools, has a cohort

with getting dressed and weight bearing

of complex pupils with autistic

and on many occasions he withdraws

spectrum disorders (ASD), many of

from activities which include touch.

whom are working at a pre-verbal

Josh also has poor awareness of his

level with difficulties of cooperation

body but is hyposensitive; this manifests

and compliance. Over time, we have

in sensory seeking behaviours which

developed personalised learning

include banging objects when walking,

strategies using elements of various

deliberately crashing and breaking

learning and behaviour, which inevitably

well-known techniques and social skills

equipment, obsessive jumping, and

impact on the school and the families

interventions. Our pupils also benefit

sucking and chewing items. Emily is a

concerned. While staff at our school do

from a timetable incorporating many

typically sensory-seeking child. She is

have an understanding of the effects

opportunities for additional physical

easily distractible and most of her day is

of sensory integration difficulties, and

activities, including weekly horse riding,

focussed on an intense search for more

have benefited from general training

rebound exercises and adapted cycling.

or stronger stimuli, which unfortunately

and individual programmes produced

Last year, school staff revisited sensory

for staff and children, includes biting

by our occupational therapist and

integration, following INSET and the

and scratching.

physiotherapist, there was general

formation of a small working party with

Research has shown that all these

agreement amongst staff that more

a remit to develop relevant programmes

pupils have difficulties with regulating

could be done to help pupils with

for indentified pupils.

their senses appropriately, including

these difficulties.

Some of our pupils demonstrate

proprioceptive and vestibular difficulties

It can be a challenge for schools

classic hyper or hyposensitivity to

(problems with how experiences of

such as ours to ensure that therapeutic

sensory input. For example, Isaac is a

movement and gravity are processed).

programmes are not only timetabled

typical hypersensitive child with poor

These, in turn, affect the children’s

with sufficient regularly and appropriate staffing, but also that the activities are age appropriate, motivating and meaningful for our pupils. It was with these challenges in mind that a group of interested staff – teachers, teaching assistants and a physiotherapist – explored new ways of combining aspects of sensory integration with a physical activity, music and communication programme.

Some of us had worked in discrete autistic provision previously and recalled the positive impact of a body awareness programme (no longer produced) which put musical accompaniment to fine and

Rolling the ball purposefully from right hand to left foot aids body awareness and orientation of body parts.

SENISSUE58

gross motor activities. We decided that we would develop our own updated www.senmagazine.co.uk

autism

Pupils build up a sense of trust and increased awareness of their body moving in space type is ideal) and a small squashy or weighted ball. Pupils throughout school have benefitted from our Listen and Move programme, including older A child who rarely uses language can express how far she wishes to develop a rowing activity through contact.

teenagers with mental health difficulties and degenerative conditions and some youngsters with Down syndrome who

version – a CD with a photographic

action; they may move their partner’s

need to develop turn taking skills.

cue sheet and 14 different activities

hands during the relaxation session to

The programme was also piloted with

– using more contemporary musical

convey a need for physical proximity or,

parents and the feedback from families

cues with sung directions (so staff and

alternatively, they may adjust their backs

has been very positive.

children could participate) and including

to show readiness for firm pressure.

Careful recording takes place after

some aspects of sensory integration,

Staff were clear that the optimum

each session, noting pupil responses.

in particular deep pressure. This use

duration of this programme should be

All children have responded positively

of deep pressure – using hands and

about 20 minutes, with an opportunity

to this programme, impacting on

small balls – promotes increased body

for vigorous physical activity – bouncing

their behaviour in all settings. Initially,

awareness and, most importantly,

balls – to introduce children to the activity

some of us were unsure that our more

provides increased proprioceptive

and aid transition to the programme. A

challenging children would be able to

feedback, which we have found to be

composer was commissioned to work

sustain concentration for the duration

very calming for many of our pupils.

closely with school staff; the dynamics

of the session; however, it has been

Partnership work is included

and timbre of each musical cue were

with these children that we have seen

throughout the programme, incorporating

considered carefully and lively and

our most remarkable results. To observe

relationship play work, where pupils

calming pieces were interspersed

a highly distractible and anxious child,

work closely with a member of staff

throughout the programme. Lyrics were

who struggles to attend to adult-directed

with opportunities to rock back-to-

also of immense importance. Care was

activities, suddenly calming, stilling and

back, building up a sense of trust

taken to ensure that there was plenty of

anticipating the sequence of movements

and increased awareness of their

repetition, to aid pupil recall, and that

in the programme is remarkable. At the

body moving in space. In time, some

the words were as simple as possible.

end of the session, which concludes

children also progressed to working with

In addition, there were unaccompanied

with a relaxation session when partner

each other.

excerpts so that pupils could indicate

and pupil lie side by side, all children

their preferences regarding extending

are calm, happy and, most importantly,

the recommended actions.

more ready to learn and participate.

The musical phrasing was designed to incorporate elements of intensive interaction (when pupils could control

This programme now takes place

the pace and nature of movement which

four times a week for a discrete group

is then imitated by staff). The deliberate

of youngsters with ASD. However,

and slow nature of the programme

identified children from other classes

provides opportunities for staff to closely

also come along and take part in

observe their pupils’ reactions, however

these sessions. Our classroom now

imperceptible they may be. Some

accommodates 11 children and partners

children look intently into their partners

working together on the programme;

eyes to indicate their enjoyment of an

all that is required is a small mat (yoga

www.senmaGAZINE.co.uk

Further information

Barbara Bradbury is Deputy Headteacher at the Loyne Specialist School, Lancaster: www.loyneschool.org.uk

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AUTISM

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Total Sensory

Request our new 3rd edition bumper catalogue packed full with sensory products, soft play and new play n’ go portable cases!

Contact us on 01702 542231 or email info@totalsensory.co.uk to request your copy

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09/04/2012 23:55

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the autism show

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Promotional feature

The Autism Show 2012

The national event for autism is returning to ExCeL London on 15 and 16 June Following its highly successful launch last year – which saw over 3,000 parents, carers and individuals on the autism spectrum visiting the event – the Autism Show is back with an all new conference programme, new features and new suppliers. If you live or work with autism on a daily basis, this is a must attend event with specialist information, advice, products and services crammed into every corner of the venue.

Inspiring speakers The Autism Matters theatre hosts an exclusive presentation from the world renowned autism researcher Professor Simon Baron-Cohen, who will be talking about his work examining the link between autism and testosterone. He is joined in the conference programme by the best selling author Kathy Lette, who will be discussing her experiences of bringing up a son with Asperger syndrome, as featured in her new novel The Boy Who Fell to Earth.

Other speakers include the leading autism campaigner Anna Kennedy and the American autism rights activist and advisor to President Obama on disability issues Ari Ne’emen.

Practical and engaging seminars The Workshop Theatre offers a wide range of seminars on subjects from managing challenging behaviour to effective ABA interventions and training to supporting people with ASC to explore relationships and sexuality.

The Autism Talks seminar programme has been designed by the Autistic Rights Movement (ARM) to provide a direct and positive insight into what it means to live with autism. Speakers on the spectrum include Christopher Barber who will be talking on diagnosis in middle-age, Steve Barker on “creativity and the autistic advantage”, Kate Fox who will be using music, poetry

and comedic storytelling to look at the challenges of growing up with autism, and Michael Barton on how some elements of the condition can be harnessed and used for personal success.

The Autism Show has linked up with the Autism Education Trust this year to offer a range of training seminars for professionals working across all education settings for pupils aged five to 16 years. The new AET Training Hub theatre seeks to provide insights into the needs of individual pupils on the spectrum within the classroom. The sessions will cover teaching strategies, how schools can evaluate their provision for autistic pupils and structures for professional development.

Professional clinics From diagnosis, it can be difficult to know what your next step should be and who to turn to for help. The popular one to one clinics enable visitors to have free 30 minute confidential consultations with specialist professionals covering subjects such as welfare rights, employment placements, wills and trusts, SEN provision, communication and behaviour and occupational therapy.

An inspiring visit This year, you can get creative and try then buy the BIC® Kids range of stationery, which could be highly useful for children on the autism spectrum, in the BIC Art Zone on stand B8. After that, you can take a sensory journey through visual, tactile, aromatic and audio delights in Sensory: Inside-Out, created

by Rompa and Timotay, showcasing a wealth of innovative indoor and outdoor resources. You can also enjoy two very exclusive lunchtime sessions in the Autism Matters Theatre, in association with Anna Kennedy Online, with acts performing in Autism’s Got Talent @ The Autism Show and an energetic Step in the Right Direction Dance demonstration supported

by Pineapple Arts.

In addition, don’t forget to visit upwards of 100 specialist product and service providers exhibiting at the show. You may find just what you are looking for amongst the learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care and specialist schools on offer.

To view the most up-to-date information on the Autism Show, to book your tickets and to save 25 per cent by booking in advance, visit: www.autismshow.co.uk

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AUTISM

89 Promotional feature

St Christopher’s School: nurturing and caring for children with severe and complex learning disabilities The last year at St Christopher’s School in Bristol has been an exciting one – developing the school’s facilities to meet the increasing needs of children requiring special, individual education, care and support.

50 children and young people with severe and complex learning difficulties, plus associated developmental and physical disabilities including autism spectrum conditions, attend school and live on site. In the Spring of 2011, St Christopher’s opened a dedicated facility, called Westbury Lodge, which is specifically developed to look after children who are unable to cope with social interaction or transitions of any kind, and who, in many instances, need three to one, 24hour care and support.

Increasing need Said Head of Education, Orna Matz: “We are increasingly seeing the need for this kind of support, and Westbury Lodge has been very successful this year in nurturing children and helping us to gradually plan for their integration into school life.

At the moment, they live and learn in small self-contained units supported by highly trained staff but it is our intention for each one that they will enjoy a full school life when they are able.”

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The school has also seen an increased demand for “care only” support. Five young people have started a “care only” provision at school recently and are settling well into home life while attending local special needs schools.

Autism accreditation St Christopher’s has also successfully maintained its autism accreditation. In the accompanying report in June 2011, the school was formally recognised for its Steiner ethos and principles which are underpinned by a “secure knowledge of autism” and “total and consistent communication systems implemented across the service which are differentiated to meet individual needs”.

St Christopher’s is set in beautiful grounds in Bristol with extensive facilities. The school term is 40 weeks but St Christopher’s offers 52 week care for pupils and families who need it. www.st-christophers.bristol.sch.uk

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autism

93 Promotional feature

Supporting education professionals working with children on the autism spectrum Network Autism Network Autism, a free online community connecting autism professionals, is the latest National Autistic Society (NAS) resource to help support people working in a host of disciplines, including the education sector. More than 900 professionals from across the UK have already registered to join.

It is the first UK network to provide an online space where autism professionals can engage and communicate directly and access constantly updated and exclusive content. A number of good practice case studies for education professionals have already been added. Members are able to have open and closed discussions, set up special interest groups and take advantage of and contribute to an extensive resource library.

Our training courses make use of a variety of learning tools such as presentations, group discussion, self-directed learning and video. Our open access programmes can be tailored for an inhouse training package to suit your school or organisation’s needs.

Upcoming open access training courses include: • Autism trainer development ,15 May, 28 September • Communication and social interaction, 31 May • The SPELL framework for intervention, 19 June • Introduction to TEACCH, 2-3 July • Socialeyes Facilitator training, May, June, September • Understanding and supporting people with autism, May, July, September To book or to view details and course locations, visit: www.autism.org.uk/training

Dr Jacqui Ashton Smith, Executive Principal at the NAS's Helen Allison and Robert Ogden Schools, said: “Network Autism will help education professionals from specialist and mainstream settings to share experiences, solve problems and ensure that every young person with autism has a fulfilling and rewarding educational experience.”

Register today at: www.networkautism.org.uk

High quality conferences, events and training from the NAS The NAS has built up an excellent reputation for providing high quality conferences and training on specialist subjects tailored to people working in many roles in the education sector including, special educational needs coordinators, teachers, teaching assistants and learning and disability coordinators.

The events range in suitability from introductory level right through to courses and conferences suitable for established educators with a special interest in autism.

Upcoming one day conferences include: • Autism and Sensory Processing in Everyday Life, 24 May, Manchester • Relationships, Puberty, Sex and Sexuality, 4 July, London • Understanding and Managing Challenging Behaviour, 11 July, Liverpool NAS conferences provide a crucial platform for greater collaboration, helping professionals to share information and best practice.

To book or to view details, visit: www.autism.org.uk/conferences You can also watch a series of six free webinars hosted by The National Autistic Society and Axcis Education Recruitment, to help teachers and other autism professionals learn the tools and strategies they need to support children with autism effectively.

Watch a free webinar online now: www.autism.org.uk/conferences/webinars www.senmagazine.co.uk

Sandy Bering, Lead Commissioner / Consultant – Health and Well Being, NHS Trafford, speaking at the recent NAS Professional Conference 2012.

FREE download for use in the classroom or school setting Our publication Autism spectrum disorders: a resource pack for staff will be useful for any member of staff working in an education setting. Information about autism spectrum disorders (ASDs) and how they may affect young people in primary and secondary schools is included, and the principles here can also be applied in pre-school and in further education.

We also recommend strategies to include children and teenagers in the classroom and in the wider school environment, as well as some resources to help young people towards an understanding of the condition.

Using the materials and applying the principles highlighted in the pack will help you meet some of the requirements of your school's disability equality scheme.

Download your free pdf here: www.autism.org.uk/teacherpack

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Promotional feature

Privileged to be at Portfield Mother of three boys, Ryan, Sam and Owen, Annie Heelan is as proud as any mother could be of her children, not least because they have overcome so much to live the happy, fruitful lives they enjoy today.

Annie’s eldest son, Ryan, is 16 and was diagnosed with Asperger’s syndrome at the age of four. The Heelan’s second and third sons, Sam and Owen, were both diagnosed with severe autism when they were little more than two years old.

Annie explains the difference The Wessex Autistic Society has made to her family: “Following two lengthy tribunals, both boys started at Portfield School in 2008, at the ages of 11 and nine respectively. The boys haven’t looked back since.

Portfield School and the residential facilities have helped the boys enormously. Both Sam and Owen have access to activities that other children take for granted. The boys being at Portfield allows myself, my husband James and our other son, Ryan, access to the world again too.

“Sam and Owen enjoy an inclusive existence at Portfield School, one where their behaviour is never perceived in a

negative way. Both boys are non verbal but Sam has learnt to read and spell and communicates with the aid of PECS. Owen has learnt to dress himself and use the toilet. Owen is also non verbal but communicates via PECS, just like his big brother.

“The help, support, guidance and compassion that staff at Portfield School and Parley 2 have shown is truly commendable. Nothing is ever too much trouble and they are always enthusiastic and willing to help in any way they can.

The staff are never critical. At last my family fit in well and are not judged.

“The Society has helped us as a family enormously. They have given us a chance to live again, and not just exist.”

The charity will be hosting a Conference on 16th May entitled "Pathological Demand Avoidance" at AFC Bournemouth. Email: conference@twas.org.uk to book your place today.

For information on Portfield School, please call: 01202 573808 or email: portfield-school@twas.org.uk For further information on any of The Wessex Autistic Society’s services, please call: 01202 483360 or email: enquiries@twas.org.uk Ref Code: SEN0412

Promotional feature

Sensory chewy toys from SenseToys SenseToys is a specialist supplier of early years and special needs educational resources. We particularly focus on development of communication and interaction skills by helping children to acquire language through play with wooden toys, sensory toys, Tangles, puppets, etc.

One of our best selling sensory ranges includes chewy tubes, Chewelry® and Oh Plah® Chewy Wristbands. The Oh Plah® chewy cuff/wristbands/bracelets can be bent, bitten, chewed and twisted by children who need sensory input from biting or chewing or to prevent them from eating their clothing or biting themselves.

View and buy at our online shop: www.sensetoys.com Request a catalogue by email: info@sensetoys.com or tel: 0845 257 0849.

Purchase Orders accepted from schools, LEAs and NHS. Call for bulk order prices quoting ref: SENCHEW0512.

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The SEN Newsletter is sent out via email every month. It 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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In the next issue of SEN Magazine: • PSHE • SEN law • bullying • cerebral palsy • school refusal • literacy/phonics • manual handling • school exclusions • school leadership in SEN • communication aids • looked after children • visual impairment • behaviour • dyslexia • autism Plus news, reviews, CPD and events listings and much more

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book reviews

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Book reviews

by Mary Mountstephen

The Essential Guide to Taking Care of Behaviour (second edition)

How Behavioural Optometry Can Unlock Your Child’s Potential

Paul Dix

Joel H. Warshowsky

Pearson Softback 209 pages £16.99 ISBN: 978-1-4082-2554-7

Jessica Kingsley Publishers Softback 155 pages £12.99 ISBN: 978-1-84905-881-0

This

book

has

been

The author of this book is a

designed as a self-training

behavioural and developmental

manual for teachers and it

optometrist who lectures

has a distinctly practical

internationally and has taught

style which will appeal. The

in the USA for 35 years.

book is one of a series of

The field of vision therapy

essential guides providing

has been seen as controversial

teachers with constructive

by some specialists and

tips, ideas and inspiration

Warshowsky begins by

in potentially challenging

providing an overview of

circumstances.

what behavioural optometry

The book is very user

is and how he believes it can

friendly from the start, with a handy fold

help a child to achieve “a

on the cover to help you keep your place and colourful

stronger and healthier sense of self”.

text to engage the reader. It is divided into four main parts

Interestingly, the book is written from his perspective as

covering the management of behaviour in the classroom,

someone who had struggled as a child due to visual issues.

advanced behaviour management strategies, collaborating

After this introductory section describing the author’s

with other adults and specific examples drawn from real

own experiences, the book is divided into three parts which

situations.

cover basic understanding of visual problems in childhood,

The book promotes a reflective approach and the author

vision therapy interventions and specific vision problems.

draws on techniques from the worlds of sales and acting,

Exercises to enhance visual efficiency are also included.

encouraging teachers to experiment when establishing

I know of a number of children whose lives have been

their style. It is a very readable book which would provide

significantly improved following a programme of vision

teachers in a wide variety of settings, and parents, with a toolkit of useful strategies and responses.

I am not surprised that the author won a training award in 2009, as this book is a very good starting point for helping many adults to become more confident in improving their behaviour management techniques when working with

therapy. While children may pass opticians’ tests, these do not address how the eyes work together and affect perception and tasks such as reading, so their visual problems can remain unidentified.

This is an interesting book which would be of value to any SENCO or specialist teacher.

children of all ages.

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book reviews

Teaching Children Dance (Third Edition) Theresa Purcell Cone and Stephen L. Cone

The Essential Guide to Understanding Special Educational Needs Jenny Thompson

Human Kinetics Softback 206 pages plus CD-ROM £23.99 ISBN: 978-1-4504-0253-8

Pearson Softback 120 pages £16.99 ISBN: 978-1-4082-2500-4

This book sets out to inspire the reader to create learning experiences for physical education and dance which are appropriate for children of all ability levels.

Dance is presented here as a mode of learning that involves the whole child with skills of creative thinking, collaboration, communication and selfdirection.

The book is divided into two parts and has many photographs and illustrations. The authors are clearly passionate about the importance of dance as part of all children’s experience and they provide an excellent framework for designing and developing a dance programme. The book includes information about different teaching styles and strategies and looks at how to motivate learners who are reluctant to participate.

One aspect of the book I particularly liked was its emphasis on students being taught to be more reflective and to evaluate their own experiences. For children with learning differences, the experience of expressing themselves physically can be an area of strength and joy and the authors provide a number of ways to elicit responses from these students. A chapter is devoted to “Including All Children in Dance” and this provides useful guidelines, example programmes and questions for reflection.

The CD-ROM which comes with the book contains printables and assessment tools.

This

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book

is

another

contribution to the essential guides series and it provides a framework for trainees, NQTs and others working with children and young people with special educational needs.

The author is a senior lecturer at the University of Derby and has taught for over ten years in a range of settings. Her writing style is clear and reader friendly and the reader is encouraged to dip into the book, selecting individual sections, rather than reading it through from start to finish.

It is divided into nine chapters, with most chapters being devoted to a specific difficulty such as autistic spectrum disorder or visual impairment. The opening chapter sets the scene in the context of recent legislation and a brief overview of models of disability. Suggested websites are included in readily identifiable highlighted text and each chapter opens with an overview of its content and closes with a comprehensive list of further references and reading.

This is a very useful and practical text and the advice and strategies provided are based on sound good practice.

It is a basic, useful introduction to the field of SEN and would be a handy reference text for all staff.

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special needs midlands

Be a part of the Midlands’ all new dedicated SEN event You won’t want to miss this brand new show, taking place at the NEC, Birmingham on Friday 29 and Saturday 30 June Special Needs Midlands is the brand

classroom activities and lesson plan

new dedicated event for special needs

ideas to take back to your classroom.

discussing the school’s approach to special education, as well as the

Your thinking will be engaged,

development of enterprise education,

and resources, this one-stop shop

challenged and informed as you

which has led to a raft of awards for the

delivers all things SEN from exciting

discover tools and strategies to support

school over three consecutive years.

new products and services, showcased

a range of special needs, from Down’s

Why not come along to the Makaton

by more than 100 exhibitors, to a

syndrome to ASD and dyspraxia to

taster session. This fun and interactive

programme of inspirational seminars –

Asperger’s. Explore sessions on the

seminar will provide a general insight

all under one roof.

role of the SENCO, pre-phonic skills,

into what Makaton is, with the added

professionals. Offering a hub of advice

ICT, managing behavioural difficulties

opportunity to learn up to 30 signs and

Inspiring SEN CPD

and sensory processing and the

symbols too. It provides an opportunity

The comprehensive seminar programme

autistic spectrum.

to discuss ideas you could use on

offers a low cost way to benefit from the

Join Maxine Pittaway, Headteacher

Makaton and participants will all receive

experts with 100 per cent pure SEN-

of award-winning special school St

handouts covering the vocabulary they

focused and up-to-date CPD training

Christopher’s, to hear first-hand about

have learned.

on the issues that matter to you. Each

the developments the school made to

Hear from Dr Rona Tutt OBE, who

one is packed full of the latest tips,

meet the needs of special education

will discuss some of the newer labels,

tricks, practical and creative solutions,

in the 21st century. Maxine will be

such as foetal alcohol spectrum disorder (FASD), pathological demand avoidance syndrome (PDA) and complex learning difficulties and disabilities (CLDD).

She will explain how labelling pupils is advancing in light of the discovery that it is quite usual for children to have more than one type of need.

Dave Vizard will present over 100 proven strategies to help staff develop a real presence in the classroom to reduce the number of incidents of poor behaviour, thus allowing effective learning to take place. Dave will discuss how body language – including facial expressions, posture, eye contact, command and tone, positioning, proximity and level, and gestures – can have a positive impact on learning and behaviour.

Seminar prices start from as little as £10 when you book before 11 May plus you’ll be awarded CPD certification -

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special needs midlands Seminar highlights Friday 29 June saving you money on training as well. You can find full details on all the sessions at: www.tes.co.uk/senmidlands. But don’t delay, as these highly-popular seminars are already starting to sell out.

Free exhibition The exhibition area will be buzzing with SEN practitioners and resource providers swapping ideas and best practice. Here you’ll discover thousands of resources for every kind of special and additional need – from books, ICT, software, play equipment and arts to music, furniture, teaching aids and professional services.

Suppliers will be demonstrating their extensive product ranges offering you the chance to try, compare, and buy everything you need for your school or setting. Don’t forget to look out for all those bargains, exclusive discounts and free samples.

With so much on offer, you’re certain to find a wealth of fresh, exciting and creative SEN resources and suggestions for classroom activities and lesson plan ideas (see exhibitor list below).

So why should you attend?

TES Special Needs Midlands is the ultimate show for anyone involved in SEN. Network, get inspired, and discover tools and strategies to support a range of special needs. Whether you are responsible for one or many pupils with SEN, you will find the support and the resources you require at Special Needs Midlands.

Entry to the exhibition is free. See you there!

Register for your free fast-track entry badge now at: www.tes.co.uk/senmidlands

www.senmaGAZINE.co.uk

11.00 - 12.00 Pre-phonic skills Alan Heath, education consultant, Learning Solutions

The “M Factor”: mood and motivation management Fin O’Regan, behaviour consultant Supporting visual learners in the inclusive classroom Carol Allen, advisory teacher: SEN, ICT and Inclusion

12.30 - 13.30 The role of a SENCO in an era of school-to-school support Rita Cheminais, freelance education consultant

Watch your back!

Elizabeth Hallows, chartered physiotherapist and manual handling specialist Inside the Asperger mind Ronnie Young, education consultant and trainer

14.00 - 15.00 Sensory processing and the autistic spectrum Alan Heath, education consultant, Learning Solutions

The curious case of ADHD/ASD Fin ORegan, behaviour consultant

How we created a 21st century special school Maxine Pittaway, Headteacher, St Chrisopher's Special School, Wrexham

15.30 - 16.30 Understanding children with complex conditions Dr Rona Tutt OBE, SEND consultant, speaker and writer

Makaton taster session Helene Elia, Makaton tutor

60 seconds to meltdown – managing behavioural difficulties Ronnie Young, education consultant and trainer

Saturday 30 June 2012

11.00 - 12.00 Children who can speak but don’t: effective management strategies Maggie Johnson, speech and language therapy advisor and educational consultant

Learning about pupils who have SEN and disabilities Dr Rona Tutt OBE, SEND consultant, speaker and writer

Head it off before it happens Dave Vizard, behaviour solutions consultant and trainer

12.30 - 13.30 Helping pupils with dyscalculia engage with the “numberness of numbers” Sal McKeown, freelance journalist and author of How to Help Your Dyslexic and Dyspraxic Child

Dyslexia and Asperger’s syndrome – complimentary sides of the same coin?

Neil MacKay, Chief Executive, Action Dyslexia Training and Consultancy

Developing self-discipline Rob Long, educational psychologist

14.00 - 15.00 Understanding and supporting pupils with dyspraxia and sensoryintegration dysfunction Maggie Johnson, speech and language therapy advisor and educational consultant

Don’t stand so close to me Dave Vizard, behaviour solutions consultant and trainer

Supporting teachers and parents to create behaviour plans for children with Down's syndrome Gillian Bird, consultant, Down's Syndrome Association

15.30 - 16.30 Reading, reading, reading!

Carol Allen, advisory teacher: SEN, ICT and Inclusion

From “good” to “outstanding” through a focus on meeting additional learning needs Neil MacKay, Chief Executive, Action Dyslexia Training and Consultancy

Using computer games in the primary inclusive classroom Sal McKeown, freelance journalist and author of How to Help Your Dyslexic and Dyspraxic Child Specialist SEN suppliers exhibiting at the show include…

Achievements For All (3As) Ltd 30 B-Active Brain Solutions Ltd 60 British Dyslexia Association 124 Caldecott Foundation (The) 170 Crick Software Ltd 162 Crossbow Education Ltd 50 Dore 180 Happy Secrets 280 Inclusion Quality Mark (UK) Ltd 126 Learning Materials 40 Lifestyle Checkout Ltd 84 Morrells Handwriting 160 NASUWT 26 Outside Classroom Boards 96 Queen Alexandra College 208 Rapid Plus from Pearson Education 116 R M SpaceKraft 178 SEN Magazine 110 SEN Marketing 226 Sense Toys 92 SLEUTH - the Behaviour Tracking System 224 Special Children - Optimus Education 168 Sweet Counter 48 Texthelp Ltd 86 White Space (WordShark) 132 Wordcard Generator 39 Full exhibitor list and floorplan at: www.tes.co.uk/senmidlands

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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.

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CPD & recruitment 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: Pg Certificate, Diploma and MSc by Distance Learning One, two or three years distance learning at the University of Sheffield. Next intakes September 2012.

Contact Admissions:

0114 2222405

Learning Support/Speech and Language Therapy assistants: Advanced Certificate in Language & Communication Impairment in Children.

hcs@sheffield.ac.uk

One year, distance learning programme at the University of Sheffield. Next intake September 2012. Contact Admissions:

University of Manchester

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

www.shef.ac.uk/hcs/prospective_pg/ lacic.html

MSc in Profound and Complex Learning Disability One year full-time, or two to three years part-time distance learning with annual study school. Topics include communication, inclusion and behaviour. www.manchester.ac.uk/education/pcld

Postgraduate Diploma in Profound & Complex Learning Disability University of Manchester

Two years, part-time distance learning and annual study school. Study includes communication, education and behaviour. www.manchester.ac.uk/education/pcld

Supporting children with poor literacy.

Delivered by the University of Sheffield, this online module explores the links between speech and literacy.

15 M-level credits. Contact Admissions:

Postgraduate Certificate in Profound and Complex Learning Disability

hcs-admissions@sheffield.ac.uk;

University of Manchester

Study an MPhil or PhD in Speech, Language and Literacy at the University of Sheffield

One year, part-time distance learning plus autumn study school. Study inclusion, communication and an option from wide range. www.manchester.ac.uk/education/pcld

Teaching Assistant Diploma Level 3 An NFCE accredited distance learning course for those who want to qualify for this ever popular career. It comprises four modules and will take approx. 160 hours to complete.

0844 351 0098 www.teachingassistantcentre.com

Special Educational Needs (SEN) Diploma Level 3 An NFCE accredited distance learning course for those who want to qualify for this caring career. It comprises four units and will take approx. 60 hours to complete.

0844 351 0098 www.teachingassistantcentre.com

Understanding the Middle Years (6 - 12 yrs) Diploma Level 3 Created by two children and young people experts with many years’ experience, accredited at Level 3 by NCFE, this is an essential course for all those who work with children between six and 12 years of age. This distance learning course can be completed in just 90 hours.

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Spoken and Written Language

www.sheffield.ac.uk/hsccpd/coursesby-subject#HCS

Part-time and full-time modes of attendance. Next intakes September 2012.

Contact Admissions:

0114 2222405 hcs@sheffield.ac.uk www.sheffield.ac.uk/hcs/research

Developmental Language and Communication Disorders Working with children with SLCN. Online module providing updates on a range of conditions, including ASD and SLI. 15 M-level credits from University of Sheffield.

Contact Admissions: hcs-admissions@sheffield.ac.uk; www.sheffield.ac.uk/hsccpd/coursesby-subject#HCS

Certificate in Counselling Skills Using the Arts For more information, contact: The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

BSc Speech Sciences University College London

0844 351 0098

This four-year degree in speech sciences is a fulltime programme which provides a direct pathway into the profession of speech and language therapy. The degree is focussed on the processes of communication, how these may be impaired, and clinical methods of remediation.

www.teachingassistantcentre.com

www.ucl.ac.uk

www.senmagazine.co.uk

cpd & TRAINING MSc in Speech and Language Sciences

Postgraduate Certificate in Autism and Learning

University College London

University of Aberdeen

This full-time, two year course is a clinical training programme as well as an academic degree. The core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems.

They learn about working with clients and others professionals in health care and education.

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.

www.ucl.ac.uk

www.abdn.ac.uk

Supporting Learners: Understanding Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD): Part 1 University of Birmingham

MEd/BPhil/Postgraduate Diploma/Postgraduate Certificate/Advanced Certificate This distance learning programme has been developed for staff who work with people with severe, profound and complex learning difficulties, such as teachers and lecturers, nurses, therapists, psychologists and support staff. It is primarily about the learning and development of children and adults with severe, profound and complex learning difficulties, particularly in the areas of cognition and communication. www.birmingham.ac.uk

Join us on

www.facebook.com/ senmagazine

autism@abdn.ac.uk

01224 274807

Advisory Centre for Education - Training ACE offers accredited training and consultancy covering the latest developments in education law and guidance; SEN, disability, equality, children missing education and much more. Over 50 years of daily contact with parents, carers and educationalists means that our training is evidence based and comprehensive. www.ace-ed.org.uk

Working with the Autism Spectrum Edinburgh

This undergraduate SCQF level 8 (equivalent to SHE level 2 or SVQ level 4) course is a collaboration between The National Autistic Society and Edinburgh Napier University. Comprising of six, one-day units, the course is very much practice-based.

The assessment will enable candidates to reflect upon their own practice and integrate the knowledge gained to further improve the care and support they carry out. The course will be relevant to anyone working with or caring for individuals with an autism spectrum disorder, including parents, health professionals, support staff, social services and staff from education.

Book now to advertise in the July/August issue of SEN Magazine

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

www.autism.org.uk/training

www.senmaGAZINE.co.uk

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cpd & TRAINING

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Certificate in Understanding Autism in Schools

Level 4 CPD Certificate in Dyslexia in the Classroom

A three-day programme leading to a Certificate in Understanding Autism (accredited at 40 credits level 4 or 5 by Canterbury Christ Church University).

The course is usually taken one day per school term.

Courses are purchased by local authorities who then make places available to staff working in education.

Online

www.autism.org.uk/training

Postgraduate Certificate in Dyslexia and Literacy online

This course is an online qualification designed for specialist teachers. The aim of the programme is to train teachers to be informed, skilled practitioners who understand the theory and practice of teaching and assessment of dyslexic learners of all ages. The programme is currently under redevelopment but will be an online, modular programme with tutor support. www.dyslexiaaction.org.uk

Strategies for Successful Special Needs Support Online

Strategies for Successful Special Needs Support is 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 only £200. www.collegeofteachers.ac.uk

Leadership for Teachers and Trainers Online

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 £300. www.collegeofteachers.ac.uk

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Dyslexia Action's continuing professional development online course has been developed specifically for classroom teachers and teaching assistants working in the primary and secondary education fields. Many units are also suitable for those working in further education.

This CPD course is primarily intended for UK based applicants. However, UK teachers working overseas in an English speaking international school may also apply. dyslexiaaction.org.uk

Level 4 CPD Certificate in Dyslexia and Literacy in Primary School Settings Online

Dyslexia Action's continuing professional development online course has been developed specifically for classroom teachers and teaching assistants working in the primary and secondary education fields. Many units are also suitable for those working in further education.

This CPD course is primarily intended for UK based applicants. However, UK teachers working overseas in an English speaking international school may also apply. dyslexiaaction.org.uk

ICEP Europe in Partnership with the National Autistic Society Offer two Online Autism Courses Online

ICEP Europe in partnership with the National Autistic Society Training and Consultancy offer two in-depth, online courses on autism and Asperger syndrome. Summer Term dates 2012: 30 April to 22 June. Enrolments taken up until 15 June.

Special Educational Needs Online Courses

ADHD

Online

Many teachers, parents

Quality assured, easily accessible online CPD training courses helping educators address the needs of students with SEN and SEBD. For more information, contact the Institute of Child Education and Psychology Europe (ICEP Europe):

and students alike struggle

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

Dyslexia: Making the Most of your Child's Potential Online

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

Online

daily with the behavioural and learning implications of attention deficit hyperactivity disorder. With early intervention and the right support, children with ADHD can thrive in school 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 www.icepe.co.uk

Various May/June

Intensive Interaction: Connecting with non verbal children and adults with Autism or Profound Learning Disabilities

0208 3547592

1 May: Glasgow

info@icepe.eu

3 May: London

www.icepe.co.uk

Teaching Hope and Optimism Online

This course is part of 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.

ICEP Europe

ICEP Europe

0208 3547592

0208 3547592

14 May: Brighton 30 May: Cardiff 20 Jun: Ipswich 21 Jun: Leicester

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

info@icepe.eu

info@icepe.eu

01524-832828

www.icepe.co.uk

www.icepe.co.uk

www.concept-training.co.uk

www.senmagazine.co.uk

cpd & TRAINING

Accredited Level 3

SEN Training Distance Learning

At last there is an accredited SEN distance learning diploma course with full tutor support. This time tested method of training means that you can fit your course work around your current obligations and lifestyle.

Have confidence in the usefulness of this enlightening training and the NCFE accredited level 3 award earned by successful students. Well over a thousand students a year already benefit from our courses enrolling both privately and through their schools.

Special Educational Needs (SEN) NCFE level 3 Award

Four units taking approximately 60 hours in all to complete: 1. Child and young persons development 2. The support of disabled children and young people and those with specific requirements 3. Supporting children and young people to achieve their learning potential 4. Working with children and young people with speech and language needs Full tutor support / Online or postal method of study No placement needed / No prior qualifications necessary Suitable for teachers, teaching assistants and parents

We asked Francis, an experienced SEN worker, “What do you find most rewarding about your role?” Be motivated by her heartfelt answer below: “Finding something special in each child and letting them know that you see they have that to give.

“Seeing that they feel safe at school and that they know that they will get what they need whilst there, sometimes simply food and rest for children from deprived families, routine for autistic children, stimulation and integration into a mainstream classroom, the opportunity to form relationships and play with others of their own age.

“In short, by making a difference each day, you can give the children you work with a better childhood and a more positive view of themselves which will help them reach their full potential now and in the future.”

An SEN vocation is not for everyone but if you want to share in this life changing work, just give Elsa a call on

0844 351 0098

or visit our website for full details of all our courses including our popular Teaching Assistant Level 3:

www.teachingassistantcentre.com

www.senmaGAZINE.co.uk

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cpd & TRAINING Various May/June

PMLD - Engaging Children in Learning

Empowering Staff to Work

14 May: Middlesbrough

& Young People who

15 June: Liverpool

experience Behavioural,

This course is suitable for anyone working with and supporting a child or young person with profound and multiple learning disability.

It explores areas that are particularly relevant in enabling an individual to get the most out of their

May

Various May - July

Effectively with Children

Emotional & Social Difficulties (BESD) 29 May: Manchester 29 June: Gateshead 3 July: Birmingham

This course is for practitioners working in care, education and secure

environment, and addressing

settings with young people

their need to feel safe and

who exhibit challenging

secure within it.

behaviour.

Concept Training Ltd

Concept Training Ltd

01524-832828

01524-832828

www.concept-training.co.uk

www.concept-training.co.uk

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.

9 May

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 25. We specialise in visual impairment.

Our open days are a chance for potential students, their parents/carers and professionals working with them to visit us and find out more about who we are and what we do. Please contact us to book your place 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

10 & 11 May

PECS Basic Training Workshop Peterborough

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

16 - 18 May

Educational IT Solutions Expo (EDIX) Tokyo, Japan

Japan's largest industry trade show for educational IT solutions/services will attract 600 exhibitors and 18,000 visitors. www.edix-expo.jp/en

01423 886451 19 May 10 May

Reforms to the Child Protection System London

This seminar will bring together key policymakers and stakeholders - social workers, education professionals, parents'

Why Empathy Heals Theory, Intervention and Key Techniques (from toddlers to teens) London Conference 10.00am - 5.15pm Cost: ÂŁ168 The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

groups and others involved with children - as Government consults on its plans for the reduction of centrally prescribed guidance and considers reform of the assessment timescales for reporting on children in need. The Guest of Honour is Fiona Harrow, Deputy Director, Child Protection and Safeguarding Policy Division, Department for Education. www.westminsterforumprojects.co.uk

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cpd & TRAINING 23 & 24 May

25 May

National Primary Headteachers’ Conference

An SLD Curriculum for the 21st Century

Stratford Upon Avon

Manchester

“Children’s Education - What is their Entitlement?”

For details, contact NPH Conference Organiser:

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.

01403 252013 grwaykat@aol.com

24 May

NAS Conference: Autism and Sensory Processing in Everyday Life Manchester

Develop a greater understanding of sensory processing and how difficulties with sensory integration can impact on a person with autism.

Gain an overview of the main sensory integration approaches in practice and how these can be applied in everyday environments such as schools. Suitable for education professionals from mainstream schools, special schools and local authorities.

0191 2728600 www.equals.co.uk

26 May

Teenage Development (Psychology and Neuroscience) and What to Do When It Goes Wrong. Ages 12 - 18 London

Conference with Dr Margot Sunderland.

10.00am - 5.15pm Cost: £144 The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

www.autism.org.uk/conferences/ sensory2012

24 May

Play for People with ASD Brighton

28 & 29 May

Gulf Education Conference & Exhibition London

01524-832828

A strategic two-day event that will provide substantial opportunities for international businesses in the education sector, to create partnerships and strike up meaningful business agreements with GCC member states. A collaborative effort with support from the British Council, UK Higher Education International and Europe Unit, Supreme Education Council of Qatar, The Leadership Foundation, Qatar University and The Middle-East Association.

www.concept-training.co.uk

www.gulfexhibitions.co.uk

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.

Concept Training Ltd

www.senmaGAZINE.co.uk

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June

31 May

NAS Training: Communication and social interaction London

This one-day course will help you to make the link between theory and practice and is based on the SPELL framework for understanding and responding to the needs of children and adults on the spectrum. Understand the differences in use of language and communication for people with autism, and how to use a range of strategies to individualise your work. www.autism.org.uk/training/ communication

Various June/July

Practical & Effective Ways of Using Multisensory Equipment 16 June: Cardiff 18 June: London 19 Jun: Leicester 3 July: Birmingham

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.

Concept Training Ltd

01524-832828

www.concept-training.co.uk

Various June/July

Working with Children with Asperger’s Syndrome 22 June: Birmingham 6 July: Chorley

This workshop gives a practical approach to the challenges and difficulties of working with children who have Asperger’s syndrome.

Delegates will gain the ability to identify the difficulties associated with Asperger’s syndrome and learn effective strategies for working with children.

Kidz South 13 June

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 25. We specialise in visual impairment.

Our open days are a chance for potential students, their parents/carers and professionals working with them to visit us and find out more about who we are and what we do. Please contact us to book your place 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 13 June

Whole Person Communication Chorley

The course will draw upon Intensive Interaction, Sherbourne movement techniques, play and drama techniques to explore whole person techniques of communicating and connecting with children and adults with profound communication needs.

This is a free exhibition dedicated to children with disabilities and special needs, their parents, carers and professionals who work with them. Over 100 exhibitors will offer information on mobility, funding, seating, beds, communication, access, education, toys, transport, style, sensory, sports, leisure and more. A programme of free CPD seminars will take place alongside the event.

Children are welcome to attend, try out the equipment and products and participate in sporting activity sessions throughout the day. www.disabledliving.co.uk

15 June

Towards Outstanding Governance in Special Schools

The Autism Show in association with The National Autistic Society ExCeL London

As the national event for autism, this CPD accredited event offers an unrivalled range of learning opportunities for professionals, from in-depth conference sessions to hands-on practical seminars, to talks from individuals on the autism spectrum.

New this year we have the AET Training Hub theatre providing training for professionals working across all education settings who teach and support autistic pupils aged five to 16 years.

For more information and to book tickets, visit: www.autismshow.co.uk

16 June

Towards a Positive Future Newbury

0191 2728600

Jane Asher, President of the National Autistic Society, is planning to attend the second Towards a Positive Future conference for parents of children with special educational needs and the professionals who support them. Discover the impact of government reforms and how we can all work together.

www.equals.co.uk

www.wordswell.co.uk

Manchester

This one-day conference will draw on aspects of the new Ofsted publication “School governance: Learning from the best” and is aimed at school leaders and governors.

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

13 & 14 June

The Essentials of ChildCentred Play Therapy London

Conference with Dr Garry L. Landreth.

Concept Training Ltd

01524-832828

020 7354 2913

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Reading

15 & 16 June

Concept Training Ltd

10.00am - 5.15pm Cost: £288 The Centre for Child Mental Health

www.concept-training.co.uk

14 June

www.childmentalhealthcentre.org

www.senmagazine.co.uk

cpd & TRAINING 19 June

NAS Training: The SPELL framework for intervention Cardiff

This one-day course will help you to make the link between theory and practice.

SPELL is a framework for understanding and responding to the needs of children and adults on the spectrum. The course will place emphasis on reflective practice and examination of the participants' skills, attitudes and communication style. Gain an understanding of how to structure information for people with autism. www.autism.org.uk/training/spell

21 June

The Future for Young People's Services

22 - 24 June

Bal-A-Vis-X Workshops Scotland

3 days of intensive training.

Bal-A-Vis-X is a series of more than 300 exercises of varied complexity which are all deeply rooted in rhythm.

Workshops are now available UK wide.

07512311317 www.ravivworks.co.uk

25 & 26 June

PECS Basic Training Workshop Gloucester

The Picture Exchange Communication System (PECS) is an approach

London

that teaches functional

This seminar will offer delegates an opportunity to discuss the Government's policy for the future of young people's services, as well as the future of the National Citizen Service (NCS) scheme – which aims to encourage volunteering amongst young people – as it is rolled out nationally.

The seminar will include a keynote address from the Minister responsible for this particular area of policy, Tim Loughton MP.

communication skills using

www.westminsterforumprojects.co.uk

21 & 22 June

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

25 & 26 June

PECS Basic Training Workshop Nottingham

PECS Basic Training Workshop

The Picture Exchange

Reading

(PECS) is an approach

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.

Communication System 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

01273 609 555

www.pecs.com

www.pecs.com

www.senmaGAZINE.co.uk

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110

July

27 June

Teaching Critical Communication Skills: HELP! I can’t WAIT to ask for a BREAK and more Nottingham

This training discusses how to teach critical communication skills that lead to greater independence. Topics covered include following visual directions/timetables, answering “yes” & “no”, learning to wait, transitioning between activities and asking for help or a break.

01273 609555 www.pecs.com

28 & 29 June

PECS Basic Training Workshop Darlington

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

30 June & 1 July

Therapeutic Work with Teenagers London

Two-day training.

10.00am - 5.30pm Cost: £288 The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

Join us on

www.facebook.com/ senmagazine

2 & 3 July

PECS Basic Training Workshop York

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.

Supporting Children with ASD in Educational Settings Gateshead

The classroom and the wider school environment can present real challenges for children and young people on the autistic spectrum and their staff. This course will look at the autistic spectrum and how this may affect the child and young person's educational experiences and outcomes.

Concept Training Ltd

01524-832828

www.concept-training.co.uk

September

01273 609 555 4 July

NAS Conference: Relationships, Puberty, Sex and Sexuality London

Gain the skills you need to help teach people with autism about relationships and sexuality. This conference will provide tools and strategies to use in the classroom or other learning environments to give the right information and advice so that people with autism can make the right choices for them.

13 & 14 September

PECS Basic Training Workshop London

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

www.autism.org.uk/conferences/ relationships2012

11 July

NAS Conference: Understanding and Managing Challenging Behaviour Liverpool

This conference will discuss the causes of anxiety for people with autism and the types of behaviour which can be used to express this anxiety. Key speakers will share research and case studies. You will learn practical strategies to help prevent or minimise stress and anxiety in people with autism and lead to a decrease in challenging behaviour.

12 & 13 October

TES Special Needs London London

TES Special needs London provides an opportunity to shop for the latest SEN resources and services from hundreds of suppliers, for every kind of special and additional need. There is also a comprehensive SEN focused seminar programme and up-to-date CPD training on the latest issues in SEN. www.teachingexhibitions.co.uk

17 & 18 October

Naidex South

www.pecs.com

www.autism.org.uk/conferences/ behaviour2012

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October

16 July

27 & 28 September

Rebound Therapy for SEN, OCN, Level 2 Newcastle upon Tyne

This is a two-day, level two accredited course for all staff, parents, professionals interested in using a trampoline for rebound therapy. Learners will have the opportunity to experience and become familiar with the safe use of a trampoline for rebound therapy and will be taught the rationale behind its use.

This course is appropriate for all ages, phases and types of disability including PMLD, ASD and specific learning difficulties.

0191 2728600

www.equals.co.uk

London

With an exhibition covering homecare, disability and rehabilitation, attendees include occupational therapists, physiotherapists, speech and language therapists, nursing professionals, special needs teachers, carers and those working in paediatric occupational therapy and physiotherapy. Thousands of healthcare professionals attend the show to see the latest new products and gain CPD certificates of attendance. www.naidex.co.uk

November 6 November

Maximising the Effectiveness of your Multi Sensory Room Manchester

Delegates will have the opportunity to: • look at the latest technology including data projection and iPod/iPad applications, as well as the staple pieces of the multi sensory studio • find out how best to work with individuals to “engineer” the environment for sense development • look at how to create appropriate sensory stimulation activities within the classroom.

0191 2728600

www.equals.co.uk

www.senmagazine.co.uk

cpd & training December

24 - 26 November

Bal-A-Vis-X Workshops London

3 - 7 December

Three days of intensive

TEACCH Five-day Course

training. Bal-A-Vis-X is

Newbury, Berkshire

a series of more than 300 exercises of varied complexity which are all deeply rooted in rhythm.

Workshops are now available UK wide.

07766 837 616 www.integratedbrain.co.uk

29 November

Kidz up North Bolton

This is a free exhibition dedicated to children with disabilities and special needs, their parents, carers and professionals who work with them. Over 100 exhibitors will offer information on mobility, funding, seating, beds, communication, access, education, toys, transport,

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 seven years working with Division TEACCH. Three-day course also available £995 professionals/parents Prior’s Court Training & Development Centre

01635 247202

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

7 December

Developing a Maths Curriculum for Pupils with Very Special Needs London

in sporting activity sessions

The course will offer guidance on: • teaching and learning for very special pupils • views on children’s progress useful for target setting and reporting • approaches to teaching within specific maths lessons.

throughout the day.

0191 2728600

style, sensory, sports, leisure and more. A programme of free CPD seminars will take place alongside the event.

Children are welcome to attend, try out the equipment and products and participate

www.disabledliving.co.uk

www.senmaGAZINE.co.uk

www.equals.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

Support for people with little or no clear speech:

National organisation for home

www.communicationmatters.org.uk

educators:

www.thenuk.com/

PMLD Network Information and support forPMLD:

www.pmldnetwork.org

Hearing impairment Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

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

www.reboundtherapy.org

SEN law

www.deafnessresearch.org.uk

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

www.ndcs.org.uk

Independent Parental Special Education Advice

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

Legal advice and support for parents:

www.ipsea.org.uk

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

Communication Matters

The Home Education Network UK (THENUK)

PMLD

Action on Hearing Loss

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

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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eazine for special SthuebUK'sslecadrinib g mag

to ar (6 issues) educational needs - ÂŁ48.50. aForye call 01200 409802) international subscriptions please online. (UK only UK subscription discount available

Get every issue of SEN Magazine delivered direct to your home or work place.

Simply fill in this form and send it to the address below.

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How to pay By cheque: make your cheque for ÂŁ48.50 payable to SEN Magazine and post with this form to the address below.

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