SEN Magazine - SEN59 - July/August 2012

July • August 2012 Issue 59

Toughen up!

Teaching children to avoid being bullied

SEN shake-up

Jane McConnell on the Government’s imminent SEN reforms

Early birds catch the words Ruth Miskin on how schools can get children reading

PSHE • cerebral palsy • visual impairment • communication aids dyslexia • SEN leadership • looked after children • school refusal autism • exclusions • SEN news, CPD, events and much more...

this issue in full July • August 2012 • Issue 59

Editor’s diary

06

SEN news

12

What’s new?

18

Point of view

20

SEN leadership

24

Bullying

26

Dyslexia

30

Looked after children

32 Literacy

Earlier this month, I attended the launch of the 2012 My Way! campaign hosted at the House of Commons by The Speaker John Bercow.

38

Communication aids

44

School refusal

46

School exclusions

Organisers First News had clearly pulled out all the stops to gather some heavyweight political support, in the form of Children’s Minister Sarah Teather and Chair of the All Party Parliamentary Group on Autism, Robert Buckland MP. Inevitably, though, there was only one star of the show, and campaign ambassador Henry “The Fonz” Winkler spoke with passion about the learning challenges facing those with SEN.

49

SEN law/Green Paper next steps

54

PSHE

59

Cerebral palsy

60

A life with cerebral palsy

64

Manual handling

was a fascinating day, capped off by Gary Wilson’s show-stopping presentation on promoting the achievement of boys.

70

The LA’s SEN role

72

Visual impairment

80

Book reviews

I would like to thank everyone who came to see me and SEN’s Marketing Manager Anita at the Autism Show in June. Though only in its second year, this event has already gained quite a reputation. Highlights this year included Professor Simon Baron-Cohen discussing the influence of testosterone on autism, and moving lunchtime concerts by Anna Kennedy’s accomplished troop of Autism’s Got Talent performers.

82

Autism

88

About SEN Magazine

89

CPD, training and recruitment

96

SEN resources directory

98

SEN subscriptions

See you in the autumn with our Back to School issue.

Anita Chopra

Peter Sutcliffe - Editor editor@senmagazine.co.uk

Craig Goodall

Henry is now a seasoned campaigner on both sides of the Atlantic and has visited scores of schools in recent years. When I asked him how he motivated himself to keep up such a punishing schedule, his response was typically up-beat. “The greatest thing I do in my life is going out to these schools”, he said. “No matter what country I’m in, the kids are the same and the laughter is the same.”

Back in May, nasen’s SEN conference in Bolton, Taking the Leadership Challenge, was an opportunity to hear representatives from Ofsted and the Department for Education discuss some of the key implications of Government changes to the SEN system. It

Henry Winkler (right) with SEN Editor Peter Sutcliffe.

CONTRIBUTORS Nick Boddington

Embers

Jean Gross Gillian Hazell

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

Carole Johnson 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: 8 August 2012 News: 1 August 2012 Disclaimer The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

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

Paul Keenleyside Julie-Anne Little Jane McConnell Ruth Miskin Mary Mountstephen Emma Parsons Simon Stevens Lynsey Summers Ed Turner Steve Tyler Jakob Whiten

SEN Magazine ISSN: 1755-4845

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SENISSUE59

In this issue

Exclusions

20

46

54

PSHE

Leading from the top

49

Jean Gross assesses the impact of the Achievement for All programme on school leadership in SEN

24 Blocking the bullies How can we teach children to minimise their risk of being bullied?

26

Dyslexia: courting controversy A recent Lancet report has hit the headlines, sparking new life into the debate on dyslexia provision

30

The care conundrum

Early birds catch the words

Talking technology

Attending to school refusal

Exclusion and the law What are the legal implications of school exclusions and what rights do parents and pupils have to challenge decisions?

Follow us on

Next steps for SEN Green Paper

A healthy education Putting PSHE at the heart of the curriculum for children with special needs

59

Special solutions The role of specialist schools in the education of children with cerebral palsy

Pride, not prejudice

Exploding manual handling myths Useful tips for parents and professionals on the manual handling of children

Classrooms are challenging environments for many with ASD but schools can take measures to help these pupils overcome their fears

46

54

64

How augmentative and alternative communication helps those who struggle with speech to talk

44

59

The story of one man’s life-long journey with cerebral palsy

Ruth Miskin on what schools can do to really get children reading

38

Cerebral palsy

Jane McConnell looks at how the SEN system will change under the Government’s imminent and wide-ranging reforms

60

Why do so many children in care have special educational needs?

32

July • August 2012 • Issue 59

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Money for old rope A parent questions whether his local authority ever really understood his sons’ learning needs

72

Seeing VI in those with SEN Visual difficulties often go undetected in children with SEN but much can be done to support those with even complex conditions

82

Visit us at:

My autistic child What do parents make of the education of their child with ASD?

www.senmagazine.co.uk

Join us on

20 SEN leadership 32 Literacy/phonics

49 SEN law

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

80 Book reviews 89

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

96

72 Visual impairment

SEN resources directory

In the next issue of SEN:

Asperger’s • dyspraxia • school visits choosing the right school • safeguarding SEN publishers • attachment syndrome BESD • Special Needs London preview and much more...

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SEN NEWS

Green light for SEN reforms Government sets out radical agenda for change The Government has confirmed that it will introduce major reforms to the SEN system in the Children and Families Bill which is expected to become law in 2013.

On 15 May this year, the Department for Education published Support and aspiration: A new approach to special educational needs and disability – progress and next steps, its long-awaited response to the consultation on the SEN Green Paper of 2011.

As forecast in the Green Paper, statements of SEN will be scrapped and a single assessment process introduced.

Professionals from health, education and care services will be charged with working together on assessments which may result in individual education, health and care plans (EHCPs).

The Government claims that these new assessments will simplify the system making it fairer and more manageable for parents.

The Government's plans represent the biggest changes in SEN for a generation.

The Government also confirmed that it will extend the legal

exam results. Ofsted argued that, in some cases, schools were

protection offered by EHCPs up to the age of 25. Under the

using SEN statistics to disguise poor teaching and that up to

present system, statements run out at the age of 16, requiring

450,000 children are being incorrectly labelled with SEN. The

extra assessments for provision beyond this age.

Government says it will undertake a consultation process before announcing this new guidance. However, following the release

Parent power

of the next steps document, it has already come in for a great

Parents are promised more involvement in the assessment

deal of criticism from those who fear that it is attempting to save

process and they are to get greater control over how money

money and reduce SEN figures to the detriment of many children

allocated to support their child is spent. Parents will have the

and young people who genuinely need additional support.

right to control their own budgets and buy in services for their child, though they will not be forced to take up the option of a

Calls for change

personal budget.

Launching the next steps document, Children’s Minister Sarah Teather said: “We have heard time and time again that parents

Local authorities are also to be made more accountable for their

are frustrated with endless delays to getting the help their child

provision with councils being required to publish a local offer

needs, and by being caught in the middle when local services

detailing the support available to children and young people

don’t work together.

with SEN and disabilities in their area.

“Parents and voluntary organisations have given us overwhelming The Government is promising to tighten up guidance on how

examples where they have felt let down by local services. At

children are identified as having SEN as it believes that too many

the moment there is an appalling situation where public money

children are currently incorrectly labelled with special needs.

is being wasted as children are growing out of equipment, like wheelchairs, before they even arrive. The new single assessment

Roughly 20 per cent of children, around 1.7 million, are specified

process and plan will tackle this issue and mean that parents

as needing additional help at school because they have some

don’t feel they have to push to get the services they are

form of special educational need. A 2010 report by Ofsted said

entitled to.”

that the number of children with SEN in schools was being overestimated. Some schools were accused of exaggerating

A draft Children and Families Bill will be published this summer.

the difficulties faced by students as a justification for poor

If the Bill is passed, the changes will be implemented from 2014.

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SEN NEWS

Mixed reaction for SEN Green Paper next steps The publication of the Government’s plans to change the

“For years children and young people have fallen down the cracks

SEN system (see page 6) has provoked much comment from

between education, social care and health, with a total lack of

those involved in SEN. While many commentators support the

clarity about which agency should provide which services. The

Government’s avowed aims to simply the system and provide

Green Paper next steps and current work on NHS outcomes

greater involvement and choice for parents, grave fears have been

for children offer us a once in a lifetime opportunity to sort this

expressed about how the new measures will work in practice,

once and for all through joint commissioning across agencies.

particularly in light of ongoing cuts to services.

I hope we don’t waste it with exhortations and weasel words about working together. Nothing short of legislative requirements

Concerns have also been raised about the pace of change. Some

that clinical commissioning groups and local authorities pool

fear that Government pathfinder projects have not been given

budgets for children with long term conditions or disabilities

enough time to work and that new legislation will be introduced

(and for CAMHs), and work to a shared set of outcomes, will do.”

without being properly thought through.

Jean Gross, SEN consultant and former Communication Champion

To follow is a selection of comments on the Government’s publication, A new approach to special educational needs

“[The Government's] changes to SEN will be welcomed by the

and disability – progress and next steps, and issues arising

many parents who find themselves embroiled in legal battles to

from it.

secure an appropriate education for their child. The current system is a nightmare to navigate and can take families to breaking

“I am delighted to see the continuing emphasis on improving

point. The commitment to extend a young disabled person’s

outcomes for children with SEND. The emphasis on

right to educational support up to the age of 25 is also to

parental involvement and choice is crucial and I welcome the

be welcomed.

commitment to give parents more clarity about what services they can expect through the local offer.”

“However, a lot more is still needed to ensure that young

Brian Lamb, Chair at Achievement for All and author of

people with SEN get the support they need...These reforms

the 2010 Lamb Inquiry

must be about getting the right support to children early and not designed simply to reduce SEN figures and costs in difficult

“The proposed changes to the statementing process look

economic times.”

promising. The concern is exactly how support will be improved

Mark Atkinson, Director of Communications, Policy and

for children with SEN who don’t have a statement but still have

Research, Ambitious About Autism

significant needs.

“While the aims of the SEN Green Paper are laudable, this

“There has been much media hype over identification of SEN,

is against a backdrop of cuts to welfare and local authority

but for children with autism this is not a picture we recognise.

budgets which will have a huge impact on disabled children and

Many parents we speak to have faced a huge battle to get their

their families.

child the educational help and support they need.”

Mark Lever, Chief Executive, National Autistic Society

“With trials of these proposals only just beginning, there is clearly still much work to be done on the finer detail, and we urge the

"Will this be any better than the current system? The current

Government to pay close attention to how the proposed new

system is already seen to favour those parents who are better

system is working in the local authority pathfinder areas.”

placed to argue for improved provision or have the funds

Srabani Sen, Chief Executive, Contact a Family

to pay for expert reports to reinforce their arguments. It is unclear whether personal budgets will change this position and whether those who do not take the budget will receive a second

For an in-depth analysis of the implications of the Government's

rate service."

SEN programme, see the article on page 49 of this issue of SEN

Richard Freeth, SEN specialist lawyer at Browne Jacobson

Magazine by Jane McConnell (CEO of IPSEA).

www.senmaGAZINE.co.uk

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SEN NEWS

Local authority secrecy masks new cuts to services The National Deaf Children’s Society (NDCS) has accused local councils of operating a “culture of secrecy” around a second wave of cuts to local services which it says could put deaf children’s futures in danger.

Foster care “time bomb” Retiring foster carers are not being replaced quickly enough, despite rises in the numbers of looked after children needing a placement. In a recent speech at the Fostering Network’s Celebration of Fostering, Children’s Minister Tim Laughton warned that the shortfall in carers is creating a “ticking time bomb” for the care system.

Mr Loughton argued that the system will face increasing challenges over coming years and that fostering services will need to draw carers from a wider pool of potential candidates. The Minister urged fostering providers “not to be blinkered” when considering if someone would be an appropriate foster carer.

The fact that the UK has an ageing workforce is expected to lead to a greater turnover of foster carers, the majority of whom are currently in their late forties to mid fifties. The Fostering Network estimates that an extra 8,750 foster carers are needed across the UK this year. The Network said that 98 per cent of fostering services are looking for more foster families for teenagers than last year and that three out of five services are "desperately seeking foster carers”. Children in care who have SEN tend to be amongst the most difficult children to place for fostering or adoption.

Mr Laughton called on fostering providers to target people in the caring professions, such as nursing, social work and teaching, as potential carers. He also argued that services need to do more to target younger carers.

In addition, the Minister called on major employers to provide foster carers with the same rights to flexible working as other parents.

The Government’s forthcoming Children’s and Families Bill will include a number of measures aimed at improving the recruitment and retention of foster carers, including legislation to expand flexible working and shared parental leave.

Under new rules, fostering services will not be able to impose blanket bans which prevent foster carers from undertaking additional paid work, except in specific situations.

New statutory guidance will be introduced, aimed at making services more responsive to the needs of foster carers in employment, including holding meetings with carers during evenings and weekends.

SENISSUE59

In its new Stolen Futures report, the charity claims that 49 councils have broken the law by not providing information about their budgets for deaf children’s support. None of the councils planning cuts this year could provide an assessment of the impact of reductions in specialist support services on deaf children, as required under the Equality Act. Two thirds of councils were unable to provide information about when budget decisions were being made and how families could participate in them. Two thirds of councils failed to provide a clear picture of the social care support they provide to deaf children, the report argues.

A statement from the charity says that “one quarter of England’s councils plan to cut vital support for deaf children this year”.

One fifth of councils are also planning to cut educational support for deaf children, and 16 areas have confirmed cuts to speech and language therapy services.

“For a second year, deaf children across England are seeing the support they rely on to learn and communicate taken away”, says Jo Campion of the NDCS. Ms Campion also criticised the Government saying its ambitious reforms for SEN support “are inconceivable given the reality of local cuts”.

The NDCS has called on ministers to hold local councils to account over cuts to services. It has also launched a petition with the aim of forcing a parliamentary debate on specialist services for deaf children.

To download the Stolen Futures report or to sign the petition, visit: www.ndcs.org.uk/save

News deadline for Sept/Oct issue: 01/08/12 Email: editor@senmagazine.co.uk Tel: 01200 409810

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

www.senmagazine.co.uk

SEN NEWS

Call for autism accessible environments A new survey suggests that shops, restaurants and supermarkets need to be made more accessible for those with autism.

An online poll conducted by Dimensions revealed that many people with autism find public spaces challenging because they are not designed with their needs in mind and because staff do not understand their needs.

Of the 250 people who voted, 32 per cent said they would like to see restaurants made more accessible, while 27 per cent called for supermarkets, and 17 per cent leisure centres, to be made easier to negotiate. Shops received ten per cent of the vote, theatres nine per cent and sporting or other events, such as fireworks displays, four per cent.

Mice study could lead to autism drug Research on mice suggests that it may be possible to develop drugs to treat neurological conditions such as autism.

Scientists from the US National Institutes of Health have been running a study which builds on recent research suggesting that some cases of autism may be caused by mutations in the genes which control the formation and maturation of synapses.

The study used mice which exhibit classic behavioural characteristics of autism — unusual social interactions, impaired communication, and repetitive behaviours — and tested their responses to a drug called GRN-529, which is designed to help different brain cells communicate with each other. The team say that the drug appeared to reduce the incidence of repetitive behaviour and reverse “the striking lack of sociability” in the mice.

While the researchers caution that drug treatments which are effective in mice often fail in humans, they say in a statement that “These findings raise the possibility that a single targeted pharmacological intervention may alleviate multiple diagnostic behavioral symptoms of autism.” Any possible drug treatment for autism would, however, take many years to develop.

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Many respondents called for extra autism-specific training for staff working in services across a wide range of sectors, including retail, leisure, hospitality, health and education.

Crowded and noisy areas can be particularly problematic for many people with autism. “Accessibility is not just about wheelchairs and ramps”, says Lisa Hopkins of Dimensions, “...businesses and services can become more accessible by listening to the experiences of the autism community.”

The organisation hopes that its survey’s findings will lead to a wider debate about how environments can be adapted to make them less challenging for someone with autism.

To view the comments of survey respondents, visit: www.dimensions-uk.org/yourautismfriendly

Tribute to veteran disability campaigner Lord Ashley, England’s first deaf MP, died of pneumonia in April at the age of 89. The Labour peer was a champion of the rights of those with disabilities, both during his time in the Lords and as the Labour MP for Stoke on Trent.

Jack Ashley was first elected to Parliament in 1966 and two years later he lost his hearing after an ear operation. Despite announcing that he would resign his seat following his sudden deafness, he took a crash course in sign language and decided to continue as an MP. A tireless campaigner for disability rights, in and out of parliament, Jack Ashley is perhaps best known for winning a landmark victory for the victims of the drug Thalidomide.

Commentators from across the political spectrum joined leading figures from charities around the world to pay tribute to Lord Ashley. The peer’s daughter Jackie Ashley, a political journalist and presenter, said on twitter shortly after the event: “The whole Ashley family deeply touched by wonderful tributes to our late father, Jack Ashley, who died yesterday. Thank you all so much.”

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SEN NEWS

Milestone for NHS deaf screening programme Five million children have passed through the NHS screening programme for hearing impairment since it was introduced in 2001.

The Newborn Hearing Screening Programme (NHSP) screens around 13,000 babies a week, about 98 per cent of those born in hospital maternity wards or by health visitors in the community. The non-invasive process takes only a few minutes and involves a soft-tipped earpiece being placed in the baby’s outer ear. Clicking sounds are played through the device and when the inner ear receives the sound it usually produces an echo which is detected by the screening equipment.

Dyslexia should be top priority issue More needs to be done to diagnose children with dyslexia at an earlier stage and support them effectively, says a medical report published in The Lancet. Although much has been achieved in recent years to further our knowledge of the condition, more research is needed to fully understand dyslexia and further develop teaching interventions. Dyslexia should be seen as a top priority education and health issue, the report says.

Working out of the University of Denver, Dr Robin Peterson and Dr Bruce Pennington say that education professionals should not wait until children receive a formal diagnosis of dyslexia before implementing reading interventions “because remediation is less effective than early intervention."

Currently, children only tend to be diagnosed as dyslexic once they have struggled with reading at school over a period of years, by which time it is much harder for them to adapt to new approaches and develop new skills. Outcomes are improved the earlier interventions are implemented, the authors claim.

There is still a great deal of debate about exactly what dyslexia is and how it is caused. Researchers have identified six genes which are thought to contribute to the condition, but little is understood about how they affect children and how they interact with environmental factors. “Like all behaviourally defined disorders, the cause of dyslexia is multi-factorial and is associated with multiple genes and environmental risk factors”, the report says.

The report supports much current thinking on dyslexia and it has been welcomed by UK charity Dyslexia Action. Kevin Geeson, the charity’s CEO says that "Improvements are still needed in British classrooms so children with dyslexia are given the best start in life before the onset of more complex problems that are then harder to address.”

For a full analysis of the implications for dyslexia provision of The Lancet’s report, see Paul Keenleyside’s article on page 26 of this issue of SEN Magazine.

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Roughly 900 children born in the UK every year have significant permanent hearing impairment. Before the test’s introduction, nearly half of these children would have remained undiagnosed at the age of one and half years, with about 200 children still undiagnosed at three and half years.

If a hearing impairment is not detected early, it can have a serious impact on the development of the child’s language and communication skills, which in turn can affect educational achievement and mental health. Research suggests, though, that if deafness is identified in babies and appropriate support is provided, communication skills develop at the same rate as in the hearing population.

The Secretary of State for Health, Andrew Lansley, praised the NHSP saying that “babies born with a hearing impairment can now be identified much earlier. This allows babies with hearing problems to receive the support they need earlier to give them the best possible start in life."

Staff need help tackling bullying Schools need to do more to train staff to deal with bullying, says Ofsted.

In a new report, No place for bullying, the Government’s education watchdog argues that most schools tend to provide general training on the issue which does not always take account of the different types of bullying that are commonplace. This leads some staff to feel that they do not have the confidence to tackle all types of incidents.

Research suggests that pupils with disabilities and SEN are more likely to be bullied and Ofsted found that casual use of language that discriminated against these groups of pupils was prevalent in many of the schools visited.

The report looks at what schools can do to create a positive school culture and to prevent and combat bullying. It can be downloaded from the Ofsted website: www.ofsted.gov.uk www.senmagazine.co.uk

SEN NEWS

Carer dads feel the strain Fathers who care for children with disabilities do not get the support they need and feel marginalised as a result, claims a new survey conducted by the charities Scope and Netbuddy.

The survey, “Dad & Me”, questioned 500 father carers during April 2012 and asked what they think about the support systems in place for them and how they are coping.

Teens can’t communicate with their deaf peers Three quarters of teenagers say they do not know how to communicate with their deaf peers, says a new survey by the National Deaf Children’s Society (NDCS).

The survey of 1,000 UK teenagers also revealed that 27 per cent would probably not make the effort to talk to a deaf person of the same age despite the fact that most (64 per cent) said that making new friends is important to them.

As a result, deaf teenagers are being excluded from conversations and activities and are finding themselves increasingly isolated in social situations. They are also missing out on opportunities to make new friends and enjoy normal interaction, all of which can lead to loneliness and poor self-esteem.

The NDCS has launched the Look, Smile, Chat campaign to inform hearing teenagers about the easy steps they can follow to communicate effectively with deaf young people.

Using short online films to help teenagers understand what it might feel like to miss out on conversations or jokes, the campaign aims to provide practical tips on how to overcome common communication issues. Lesson plans and classroom materials are also available so that teachers can encourage discussion of the issue.

For more information on childhood deafness, visit: www.ndcs.org.uk

Ace Centre saved The ACE Centre in Oxford has been rescued from imminent closure following the announcement of its merger with the ACE Centre North. The two charities, which specialise in augmentative and assistive communication (AAC) technology, will come together to form a national service for individuals in England with communication needs.

The Oxford organisation was scheduled to close at the end of June 2012, with managers blaming funding cuts and a lack of commitment from the Government to support those with AAC needs as reasons for its demise. www.senmaGAZINE.co.uk

Fathers report that they do not get sufficient support from bosses and co-workers and 15 per cent say that colleagues at work do not even know that they have a disabled child. Around 40 per cent are not aware of their right to request flexible working.

Relationship issues are also common with two thirds of respondents claiming that they are experiencing problems in this area and 80 per cent saying that they feel alone.

Roughly 25 per cent of dads say that they do not fully understand their child’s condition, while a third do not feel confident in caring for their child. However, only about four in ten get help from support groups or professionals.

One father, Tom Berry, spoke of the pressure he and his wife are under caring for their daughter who has an undiagnosed medical condition manifesting itself in chronic hypotonia (floppy baby syndrome) and severe developmental delays. Mr Berry’s work as a geologist means he is away from home on a regular basis which puts extra strain on his wife. “It also means I feel like I should do as much as I can in the evenings and at weekends when I’m at home, to make up for my travelling. This makes for a long day”, he says.

Mr Berry feels he is one of the lucky ones, though, as he does have a supportive work environment. “Without an understanding employer,” he says, “I just don’t know how we’d cope. I really feel for other dads.”

Anna gets a gong Autism campaigner Anna Kennedy has been awarded an OBE in the Queen's birthday honours list. The mother of two sons with autism and founder of Hillingdon Manor School, Anna has been recognised for her work to raise awareness of autism.

Anna says that she hopes to use the award as a springboard to bring about improvements in the world of autism. “I will accept the OBE on behalf of all families who are affected by autism", she says.

Anna recently produced the pioneering Autism’s Got Talent (AGT) show at London’s Mermaid Theatre. She is pictured here with singer Carly Ryan (left), following an AGT performance at the Autism Show in June.

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WHAT’S NEW?

What’s new?

Longdon Hall School judged “outstanding”

New online service for education law resources

Longdon Hall School has been judged as outstanding in all areas in its recent Ofsted inspection.

Jordan Publishing has announced the launch of Education Law Online, a brand new service encompassing the authoritative resources Education Law Journal and Education Law Reports.

Conveniently located within an hour’s drive of 20 local authorities, Longdon Hall School is an independent, therapeutic, learning centre providing education for boys and girls aged seven to 18, including children in care.

The inspection found that: "The quality of education is outstanding and all of the regulations for independent schools are met. As a result of outstanding teaching and assessment, students rapidly become re-engaged in their education, make outstanding academic progress and develop personal, emotional and social skills outstandingly well."

The service is compatible with mobile devices and users can also create PDFs of content so they can access the resource offline. In addition, the Court Copy function can produce paginated PDF replicas of the Education Law Reports for use in court.

Subscribers to SEN Magazine can trial this new service for free. To register for the trial, call: 0117 918 1555 and quote reference: S704A.

www.longdonhallschool.co.uk

Free moving and handling guides from EDGE Services EDGE Services has launched two free guides to help organisations meet their health and safety requirements with regards to the moving and handling of children and young adults.

These guides have been compiled by EDGE Services’ experienced team of professionals to enable you to unravel the complexities of current legislation and to offer guidance and support on best practice.

To access your free guides, visit: www.edgeservices.co.uk/ guide and the guides you request will be posted out to you free of charge.

For more information, visit: www.edgeservices.co.uk or call: 01904 677853.

Henshaws celebrates 175 years Henshaws College is joining celebrations across the North to mark 175 years since the charity was started from a legacy left in 1837.

Students will be marking this anniversary year in college, creating anniversary themed badges and discovering more about the history of Henshaws. Enterprise group students are creating an area on campus to display some of the stonework from the original Blind Asylum and planting three fruit trees around it to mark the occasion. Students will also be celebrating with a hat themed birthday party, inspired by founder Thomas Henshaw, who made his fortune in the hatting business. www.henshaws.ac.uk SENISSUE59

Developing effective reading comprehension After dyslexic children have made progress in learning phonics, they still require support to become competent readers. They need systematic practice in processing text in order to automatise phonic skills and develop fluency.

Lucid’s program Comprehension Booster gives children aged seven to 14+ enjoyable practice in understanding different types of texts in an interactive learning environment, enabling them to develop strategies for reading material of increasing length and complexity with confidence.

Comprehension Booster can be used both in the classroom and at home, and improves concentration and attention, extends vocabulary knowledge and fosters inferential thinking skills essential for skilled reading. www.lucid-research.com

Supporting struggling learners in the home Struggling learners and those with SEN can get particular benefit from maintaining home-school links throughout their education.

Oxford Owl, the award-winning free website for parents, offers maths and literacy support in a rich, multi-sensory online experience that makes the learning process more accessible and enjoyable for children. www.oxfordowl.co.uk includes over 250 free eBooks, including Project X CODE – a brand new reading intervention programme – as well as information and advice to help parents grasp how reading and maths are taught in school, along with top tips, games and recipes to support children at home. www.oxfordowl.co.uk www.senmagazine.co.uk

WHAT’S NEW?

SpaceKraft introduces a new dimension to everyone’s favourite Bubble Tube

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New titles from Prospects Education Resources

The Touch Bubble Tube, exclusively from SpaceKraft, allows interaction with a bubble tube with the slightest of touches. A single touch of the column brings the tube to life, activating bubbles and colours – a great way of encouraging communication and allowing the exploration of cause and effect without the use of a switch.

Prospects Education Resources specialises in supplying resources to support the personal development of students with learning difficulties and SEN. New for 2012 are titles such as Gardening for Children with Autism Spectrum Disorders and SEN (£13.99), The Really Useful ASD Transition Pack (£55.00), Making Sense of Money Activity Pack (£90) and the new edition of Disability Rights Handbook 2012/13 (£38.50).

Coming complete with a Softplay Plinth and a wall fixing bracket, the Touch Bubble Tube is ideal for developing tracking skills and has three programs to choose from: momentary, latched and interactive.

All these resources and many more are available to order on Prospect's new website: www.prospectseducationresources.co.uk

For more information, visit: www.spacekraft.co.uk or call: 01274 581007.

You can also call the company on: 01229 814840 for more information or to receive a catalogue.

Sensory products for the home from SpaceKraft SpaceKraft can help you bring the benefits of SEN products used at school into your home. By converting a spare room or garage into a bespoke sensory space, you can enable your child to enjoy the benefits of all their favourite pieces of sensory equipment at home.

Products such as bubble tubes, fibre optics and projectors, with the addition of Softplay walls and floor padding, if appropriate, can create a safe environment for your child to have fun and develop in, whilst providing you with peace of mind.

For more information, visit: www.spacekraft.co.uk or call: 01274 581007.

Taliesin Education’s T- Plus Centre in Cornwall The T Plus Centre is an independent day facility providing education for secondary school age boys. The Centre works with local authorities and foster care companies which seek provision for pupils who have a range of complex needs and difficulties, including emotional, social and behavioural difficulties and autistic spectrum disorders (high functioning).

Family time at RNIB Sunshine House RNIB Sunshine House is a specialist primary school, children's home and service for families supporting blind or partially sighted children with significant learning difficulties and disabilities.

Its family services (jointly run with Grangewood School) give parents, carers, siblings and other family members the chance to get together, support each other and have fun. Some sessions are open to all the family, while for other sessions children can be left in the RNIB’s care, including overnight stays. Sessions include after school and holiday clubs, activity days, family swims, family drop-ins, music making, parent workshops and sibling support groups.

Find out more at: rnib.org.uk/sunshinehouse or call: 01923 82 25 38.

Short breaks and respite care for children with complex needs and sight problems Flexible short breaks and respite care for children and young people with complex needs who are blind or partially sighted are now available at RNIB Pears Centre for Specialist Learning in Coventry.

The Centre’s unique approach offers students new hope and positive outcomes, involving individualised programmes and one-to-one or small group teaching based on interests and strengths. Vocational, accredited (NOCN) programmes are offered alongside National Curriculum subjects.

The new short break service provides individual care in a rich learning environment.

Stays can last from one night to two weeks, with up to six places available in new purpose-built bungalow accommodation.

Contact Alice Morris: 07850312889 alice.morris@tpluscentres.com

For more information, visit: rnib.org.uk/pearscentre or call: 024 7636 9500.

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WHAT’S NEW?

Starting with the end in sight RNIB College Loughborough is set within a specialist environment. Making the most of the College’s enterprises, programmes are planned, organised and delivered to develop independence skills for involvement in work and community life. The College’s bespoke programmes and active learning environment create a vibrant community in which young people flourish.

Autism’s Got Talent brings the house down The recent Autism’s Got Talent (AGT) show at London’s Mermaid Theatre was a great success and featured memorable performances from young people on the autism spectrum.

Organiser Anna Kennedy says she “was bursting with pride” and that it was an emotional night for parents and families, “with a few tears and lots of laughs”.

Transition is important to the College, which works with young people and families from their initial assessment and throughout the programme to ensure smooth progression into adult life.

Celebrities Esther Rantzan, Lynsey De Paul, Peter Dickinson (Britain’s Got Talent) and House of Commons Speaker John Bercow all said they were humbled by the experience. AGT is now looking for acts for its next show on 11 May 2013.

Read Charlotte's story to find out more; visit: rnibcollege.ac.uk or call: 01509 61 10 77.

If you think you have a show stopping talent, email: lisa.robins@thevines.org.uk

Planning for the future events

Bringing a holistic approach to special educational needs

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 twohour 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.

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

Designed to be fun, exciting and educational, the Sensory Express includes state-of-the-art sensory equipment that can be used to develop a variety of life skills, such as cause and effect, colour recognition, vocalisation, tracking, and fine and gross motor skills.

Its appearance delights and attracts children of all ages and abilities encouraging anticipation and helping to create a willingness to learn.

For more information, visit: www.experia-innovations.co.uk SENISSUE59

Action for Children Parklands Campus is a new special school which opened in September 2011 in Oxfordshire.

The school provides a holistic approach to education and care, offering flexible packages which include day, residential, fostering and outreach services, to young people and their families.

The co-educational school supports young people with behaviour, emotional, and social difficulties, associated LDD or complex needs, aged 11 to 19 years old.

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

Dorton College recruiting for 2012/13 If you are helping a blind or partially sighted young person to find a college where they will have the opportunity to develop all the skills they need for an independent future, you may want to contact Dorton College for Further Education.

The College offers a special combination of learning and living so students can gain the necessary skills, confidence and independence to live the life they want.

Forthcoming College open days are on 19 June, 24 September and 13 November and places are still available for the 2012/13 academic year.

Tel: 01732 592650 Email: dortoncollege@rlsb.org.uk www.senmagazine.co.uk

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point of view

Point of view: parent

The day that changed our lives Lynsey Summers tells how she received the diagnosis of her son’s cerebral palsy from a most unusual source

J

acob fought his way into

no one had actually made a diagnosis

the world at just 32 weeks

and that gave me hope.

She went through the obligatory minute of profuse apologies. Of course,

gestation. My waters broke

I had read stories written by parents

she assumed that we had been informed

unexpectedly and after three

about their “diagnosis day” and how

by the same letter that she had, the one

days of experts trying to delay the birth,

they knew they were going to the

I too had expected to receive. The long

my baby went into distress and we were

appointment that would change their

and short of it was, though, that it was

rushed into theatre for an emergency

lives forever. Now, I was waiting for my

not her fault; our letter had never arrived

caesarean. Following three weeks in

appointment for our “big day”.

and now I knew.

special care, we left hospital with no

That letter never came, though –

After she left, I remember watching

idea that anything was wrong. I was a

well not through the post. In reality, our

Jacob for a long time as he slept. He

young first time mother and I suppose

diagnosis day came as a bit of shock

looked so perfect. He was – and still is

I did not want to let my mind wander

and the news we expected came not

– so perfect. The tears didn't come then

towards any possibility of there being

from any of the specialists or experts

– where do you even start to process

a problem.

After almost a year of questioning Jacob’s delayed development, I finally had a health visitor who spent just five minutes with him before saying he needed referring to a paediatric consultant.

this kind of information? But that day,

She left her binder of information open with the tell-tale letter on top

a new era dawned for us. I knew that somewhere along the line I would have to tell everyone I knew that my baby had cerebral palsy and that we would all have to prepare for our new lives. The words were tumbling around in my head and I didn’t know where to turn. Then

My memory of what happened next is slightly blurred now, but there were

we had been to see, but from a regular,

Jacob woke and we returned to our

numerous appointments in very quick

run-of-the-mill check up by a health

familiar mummy and baby routine, with

succession. The professionals would

visitor. As I sat opposite her, she left

me feeding him, changing him, bathing

make “hmmmm” noises and scribble

her binder of information open with the

him, playing with him, singing to him,

down notes, then leave the room without

tell-tale letter on top. It was headed:

cuddling him and loving him – all the

saying much at all.

“Re: Jacob - Confirmed Diagnosis :

By chance, I happened to see a

Quadriplegic Cerebral Palsy (affecting

TV programme in which two families

all four limbs and torso) and Myoclonic

discussed their child’s cerebral palsy

Jerks (frequent)”.

and the signs that alerted them to

There it was in black and white. It

the condition. I quickly found myself

felt like someone had punched me

thinking: Jacob does that, and that, and

in the stomach. I guess she sensed

that. Deep down, I knew the truth and

something was wrong when I managed

it felt like my heart had broken in two.

to finally stutter: “so, is that my baby’s

However, my head kept telling me that

diagnosis then?”

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things we did before we knew.

Further information

Lynsey Summers blogs about her sons Jacob and Jett at: http://lynseythemotherduck. blogspot.com

www.senmagazine.co.uk

point of view

Point of view: parent

Full circle Jakob Whiten describes a lifetime’s journey from special needs pupil to supporting others with SEN

I

f you had told me nine years

students and I returned to my own

course in learning and teaching (a

ago that I would now be working

school full-time.

teaching assistant course). This involved

with children and young people

During the rest of my school days, I

both academic work and volunteering

with SEN in schools, I would have

began to realise who I was and I started

two days a week at a special needs

to work with the teachers instead of

school catering for students aged

When I was a child, I was in and out

against them. As a result, they agreed

between three and 19. I successfully

of several SEN units, and taught different

to enter me for two subjects at GCSE

completed the course and gained

lessons from the rest of my peers. At

level and gave me lots of support and

my certificate.

the time, I found all this so alienating

extra tuition. I did not do well in the

I now realise that I am capable of

and hard to understand, as I wanted

exams but I did do well in ten Entry Level

achieving so much in life and my goal is

to be just like the rest of the pupils.

subjects. All this taught me that if I stuck

to work with children and young people

When I was 11 years old, I went to a

at it and gave it 100 per cent, I could do

who are in the same situation that faced

laughed at you.

school which caters for students with

me during my school days. Through

moderate learning difficulties. I really

my experience of working in schools,

enjoyed the first couple of years because everyone was learning the same thing together and it wasn’t like it had been at primary school.

When I hit puberty, I started to see things in a different light. I began to

I began to realise who I was and I started to work with the teachers instead of against them

I have found that there are indeed students facing the same difficulties and frustrations that affected me. I know that an education in a special needs school may not be the be all and end all, but it can be just as much of a launch pad

notice that some of the other pupils’

into a full and amazing life as that in a

needs were much more complex than

mainstream school.

my own. When I was with my friends

so much better both academically and

at home, I wanted to be like them –

in life generally.

normal, as I saw it back then. I just

On leaving school, I was accepted

wanted to go to a mainstream school like

onto a 12 month youth work training

everyone else. At that time, my behaviour

scheme a full two years earlier than

began to change and I started to get

they would usually consider. During this

more frustrated and angry at school, as

time, I worked in schools and youth

I thought that I was “normal” and that I

clubs, both leading and assisting. My

should be in a mainstream school. As a

main role was working with young

result, my behaviour worsened. However,

people with both moderate and severe

in spite of this, my school arranged for

special needs.

me to attend a mainstream school for a

This gave me a passion for working

couple of subjects. Unfortunately, I

with children and young people with

struggled to keep up with the other

special needs and I began an NVQ2

www.senmaGAZINE.co.uk

Further information

Jakob Whiten has worked for youth organisations in SEN drop-in centres and in an SEN school. He now works in an SEN day care centre.

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20

sen leadership

Leading from the top Jean Gross assesses the impact of the Government’s flagship Achievement for All programme on school leadership in SEN

Y

Senior leaders were persistent in focusing the attention of staff on every student’s progress

ears spent in education

(NCSL) asked researchers from the

have

one

University of Manchester to identify

inexorable conclusion: what

how school leaders can help develop

matters most for children’s

achievement for students with SEN or

achievement and wellbeing is the quality

disabilities. This research, published in

of school leadership. Without good

December 2011, involved a literature

leadership, the most successful and

review and visits to 26 schools where

evidence-based initiatives will falter.

outcomes for children with SEN were

the learning of all children, irrespective

With outstanding leadership, almost

particularly good (Leadership that

of their personal characteristics

anything can work.

promotes the achievement of students

or circumstances.”

led

me

to

The top-level leadership of SEN,

with special educational needs and

The “something extra” is described

however, has always been problematic.

disabilities, Chapman et al., 2011,

under four headings: culture and

For many headteachers, SEN is

Nottingham: NCSL).

ethos, practice, structure and systems, leadership and management.

something of a secret garden, best left to the SENCO who understands

Good schools plus

the apparent complexity of the

The study found that “something extra

Culture and ethos

processes involved, with their quasi-

goes on in these schools that enables

Senior leaders in the schools visited

legalistic overtones and quasi-medical

them to achieve more with vulnerable

were persistent in focusing the attention

approach to diagnosing need and

groups of learners. In this sense, these

of staff on every student’s progress,

prescribing remedies.

are ‘good schools plus’, where the ‘plus’

and – for vulnerable learners – on

Recognising this problem, the

is an extra dimension promoting an

families too. As one headteacher said,

National College for School Leadership

ethos and sense of purpose to support

“We are always trying to find ways of getting through the barriers – that’s what inclusion is about.”

Practice Classroom environments were designed to engage all members of the class, as in one school where a voice amplification system was installed to improve listening conditions. Teachers were proficient at thinking on their feet, adapting lesson plans to meet the needs of individuals, and made good use of child-to-child support. Good use was also made of intervention programmes outside class; withdrawal was seen as a key part of the process of meeting individual needs.

Structure and systems The report notes that teachers were Effective leadership takes account of the needs of all pupils.

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held to account for the progress of www.senmagazine.co.uk

sen leadership

all children through performance

How, then, can these schools make

management systems. Tracking systems

the changes that will lead to good

(for vulnerable pupils, at levels “well

progress for all pupils?

above the norm”) were in place to check

21

Leaders need only to apply to SEN what they already know about raising standards in general

regularly on pupil progress. Teamwork

Achievement for All

and a strong commitment to professional

One model for providing this practical,

learning activities were noted; the

hands-on support comes from the

schools were proactive in drawing on

national Achievement for All (AfA)

engaging with the family as well as the

external resources, particularly from

initiative. Trialled in 2009-11 in 450

child, and seeking out resources beyond

other schools through networks, and

schools, AfA is now available to other

the school to enable students to use

from organisations offering students

schools in partnership with NCSL and

their talents, experience success and

wider opportunities beyond the school.

with some DfE funding. The programme

increase their engagement with learning.

has an overt focus on leadership.

Leadership and management

If a school wants to take part, the

Involving families

Headteachers in the successful

headteacher must sign up personally

Class and subject teachers in schools

schools communicated a personal

and identify a member of the senior

involved in AfA take part in a half day’s

commitment to equality of opportunity,

leadership team to coordinate the

training in how to hold a structured

and believed strongly in distributed

programme in school. The leadership

conversation with parents of targeted

leadership – empowering other staff to

team are asked to put in place the

pupils. These “conversations” take place

make decisions and encouraging staff

detailed, frequent tracking of the

two to three times a year. Staff learn

at all levels to help move the school

progress of students with SEN which

how to use basic counselling skills –

forward. In one school, for example,

the Manchester University report noted

active listening, paraphrasing and

teaching assistants were paid for an

as important, to shift the responsibility

summarising, how to ask open rather

extra half hour per week to “provide

for the progress of pupils with SEN

than closed questions, how to agree

written feedback to the headteacher,

from the SENCO to class and subject

targets with parents and develop a plan

who in turn responded to their ideas by

teachers and form tutors, and to

of action, and how to summarise the

annotating the form”.

structure performance management

discussion and clarify next steps.

systems accordingly. A coach, often a

The aim of the conversation is to

Good schools minus

serving senior leader previously involved

really listen to the parent’s point of view,

Interestingly, the researchers also note

with AfA in their own school, works

to understand what they see as the key

that as well as “good schools plus",

with the school coordinator through

barriers to their child’s learning, what

there are also in our education system

regular visits.

they think has worked well in the past,

many “good schools minus”, who do

Linked to this is a relentless focus

their aspirations for their child and the

well for most of their students but where

on identifying the barriers to progress

provision they would like to see in place.

some children are marginalised.

for each and every targeted pupil,

The impact The AfA initiative as a whole has been highly successful. An external evaluation (Humphreys et al., 2011) found that 37 per cent of the 28,000 primary and secondary aged children with SEN or disabilities involved in the pilot scheme made progress as great as or greater than that made by all pupils nationally in English, and 42 per cent in maths.

Persistent absence reduced by ten per cent, and the percentage of schools reporting excellent relationships with An understanding of parents' aspirations for their child is crucial.

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sen leadership

parents increased over the two years of

found, for example, that where the

the pilot from 12 per cent to 48 per cent.

person leading AfA in the school was

Predictably, success was greatest

the Headteacher, parent participation

where senior school leaders were

in a full three structured conversations

most engaged. The external evaluation

per year was on average 55 per cent,

AfA in action

Torriano Junior School is a two-form entry school in the London Borough of Camden where 42 per cent of children are eligible for free school meals and 31 different languages are spoken. Judged outstanding by Ofsted at their last inspection in 2009, the school had nevertheless identified that children at School Action and School Action+ were not making sufficient progress, and wanted SEN to be a strategic priority in the school improvement plan.

As a junior school where parents “drop and go”, parental engagement was another key issue.

Staff exchanged visits with a local special school to look at pedagogy compared to 32 per cent where the lead was the SENCO and 30 per cent where it was a class teacher.

What can we learn?

I think what we can learn from the experience of schools involved in AfA is that the top-level leadership of SEN need not be overly complicated.

The AfA programme matched these priorities, so the school opted to take part. Distributed leadership is strong in the school; the Deputy Head/ inclusion leader and SENCO worked together on the programme, with the full and knowledgeable backing of the Headteacher and the governing body. Management structures were changed so that the Deputy Head’s team now includes a pastoral care leader, a school-home support worker and the SENCO.

As I argued back in 2003 in my book

Performance management targets and classroom observations for teachers were linked to the AfA programme, whilst staff had support through a variety of professional learning opportunities. A number of staff, for example, exchanged visits with a local special school to look at pedagogy.

They introduced new strategies such as signalling a change of topic when talking, visually mapping what children will be learning, and the use of computer tablets as a multisensory tool to support the learning of children on the autistic spectrum.

account for pupil progress, investing in

Class teachers were trained in structured conversations with parents and held these three times a year for every pupil with SEN. From these conversations came one curricular and one personal “wider outcomes” target for the child. Linked to these targets, children took part in drumming, sports coaching, canoeing and residential outdoor programmes.

SEN and School Improvement, senior leaders need only to apply to SEN what they already know about raising standards in general (targeting, tracking, holding class and subject teachers to professional learning, involving parents and providing enriching out-of-school opportunities for pupils), rather than side-lining pupils with SEN to separate systems and processes.

So it’s not rocket science, but somehow we have to get heads to believe this by seeing it for themselves whilst receiving a nudge from a coach and networking with other schools engaged in a similar change process.

Parents were surveyed to ask them what support they would like from the school; they identified maths, reading, transition and ICT as their priorities, so the school organised workshops for them – for example, on what NC levels mean, and how to use the Accelerated Reader programme that is part of the school’s provision.

That’s the type of support that any

Finally, the school reviewed its provision map, slimming down the range of interventions offered to the few that had the greatest impact.

I think, whether from AfA or any

According to the Head, a shift in mindset has been achieved. Whilst formerly staff might say: “This child is not achieving because …” they now say: “This child will achieve because we can…” Teachers are observed to spend much more time sitting with lower-achieving groups than they did previously.

The results speak for themselves. Despite their SEN, AfA pupils have made good or outstanding progress in English (four to five average points score gain over a year) and good progress in maths (four points gain over a year).

Best of all, in a 2011 Year 6 cohort in which a quarter of pupils were on the SEN register, every single child achieved Level 4 or above in English.

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headteacher with an eye to the new Ofsted framework and the focus on the progress of vulnerable pupils will want to look for in the future, other source.

Further information

Jean Gross CBE, the former Communication Champion, has written widely about SEN and frequently provides advice to government on SEN policy and practice. She is a consultant for the Achievement for All programme: www.afa3as.org.uk

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24

bullying

Blocking the bullies Catherine Calvert looks at how to teach children to minimise their risk of being bullied

B

Surprisingly, many bullies were once badly bullied themselves

ullying never seems to go

even attempt suicide. They may be left

away. Now that we have

with emotional damage that affects

statutory requirements for

them for the rest of their life. School

school anti-bullying policies

bullying can spill out onto the streets,

and an anti-bullying week to call attention

and can spread via mobile phones and

to schools’ challenges in setting up a no-

the internet. Bullies, too, often don’t

bullying ethic, we would like to think that

thrive in future life, with a high proportion

deal with their own fears by tormenting

things have changed since the bad old

going on to commit criminal offences.

their peers. Another group pick on the

days, when bullying was greeted with

None of this is new to many parents of

vulnerable as a way to be one of the

a giant shrug. However, we only have

children with SEN, especially those who

pack. Surprisingly, many bullies were

to read the newspapers to know that

are mainstreamed. It is an unpleasant

once badly bullied themselves.

problems still exist, with an increase

truth that children and young people

Bullying behaviour has many

in violence at school and new ways to

who are deemed “different” are often

manifestations and a bully may choose

torment children appearing all the time.

targeted by the bullies, though why

several techniques. Physical bullying,

Indeed, the relatively new phenomenon

this happens is not easily explained.

such as intentionally bumping into

of cyber violence can threaten a child

Bullies come in as many varieties as their

another child or hitting and threatening,

24 hours a day, even at home.

targets; some may never have learned

is very common. Often, verbal bullying

The results of bullying are frightening.

any other behaviour in a bullying home,

works just as well; name-calling,

Severely bullied children are often truants

some have not learned, or are unable

spreading rumours, cruel nicknames

and self-harmers who contemplate or

to learn, social behaviour, and others

and teasing designed to hurt are all behaviours that can start in early childhood and gain in refinement and the harm they cause as children get older. Emotional intimidation can involve excluding a child from a group, from a party or in the playground, and is especially prevalent at the end of primary school and beyond.

Other bullies rely on racial slurs or sexual bullying, often involving unwanted physical contact or comments. Many children with SEN suffer taunts that centre on their vulnerabilities. We might think that children who are most vulnerable would attract sympathy and support from other children but, sadly, too often this is not the case.

Protecting your child The best defence from bullying is to “bully-proof” your child from the Those who are deemed "different" are often targeted by bullies.

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earliest years. This is as important as

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bullying

The best defence is to “bully-proof” your child from the earliest years schoolwork, sleeplessness, unexplained crying or anger, loneliness, nightmares, depression, school phobia, and other changes in behaviour. Asking your child directly may work. Visit the teacher if you suspect anything, though again, bullies are secretive and well-equipped to find undercover ways to torment, especially through a mobile phone, a social networking site or other less visible ways. Schools are, however, required to have an anti-bullying policy that sets out actions and consequences, and any parent is entitled to a copy.

Bullied children can be introverted and secretive.

Even most children severely damaged by bullying can learn the skills they need

teaching guidelines for street safety or

need it. The ways of dealing with these

to turn the bullying off. The techniques

stranger danger.

challenges must be tailored to each

you use may need a bit of adaption

Most young children can learn to

child’s age and ability. For instance,

though. For example, when teaching

stand up straight, look others in the

young people on the autistic spectrum

deaf children how to shout a strong,

eye and project confidence, and they

have trouble with social cues, but many

definitive “no”, a piece of paper that

will get better at these things as they

can learn how to keep safe and learn

trembles when they show enough

grow older. You can make a game of it

appropriate ways to make a friend. It is

force can be used to enable them to

in the early years. The aim is for the child

good too to encourage your child to have

visualise their success. Developing

to look less vulnerable. Bullies are quite

a wide variety of interests, especially as

techniques that work for your child may

savvy about body language and will read

adolescence approaches. Children who

be challenging, but teachers at school

children for clues to their self-confidence

run into bullying need other avenues

should be more than willing to help. After

and the likelihood of them crumbling or

to pursue friendships; finding others

all, a school where bullying is blocked

withstanding their attack. Your child will

who share their interests, especially if

is a place where children thrive.

eventually learn that, however scared

they are not mainstream, can enrich

they feel, it is best to look untroubled.

their lives.

How they handle themselves physically

Being the parent of a bullied child

will give them armour against bullying.

is extremely difficult. Bullied children

Of course, it is important not to look too

tend to be secretive, especially as

challenging either, as this could be seen

they grow older and find the internet,

as another invitation to attack.

and very gentle children often blame

Many tools to protect against bullying

themselves. It is useful to develop

will also help children throughout their

a good listening relationship with

lives. They relate to how children

your child from an early age, and to

respond when they are worried or angry,

maintain a regular time when you talk.

how they relax when they have had a

Of course, there are some tell-tale signs

bad day, how to make and keep friends,

of bullying to watch for. These include,

and where to find support when they

missing and destroyed belongings and

www.senmaGAZINE.co.uk

Further information

Catherine Calvert is from the charity Kidscape, which provides information and help to bullied children and their families. The charity also offers a training guide for teachers of children and young people with SEN: www.kidscape.org.uk

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dyslexia

Dyslexia: courting controversy Paul Keenleyside looks to the future of dyslexia provision, in light of a much-publicised report in The Lancet calling for better support for those with dyslexia ability to recognise the sounds that the letter combinations make) is the main characteristic feature of dyslexia.

Dyslexia is predominately biological in origin, caused by differences in the language areas of the brain and is seen

The biggest barrier to children with SEN is the lack of expertise within the system

to run in families. It does not affect intelligence but if left unrecognised, it

T

can put the individual at a serious long-

are dyslexic or have a reading difficulty

term disadvantage.

you are predisposed to a life of crime;

The Lancet report, which argues that

rather, this is directly linked to the

work needs to be done to improve the

reduced educational and employment

lives of children with dyslexia, states:

opportunities that such difficulties can

“Professionals should not wait until

lead to.

children are formally diagnosed with

As the Lancet report states, many

dyslexia or experience repeated failures

children are only identified with

before implementation of reading

dyslexia after they have experienced

here are currently as many as

treatment, because remediation is less

serious difficulties or behavioural

one in five children and young

effective than early intervention”.

issues in school. The problem is that,

adults in the UK with below

Professionals agree that more needs

by this stage, those children will have

expected levels in literacy.

to be done to improve the lives of those

already developed coping strategies

Research from Sheffield University earlier

with dyslexia. The biggest barrier to

and bad habits that are harder to

this year tells us that over 20 per cent

children with SEN is the lack of expertise

rectify. The individual is therefore at

of 16- to 19-year-olds are functionally

within the system to both identify those

a huge disadvantage from having a

illiterate. A large percentage of these

at risk of dyslexia but also to provide the

learning difficulty and has missed

children and young people will have a

right educational support. We should be

the opportunities they should have

specific learning difficulty (SpLD) such

focussing on empowering teachers to

had. Implementing early intervention

as dyslexia, which affects two to three

detect and support those with dyslexia

strategies would hopefully mean that all

children in every classroom to some

and other literacy difficulties.

children have access to the opportunities

degree. It is therefore no surprise that a

they deserve, and those acting out of

recent report in The Lancet (April 2012)

Early intervention

frustration have an avenue to learning

highlighted that the current provision for

Early intervention will reduce future

and support.

those with dyslexia is under question.

public spending and therefore has huge

Dyslexia predominately affects

societal benefits. Research by Dyslexia

Individual needs

reading and writing, though it can

Action tells us that 20 per cent of UK

The release of the journal’s dyslexia

also cause problems with memory,

prisoners have an SpLD, with 50 per

report has also stirred opinions from

organisation and mathematics. A lack

cent having below expected levels in

some who suggest SEN is “over-

of phonological awareness (which is an

literacy. That is not to say that if you

identified”. Experts are not advocating

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dyslexia

Literacy should be at the top of the Government’s agenda School Action and School Action Plus with a single assessment process means schools will need advice and support on how to implement this new process.

Literacy should be at the top of the Government’s agenda and recognising Interventions must address individual abilities and needs.

and addressing the needs of people with dyslexia should underpin any action to address the current literacy

identifying individuals with dyslexia if

to identify children at risk and support

crisis. A solution to literacy-related

they are not dyslexic. The argument has

them within mainstream schools.

problems starts with the implementation

been and continues to be that teachers,

of a dyslexia strategy in schools.

parents and carers need to be further

Setting the agenda

Professionals are calling for improved

informed to provide support for those

The call for teacher training as part

training for all teaching staff; by providing

who do have an SpLD and this can only

of early intervention isn’t new. Sir Jim

them with the right teaching materials

be done by understanding individual

Rose’s 2006 Review on dyslexia/SpLD,

and with instruction in how best to use

learning needs.

the 2006 Bercow Review on speech and

them, we can ensure better outcomes

The issue is not one of over-

language difficulties, the 2009 Lamb

for children who are not meeting

identification, but of misidentification and

Inquiry on parental views and Sir Alan

expected levels, which would have an

of some people being missed altogether.

Steer’s 2009 review on behaviour all

impact on the literacy attainment levels

The call to scrap meaningless catch-all

agree on the need to improve the level

of the school generally. Such a model

categories such as “a special needs

of SEN expertise in our schools.

is sustainable because the knowledge

child” or a “behaviour problem” makes

Building on this, the recently

and expertise are left with the school.

a lot of sense. What we need is careful

published SEN Green Paper “next

The Lancet dyslexia report may not

diagnosis of the problems that lie behind

steps” update sets out a summary of

have given us any new information but

behavioural and learning problems,

the Government’s future vision for SEN.

it has sparked interest in issues we have

which will enable children to receive

The main concern is that dyslexia does

long been fighting to change. The focus

the right kind of support and intervention

not get over shadowed by more severe

now needs to be on ensuring that no

that addresses their particular needs.

learning difficulties. There are now

child is left to fail or feel like a failure.

Despite progress in recent years, there

opportunities for us to shape the future

We know what works and the next steps

remains a need for better awareness

of how we manage SEN, but educators

should be to incorporate evidence based

and understanding of dyslexia for those

fear that too much time and energy will

interventions into the school curriculum

performing assessments, in schools

be used addressing the severe cases, to

and provide teachers with the resources,

and elsewhere.

the detriment of the higher incidence but

support and the training they need.

This further promotes the need for an

lower severity children who are in danger

effective strategy of early intervention

of being left to flounder in ill-defined

and long-term support for those with

categories of special educational needs

dyslexia and other SpLDs. This includes

and disability (SEND).

effective mandatory training for all

On balance, the SEN Green Paper

teachers and teaching assistants both

update is primarily positive, but closer

initially and in the form of continuing

attention will need to be paid to its

professional development. We need to

associated impact on particular groups

be giving all teaching staff the support,

and teacher training. The limited depth

training, resources and teaching

and breadth of training that will be

materials they need to better equip them

provided through the replacement of

www.senmaGAZINE.co.uk

Further information Paul Keenleyside is Director of Services at the charity Dyslexia Action: www.dyslexiaaction.org.uk

Pictures courtesy of St Teresa Junior School, Liverpool and Dyslexia Action.

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DYSLEXIA

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30

looked-after children

The care conundrum Why, asks Emma Parsons, do so many children in care have SEN?

C

hildren growing up in the

2010 show, and the majority of children

care system have a far

in care have some form of SEN.

greater chance of having

On top of that, we know that looked-

SEN than in the general

after children with SEN do worse

population, which has a knock on

educationally than other children with

Looked-after children are nine times more likely to have a statement of SEN

effect throughout their education.

SEN. This might be partly attributed to

Emotional and behavioural difficulties,

frequent moves between schools and

family who are not their parents. They

as well as social and mental health

homes, but there are other barriers

are often sent to live a long way from

problems, also increase the chances

to achieving educationally specific to

their parental home; in about 30 per

that children who grow up in the care

children in care.

cent of cases this will be in a different

of their local authority will have special educational needs.

local authority.

Barriers to learning

The disruption to these children’s

In fact, looked-after children are nine

At any one time, there are roughly 65,000

education can be seen in their exam

times more likely to have a statement

children in care in England. These

results: only 13 per cent of looked-after

of SEN than the general population of

children might live with foster carers,

children achieved five A* to C grade

schoolchildren, government figures from

in children’s homes or with friends or

GCSEs including English and maths, according to the most recent figures available, compared with 58 per cent of their peers. Among children with SEN, these figures drop to 11 per cent and 21 per cent.

Further down the line, when they are 19 years old, 33 per cent of care leavers are not in education, training or employment, compared with 21.5 per cent of 19 to 24 year olds overall. In higher education, we see only seven per cent of care-experienced young people represented, compared with 36 per cent of all young people.

The higher prevalence of SEN in this group goes part of the way to explaining these outcomes, but the fact that looked-after children with SEN achieve less than other children with SEN shows there are other factors at play.

Despite the fact that children in care are more likely to have SEN, in some cases they might be less likely to be assessed or get a statement because of frequent moves between schools,

Signs of learning difficulties can be misinterpreted as reactions to pre-care experiences.

SENISSUE59

carers and social workers. Sometimes www.senmagazine.co.uk

looked-after children

Teachers, social workers and foster carers should be on the lookout for SEN

their symptoms are assumed to be the result of pre-care experiences, rather than a learning difficulty which might respond to specialist services. Figures show that 28 per cent of children in care have a statement of SEN but it is estimated that 60 per cent of these

school system for identifying and

children might actually have SEN. The

intervening to support SEN and that they

majority of these children are also

are able to advocate on behalf of looked-

likely to have some form of mental or

after children and young people to get

emotional health problem.

When it comes to entering further

Looked-after children need support from professionals and peers.

and higher education, there is evidence

the right assessment and support. They should understand the appeals process for challenging decisions which they

to show that there are specific barriers

supporting them with homework clubs,

feel are not in the child’s best interests.

for children in care. The Pupil Premium,

peer education programmes, book clubs

The higher prevalence of SEN

16 to 19 bursary and new student

and mentoring schemes. The looked-

among looked-after children may

finance arrangements theoretically

after children education team may also

be due to emotional or behavioural

deliver more financial support to care

be able to offer some of this specialist

difficulties associated with their early

leavers, but the Government has failed

help as they may provide one-to-one

life experiences, such as neglectful

to help young people and those on the

tuition, mentoring schemes and other

or traumatic pre-care experiences

frontline understand this. Indeed, half

learning-related activities.

and the general disruption of home

of the professionals working with young

For children and young people at

life. Additionally, children in care are

people in care have not heard of the

risk of permanent exclusion or who

just as likely as other children to have

Pupil Premium (Survey by The Who

seem to have become disaffected

general learning difficulties or “invisible”

Cares Trust, 2012).

and are truanting, the school should

difficulties such as dyslexia, attention

This research also shows that

consider setting up a pastoral support

deficit hyperactivity disorder (ADHD) or

professionals working with young

programme. If the child seems to have

autism. Any of these might impact on

people from care often do not do enough

serious behaviour problems which

their learning and school life, and will

to raise aspirations about their future

require more than short-term extra

require different levels of intervention

education, and there is too often a lack

help, this should be discussed with the

and support.

of knowledge about the choices and

child’s social worker and a statutory

support available to looked-after children

assessment suggested.

and care leavers when continuing with

When you factor in the extra barriers to further and higher education

Every school should have a

experienced by looked-after children in

designated teacher who is the contact

general, it is no wonder they are severely

The picture that emerges is of children

point for the education of all looked-after

underrepresented in university figures.

in care with a high level of need, when it

children. Local authorities are also being

It is vital that all those working with

comes to education, which is not always

advised to appoint a “virtual school

children in care are aware of these

addressed by the professionals working

head” who manages the “school” of

possible impediments to their education

with them.

looked-after children across the local

and work hard and collaboratively to

authority area, to monitor levels of

help these children overcome them.

education post-16.

Making a difference

attainment and target support where

Teachers, social workers and foster

necessary.

carers should be on the lookout for SEN

If a foster carer thinks a child they are

among the children they work with. They

caring for is falling behind at school, they

should be equipped to spot the need

should discuss it with the child’s social

quickly, and knowledgeable about how

worker and approach the designated

to get the necessary help.

teacher at their school. Some schools

Government guidance suggests

receive extra money to pay for this type

that, for children in care who need extra

of academic support. It is also important

help with leaning, teachers consider

that social workers understand the

www.senmaGAZINE.co.uk

Further information

Emma Parsons is a journalist who volunteers with The Who Cares? Trust, a charity supporting children in care: www.thewhocarestrust.org.uk

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32

literacy - PHONICS

Early birds catch the words Ruth Miskin looks at what schools need to do to ensure children both learn to read and keep reading

J

essica’s parents talk a lot, both

particular favourites that she demands

to each other and to her. They

again and again. Her grandfather

think out loud about everything

makes up daring and exciting stories all

they read, see and hear. They

about Jessica.

At three, Jessica is 24 million words, 1,675 story hours and three years of praise ahead of John

debate, describe, consult and argue.

There is an alphabet frieze by her

Jessica chatters too, always asking

bed: mmmm mountain, a-a-a-apple,

questions. Her parents answer every

d-d-dinosaur. She’s learnt to say the

question thoughtfully and deliberately.

sounds of the letters as easily as she

heard nine million words, of a limited

They keep up a commentary about

learnt to say “chair” or “dog”. She makes

range and many of which are negative.

everything she does and praise

words on the fridge and her lists and

There is no alphabet around his bed and

her constantly.

labels are displayed around the house.

there are no magnets on the fridge. He

By the time she starts school she

has had 25 hours of stories (Hart and

can read.

Risely, 1995).

By three, Jessica has heard over 33 million words with a wide range of synonyms and syntax, has had 1700

John’s parents don’t talk a lot, to

At school, Jessica has lots to say

hours of story times, knows most

each other or to John (nor did theirs to

and lots to write about. Her syntax and

nursery rhymes and fairy stories and has

them). By the time John is three, he has

vocabulary is impressive. No one can

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literacy - PHONICS

view of reading – she has good language processes and good word recognition processes – both necessary to being a good reader. John is in the bottom left with poor language processes and poor word recognition.

33

John needs teachers who will engage him in high quality discussion and dialogue in every lesson

It is very unlikely that John will catch up with Jessica, unless we do something

his understanding minute by minute.

radical. In a nutshell, John needs lots

He needs teachers who show him what

of stories, lots of high quality dialogue

it looks like to reason in order to learn

in very small groups, and someone to

something, think out loud to show their

teach him to read – quickly.

thought processes, draw conclusions

We can’t emulate the hours of one-to-one talk that Jessica has had,

and solve problems – just as Jessica’s parents do.

but if we use our time very carefully,

We must not wait to teach John

we can condense some of Jessica’s

to read. He doesn’t need to become

experiences in that artificial environment

“phonologically aware” to learn to read

which we call “school”. The numbers of

(he’ll become phonologically aware once

stop her reading. She talks all the time

children, and shortage of time, means

he can). We should teach him to read

and always has an idea to share and

that in school we must plan strategically.

“m” with the same enthusiasm and

a thought to discuss. She joins in with

To start with, John needs deliberately

energy as reading a good story; he must

the stories (most of which she knows

planned talk in small groups, using

practise the sounds again and again until

already) and, when given a choice,

specific vocabulary about specific

he can read them effortlessly.

spends her time in the reading corner,

things (including local visits to streets,

writing letters in the “office” and taking

markets, parks and people), building

sound out words, read books with

the lead parts in the role-play area. It’s

up sentences in the same way that

words he can sound out and rehearse

home from home for her.

Children need to be shown how to sound out words.

John needs to be shown how to

Jessica’s Mum did: “bus” to “big red

reading them until he can read with a

John likes the bikes best, and making

bus” to “those long bendy buses are

storyteller voice. We have to get him

towers with bricks. He’s got a friend

really dangerous”. Everyday stories need

to take the same book home to read

called Lee. They do stuff together but

to be woven around John and his friends

to himself or to his mum – even if she

don’t speak much. At three, Jessica is

– “When John fell off his bike” or “The

can’t read it, he can. However long it

24 million words, 1675 story hours and

day Michelle first ate peas” – and we

takes, we must stick in there until he can

three years of praise ahead of John.

need to rehearse the talk that we want

read. We should never give him a label

By nine, she has read nine million

John to use, before he plays in the sand

(slow reader, special needs, learning

more words than John. Her vocabulary

or in the home corner, exaggerating

disability, “Poor John – what can you

expands day-by-day. On just one page

words and actions. He needs to be

expect…”). Labels only serve to make

in a Michael Morpurgo story she reads

engaged in stories – learning some by

it John’s problem and not ours.

the words “relentlessly”, “scornful”,

heart, acting them out, saying nursery

Once he starts reading, we must keep

“diminutive”, “interminable”, “referred”,

rhymes, chanting silly rhymes and

him reading, and keep reading to him

“vowed”, “invariably” and “pursuit”.

repeating refrains – again and again.

again and again, choosing books we

Even Jessica’s parents don’t use all these words when they talk to her.

Without talk there is little thought.

think he will love. He has to see that we

However well-meaning the play

love the story too. John and his friends

activities, displays and experiences

should be taken to the library regularly

Can John catch up with Jessica?

are, without deliberately planned talk

and shown where the books are that

to provide the context, the activity will

he already knows and can borrow

Keith Stanovitch’s Matthew effect

lack real meaning and purpose.

whenever he likes. John’s mum should

(1986) is in full operation here: the rich

All through John’s time at school, he

be encouraged to come too, if she can

get richer; the poor get poorer. Jessica

needs teachers who will engage him in

or wants to – but we mustn’t blame her

is right up there in the top right hand

high quality discussion and dialogue in

if she doesn’t.

quadrant of Gough and Tunmer’s simple

every lesson, helping him to articulate

www.senmaGAZINE.co.uk

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literacy - PHONICS

Taking the lead in teaching reading It takes a whole-school approach and good leadership to make sure that John can read, does read and talks a lot. Here are just a few of the questions that school leaders might ask themselves about their school. Indeed,

Children should read at their word level every day.

It is quicker and cheaper to train teachers thoroughly than to provide a lot of children with additional support

Ofsted are, finally, asking many of these questions too.

Who is in charge of ensuring every child learns to read at the school?

with the same reading programme, to

about the books they choose to take

ensure they make rapid progress; don’t

home – encourage John to take home

wait for them to fail further.

picture books he can already retell in

Keep a list of all the poorest readers

his own words.

Make teaching every child to read your

as a top priority. Ask the reading leader

Help children develop a deep

avowed core purpose. Appoint an

about their progress every week. Listen

familiarity with a core of fairy stories,

enthusiastic and knowledgeable reading

to them read (Ofsted will) and check

tales, myths and legends right through

leader who can work closely with you.

that their teachers are doing a good job.

the school. John will then have his own well of stories that he can draw upon

How are children taught to read in

Do your children read at their

when he is writing and talking about

your school?

decoding level every day?

new stories.

Decide upon one consistent programme

Children need to practise word-reading

across the whole school for teaching

(first sounding out and then without

Have your teachers been trained

children how to read. Make sure that

overt blending) and read books matched

in how to get all children to talk in

you can articulate confidently how the

to their word-level every day.

every lesson?

Consider using homogeneous vertical

In schools where children are expected

grouping. Teaching can be carefully

to raise their hands to answer questions,

Have all your staff been trained,

focused when the teacher doesn’t have

John’s is unlikely to go up. All teachers

coached and supported thoroughly

to worry about challenging Jessica at

would benefit from training in how to get

to teach reading?

the same time as teaching John how

children to use high quality dialogue to

If not, John could be failing because the

to read.

articulate their understanding throughout

programme is implemented.

teacher needs support. It is quicker and

Make sure that children borrow

every lesson every day of their school

cheaper to train teachers thoroughly

the books they have read during their

life. The use of “hands up” to answer

than to provide a lot of children with

reading lesson so they can build fluency

questions has to go.

additional support.

and speed. John’s Mum doesn’t often

Only when John can read will he

Give your reading leader time to

hear him read so he can practise on his

read a lot. Only when we ensure that

coach and support other teachers and

own. Avoid random book selection by

John talks in every lesson will he have

assistants while the reading classes are

children from banded boxes. John might

the confidence to articulate what he

in operation

choose a book he can’t read or doesn’t

knows and understands. Only then will

care about, in which case he won’t try

John have a chance of catching up

or may fail when he gets home.

with Jessica.

Do you have clear, simple and consistent procedures and recording systems to track pupils’

Have your teachers been trained to

progress in reading?

make the most of story times?

Use the same assessment system across

Plan special story/poetry times every

the whole school so you can compare

day (small groups for John in Reception).

like with like – for example, so you can

These sessions must be inspiring and

see that Curtis in Year 4 is reading at

repeat readings are key. Organise fun

the same level as John in Reception –

book corners making each book very

and do something about it. Give them

special. Encourage children to borrow

additional support immediately, staying

the books you read to them. Enthuse

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Further information Ruth Miskin has 35 years experience as a teacher, headteacher, teacher trainer and consultant. Her literacy programme, Read Write Inc., is published by Oxford University Press. For further information: www.ruthmiskinliteracy.com www.readwriteinc.com

www.senmagazine.co.uk

LITERACY - phonics

37 Promotional feature

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Including 56 finely levelled and 100 per cent decodable fiction and non-fiction readers and interactive eBooks, Rapid Phonics is based on fun, Snappy Lessons and incorporates easy-to-set assessments and a wealth of extra teaching materials to help you deliver inspiring phonics sessions that your children will love. www.pearsonphonics.co.uk/RapidPhonics

Internet SLCN resource I CAN, the children’s communication charity, are advising parents to seek resources to better understand and more quickly identify children’s SEN, following the Department for Education’s “Next Steps” response to its SEN Green Paper.

The report found that children across the UK are being overdiagnosed as having SEN. However, the charity has warned that SEN such as SLCN often goes undetected, and has expressed concerns that SEN may be overlooked in future, despite early identification being crucial to getting children the right support. SLCN is the most common SEN amongst primary school children, yet many parents still struggle to find information about how to get the best support for their child.

I CAN’s Meath School in Surrey, a primary school dedicated to children with severe and complex SLCN and Asperger’s syndrome, has launched a new website to showcase the school’s holistic approach to primary years SLCN education, and help signpost parents towards appropriate resources: www.meathschool.org.uk www.senmagazine.co.uk

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communication aids

Talking technology Gillian Hazell looks at how augmentative and alternative communication can help those who struggle with speech to talk

M

granted. We can open

How can people who use AAC access technology?

our mouths and say

This is the first question to consider

ost of us take speech for

Switches can be positioned wherever the AAC speaker has most control

what we want, where

when thinking about introducing

we want and how we want. People

technology to someone who uses AAC.

who use augmentative and alternative

A wide range of switches is available

communication (AAC) do not have the

and it is not just about whether or not

same freedom of speech that we have.

an individual can use his/her hands to

over a tray or table to push a switch

Often, they may be reliant on others

press a switch; it is also about how

which is in front or to the side.

to act as a communication partner,

s/he uses them. If the individual can only

Switches can be positioned wherever

to position equipment, to charge

make a big sweeping or “windmilling”

the AAC speaker has most control,

equipment and to program in the words

movement with his/her arm, there may

such as close to his/her hand, head,

the AAC speaker wants or needs.

be other ways of accessing technology

arm or foot. It is important for most

that will be faster and less tiring.

users to have clear auditory feedback

There is a wide range of technology available to give people who use AAC

With hand switches, it is important to

a voice. This article is not intended to

ensure that switches are placed in the

tell you about all the equipment and

best position for the individual. A switch

If the individual cannot use a mouse,

software available, but to give you ideas

may be located flat on a wheelchair

a joystick or rollerball might be more

for using voice output communication

tray or table. If the AAC speaker finds

effective, and some have speed controls

aids (VOCAs) and how we can

it difficult to release the switch, though,

to make it easier to reach large or

make the technology meet our AAC

it may be easier to put it on an angled

small targets.

speakers’ needs.

to let them know when the switch has been pressed.

wedge. This means that the AAC

When thinking about a switch, it is

The individual has to be able to use

speaker does not have to lift his/her

important to consider how it will be

AAC with a minimum of physical effort.

hand on and off the switch but can push

mounted so that it is always in the same

This may mean that using their hands

it and release it by sliding his/her hand

place for the user. It makes things harder

might not be the most efficient means

away from it. This can be a big help for

and potentially more frustrating for the

of access.

the individual who can slide his/her hand

user if the switch is not placed correctly

There are many ways of mounting switches and interfaces depending on the abilities and preferences of the AAC user.

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communication aids

each time. There are commercially

drawing, playing games and for

available mounting systems and there

accessing the internet, as well as for

are organisations which specialise

communicating. The biggest drawback

in making bespoke systems. Local

is the fact that eye-gaze does not

clinicians and rehabilitation engineers

work terribly well outside, so having

may also be able to help with this.

an alternative means of access to

39

Vocabularies can be used to help the user join in discussions and answer questions

The issue of whether to use one

technology, and a communication book

or two switches is often the subject of

or chart, will give the child a means of

and then move to another child to give

much discussion in AAC circles. The

communication wherever they are.

the AAC speaker time to compose

use of two switches gives the individual

a response.

control of the scanning cursor so that

What to do with a VOCA

it only moves when the user presses a

There are lots of games and activities

pre-programmed vocabularies which

switch. Single switch auto-scanning is

that can be played using VOCAs

contain a large amount of vocabulary.

a much more advanced skill that two-

as an introduction to using them

Sometimes, when assessments for

switch users sometimes progress on

for communication. For example, a

VOCAs take place, the vocabulary

to. However, for some individuals who

single-message device could have the

that the AAC speaker will need is not

only have one controllable movement, a

message “turn the page” recorded on

considered and the team working with

single switch autoscan may be the most

it for story-book reading. The repeated

the individual are left in the unenviable

appropriate means of access.

Dynamic screen devices often have

lines of stories or songs can be recorded.

position of having to start from scratch.

Another option that is becoming

Messages can travel between home and

There will always be some AAC speakers

increasingly popular is eye-gaze. While

school (recorded in the first person).

who need truly individual vocabulary to

this is extremely popular technology,

With two single-message devices or

be programmed, but many will be able

it does have drawbacks; it can be

a device that allows two messages to

to use a pre-programmed vocabulary

extremely hard work learning to use an

be set up, the child can, for example,

which can then be personalised.

eye-gaze system.

indicate “more” and “finished”, call

Pre-programmed vocabularies

Some companies are now installing

someone and ask them to do something

provide a basic structure to build on

eye-gaze systems for sensory rooms

or play a simple version of Simon Says.

and can begin at a very simple level to

in schools for children with severe

Overlays can be created for static

teach switch scanning or eye-gaze, as

and profound learning difficulties,

display devices so the child can select

well as offering full access to text and

which is not a client group that has

messages and begin to build sentences,

all aspects of using a computer just

traditionally used eye-gaze. This is

for example, to give opinions and

as for someone who uses a keyboard

proving to be a useful tool in developing

comments. The device can be used

and mouse. While some VOCAs contain

an understanding of cause and effect

in lessons with curriculum vocabulary

different vocabularies, others have

and facilitating the child’s control of

programmed in so the child can join in

vocabularies that are similar but use

his/her environment.

discussions and answer questions. A

specific features of the device software.

Others who use eye-gaze may be

useful strategy here is for the teacher

using it in the classroom for writing,

to ask the AAC speaker a question

There

are

pre-programmed

vocabularies that will allow the AAC >>

VOCAs can be programmed with subject specific words or with those needed to play simple games.

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communication aids

user to look at photo albums, play

While the AAC speaker is learning

music and access the internet from

where vocabulary is stored, activities

within the communication software. This

and games can be set up to encourage

can increase recreational and access

the development of communication

practice opportunities.

for fun, for example through “nosy”

It is always helpful for a young child to

questions,

jokes,

imaginative

have vocabulary that is developmental.

story writing and games such as

Some of the commercially available

“Guess Who?”

Activities and games can be set up to encourage the development of communication trying to use technology that he had

vocabularies are hierarchical, so the

decided he did not want to use switches

child can start with a simple overlay

or eye-gaze technology. We need to be

and move through to more complex

respectful of this young man’s opinion

vocabulary sets. Each level builds on

and make sure that he has an effective

the previous one. This is a very useful

communication book so he can talk to

strategy for younger children as what is

his family, friends and carers.

learnt on one level is expanded on in the

Other young people just cannot wait

next, so while there is new learning, this

to use technology and will choose to use

is restricted to essential new vocabulary.

their VOCA all day, every day and only use a communication book or chart if

Education and communication

their device breaks down or they are in

VOCAs

be

a position or environment where their

communication devices. However,

access method will not work, such as

in school they are usually used for

in bright sunlight or a swimming pool.

are

designed

to

educational purposes with curriculum

The communication technology

specific vocabulary. While this is

(hardware and software) that is available

appropriate for some, a more general vocabulary, to question and comment with, may be more useful for others.

today offers great opportunities for The device can be programmed to facilitate story telling and conversation.

In many cases, children are given

people who use AAC, provided they are given appropriate equipment through impartial assessment and

Fun, functional and effective communication

skilled support. We need to make sure

classroom, but not at playtime or lunchtime. This is usually governed

Communication must be fun and

vocabularies to support AAC speakers

by issues around mounting VOCAs on

meaningful for all children. It can be

and help them make the most of what

seats and wheelchairs and constant

such hard physical work for some AAC

the technology can offer.

access to a VOCA may not always be

speakers to access technology, so

possible from a safety point of view.

we need to be sure that we are giving

It is essential to seek appropriate

them the most efficient tools to develop

advice from an occupational therapist,

communication as far as is possible.

physiotherapist, speech and language

We need to be sensitive to the times

therapist and wheelchair service

that technology will work and the times

before mounting a VOCA. There are

that it just will not do. Then we need to

also companies who will advise and

make sure there are alternative methods

mount equipment.

of communication available, such as a

access to their AAC devices in the

Where it is not possible to mount a

communication chart or book.

device on a seat or wheelchair, the child

We also need to be mindful that there

will be limited to using the device inside.

are some potential AAC speakers we

However, the issue of using the VOCA

may come across who simply cannot

outside the classroom or home needs to

manage existing technology because

be addressed so that the AAC speaker

of the immense effort required. Indeed,

can access the devise when and where

I recently met a young man who

s/he needs to.

experiences such severe spasms when

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that we provide the right expertise and

Further information

Gillian Hazell has 25 years experience working on AAC with children, young people and adults with physical disabilities and learning difficulties. She is a member of the Association of Speech and Language Therapists in Independent Practice and her company, AAC Consultancy, provides AAC assessments, support and training: www.aac-consultancy.co.uk Information about the different types of communication aids available can be found at: www.speechbubble.org.uk

www.senmagazine.co.uk

COMMUNICATION AIDS

41

Promotional feature

MyChoicePad MyChoicePad is an educational iPad app that is changing the way we learn and teach communication skills in the home and in the classroom. No more laminating symbols, dealing with bulky communication books and trying to remember signs, MyChoicePad uses Makaton symbols, signs with video and synthesised speech.

MyChoicePad has been proven to be effective in: • speeding up learning and understanding of new words • building the first steps to literacy • increasing focus and attention skills • giving confidence to initiate communication and make requests.

MyChoicePad can be purchased from the iTunes AppStore for £74.99 and there is also a free version, MyChoicePadLite.

Check out: www.mychoicepad.com to see the app in action, our iPad package offers and our training services. Or contact Zoe for a chat on: 0207 193 5272 or: hello@mychoicepad.com We've also put some top tips together for effective iPad use for educational purposes: http://goo.gl/04PeX

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COMMUNICATION AIDS

SENISSUE59

www.senmagazine.co.uk

44

school refusal

Attending to school refusal Steve Tyler looks at what can be done to help students with ASD attend school

S

ome young people with

he was not well enough to go to school,

autistic spectrum disorders

and Paul started receiving home tuition.

(ASD)

have

Young people with ASD have much to be anxious about in a school setting

extended

When he reached Year 10, Paul was

absences from school.

referred to a non-maintained special

Take Paul, for example. Paul is an able

school for young people with ASD that

student, as highlighted by his recent

had a discrete centre for those who have

results at GCSE. However, he has

been out of formal education for some

extended non-attendance of mainstream

experienced long-term issues with

time. Initially, Paul attended the centre

schools is a pattern of behaviour that

school attendance. These started at

on a part-time basis. As he became

has long been recognised, a review of

primary school, where he complained

familiar with the staff and other students,

recent reports on the issue suggests

of feeling unwell. Although medical

it quickly became a full-time placement.

that there remains little agreement as

investigations proved inconclusive,

Paul successfully achieved A* results

to terminology and underlying causes

it was apparent that something was

in maths and science, as well as other

(Archer et al., 2003; Pelligrini, 2007;

wrong. As a result, he received support

qualifications, before taking up a science

Kearney, 2008). However, one recurring

from a local child and adolescent mental

course at sixth form college.

thread that runs through reports is that

health service. From Year 4, it was

Paul’s story is not particularly unusual

many of these children and young

evident that his mental health meant

among young people with ASD. Although

people show signs of anxiety, including social anxiety.

Anxiety and stress Young people with ASD are more likely to be excluded from school than any other students and their challenging behaviour, which is often the result of anxiety, may be the most significant factor. The classroom can be a daunting place that provokes this emotion, although the reasons for the apprehension may be different from those that concern the typical pupil.

Given the nature of the condition, young people with ASD have much to be anxious about in a school setting.

It has been argued that they follow a dual curriculum. As well as following the set curriculum, there is a social curriculum, comprising areas of social understanding and skills that are usually intuitively understood by other pupils.

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school refusal

This can cause a lot of additional pressure for students with ASD.

Many young people with ASD also find undertaking school work at home extremely hard, not because the work

In his mind, not going to school was better than going and “failing”

Misunderstandings

itself is difficult, but because it is at

Modes of speech that are commonly

variance with their established home

used to enliven lessons can be

routine. Failure to complete homework,

misunderstood by students with ASD.

however, may lead to obvious

would not be pushed into things that

For example, at the end of a workshop

consequences in school.

he felt he could not manage, and that

run by a colleague of mine, in which

Bullying, which may occur because

jokes were explained to a group of young

the pupil is perceived by others as being

people with ASD, one student said: “I

different, is reported by many pupils with

still don’t understand why others find

ASD (Humphrey & Lewis, 2008). Fear

Finding the solution

them funny, but now at least I know that

of the behaviour of others may also be

Prevention is usually better than cure,

they are not laughing at me.” For some

an important factor contributing to non

as once a young person stops going

young people, the pressure of social

attendance at school.

to school, it is often hard to go back.

interaction and communication may be

he had a degree of control over his school life.

Although Paul’s return to education

just too much and could contribute to

A helping hand

was facilitated by a specialist centre,

extended school non-attendance.

Given these difficulties, it is remarkable

mainstream schools can follow these

Cognitive differences, such as having

that some young people with ASD are

examples of best practice to support

a narrow focus of attention, leading to a

able to attend school at all. However,

young people with ASD – and there are

failure to understand lessons, as well as

there are things that can be done to

some that do. For schools that need

problems with organisation and planning

support students in these situations.

support with such students, there is

are also likely to have an impact on the

Kearney (2008) argues that the

help available.

pupil’s emotional wellbeing. Increasingly,

school climate and the feeling of being

However, attendance at mainstream

there is evidence suggesting that young

connected to the school are important.

school – or any school setting for that

people with ASD experience sensory

In Paul’s case, he was put into a small

matter – is not necessarily always the

differences and areas such as a noisy

group where he had the opportunity

priority. Sometimes, the challenges the

dining hall may make school a difficult

to build relationships with pupils and

young person with ASD faces are too

place to tolerate.

staff. He was provided with support

great. In these instances, the priority is

from a speech and language therapist to

to ensure that the emotional wellbeing

Workloads and strains

develop further social understanding and

of the individual is promoted and

Young people with ASD tend to be less

skills, and he was also given some down

maintained and this is achieved through

flexible in their thinking and behaviour

time when he didn’t have to engage

understanding and personalisation.

than others, which can put them at a

with others. The pace of learning was

distinct disadvantage in the classroom.

adjusted to a level he could cope with,

This can manifest itself in a number of

and the reduced curriculum he followed

different ways, for example, not being

allowed him time within the school day

able to spend time following a specialist

to focus on his special interests.

interest may cause concern for some.

Paul was also given the opportunity

Some young people with ASD are

to discuss his autism and to learn

perfectionists and set themselves very

more about it. He had been diagnosed

high standards which may be difficult to

with Asperger’s syndrome and was

achieve. One student, having achieved

still coming to terms with this. He

A grades in almost all his work during

once said: “Sometimes my Asperger’s

the first term at secondary school, found

syndrome is like a little thing inside me

the pressure of maintaining this high

and sometimes it is a big thing that I’m

standard overwhelming. This was a

in the middle of”. Paul needed help to

significant factor in causing him to miss

make sense of this, and support when

school for long periods of time, because

his autism became “too big”.

in his mind, not going to school was better than going and “failing”.

www.senmaGAZINE.co.uk

Further information

Dr Steve Tyler is from the Together Trust’s Inscape Centre, a specialist service working with children and young people with ASD and related social communication difficulties: www.togethertrust.org.uk The boy pictured is not one of the individuals mentioned in the article.

Perhaps most importantly, Paul needed to know that he was valued, SENISSUE59

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46

SEN LAW

Exclusion and the law Anita Chopra examines the legal implications of excluding pupils from school

S

chool exclusions, be they permanent or temporary, have always been governed carefully by the law. This is

because the education of children is paramount and the law has always regarded any decision to exclude as serious.

Under the present regime, children and their parents have the right to challenge any permanent exclusion imposed by a headteacher to the governing body. If unsuccessful on appeal, parents have a second right of appeal to an independent appeal panel that has the power to reinstate the pupil and significantly, whose decision is binding on all parties.

Some classrooms are no longer safe environments for teachers Changes in the law Exclusions have been much talked about of late. New and imminent changes have been introduced as a result of the Education Act 2011 (EA 2011).

These changes will be applicable for all exclusions imposed after 1 September 2012 (see boxed out section on page 48). New guidance and regulations will also apply after 1 September 2012.

The EA 2011 has made some important changes that affect practices in schools. Schools are well advised to take note of these changes as they affect decision making in a way that is very different to decision making in the current system, and the changes also seek to empower teachers to tackle SENISSUE59

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SEN LAW

unruly behaviour in a way which has not been permitted before.

Some of the noticeable changes of the EA 2011 include the power for schools to issue same day detentions (there is no longer a need to give parents

A decision to exclude must only be taken if there really is no other alternative

24 hours’ notice) and the ability to search

SEN the pupil may have. A decision to exclude a child with SEN and one who may have a statement of SEN must be taken very carefully indeed; it should be the last resort after alternatives have been tried and failed.

Most pupils with SEN are disabled for

pupils for prohibited items without first

pupils. It is never appropriate, or indeed

the purposes of the Equality Act 2010.

obtaining consent from parents (if there

lawful, to exclude a pupil from school

They will be left in a very vulnerable

are reasonable grounds to believe that

because of issues relating to school

position from 1 September 2012 because

a pupil is in possession of a prohibited

uniform or to “cool off” following an

if a disabled pupil is excluded, s/he

item and teachers will be protected

incident of bad behaviour. An exclusion

cannot be reinstated by the independent

against “false” allegations made

of a pupil should only take place as a last

review panel. Therefore, that pupil would

by pupils).

resort and after a thorough investigation

be better placed appealing to the First

Bearing in mind that in a civil

has been undertaken. This must involve

Tier Tribunal (Special Educational

society it is only just and proper that

scrutiny of the facts and the evidence,

Needs and Disability) who have the

the police alone have stop and search

and allowing the pupil in question to give

power to reinstate the pupil to school

powers, it is striking that schools have

his/her version of events and to make a

should they find that s/he has been

now, effectively, been given those

statement. It is then for the headteacher

discriminated against.

same powers. All the teacher needs

to make a reasoned decision based on

A pupil cannot be told to leave

is a "reasonable ground" to stop and

the evidence collated and having regard

the school lawfully by a headteacher

search. Much of the reasoning behind

to the standard of proof – the balance

unless the formal procedures of

the changes of the EA 2011 is to give

of probabilities – to determine whether

exclusion are followed. From September

teachers more control in the classroom

the pupil is guilty of the offence. The

2012, it will be even more important

and greater powers to manage disruptive

decision must not be taken in the heat

for headteachers to carry out a full

behaviour of pupils, which appears to

of the moment.

investigation because, as stated, pupils

be on the increase. Some classrooms

This level of scrutiny is important

following an appeal cannot be reinstated

are no longer safe environments for

because an exclusion is a serious blot

by an independent review panel and

teachers, hence the need to protect

on a pupil’s record. As much as the

its decision will not be binding. It can

school staff and other pupils from

headteacher must protect the interests

merely give recommendations. This is

persistent disruption.

of the school, s/he must also balance

a huge and controversial change to the

those interests against the interests

law as it currently stands. Currently, the

Appealing an exclusion

of the pupil. A decision to exclude

independent appeal panel's decision

One of the most significant changes

must only be taken if there really is

is binding on both the school and

to the current procedure will be that

no other alternative and allowing the

the parent.

from September 2012, independent

pupil to remain in the school would

The powers of the independent

appeal panels will be replaced by

be detrimental to other pupils and

review panel include upholding the

independent review panels to determine

would impact on the school in a highly

decision to exclude, recommending

appeals against exclusions that have

negative way.

that the decision is reconsidered by

lost at the first stage. This is further discussed below.

the responsible body (the governing

Exclusions and SEN

body) or, if the independent review panel

There has also been widespread

Schools must ensure that they do not

takes the view that the responsible

discussion following the release of

discriminate against pupils on any

body's decision was flawed in light of

the recent report by the Office of the

grounds, including race, disability,

the principles applicable for judicial

Children’s Commissioner issued in

gender and sexual orientation. Schools

review (fairness, procedural irregularity,

March 2012 following her inquiry into

must also always comply with the

reasonableness, proportionality), then

exclusions from schools. This report is

principles of the Equality Act 2010 and

it can quash the decision and direct

the first of its kind in which certain schools

are bound by the law as set out in the

have admitted to unlawfully excluding

Act. They must also have regard to any

that the matter be reconsidered by the >>

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48

SEN LAW

Permanent exclusions from September 2012 Changes in the law and government guidance on exclusions will come into force from 1 September 2012: • The fundamental principles of public law imported into the decision to exclude will not change. For example a thorough review of the evidence will continue to be a must. This includes obtaining all evidence in relation to the incident including CCTV (if any), statements from witnesses and notes of any interviews with witnesses.

Evidence must weigh in favour of permanent exclusion – does excluding the child from the school outweigh the impact on the school community as a whole if the child were to remain? A clear, reasoned letter setting out how the decision to exclude was arrived at must be sent to parents. The child should not be interviewed without a parent/guardian present unless absolutely necessary.

• Parents having the right of appeal against the permanent exclusion to the school’s governing body remains.

• If no reinstatement is ordered, parents will have a further right of appeal to the independent review panel.

This is the significant change to the law. The independent review panel replaces the independent appeal panel.

• The decision of the independent review panel will not be binding • Parents will have the right to challenge the decision of the independent review panel in the High Court by way of judicial review.

SENISSUE59

There is no requirement for the chair of an independent review panel to be legally qualified

Once a matter is remitted to the responsible body for reconsideration in light of judicial review principles, is it likely to be the case that it will overturn its previous decision and render a new one in favour of the pupil? Surely, in those circumstances, schools will want to avoid any financial penalty being

responsible body. There is, of course,

imposed to its budget. These are all

a risk that the responsible body will

questions and issues that are yet to

reach the same decision, even after

be resolved.

reconsideration of the matter. In the

It is important that schools and

event that the pupil is not reinstated in

parents are educated about this issue

these circumstances, the independent

so that schools are protected from

review panel has the power to direct

legal action by parents. It is clear that

that the local authority makes a financial

over the last ten years the courts have

readjustment to the school's budget to

adjudicated upon a fair number of cases

reduce it by a sum of £4,000.

challenging permanent exclusions from schools. It is therefore evident that

Challenging review decisions

parents will take these challenges as

There is speculation by practitioners

far as possible to protect the interests

in this area of the law as to whether

of their child. Schools must think

the remit of the independent review

carefully about permanent exclusions

panel will give rise to more challenges

and look at them as a very last resort.

in the courts (by way of judicial review)

Schools must document everything,

against unfair and unlawful exclusions

justify the decision with reference to

by parents. If the independent review

the evidence and explain the decision

panel makes a decision that the child or

making process in writing, in layman’s

parent is unhappy with, this will lead to

language, so parents fully understand

recourse in the courts. This makes it a

how the decision to exclude has been

further burden on the legal aid budget,

arrived at.

as High Court proceedings will be the only way to challenge such decisions.

Further, it is yet to be determined whether independent review panels will be in a position to truly understand the principles of judicial review given that these are complex in law. The members are likely to need significant training in the area (albeit that there is no requirement for the chair of an independent review panel to be legally qualified). They will also need to understand how the different principles interact with one another, how the different principles will impact on any decision they make, and be open to justifying their decision

Further information

Anita Chopra is a Director at Match Solicitors where she specialises in appeals against the contents of a statement of SEN, admissions, exclusions and other related issues: www.matchsolicitors.com

in law if challenged by an application for judicial review. www.senmagazine.co.uk

sen law

49

SEN: a change is gonna come Major reform of the SEN system is now imminent, following the Government’s response to its Green Paper consultation. Here, Jane McConnell looks at how the law is going to change and what it all means for SEN provision

T

he Government has at

education, health and care plan (EHCP)

last published a “progress

is strongly re-emphasised. The fact that

and next steps” response

such an assessment can be carried out

to the SEN Green Paper

from birth to 25 years old should be

consultation which ended more than

welcomed as providing consistency for

a year ago. So, after all this time, what

this vulnerable group of people.

The central issue is how to make the assessment process independent from local authorities

more does it tell us and what questions

As of yet, we still have no detail

are still left to be answered? In this

as to what alternatives to the existing

happens if there is a disagreement

article, I will discuss some important

statutory assessment process are

as to whether this assessment or a

themes in the Government’s plans and

actually being explored by the 31

re-assessment should be carried out,

their implications for the future of SEN.

pathfinder local authorities (LAs) that are

who will be compelled to take part in

piloting potential new ways of assessing.

such an assessment process and to

Single assessment

Crucial questions that have to be

what extent?

The continued commitment to a single

answered include, who is responsible

Strong emphasis has been placed

assessment to assess a child/young

for triggering such an assessment, on

on the fact that all agencies involved

person’s needs across education, health

what basis will such an assessment

in supporting a child will be compelled

and social care which could result in an

or a re-assessment be made, what

>>

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SEN LAW

to work together. However, under

effect on the public purse they will not

such services were stopped. If adopted,

the current educational statutory

provide something.

this would be a significant reduction in

assessment process, health and social

a child’s entitlement.

a child’s needs and the necessary

Education, health and care plan

Local offer

provision to be put in place to meet

The Government response reconfirmed

The introduction of a local offer

those needs, so what additional duties

that the new EHCP will afford parents

document issued by an LA that would

will they now have to make that advice

the same statutory protection in

make it clear what provision is normally

any different.

education as the current statement of

available within education, health and

care already have to be consulted on

The central issue that has not

SEN but did not commit to the same

social care services within their area

been mentioned yet is how to make

level of protection to the health and

could potentially be radical and promote

the assessment process independent

social care elements to the plan – just a

transparency in a system that builds

from LAs. I am not aware of any

“commitment” from all parties to provide

trust between parents and professionals.

current pathfinder pilots that are

the services identified.

In order to be effective in supporting

looking at someone independent from

It is disappointing that the EHCP

good partnership working between

the LA carrying out assessments of

does not yet have the support of

parents and professionals, the local offer

children’s needs. This vital problem in

health or social care legislation to

needs to be specific about what can

the existing system has been explored

ensure that provision identified as being

and cannot be provided within an LAs

and commented upon for many years

necessary to support a child’s needs

existing SEN resources. However, the

by many people. Education Select

is put into place. This issue needs to

need for flexibility in distributing these finite resources should not excuse failing

Committee investigations into this separation issue have identified that the fact that an LA is responsible for carrying out assessment and then making the provision identified is a key factor in undermining confidence in the current system.

The Government is in danger of being accused of weakening the law on SEN

However, the fundamental issue goes

to quantify and qualify what a local offer includes.

It must be recognised that the provision that a local offer outlines is generalised. The law will still entitle a child to an assessment of their special educational needs when there is the

much deeper than just separation of

be addressed if this measure is to be a

probability that his/her needs call for an

these duties. The current basis of the

radical change in supporting children/

EHCP. Only statutory assessment can

SEN legal framework outlines a process

young people. There is a real danger

determine the actual provision an LA will

which is driven by identifying a child’s

that the EHCP will be no different from

be legally obliged to arrange for a child

needs and then an LA making the

the existing system where a child is

with SEN and this may be in excess

provision to meet those needs. Unlike

entitled only to the educational support

and different from what is contained in

in our health care or social care systems,

identified in a statement and not any

the local offer.

an LA can never make a decision not

non-educational help.

It is alarming that the Government “...

to make a provision once it has been

We should be concerned that

envisage that the local offer will support

identified as being needed based on

therapies that have long been regarded,

The First-tier Tribunal (for Special

financial resources. However, the reality

and accepted by courts, as being

Educational Needs and Disability) and

is that LAs do not have the infinite

essential in the education of children with

others considering redress when making

budgets needed to finance such a

SEN and disabilities, such as speech

their decisions since they will be able to

system. They cannot afford for children’s

and language therapy, occupational

see what provision can reasonably be

needs to be assessed independently

therapy and physiotherapy, may in an

expected in local schools and colleges

and for recommendations about the

EHCP be regarded as provision for

and from local health and social care

provision to support those needs

health services to make – so medical

services to support children and young

to be not resource influenced. An LA

rather than educational provision.

people with SEN and their families in

can only argue about where, when and

Children would therefore not have an

each local area.” Under the current

how this provision should be made;

entitlement to them and parents, on their

legal framework, the Tribunal must

it cannot say that for reason of the

child’s behalf, would have no remedy if

have regard only to the child’s needs

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sen law

and whether the special educational

Inclusive schooling guidance

provision determined by the LA is

The Government seems to have taken

adequate in kind and amount to meet

note of the evidence it received that

those needs. It is currently unlawful

there was no bias to inclusive education.

for the Tribunal to judge that provision

It has committed to the incorporation

is adequate on the grounds that it is

of the current commitment to inclusion

“what can reasonably be expected in local

into revised statutory guidance – the

schools and colleges.” The Government

SEN Code of Practice.

is in danger of misunderstanding the

A local offer will detail what provision is normally available for families in the area.

function and the legality of the local offer

Accountability

or being accused of weakening the law

The inclusion of indicators in school

on SEN so that children’s right to the

performance tables that give parents

with a final evaluation report following

provision required to meet their individual

clear information on the progress of

in 2013”. It would be easy to conclude

needs is removed and replaced with a right

the lowest attaining pupils will at last

that there is a determination to place on

to what can be “reasonably expected”.

give recognition to those schools that

statute the practices piloted through the

There also needs to be an effective

effectively support pupils with SEN

pathfinder schemes well in advance of

means to challenge an LA where the

but who even with the best support

knowing whether these practices will

local offer provision is not being made.

are never going to meet conventional

bring any actual benefit to children and

measures of SATS or GCSE results. It will

their parents.

Pathfinders have only just started recruiting families to trial single assessment and planning processes

legislation to support a more extensive

Improving parents’ choice of school The Government’s commitment to ensuring that admission into all state funded schools, including academies and free schools, will be on the same basis for children with statements of SEN

It would seem logical to introduce

as admissions to maintained schools is

and in-depth piloting process and for the results of evaluation to be publically disseminated and discussed before incorporating pathfinder schemes into education law.

Change is never easy but it can

to be warmly welcomed. This is overdue

give parents of children with SEN a real

be made a lot more manageable if

as parents currently are unable to

measure of the potential effectiveness

introduced in a logical and transparent

appeal to the SEND Tribunal for a place

of a school for their child.

way. The effect on children and families

in an academy unless the academy

of getting it wrong will be devastating

Developing and introducing new legislation

for the rest of their lives; time spent

children will be left without a school placement in September because of this

The Government say that “The lessons

a strong foundation for a better system

disparity in the law so I would urge that

learned from the pathfinders will help us

for all.

the Government should implement this

to decide how best to change the law

change as soon as possible.

and will be reflected in the legislation

agrees to be named in a statement. Many

However, it is still a grave concern

we aim to introduce to Parliament in

that there is not direct parity of protection

the current session...we aim to publish

under the SEN legal framework for

a draft Bill in summer 2012.” But as

children in maintained schools and

of June 2012, pathfinders have only

those attending academies, free

just started recruiting families to trial

schools, studio schools and university

single assessment and planning

technical colleges. Children with SEN

processes. This summer is clearly far

in academies are only protected by

too soon to expect that there will be

the contractual commitments within

“lessons learned”.

an academy’s funding agreement

The Government says that “An

and these will vary greatly between

interim evaluation of the pathfinders

different schools.

will be published by October 2012,

www.senmaGAZINE.co.uk

gathering solid evidence now will build

Further information

Jane McConnell is the parent of a child who happens to have complex SEN. She is legally qualified and is the current Chief Executive of IPSEA (Independent Parental Special Educational Advice), a charity that provides free, independent, legally based support and advice to parents negotiating the SEN system: www.ipsea.org.uk

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ACCESSIBLE VEHICLES

SEN LAW

53

Charter calls for fairer deal for people with learning disabilities and autism A new charter is calling for Government action to ensure that people with learning disabilities and autism are not prevented from living the life they choose.

The charter, which has been developed by people who are supported by care provider Dimensions, says that those with autism and learning difficulties should have more choice and control over their money and how it is used, a greater say in where they live and who they live with, and more involvement in the recruitment of who supports them.

Organisers of the charter are seeking commitments from MPs to guarantee that the rights of this group of people will be enshrined in any reforms to social care and how it is delivered in future.

Steve Scown, Chief Executive of Dimensions, said that it is important that the needs of people with learning disabilities and autism are not marginalised. “This isn’t just about money – it’s about the need for a widespread change in culture and attitudes to care”, he said.

The charter is available online at: www.dimensions-uk.org/charter

www.senmagazine.co.uk

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A healthy education Nick Boddington argues that PSHE should lie at the heart of the curriculum for children with special needs

I

t should be impossible for a school to be judged outstanding

by Ofsted if it is not mindful of the value and importance of PSHE in

delivering the statutory aims for the curriculum. Few would argue that this area of learning should not be at the centre of the special school curriculum

The physical and emotional wellbeing of children and raising achievement are part of the same agenda

in responding to the unique needs of pupils in special education.

whatever extent possible. Some children may never be able to take complete responsibility for their lives. However, this does not mean that they do not have a right to learn and understand as much as they are able about the issues covered within PSHE. So many of our choices in life are driven by our feelings, but following our feelings

a physical activity; when we learn our

without knowledge and understanding can be highly risky.

All our young people, regardless of

brains physically change and we know

ability, should be supported in being

that anxious or malnourished children

physically, emotionally and socially

simply can’t learn.

Embedding PSHE in the school

healthy, with motivating aspirations.

Whilst we may have the responsibility

Consider an issue such as bullying.

They should be learning in physically,

to create an environment within which

Our anti-bullying policies should focus

emotionally and socially safe learning

children are healthy and safe, we have

first on how we model and teach young

environments in order that they can

to recognise that we need to provide

people the values, language, strategies

enjoy and achieve.

children with the knowledge, skills,

and skills to develop the supportive

The physical and emotional wellbeing

language, strategies and dispositions to

relationships that are essential for a

of children and raising achievement are

gradually share and eventually take over

physically and emotionally safe learning

part of the same agenda. Learning is

these responsibilities for themselves, to

culture. Second, they should consider

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PSHE

how we teach the strategies and skills young people need to ask for help for themselves or others, and third, how we manage the bullying incidents that inevitably arise from time to time. One

The key principle is to start from where children are

way of putting it all together could be:

leaders in the field of PSHE, suggested three new “Rs” for education: • Research – research what young • Respect – respect what they

enquiry”, “teachers as researchers”

believe in and what make

and “distributed leadership”. Good

us unique

practice in PSHE education is as much

• the “healthy school” –

The late Noreen Wetton from the University of Southampton, one of the

people bring to the classroom

• our schools aims, objectives or mission – what we stand for,

55

about our children learning the thinking

tell us • Reflect – reflect this in our planning We need to find out what:

establishing a school ethos and

and interpersonal skills to make sense

climate that recognises that every

of and gradually manage the world

understand – their language and

single experience children have,

around them as it is about us learning

strategies that are correct or

from the largest to the smallest,

how our children already, using their

helpful and that we can celebrate

can support or undermine their

own wonderful “child logic”, are making

and build on

well-being

sense of their world, so that we can

• our individual school policies – how our core values shape how we do things

• our children already know and

• our children have misunderstood

plan our teaching and inform our own

and that we need to unpick, often

school’s improvement.

by children sticking together their

The needs of children in special

observations and overheard ideas

education schools are widely diverse.

using powerful child logic to

– all the collective learning

The key principle therefore is to start

create explanations that are non-

opportunities the school provides

from where children are. Before we

that contribute to students’

can plan our programme or even

personal development, which

teach a lesson we need to know the

should be recognised as a whole

language, concepts and understanding

curriculum responsibility

our children bring to the classroom. If

• personal development of children

sense but never nonsense • is almost there that we can “nudge” • is missing, and if this is okay or needs teaching?

PSHE education programme – the

we don’t do this we risk our teaching

curriculum time we provide when

being irrelevant or insensitive. Children’s

challenge, perhaps by asking the

PSHE education is explicitly explored

brains are designed to learn, which is not

question “if that were true, what

and taught.

necessarily the same as being designed

• is wrong that we need to gently

would the world be like?”

A comprehensive, progressive PSHE

to learn what we need to teach. In

Once we have this information, we

education programme is at the heart

the first few years of their lives, they

can begin to build a spiral programme

of the statutory duty on schools to

do something amazing: they acquire

where core themes are revisited

promote wellbeing and should be the

language principally by listening and

each year, gradually building in more

entitlement of every child, especially

observing. If they can achieve this, we

comprehensive learning. One of the

our most vulnerable. In January 2012,

should not be surprised at how much

deceptively simple ways of carrying

Ofsted published subject specific

also they have absorbed from the rest of

out this type of research, pioneered by

grade descriptors for the inspection

their experience. This is the generation

Noreen, is known as “draw and write”.

of PSHE education that help to define

that can have the world brought to them

This technique is inclusive because we

what constitutes outstanding PSHE

in high definition and surround sound

can allow children a spelling holiday

education provision.

on televisions the size of windows.

or provide a scribe to help record their

Research nationally has shown that we

thoughts. With younger or less able

Building on children’s experience

significantly underestimate how much

children a similar technique called

meaning children of all ages and abilities

“draw and tell” invites pupils first to

There are a number of core principles

are constructing from what they see,

draw and then talk to you about their

that underpin effective practice in

hear and experience. They are already

drawings. Splodges and squiggles all

PSHE education. These principles

trying to make sense of the adult world

mean something – often very complex

link with broader concepts including

that they are constantly watching

things to children.

“the classroom as a community of

and hearing.

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PSHE

PSHE in action The following illustration uses bullying as an example of how we can understand and use children’s understanding of the world in PSHE. It can be adapted to suit different classes and situations and can

The PSHE programme developed the skills to enable children to ask for help

be used with children of all ages.

Imagine a young person of about your

we tell? How could we attract their

age is being bullied. Draw a picture of

attention? What would we say? What

them. Imagine someone asked you to

do we think they would do?’

Children respond well if they know their opinions are valued.

describe them; what words would you

One school developed this into a

These techniques have been

use? What is happening to them when

giant whole school wall display under

used by teachers to explore health

they are being bullied? How do you think

these headings:

issues, including:

they feel when they are being bullied?

If you were their friend, what would you feel, say and do?

You could try the same process only starting with the sentence: Imagine a young person of about your age bullies others.

• We thought people who bullied looked like this…

• We thought they were…

• We thought bullies did these things…

• We think children who are being bullied feel like this…

• Now we think bullying could be… so perhaps we could all be bullies sometimes.

• We are going to try…

• If our friends or someone in our

• how their children are already trying to make sense of living in a drug using world • how they feel about growing up and their bodies changing • how they keep themselves safe and what they believe they need to keep safe from • how they feel about coming to school, what makes them feel good to learn and what gets in the way.

school was being bullied, we

They demonstrate to our children that we

would feel…

really value their opinions, beliefs, good

• This is what we would say and do…

• This is who we would tell….

and not so good feelings, as well as their achievements, and that we respect them so much that this is informing our planning and our school’s improvement.

The school then worked together to

It is, in short, enabling our ability and

produce three posters:

capacity to support children’s physical,

• If I feel I am being bullied, I have a right to…

• If I think someone feels they A child's depiction of a victim of bullying.

A next stage could be to expand your children’s concept of what bulling

emotional and social development and wellbeing.

Be warned, though: this is type of

are being bullied, I have a

classroom action research is fun and

responsibility to…

highly addictive.

• If I tell an adult, I know they will….

could include: How do people who are being bullied

The PSHE programme explored

feel? What else do people say and do

concepts such as “rights and

that might make others feel like this?

responsibilities” and developed the

Could these people be bullying?

skills to enable children to ask for help

We can now take this forward by exploring ideas such as:

for themselves and others. This is just a snap-shot from a programme that

If we thought someone was being

included taking the children’s work to

bullied or felt like they were being bullied,

both parents and governors leading to

what would we say and do? Who would

a whole school policy.

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Further information

Nick Boddington is Subject Adviser, PSHE Education at the PSHE Association: www.pshe-association.org.uk

www.senmagazine.co.uk

ADHD

PSHE

57

LOtC Resource Provider Award Huntfun in York has been awarded the very first national Learning Outside the Classroom (LOtC) Resource Provider Award.

Awarded by the Council for Learning Outside the Classroom, the Award accredits those organisations that provide products and services which genuinely assist teachers in delivering good quality learning outside the classroom, whether in their own grounds, in the local community or during an educational visit.

Congratulating Huntfun on its award, the Council’s Chief Executive, Beth Gardner, said that LOtC provides the most memorable experiences in a child’s school life.

“Learning outside the classroom has many proven educational benefits including raising attainment and achievement, improving behaviour and motivating children who may be disengaged in the classroom environment”, she said. “The LOtC Resource Provider Award will ensure that many more young people have memorable, exciting and valuable learning outside the classroom experiences.” www.lotc.org.uk Promotional feature

New research reveals safe and effective co-therapy treatment for ADHD New clinical evidence published in the Journal of Child Neurology (June 2012) demonstrates positive outcomes with a natural overthe-counter food supplement in children with ADHD, all of whom were resistant to treatment with methylphenidate, commonly known as Ritalin. The results from this pilot study bring fresh hope for parents of treatment-resistant children.

The double-blind, randomised trial recruited 94 children clinically diagnosed with ADHD, taking Ritalin for six months or more, with standard behaviour therapy, but with no reported improvement in behaviour or academic learning.

These treatment-resistant children were then randomly assigned to receive supplementation with either two daily capsules of EPA and GLA, in the essential fatty acid supplement Vegepa E-EPA 70, or a placebo. All children continued to take Ritalin daily.

Of those children taking Vegepa E-EPA 70, 81.2 per cent showed statistically significant improvements in restlessness, 87.5 per cent in aggressiveness and 70.8 per cent in anger control. Furthermore, 83.3 per cent showed statistically significant improvements in cooperation with both parents and teachers, with 77.1 per cent of children showing improved educational functioning and academic performance. Whilst some improvements were observed within three months, the www.senmagazine.co.uk

most marked improvements were observed after six months of supplementation, demonstrating the critical importance of length of treatment regime.

Dr Nina Bailey from Igennus Healthcare Nutrition comments: “Further studies are necessary to investigate the full potential of EPA and GLA in ADHD, but these results provide more evidence that diet and nutrition play an important role in neurodevelopmental problems in children. Supplements such as Vegepa E-EPA 70 are safe and well tolerated, and may provide benefits comparable to standard ADHD medication. Given the numerous side effects commonly reported with conventional drug treatments, the argument for using natural supplements as co-therapies is strong.”

These results have positive implications for parents concerned about standard drug treatment, where natural and safe adjunct treatments may provide some symptomatic relief for their children.

For more information or to request a copy of the paper, visit: www.igennus.com or contact Dr Nina Bailey: 0845 1300 424 or: info@igennus.com

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SEN RESOURCES

Slindon College takes Silverstone by storm Amid atrocious, wet and wild conditions, Slindon’s Greenpower Team beat more than fifty schools and colleges to win the Greenpower Season Opener race at Silverstone on 29 April. In their car “Relentless”, the three team drivers, Tom Standing, James Webster and Will Woodage were supported throughout by pit crew Robert Peters and Will Morrow (pictured above). The College’s second car, “Slindon Stealth”, also did well, finishing in fifteenth place.

Slindon’s Greenpower Team is run by the Head of Design Technology, Paul Burbidge and their volunteer engineer Hamish Ilton. For the last three years they have been fortunate to receive generous sponsorship from a parent and his company, Litgate.

Paul Burbidge said: “I am extremely proud of all the effort the team have put into Greenpower this year and feel we are justly rewarded by winning the first race of the season, despite stiff competition from much bigger schools.” http://slindoncollege.co.uk SENISSUE59

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cerebral palsy

Special solutions Ed Turner makes the case for special schools in the education of children with cerebral palsy

B

“Not one of those special schools was shut because Ofsted listed it as performing badly”

aroness Warnock’s report in 1978 advocated inclusion of children with SEN into mainstream education and,

on the strength of this report, many special schools were closed. In 2005, though, Baroness Warnock admitted that this policy had gone too far, leaving

inadequate, compared with 13 per cent

“a disastrous legacy”. She accepted

of mainstream schools. Mr Cameron

the idea that many children with severe

feels that “the assault on popular special

educational needs had become isolated

schools is disastrous for children. The

in mainstream schools.

needs of these children must not be sacrificed to an ideology of inclusion.”

Inclusion is fine when it works, but it clearly doesn’t work for everyone.

Teachers in most special schools receive

The debate will continue but the good

training that enables then to understand

families and professionals. Children’s

news is that both the Government and

complex conditions like cerebral palsy

Minister Sarah Tether has stated that

the Opposition seem to see the need

and how they affect learning. They

parental choice is at the heart of the

for a range and diversity of provision

are trained to deal with students’

Green Paper. “Parents know what type

which will try to meet the needs of

complex needs and are supported

of education they want for their child and

every child. If parents have full access

by physiotherapists, occupational

they should be allowed to decide if that

to comprehensive, easy to understand

therapists, speech and language

is in mainstream or special school. We

information about all the education

therapists and medical professionals in

propose to strengthen parental choice

options for their child, this will help

the production of individual educational

by improving the range and diversity

them make an informed choice of the

plans targeted to help every child reach

of schools from which parents can

type of school their child will attend.

his or her potential.

choose”, she said. The Government is

The best education is one that meets

In a special school, children with

clearly recognising a need for all kinds of

the needs of every student, irrespective

conditions such as cerebral palsy may

provision, special schools being a vital

of the type of school. The key to finding

not feel as isolated as they would in a

part of the overall spectrum.

the best placement is to have a proper

mainstream school and it is also likely

Special schools are no longer

and full assessment of need, ensuring

that they will suffer less bullying, enabling

viewed as “little more than places of

information about the schools is readily

them to develop at their own pace in a

containment”, as at the time of the

available and easy to understand and

secure and supportive environment. Of

Warnock report, but the Prime Minister

that, following an informed choice, the

equal importance is the positive impact

David Cameron feels there is an unfair

correct placement is agreed and funded

special schools can have on parents.

disparity between the number of special

accordingly.

They are surrounded by a network of

schools closed down and their measured

professionals and other parents with

achievement. “Not one of those special

whom they can share concerns.

schools was shut because Ofsted listed

The Government’s SEN Green Paper

it as performing badly", he said. Indeed,

of 2011 and its recently published

Ofsted figures for 2005 - 2006 show

Next Steps document reflect many of

that eight out of ten special schools

the issues and suggestions that were

were rated “good” or “outstanding”,

raised by disabled young people,

while just two per cent were seen as

www.senmaGAZINE.co.uk

Further information

Ed Turner is from the Percy Hedley Foundation, which has been supporting those with cerebral palsy for over 50 years: www.percyhedley.org.uk

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cerebral palsy

60

Pride, not prejudice Simon Stevens had to fight to get a mainstream education and is proud of what his cerebral palsy has helped him achieve

I

have cerebral palsy (CP) and

Experiments in integration

my level of impairment could

My educational experience is very

be described as significant. As

interesting as it clearly shows how

someone who has always been

much things have improved for disabled

different, I am not sure how I really

people in the last 40 years. My first

appear to non-disabled people but I

school, in the late 1970s when I was

believe that my cerebral palsy affects

three, was the infant unit of the local

every aspect of my life and how I relate

mental hospital. This unit soon moved

that I still dribbled at the age of five did

to all those around me.

into its own purpose built school which

not impress the middle class parents or

was opened by the Queen as a part of

teachers. I am not sure what they would

her Silver Jubilee.

make of the fact that I still dribble today

Functionally, my CP affects my speech, mobility, hand control and, I

My first school, in the late 1970s, was the infant unit of the local mental hospital

would argue, my sense of humour. I

The teachers at the school quickly

feel that my speech impairment has

realised that I was intelligent and I have

At seven, I went to the physically

caused the most difficulties for me and

never doubted that without this, as well

handicapped unit of a mainstream

it continues to do so as, even today, the

as my own determination, my life would

school where I feel I was semi-

way I speak is generally not considered

had gone in very different direction.

integrated. Again, I think my intelligence

socially acceptable. To manage my

When I was five, I was “integrated� into

and determination played a big part in

needs, I employ two personal assistants

the local village school, which did not

the fact that I shone there. When I was

and I have a live-in volunteer.

go well. I was fine, but I think the fact

11, in 1985, it was agreed that I would

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in my late 30s.

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cerebral palsy

go to the local, all-boys mainstream school. This was a huge decision for everyone involved and was virtually unheard of for someone with my level of CP in those “dark ages” of inclusion.

Indeed, the term “inclusion” had not even been invented by then.

I am not sure that the headmaster really understood what he let the school in for; what I believe he saw as a publicity stunt turned his school upside down, as it needed to adapt to someone who was so different that he might as well have been an alien. I already had a very strong sense of right and wrong and because no one really knew what they were doing with me, I had to learn to fend for myself and teach them how to support me. This is a skill which I have never lost and today I continue to try to

Above: Simon receiving an Enterprising Young Brit Award from Gordon Brown in 2004.

Bottom left: Simon enjoying a tandem parachute jump on his 21st Birthday.

change the organisations I come across one by one.

When I was 17, something important

me to be. As my time away from home

I was bullied constantly, but I am not

happened to me: I realised that I was

increased, things got slowly easier as I

going to give you a sob story because I

disabled. I believe that during my teens,

accepted impairment related things in

blame the system that allowed it rather

as I was always around non-disabled

my life, like bibs, harnesses, helmets

than my peers who verbally abused

people, I experienced what I have

and nappies. I have since seen many

me. When you challenge the system,

always called “ugly duckling syndrome”,

people with cerebral palsy go through

you have to expect consequences. The

as I grew up believing I was an ugly non-

this very same process.

worst thing the school did was to tell

disabled person. Of course, I knew I was

After graduating, I set up my own

everyone to treat me normally without

different and I had all these labels, but

company as a disability consultant and,

any explanation. As a result, the other

they did not mean anything as I was just

after my first venture went bankrupt

pupils saw the so-called benefits I

me, and normal. I realised normality was

in 2008, I became a successful

received, like a laptop computer and

an interesting double-edged sword. At

independent disability consultant, trainer

not doing PE, rather than seeing my difficulties and how these things helped me deal with them.

Life after school I left school with nine GCSEs, high

and activist. What I have achieved,

I had to learn to fend for myself and teach them how to support me

including two awards presented to me

by Gordon Brown, is enormous. I have carved out a name for myself and, I hope, made a significant contribution to society. What’s more, I think that all of this has a lot to doing with having

expectations and, most importantly, social skills. I am sure that even if I would

17, though, like a gay person coming out

have gained the first of these in a special

(which I did when I was 21), I realised I

cerebral palsy.

school, I would certainly not have got

was a disabled person and a member

Living with cerebral palsy

the last two. This is why I am in favour of

of a political group that experienced

I have studied impairment and identity

special education for everyone and am

discrimination.

for many years and I would argue that

against special schools. By 1990, I was

Going to university gave me the

cerebral palsy is one of the easiest

as mainstreamed as I was ever going to

essential freedom to explore who I was

impairments to have. By this I mean that

be and I went to sixth form college, like

and how I wanted to live. I slowly grew

because it is lifelong, mostly functionally

my non-disabled peers. I then went on

apart from my family as I simply did not

to Coventry University in 1992.

fit into their view of how they wanted

stable, non-progressive and does not >>

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cerebral palsy

directly involve pain, it is a very stable

natural desire to achieve and contribute

identity. It is something to be proud of

to society to the best of one’s ability.

Cerebral palsy is something to be proud of and just get on with

and just get on with. As it is life-long,

This is why I am so frustrated at the

there is often little medical intervention at

current debates on welfare reform and

an age where a child or adult is involved

what I perceive as a group of people

and so one’s main interaction is with

with often minor impairments, who see

social services, where a social model of

themselves as disabled, fighting for

not mean that I accept the discrimination

understanding tends to pervade.

the right not to work and not to take

that goes with it, although I do not sign

In fact, I think that people with more

responsibility. They are effectively, I

up to the idea of hate crime, as I simply

significant CP are often happier than

would say, arguing for the right to be

refuse to play the victim. I know that

those with minor CP. In terms of stigma,

second class citizens, as they want

many people find my confidence hard to

someone with minor CP appears normal

the same treatment and protection

handle and assume I am being arrogant.

much of the time and is constantly at the

as people who are sick with acute

I think that many non-disabled people

risk of being “discredited”, and so has

conditions. When many people with CP

see the fact that I am successful in my

a dual identity. People with significant

want to work and make a difference, but

work as amazing when it should be seen

CP are totally discredited all the time

experience genuine barriers to doing

as normal, as it should be for anyone. I

and, as “freaks”, they do not need to

so, it just seems that the world has

feel that some groups of disabled people

try to pass as normal and so get on

gone a bit crazy and that the concept

enjoy self-loathing, and they are not

with being themselves. This leads to

of disability is in something of a mess.

happy when someone is actually positive

a strong sense of identity and pride in

I am proud of the fact that I have

about their situation. Many people with

oneself. It also, I believe, encourages a

cerebral palsy but this certainly does

CP, though, have embraced the social model of disability and the civil rights won in the 1990s and simply got on with things in an honest and open way.

At 37, I have achieved so much in my life because I have CP, not despite it; the power of freakism can be strong and it is amazing what you achieve when someone is finding it hard to cope with understanding what you are. I am very happy with my life and I have a quality of life anyone should be envious of. People ask me if I would rather not have CP and the answer is a resounding “no”.

I cannot imagine my life without CP, except that it might be more boring. I think I am a person with CP who has gone where no person with the condition has gone before and I enjoy playing my part in opening doors to make it easier for the next generation.

Further information

Simon in his retro wetsuit taking a break from water skiing.

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Simon Stevens is an independent disability issues consultant, trainer and activist: www.simonstevens.com

www.senmagazine.co.uk

CEREBRAL PALSY

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manual handling

Lifting the lid on manual handling myths Carole Johnson separates the facts from the fiction and provides useful tips for parents and professionals on the manual handling of children

D

iscussion of the risks of

exaggerated, to a fear of litigation,

physically lifting a child

claims and loss of staff. There are

tends to invoke a number

many different views on the subject, and

of familiar responses,

interpretations of the law and guidance,

ranging from a belief that health and

and there is often a lack of knowledge

safety culture has gone too far and the

about the long-term outcomes of any

risks of manual handling are greatly

one particular strategy. A number of

Prevention is better than cure but we convince ourselves that if we are not hurting, we are fine

myths about manual handling are still

more than one young child. The

widespread and it can be difficult to

same study also concluded that

know who to believe or where to go

it was possible that fewer than 20

for help. In this article, I will examine

per cent of mothers had sufficient

some of these common misconceptions

shoulder and elbow strength

and seek to explain how to ensure best

to perform some of the manual

practice for all concerned.

handling tasks required of them

Amidst all the disagreement, there are some generally agreed views on safe manual handling. These include: • the greater the loading on the

(Wilson 1998) • psychosocial factors, such as beliefs, stresses and the way people approach tasks, may have

spine, the more likely it is that it

a significant influence on lower

will be damaged. There are ways

back pain (Adams 2002)

to calculate a recommended

• while studies have been

weight limit for some lifting tasks

conducted on specific factors

(AJN, 2007)

(such as loading, frequency and

• fatigue can place your body

posture) it is difficult to know

under strain and increase the

what level of effect multiple

chance of injury (Adams 2002)

factors have on each other.

• poor posture is an important

Without a doubt, the researched

factor in increasing the risk of

risk factors need to be considered

musculoskeletal injury (HSE 2012;

and applied in conjunction with

Adams, 2002)

individual circumstances.

• mothers can be at greater risk

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of back pain than professionals.

Common myths explored

One study showed that the

Myth: “I lift heavy loads easily and

cumulative load on a mother’s

take part in weight training, so lifting

lower back could be as much

a child is not an issue”.

as 20 per cent higher than for

Individual strength, fitness and personal

a nurse; the risk could be even

build can be important in decreasing an

higher where the mother has

individual’s chances of experiencing www.senmagazine.co.uk

manual handling

65

Sometimes, the handler’s own lack of skill or fear of the equipment needs to be addressed

back pain or damage to muscles or

Myth: “I have to lift; I am on my own

joints. However, it is generally agreed

and equipment is not suitable”.

that loading on the spine does increase

There are ways to reduce the risk of

the likelihood of micro-fractures on the

injury. This does not always mean

vertebral end plates in the spine. The

expensive or complex equipment but

more micro-fractures you have, the

it does require a realistic assessment of

greater the chance of long-term pain

the tasks, the setting, the person doing

and disability. In many cases, the person

the handling and the child who needs

avoid discomfort. The risk of injury to

may not “feel” the micro-fractures until

help. For example, Figure 1 shows a

the adult would also be increased here

it is too late. Prevention is better than

common technique an adult might use

if, for example, the child was fractious

cure but we convince ourselves that if

to put on a child’s shoes: standing up

or did not have control over his/her

we are not hurting, we are fine. It is easy

and stooping over. The adult holds a

movements. The technique adopted in

to underestimate cumulative strain. It

prolonged stooped posture, does not

Figure 2 allows for a better posture and

is worth spending a little time thinking

have a comfortable hold on the child’s

handhold, and encourages eye contact,

about what tasks (that are hazardous)

ankle and is likely to want to get the

which may also help.

could be avoided or changed.

task over and done with quickly to

Thinking through the task in advance can also be a great help. Figure 3 shows an adult stooping, twisting and lifting at a distance from his trunk to get a child out of a high chair. With some equipment research, a little bit of time and the right advice, a rotating, clip-on seat could be used (as in figure 4). The seat can be turned though 90º to eliminate the need for stooping, twisting and lifting at a distance. This doesn’t eliminate the lift altogether, but it has reduced the risk. In addition, advice on techniques for foot placement and completing the task smoothly will also help.

Myth: “Hoisting and using equipment

Figure 1: an adult stoops to put on a child’s shoe.

Figure 2: this technique allows for better posture.

is impersonal and decreases the physical contact I have with the child.”

As with all equipment and techniques, it is possible to have a positive or negative experience. How we use equipment, such as hoists, is very important and how we relate to the task and the child will affect the outcome. If a child knows that we don’t like the equipment, or are not confident, then s/he may be less happy. If we rush or don’t explain things to the child, a negative view of hoisting can quickly develop. In addition, when suggesting equipment it is important to make sure that it will actually help in the specific situation. For example, a hoist

Figure 3: an adult twists and bends to lift a child.

www.senmaGAZINE.co.uk

Figure 4: a rotating seat can reduce the risk of lifts.

and sling combination is unlikely to be >> SENISSUE59

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manual handling

A good manual handling plan will consider the whole picture

used if it is unnecessarily difficult and

Myth: “Using equipment is too slow

complex to implement. The handler is

and uncomfortable and the child

much more likely to go for a manual

doesn’t like it.”

lift that has a higher loading on the

Sadly, this may not be a myth, but a

spine, but is quicker and means that

reality for some. However, if the child is

they are not struggling to make the

uncomfortable, this should be addressed

equipment work.

immediately – particularly to check that

personal preferences, opinions,

the sling is the right size, fits where it

concerns and practical issues specific

Myth: “The child is light; I don’t need to

needs to fit, gives the right support and

to the situation. The individual working

use a hoist until he is too heavy for me.”

has been correctly placed. Sometimes,

through the plan with the family or staff

Unfortunately, we often don’t realise until

it may be the handler’s fear of, or lack

should facilitate discussion and allow

it is too late that someone is too heavy

of skill with, the equipment that needs

space for opinions to be expressed.

for us to lift. It is much better to have

to be addressed, rather than any error

Designing a safe handling plan for

a plan in mind in advance. The Health

in the choice of hoist or sling.

children requires patience, adaptability

and Safety Executive (HSE) issued

When using equipment, transfers can

and the ability to listen. Professionals

guidelines with the Manual Handling

be slower, but this is not always the

should be aware that although they may

Operations Regulations in 1992 that

case. It is also important to understand

feel they have “solved” manual handling

are well founded. They can be summed

that slowing down the process could be

issues by presenting their plans, it is

up as: lifting over 25 kg at waist height

of benefit to the child and adult.

important to think of the big picture.

for men should be assessed. For most

With many children, it may simply

Maybe the key is to spend more time

women, 16kg at waist height should

be a case of ensuring that they are

balancing the risks with the benefits of

be acceptable if the conditions are

familiar with the equipment and how it

an activity, rather than focusing only on

ideal and the frequency is low. These

works; practice will also make the whole

the risk or the activity.

guidelines are a good place to start and

process more efficient.

if in doubt, some mechanical help might just save that spine.

Sometimes it is appropriate, rather

Myth: “Staff have told me that they are not allowed to lift over a

than moving from no hoisting to hoisting

certain weight.”

for all transfers, to start using equipment

While there are guideline weights issued

just for the manoeuvres that may

by the HSE, these are not weight limits.

place a higher strain on the body, such

They are guide weights over which a

as lifting from the floor or into/out of

handling assessment may be required.

the bath.

Research has identified general limits

References Waters, T., When is it safe to manually lift a patient.

AJN, 2007, Vol. 107, No. 8.

Adams, M. et al., The Biomechanics of Back Pain, Churchill Livingstone, London, 2002.

Wilson, K., The manual handling of children: A 24 hour exposure, Safety Science Monitor, 1998, Vol. 2, article 8.

to loading over which damage is known Myth: “A hoist is no use to me as you

to occur. At these limits, it is therefore

have to have two people and there is

sensible to start considering alternatives.

only me.”

This should be done in a balanced way,

The first hoists in common usage

looking at all the factors involved. No lift

were mobile hoists which took up

policies are no longer commonplace,

floor space and had a turning circle

following a number of high-profile court

to consider. Often, they also needed

cases, but myths about absolute weight

an extra handler close to the person

limits still seem commonplace.

being hoisted to avoid swinging. Today, though, if overhead tracking is available,

From myths to reality

the environment is suitable, the child’s

A good manual handling plan will

health indicates it is appropriate and

consider the whole picture: the tasks,

the handler’s technique doesn’t

the environment, the child and the

compromise posture, it may be feasible

handler. It will also include the more

to hoist with one person.

difficult to measure items, such as

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Further information

Carole Johnson is a chartered physiotherapist, a freelance manual handling adviser and a registered member of the National Back Exchange. She is the co-author, with Pat Alexander, of Manual Handling of Children (2011): www.nationalbackexchange.org Health and Safety Executive (HSE) advice and guidance on back pain can be found at: www.hse.gov.uk/msd/backpain

www.senmagazine.co.uk

68

MANUAL HANDLING Promotional feature

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SENISSUE59

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SEN RESOURCES

69

Warrington Sensory Centre opens A state-of-the-art centre providing sensory and play facilities for disabled children, young people and adults officially opened its doors on 15 June.

Warrington Sensory Centre includes two separate areas for play/leisure and sensory experiences. The Active Zone is a large soft play structure, over two adult-height levels, and it includes a large soft slide and ball pool, as well as vertical and horizontal rollers.

The Sensory Room hosts a range of interactive sensory equipment, including a ball pool, bubble tube, fibre optic curtain, water bed, interactive light panel and projector.

There is also a calm area with a hammock swing, dvd projection and interactive sensory floor surface.

The project came about as part of the Aiming High for Disabled Children Programme in 2009, when parents/carers identified that there was no suitable leisure venue which supported developmental needs in Warrington. Families and children from the Warrington Parents and Carer’s Forum were instrumental in decisions regarding which equipment would be most suitable to support their needs in the centre.

The project is supported by the Council, voluntary sector partners and Warrington Parent and Carers Forum. http://warringtonparentsandcarers.org www.senmagazine.co.uk

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local authorities

Money for old rope In the last of a series of articles, a parent, “Embers”, questions whether the local authority ever really understood his sons’ learning needs

A

It quickly became clear to us that annual reviews were little more than box-ticking exercises

ll parents have the right

the SEN team has apparently been in the

to expect results from

background but, as far as we can see,

their local authority (LA).

without any pretence of engagement

After all, our taxes pay for

either with us or our children, or any

them. Beyond that, because my sons

direct role with their schools. At review

are statemented, the LA is, as far as

meetings, the LA representatives

I’m concerned, ultimately responsible

always seem a little disinterested.

for ensuring that the boys reach

They don’t say much, they contribute

in firm disapproval of any suggestion

their potential.

little to discussion and spend most

that the boys be held back.

A lot of additional money is allocated

of the time glancing at their watches

It quickly became clear to us that

to supporting my two boys’ learning.

and ruffling papers. Headteachers and

annual reviews were little more than

They have a named officer watching

SENCOs conspicuously ignore them

box-ticking exercises and that the first

over them who is, I would like to think,

and they keep their heads down when,

uninspiring meeting had set the pattern

holding headteachers to account for the

for example, we probe the Head about

for almost every review that followed.

boys’ education.

the school’s actual allocation of teaching

Despite sending copies of our written

So, what precisely has the LA done

assistant hours, compared to what the

"parents’ views" direct to the SEN office

to ensure that the schools for which it is

statements say it should be. They fidget

prior to each year’s meeting, the LA

responsible are actually delivering what

when we question the grades recorded

never acknowledged them. And there

my boys' statements intended during

in the boys’ reports and when we

was scant reaction from anybody when

the years that they struggled through

produce evidence of the boys’ constant

the reports were tabled in school, other

the system? The answer, unfortunately,

bewilderment. In the latter years at

than the Headteacher tutting when we

is "not a lot".

primary school, when we voiced growing

dared mention in-school practices that

Mrs Embers and I met the named

concerns about readiness for transfer,

were plainly far too complicated for mere

officer at the boys’ first annual review.

the named officer became suddenly as

parents to comprehend, and outraged

Since then, she or somebody else from

one with her teaching colleagues: united

trumpeting from assorted SENCOs

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www.senmagazine.co.uk

local authorities

when we said anything they considered critical of their own performance.

At

secondary

school,

the

Headteacher turned up just once, grudgingly, and then only to question whether, in hindsight, we should have

The LA doesn’t hold schools liable for properly fulfilling statement requirements

7 curriculum, but still only with proper differentiation and one-to-one support.

But their "bodies" are too old for that and they won’t get the chance again.

While it would be totally wrong for us to blame "education" for what led to our sons’ initial difficulties, the education

sent our boys to a special school. He

system is, without doubt, responsible

must have overlooked the advice that he gave publically prior to the boys’

statistics were embarrassingly at odds

for them failing to reach their potential.

transfer about the eminent suitability of

with the ones we’d obtained from

In our experience, the LA doesn’t

his school. At that meeting and at every

the same source through Freedom

hold schools liable for properly fulfilling

meeting since, I’ve looked around the

of Information.

statement requirements and it pays little

table and asked myself how the money

The Tribunal Chairman, a no-

more than lip service to demanding and

spent on the gathered and associated

nonsense lawyer, allowed us to have our

monitoring standards of SEN provision.

education professionals might have

say and it was the first time, we thought,

If anything focuses the schools’ attention

been better used to improve our boys’

that anyone in the system had genuinely

on what’s going wrong it is Ofsted, but

day-to-day learning.

listened to our anxieties, understood

Ofsted’s white chargers arrived at the

The LA presented itself in a rather

what was worrying us and properly

school gate far too late to help our boys.

more sinister light when it came to

considered every option. She and the

Looking back, there’s been no

what, for us, was the inevitable special

panel’s two other members had clearly

partnership either established or

educational needs and disability tribunal

read the multitude of papers submitted

encouraged between us, the LA and

(SENDIST). We’d tried everything to

for the hearing (I weighed our copies of

the boys’ schools and it is perhaps

get the school to do what we believed

the files afterwards and together they

telling that most of those who held key

was in our sons’ best interests. All the

came to over 14lbs). The members were

roles in our educational journey have

other agencies agreed with us: health,

sympathetic, they clearly knew what

moved on to pastures new, some into

social services and even the LA’s own

they were talking about and they used

different professions.

educational psychologists. However,

the term "parental preference" several

we were told forcefully that the LA had

times when examining the LA’s reasons

post-16? What chance for them in

a policy which prohibited what we were

for not supporting our request.

employment and training? What chance

asking for, that headteachers throughout the county agreed “unreservedly” with

Three weeks later, we received the Tribunal’s ruling in our favour.

What chance now for our sons

for the rising numbers of children with SEN oozing out of poor primary schools

the policy and that we would never win

The period leading up to the SENDIST

into poorer secondary schools? Is there

if we took it to tribunal. So we did the

hearing and awaiting its decision was

hope from David Cameron, the special

spadework. We submitted our case

one of the most stressful in our SEN

needs parent, and the adopted Michael

and, from then on, the LA opposed us

journey. It demanded resources of

Gove’s Coalition? Like our seedy

belligerently, finally manoeuvring us into

time, knowledge, contacts and stamina

SENDIST Hotel, will SEN really see a

an end-of-term hearing and behaving

that are unrealistic to expect from any

programme of major and much needed

throughout the process in a manner far

parent. We also felt that the LA treated

refurbishment that the Government

from being in any child’s best interests.

us abysmally and we complained

now promises?

The tribunal convened in a dank

afterwards, receiving the usual placatory

function room in a rundown hotel (which

flannel which we didn’t pursue. Life’s

has since had a glossy refurb as a

too short and too traumatic for most

wedding venue). While backed stoically

parents in our position and at that stage

by a pair of "nodding head" headteachers

our boys were substantially behind and

and accompanied by a groaning trolley

still reliant on anything the LA provided.

piled high with important-looking folders,

The boys are moving towards the end

the LA spokesman presented the LA’s

of statutory education. Academically,

opposition far from convincingly. Its

they’ve just about reached the stage

immovable "policy" suddenly became

when they can probably absorb one or

a "guideline" and its much-quoted

two elements of either the Year 5 or Year

www.senmaGAZINE.co.uk

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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visual impairment

What does this child see?

Visual difficulties often go undetected in children with SEN, but much can be done to assess and support the vision of those with even complex conditions, says Julie-Anne Little

H

ow we see the world around

more likely to require eyecare treatment

assessment of vision is not always

us is a fundamental part of

and wear spectacles. The UK Vision

given priority.

how we live and respond

2020 Strategy recently reported that

One recent study assessed the vision

to

environment.

people with learning disabilities are

of over 1,300 people with a learning

Approximately 40 per cent of the brain is

ten times more likely to have a sight

disability and reported previously

devoted to processing visual information

problem. Having a severe or profound

unknown visual problems in over 40

and how we see directly impacts on how

learning disability substantially increases

per cent of the group (van Splunder et

we learn. Good vision is something we

the risk of visual impairment and

al., 2006).

can often take for granted.

blindness. However, children with SEN

Visual impairment can be described

Children with SEN are much more

often have other, perhaps more urgent

in many ways, including sight loss,

likely to have visual problems and are

health issues, so understandably the

partial sight, low vision, and blindness.

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our

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visual impairment

It is very rare that anyone is truly blind, in that most people see something, even if it is only to distinguish light and dark.

In education, it is customary to discuss sight problems in terms of sensory impairment. This is then divided into two

The need for glasses can be assessed with only minimal cooperation from the child

categories: severely sight impaired and

a child to see what they are looking at. The need for glasses can also be assessed with only minimal cooperation from the child. Careful assessment of head posture, their attention to moving targets, and ability to follow a target also gives useful information about the child’s

sight impaired, which are often referred

about visual ability and limitations allows

vision and visual function. In addition,

to as “blind” and “partially sighted”.

for the provision of visual material of the

prior to assessment, discussion with

These terms have a medical definition

appropriate size, detail and contrast at a

the parent and teacher can give useful

and the World Health Organisation

suitable distance. Furthermore, children

information about the child’s visual

defines “Sight impaired (partial sight)”

with neurological impairments are more

habits and medical history.

as a visual acuity score of less than 6/18

likely to have or require spectacles;

and “Severely sight impaired (Blind)” as

understanding the importance of

a visual acuity score of less than 3/60.

spectacles and when they should be

A person whose visual acuity meets

used is invaluable to the daily living of

these criteria may be registered as

the child.

having partial sight or blindness by an

Some children with neurological

ophthalmologist. In addition, significant

impairment may have restrictions in

visual field loss (a restriction in the

the extent of their peripheral vision.

extent of peripheral vision) may also

We are normally aware of objects and

mean that someone is registered blind or

our environment at the edge of our

partially sighted.

vision: out to our sides and above and

Whilst registration can bring benefits,

below us. This is very important to us

registration of a visual impairment is not

as we move through our environment

mandatory and it sometimes doesn’t

and are aware of obstacles. If a child

happen because of anticipated stigma

has problems seeing all around them,

or an uncertain prognosis. Furthermore,

this could impact on their mobility and

children with SEN, where other

orientation skills.

conditions are the primary concern, may never have visual impairment formerly

Visual assessment

registered, or even identified.

Some people think it is not possible to test the vision of a child with SEN if

Ben’s story

Ben has cerebral palsy and uses a wheelchair. He was seven years old when he had his first visual assessment. He had very poor head posture and was slumped over in his chair so that he was gazing down into his lap. His Mum and teachers all had to kneel on the floor and look up into Ben’s face to get his attention and had to put things into Ben’s lap to get him to pay attention to them. Ben was scared of loud noises and didn’t like people approaching him from behind. When Ben’s eyes were checked, he had a significant need for glasses as he was very short sighted. Without any glasses, he had very poor vision except when things were held very close. Ben was given glasses and there was a great improvement in his posture. Now, Ben sits up straight in his chair and holds his head up. His vision is much better with his glasses on, and he is much more visually attentive and engages with objects and people.

Importance of vision in those with SEN

the child cannot read letters. However,

Even if a child does not have the label

vision and get a measurement of what

of partially sighted or blind, there may

a child sees that don’t involve complex

still be significant problems with vision,

instructions or verbal responses from

and knowledge of what a child sees (and

a child. These include using pictures

Clarity of vision

doesn’t see) is highly relevant to the daily

instead of letters, using a matching

Visual acuity is a measure of the detail

life of the child and to teachers working

card for non-verbal communication

the eyes can see. When someone has

with children with SEN. Knowledge

or assessing the eye movements of

poorer vision than normal, they may find

there are several ways to examine

it difficult to recognise small objects unless they are close to them. Children with SEN and young children often hold things close to their eyes or watch TV at a close distance. Sometimes, doing Pictures like these can be used instead of words to measure vision.

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visual impairment

Cassie’s story

Cassie is a five-year-old girl with Down syndrome. Her mum reported that Cassie has difficulties in unfamiliar places and that Cassie doesn’t see her sister or dad coming towards her in a crowded supermarket. She also doesn’t seem to respond to what her mum points at when they are out together. She has glasses and her mum knows she sees much better with them.

At home, she is keen to look at picture books and likes drawing but she doesn’t really engage with many TV programs, although she does watch when fairly static images are shown, such as people speaking on screen.

Cassie was visually assessed and was found to have difficulty seeing things of low contrast.

Her mum was advised that Cassie struggles to process more complicated visual scenes and needs things presented more simply with less clutter. She finds it hard to process movement in her environment and she needs things to be bright and bold to see them well. Her mum was given examples of the minimum size of picture/writing Cassie can see, and was advised to present objects on a plain background and use heavy lined pictures and pages for Cassie to colour in or write on.

Cassie should also use dark thick pencils so that she can clearly see what she is drawing/writing.

Ben was given glasses and there was a great improvement in his posture.

with SEN may take their glasses off sometimes (even when vision is much better with them) because they want to take a break from processing the clearer picture as their blurred image (without their glasses) is less complex.

of visual difficulties, although some

Contrast and colour

children just enjoy the extra sensory

Contrast describes the balance between

stimulation they get from being close

the dark and light parts of an image.

to the TV.

Neurological problems may affect how contrast and colour is seen, so children

Glasses/spectacles

with SEN should have bright and bold

Many children with SEN require glasses,

toys and other materials. It is important

often strongly powered glasses. Glasses

to avoid poor contrast, such as grey

contain lenses which, when placed in

text on a dull coloured background and

front of the eye, restore the eye to an

any photocopied material should be

appropriate power for clear distance

checked to ensure the text isn’t faded.

viewing. Wearing the right glasses

Having clear boundaries on the edge

will make sure visual acuity is as

of the workspace is useful. If a child is

good as it can be and is an important

writing, heavily ruled paper can be useful

part of optimising vision and visual

for the child to see the lines clearly. The

development. If the need for glasses is

use of dark, thick pencils makes sure

detected early in the child’s life, visual

the child can see what s/he is writing.

development can be maximised and is likely to have a positive impact on the

Crowding and complexity

visual outcome for that child.

Many children with SEN will have

Children with neurological impairment

problems with visual processing, and

may have glasses that are required all

find it hard to cope with a lot of visual

the time, or just for close or distant

information at once. The process of

tasks. It is important that glasses are

seeing involves the eyes sending the

comfortable and fit the child well so they

visual information they acquire to the

are looking through them appropriately.

brain; the brain then processes the

Some people report that children

image and tries to understand the important things in the image using visual memory and discrimination.

However, this process is demanding and can be delayed or overwhelmed by complex information, slowing the process down. Children with difficulties with visual processing can be overwhelmed with extraneous visual information and demonstrate a reduction in visual performance or decreased attention or cooperation. Things should be kept simple and free from clutter, and backgrounds should be plain so the child can see objects, such as their toy,

Identifying the need for glasses can make a huge difference for the child with SEN.

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easily. Children may need more time to www.senmagazine.co.uk

visual impairment

Interpreting the visual environment can take a lot of mental effort for children with neurological impairment

• if a child wears glasses,

• if finding work items is a problem,

understand whether they should

try and ensure they are kept

have them on all the time or not

in the same place, and that

and make sure they are kept

the layout of the room is not

clean and fitted appropriately

suddenly changed.

• make educational/recreational material bright, bold and clear,

Conclusions

use larger print and good

Children with SEN are significantly

contrast and ensure lighting in

more likely to have visual problems,

look at an object. Looking and listening

the room is bright, using natural

even when a child is not registered as

at the same time may be difficult, so

light where possible. Glare can be

being blind or partially sighted. Many

some children may appear to be looking

a problem so adjusting blinds or

children with SEN require glasses and

away from someone talking but they

curtains to minimise this may

these often need to be a strong power.

be necessary

They also more commonly have visual

are actually trying to avoid getting extra visual information and concentrate on listening.

• avoid crowding and complexity with tasks. Avoid overwhelming the child with too many objects

field problems and visual processing is likely to be slower.

Knowledge of the child’s vision is

Visual fatigue

or too much material at one time.

fundamental to how they learn and

Interpreting the visual environment can

This could mean covering part of

interpret their environment around

take a lot of mental effort for children

the work, or ensuring an object

them. Detailed visual assessment

with neurological impairment, so it may

you want them to locate stands

and feedback on functional vision is

appear that vision is worse at some

out from the background. Finger

invaluable to all the people involved in

times, or on some days, than others.

pointing or using a ruler may help

the child’s care and daily life.

If a child is tired, unwell or under

a child navigate work more easily

pressure, this may impact negatively on

• ensure the child has enough time

visual performance.

to process visual information.

Letting the child reach and feel

Practical strategies

an object may also help them

If there is a concern about vision, or a

visually process the object

child hasn’t had a visual assessment in

• when placing a child in a

some time, parents/carers should be

classroom, consider their

encouraged to arrange an assessment.

behaviour and how they like to

Whether detailed knowledge of the

work. If they have a visual field

child’s vision is known or not, there are

problem, place them so their view

things we can consider in the classroom

of the room is on their unaffected

and at home to maximise the visual

side. In group situations, try to

and learning experience of the child.

ensure they do not need to turn

These include:

their head too much to take part

Further information

Dr Julie-Anne Little is a Lecturer in Optometry at the University of Ulster and has a special interest in learning disabled paediatric populations. She is currently working on a project, funded by the Research and Development Office of Northern Ireland, to disseminate knowledge about vision in complex neurological impairment to professionals and parents. http://biomed.science.ulster. ac.uk/vision/-PaediatricResearch-.html Information for carers about getting eye tests for people with learning disabilities can be found at: www.lookupinfo.org/carers_ supporters

Finding Tigger is much easier against a plain background with much of the visual clutter removed.

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visual impairment

77

Promotional feature

RNIB - supporting blind and partially sighted children and young people Visual impairment has significant implications for learning and development. However, visual impairment in children is a low incidence disability and expertise is spread thinly across the country. Ongoing changes to school structures and the SEN framework, combined with pressure on local authority budgets, make it more important than ever that services for blind and partially sighted children are protected.

RNIB wants to ensure children with visual impairment get the best possible start in life and go on to achieve their full potential.

We provide information, advice and training to professionals and parents on meeting the needs of children and young people from birth to 25. Here is a flavour of the work we do - full details are available on our website.

Professionals www.rnib.org.uk/professionals/education RNIB offers support to education professionals working with blind and partially sighted learners, including those with complex needs. We provide training through our online courses: Partners in Learning, accredited as a level 3 BTEC, and Understanding Visual Impairment in Children and Young People, which leads to an RNIB certificate.

We also support training and the sharing of effective practice through professional networks. VITAL (Visual Impairment Touches All Learning) is a network of regional focus groups for education and health professionals with an interest in children with complex needs and visual impairment. We also run a network for anyone working with children and young people who learn through braille and another focusing on the social and emotional needs of young learners with visual impairment.

Parents www.rnib.org.uk/parentsplace Finding out that your child has a sight problem can feel like a ride on an emotional roller coaster. Parents' Place is the area of our website dedicated to parents who want to find out about their child's visual impairment, share experiences and get hold of up-to-date and relevant parenting information. It offers advice ranging from how to feed your baby to choosing the right school.

From Parents' Place you can also link to other organisations which provide services and support for children and young people with visual impairment. This includes our partner organisation Action for Blind People which runs a range of sports and leisure activities across the country.

Young people www.rnib.org.uk/youngpeople Our new young people's section offers advice and guidance for blind and partially sighted young people aged from 14 to 25 on all stages of their transition from school, to college, university and into employment. It has been co-designed and reviewed by young people across the UK and includes information on www.senmagazine.co.uk

leaving home, as well as emotional support, free time activities, technology and more.

Other aspects of RNIB's work Educational resources RNIB provides a range of educational resources, including subject specific classroom advice and products designed to support the learning of blind and partially sighted students.

We also provide information on electronic textbooks, books for leisure, product reviews, guides and more.

Research We believe in approaches to policy and practice which are based on evidence from research. Current research projects include Optimum VI. Co-funded by RNIB, Fight for Sight and Great Ormond Street Hospital Children's Charity, this is the first national research study of its kind into the early development of babies and young children with a visual impairment.

Policy Our website includes a variety of resources to help provide evidence to protect necessary levels of support for blind and partially sighted children and young people. It also contains advice for parents and professionals who wish to respond to proposed reorganisations of provision in their local area.

Insight magazine Insight is the leading magazine for parents and professionals supporting children and young people with visual impairment, including those with additional and complex needs.

The magazine includes: • expert guidance on how to support a child's learning and development • personal stories written by young people and families • up-to-date news and information about the issues affecting blind and partially sighted children and young people from birth to 25 years.

Find out more about RNIB's work for children and young people at: www.rnib.org.uk/professionals/education or email: cypf@rnib.org.uk or telephone: 0121 665 4235.

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VISUAL IMPAIRMENT

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VISUAL IMPAIRMENT

79

Parents to be alerted to signs of childhood eye cancer New parents will soon be told about the subtle warning signs of a deadly eye cancer, following a successful campaign by a children's cancer charity.

The Childhood Eye Cancer Trust (CHECT) conducted a year-long campaign calling for Department of Health approved publications aimed at parents to publish information on the signs of retinoblastoma. The warning signs of this fast-growing eye cancer will now be included in each new copy of the Personal Child Health Record (known as the red book or PCHR) distributed to every parent in the UK upon the birth of their child.

Damian Hinds MP lobbied ministers for the changes to be made on behalf of CHECT member and constituent Katy Bishop, who spearheaded the campaign after the diagnosis of her own baby son, Owen (pictured with Katy), was delayed by several months.

For more information, visit: www.chect.org.uk www.senmagazine.co.uk

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book reviews

Book reviews

by Mary Mountstephen

Improve Your Eyesight Naturally: See Results Quickly Leo Angart Crown House Publishing Limited Paperback 227 pages ÂŁ16.99 ISBN: 978-184590801-0 As a wearer of spectacles myself, I was interested to see what this book had to say about improving vision.

The book encourages the reader to explore their own vision problems, do the tests provided to determine visual acuity and experiment with the exercises in the sections which are most relevant to the individual reader.

The book is based on the principle of vision training and draws on the work of Dr William Bates, who developed a series of simple exercises at the end of the 19th century.

Angart, who writes from the perspective of a business consultant and trainer, has an easy to read style which, at the same time, contains much interesting information and is presented in a visually attractive way.

He includes simple vision tests for a number of conditions including near sight issues, lazy eye and strabismus (where the eyes are not properly coordinated with each other).

I would recommend this book to anyone who is interested in exploring alternative methods of intervention. It is full of interesting information and activities.

Having seen vision therapy used very effectively with a number of pupils, I believe that this approach can be very beneficial, particularly if parents cannot afford referral to a behavioural optometrist. It also provides an insight into how vision works which would be of benefit to teachers and other professionals.

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The Multisensory Handbook: A Guide for Children and Adults with Sensory Learning Disabilities Paul Pagliano David Fulton Publishers Paperback 160 pages ÂŁ24.99 ISBN: 978-0-415-59754-8 Pagliano is Associate Professor in Education at James Cook University, Australia and has a reputation internationally as a public speaker. In this book he investigates multi-sensory stimulation, particularly in the context of children and adults with sensory and learning disabilities.

In Part 1 he provides an introduction to the world of sensory processing and its fundamental importance in human development, learning, functioning and wellbeing. He goes into some detail about all of the senses and links this to brain development and current theories of neural plasticity.

He then goes on to address designs for multi-sensory environments, assessment, communication and liaison.

Pagliano draw on many years of experience in this field to produce a text which provides easy to use multi-sensory assessment tools and intervention strategies. The design aspect is particularly interesting as he points out that most architects focus on the visual dimension, whereas he stresses the importance of taking all the senses into account when considering the best types of environment.

This book will appeal to those working in health, social care and education, although I found the presentation a little dry and the lack of any illustrations something of a drawback. There are a number of useful checklists which would be of value to the reader in developing a multisensory approach to learning difficulties.

www.senmagazine.co.uk

book reviews

Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills Natasha Etherington Jessica Kingsley Publishers Paperback 159 pages £12.99 ISBN: 978-1-84905-278-8 The author of this book is a horticultural therapist who designs gardens and adapts activities to help people enjoy the experience of gardening.

A horticultural therapist sets out to reduce negative arousal levels and improve wellbeing. Central to this approach, are the concepts of mindfulness and increasing self-awareness.

The book is divided into a number of chapters, some of which are devoted to conditions such as autistic spectrum disorders and ADHD. Other chapters cover developmental disabilities and wheelchair users.

Each chapter provides a great deal of information in a simple format which links needs to practical activities and lists of resources and tools required for each one.

There are a number of useful resources in the appendices, including a risk assessment format, references, guides to further reading and recommended sources of resources.

The book is compact and the text is complemented by black and white photographs. The overall impression is a little functional and it would have been useful to see more lavish illustrations given the sensory nature of the content. Nevertheless, it is a useful, practical introduction for non-gardeners working with special needs.

www.senmaGAZINE.co.uk

Seven Keys to Unlock Autism: Making Miracles in the Classroom Elaine Hall and Diane Isaacs Jossey Bass, An Imprint of Wiley Hardback 182 pages + DVD £16.99 ISBN: 978-0-470-64409-6 Elaine Hall was a top Hollywood children’s acting coach who developed the Seven Keys training programme as a result of her experiences with her adopted son who was diagnosed with autism.

Her co-author, Diane Isaacs, is a producer of film, television and music and she also presents internationally on the Seven Keys.

In this book, the authors set out to provide teachers with strategies which are simple, accessible and easily applicable to every child with a diagnosis of autism. Each “Key” is introduced in a chapter of its own and the intention is that they can be used individually, in combination and progressively.

Key One refers to setting an intention. By this, the authors mean the ways in which a teacher “creates an internal compass” to see them through the day in a calm, centred and regulated manner.

Key Two refers to developing acceptance and appreciation and Key Three provides a sensory approach to developing an experience of autism first hand.

The format of the book is very easy to read and the authors use examples of situations and teachers’ reactions to provide a practical, manageable and effective source of strategies from a number of perspectives. On the DVD which comes with the book, there are videos which show the Seven Keys in action.

I found this book to be very readable, interesting and informative.

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autism

My autistic child Craig Goodall looks at parental attitudes to the education of children with ASD

A

s a teacher, I am often

Getting a diagnosis

referred to as a professional,

Each parent provided a unique insight

but when it comes to autistic

into their child’s life from diagnosis with

spectrum disorders (ASD)

ASD onwards. One parent’s son was

the real experts are the parents. No one

diagnosed with Asperger’s syndrome

knows a child better than his/her parents

(AS) when he was six years old. This

or carers.

diagnosis came about because the

The parent’s attempts to provide advice and practical help were ignored

Soon after I started teaching in a

parent asked the school principal for

was missing developmental milestones,

special school for children with social,

an educational assessment. It only

with no functional speech by the age of

emotional and behavioural difficulties

took six weeks to get an assessment,

four, so the parent got services involved.

in Northern Ireland, I realised how

which was carried out over a number

He was subsequently diagnosed with AS

important it is to have a two-way

of different sessions by an educational

at the age of ten by a psychiatrist and

relationship with parents and how

psychologist. Following this, the child

educational psychologist. The fourth

their insight can benefit me in my daily

was fast-tracked, bypassing the GP, and

parent has two sons, one diagnosed

practice. With this in mind, I recently

diagnosed by a paediatrician.

with high functioning autism at the age

carried out a small research project into

Another parent’s five-year-old son

the experiences of four parents. Using

was also diagnosed with autism by a

semi-structured interviews, I set out to

paediatrician, though this was after the

All four parents said that if they

understand how they view the education

parent had battled to get help for more

did not have some knowledge of the

of their children with ASD.

than two years. The third parent’s son

process, or the intellect and drive to

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of six and the other with autism at the age of three and a half.

www.senmagazine.co.uk

autism

push for help, they would have struggled

SENCO understand the issues involved,

to get a diagnosis as soon as they did.

the parent’s attempts to provide advice and practical help were ignored.

Finding a primary school

Another parent also had a negative

Some teachers have no interest in working with children with SEN

Each parent said that it is vital for

experience of moving her child into

teachers to be understanding,

mainstream secondary education. She

adequately trained and willing to accept

noted that no transition planning took

individual units attached to mainstream

their child. Three of the four parents

place and that some teachers didn’t

schools was the way forward and that

expressed great satisfaction with their

understand how literal and how routine

this was the “only inclusive strategy.”

child’s primary school experience.

orientated her son could be. “It took

Finally, I asked the parents to give

Interestingly, the parent with two sons

me to go in and really push for certain

me, as a teacher, some advice when

on the autistic spectrum placed one

things”, she said.

working with children who have ASD.

into a special school and the other into

However, a parent whose son was

a mainstream primary school, with very

about to enter the social communication

“Think outside the box, try and

different results. The parent found the

unit of a mainstream secondary school

understand the child and their particular

special school to be “fantastic”, with

at the time this research was conducted

needs and take as much advice from

very knowledgeable and experienced

had had a very different experience.

parents as possible.”

teachers, compared to the mainstream

She felt she had benefitted from a lot

“It is hard enough for a parent getting

one. “The school didn’t suit his needs”,

of communication with the new school

the news that their child has autism...

the parent said. “This resulted in him

and that the family had been included

be sensitive.”

being out of school for some time. He

in the planning process.

was then integrated into a smaller school with a classroom assistant.”

Here are some of their responses:

“Look at each child as an individual

All four parents believe, though, that

and do not presume the child’s capacity

teachers do not have enough training

to do certain things. Get to know the

on autism related issues. Three of

child, understand them, gain knowledge

Moving to secondary school

the four parents specifically said that

and speak to the parents.”

The transition from primary to secondary

teachers need more training and the

This very small scale study is

school is a vital time for children with

fourth parent, who is also a teacher,

obviously anecdotal in nature, but it is

ASD. Not only can the increase in the

had not received autism specific training

telling that all the parents involved felt

size of school create potential issues,

himself. He did find, though, that his

that there is a general lack of knowledge

but having to move around from one

son’s primary school teacher was very

and understanding about autism in

class another can be like a minefield

well trained on this issue.

secondary education, although they did

for the child with ASD. One child in

identify individual teachers who try to

the study had a very bad experience

Attitudes towards inclusion

understand ASD. The value of including

of transition. Despite the existence of

One parent believed that there is too

parents in decisions, and seeking their

a transition plan, and several visits to

much emphasis on inclusion and not

opinions and advice, is also clear to see.

the school, the secondary school told

enough on the individual child’s needs.

After all, parents are the real experts

the parent that they could not cater for

He said that some teachers have no

when it comes to their children.

her son only eight weeks before the

interest in working with children with

placement was due to commence. “By

SEN and no knowledge of how to do

30 August we were no further forward

it. Another parent said that approaches

and I was extremely stressed and spent

to inclusion seem to depend on the

hours crying as I had to lie to my son to

individual child, the teachers’ attitudes

protect him”, said the parent.

and the overall ethos of the school.

The school eventually backed down

While one parent’s experience of

but by the end of her son’s second day

inclusion had been very positive, she felt

there, the SENCO had called home

that teachers had to be well motivated

and told the parent that her child was

and that the school must be effectively

psychotic and that he was to be taken

resourced to make it work. The other

home. Despite offering to help the

parent studied felt that the use of

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Further information

This article is based on research conducted by Craig Goodall alongside study for his Masters Degree in Autistic Spectrum Disorders at Queen’s University Belfast: www.qub.ac.uk

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AUTISM

Promotional feature

Practical support strategies for children with autism The National Autistic Society (NAS) has built up an excellent reputation for providing high quality conferences and training on subjects tailored to people working in many roles in the education sector, including SENCOs, teachers, teaching assistants and learning and disability coordinators.

Training ranges in suitability from introductory level right through to courses and conferences for established educators with a special interest in autism.

Upcoming NAS conferences Our latest one day events for SEN professionals: • Relationships, Puberty, Sex and Sexuality 4 July 2012, London • Understanding and Managing Challenging Behaviour 11 July 2012, Liverpool • Women and Girls on the Autism Spectrum 16 October 2012, Birmingham To book or to view details, visit: www.autism.org.uk/conferences

tools such as presentations, group discussion, self-directed learning and video, we can adapt our open access programmes specifically to suit your school or organisation’s needs.

To book your in-house training or to view course topics, visit: www.autism.org.uk/training

FREE online community for autism professionals Do you work with children with autism? Network Autism, a free online community connecting professionals, is the latest NAS resource to support people working in a host of disciplines, including the education sector. Joining Network Autism is a great way to share ideas and connect with other people in similar situations.

Members can create discussions, set up open or closed special interest groups and take advantage of and contribute to an extensive resource library.

Register today at: www.networkautism.org.uk

Let our specialist autism trainers come to you With staff training and professional development budgets under pressure, our in-house training packages are a great way to stretch your money further. We can deliver onsite training in the convenience of your own workplace. Using a variety of learning

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AUTISM

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ABOUT SEN MAGAZINE

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

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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

In the next issue of SEN Magazine: • BESD • Dyspraxia • Asperger’s syndrome • Safeguarding children • National Adoption Week • Attachment syndrome • Choosing the right school • Foetal alcohol syndrome • SEN publishers • School visits • Dyslexia • Autism • Special Needs London preview Plus news, reviews, CPD and events listings and much more

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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

Certificate in Therapeutic Play London The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org www.childmentalhealthcentre.org

BSc Speech Sciences University College London

This four-year degree in speech sciences is a full-time 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.ucl.ac.uk

MSc in Speech and Language Sciences University College London

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. www.ucl.ac.uk

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

Working with the Autism Spectrum (Theory into Practice) Edinburgh

This undergraduate SCQF

University of Birmingham

level 8 (equivalent to SHE

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.

level 2 or SVQ level 4) course

www.birmingham.ac.uk

health professionals, support

Postgraduate Certificate in Autism and Learning University of Aberdeen

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

Certificate in Understanding Autism in Schools 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. www.autism.org.uk/training

Postgraduate Certificate in Dyslexia and Literacy online

from education.

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 personalised tutor support.

www.autism.org.uk/training

www.dyslexiaaction.org.uk

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, staff, social services and staff

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

01224 274807 autism@abdn.ac.uk www.abdn.ac.uk

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

www.senmaGAZINE.co.uk

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CPD & TRAINING

90

Strategies for Successful Special Needs Support

Level 4 CPD Certificate in Dyslexia in the Classroom

Online

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.

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 be interested in applying for this course.

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

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

July

11 July

NAS conference: Understanding and Managing Challenging Behaviour Liverpool

This conference will discuss the causes of anxiety for children 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 children with autism and lead to a decrease in challenging behaviour. www.autism.org.uk/conferences/behaviour2012

14 July 2 - 3 July

NAS Training: Introduction to TEACCH London

Learn about supporting people with autism using the TEACCH programme. The primary aim of TEACCH is to help to prepare people with autism to live or work more effectively at home, at school and in the community. www.autism.org.uk/training/teacch

Traumatised Children and Teenagers: The Psychology, The Neuroscience, and What To Do and How To Be London Conference 10.00am - 5.15pm Cost: £168 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org www.childmentalhealthcentre.org

4 July

NAS Conference: Relationships, Puberty, Sex and Sexuality London

Gain the skills you need to help teach children 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 children with autism can make the right choices for them.

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August 4 August

Enabling Children To Speak About Feelings In Small Groups, With Circle Time Techniques London Training Day 10.00am - 5.30pm Cost: £144 The Centre for Child Mental Health

020 7354 2913

www.autism.org.uk/conferences/rela-

info@childmentalhealthcentre.org

tionships2012

www.childmentalhealthcentre.org www.senmagazine.co.uk

CPD & TRAINING

www.senmaGAZINE.co.uk

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CPD & TRAINING September 6 September

NAS Training: Sensory Considerations Nottingham

Gain an understanding of the sensory systems and how they are affected in people with autism. Gain confidence in identifying and making changes to your practice which will positively support the sensory needs of people

10 & 11 September

PECS Basic Training Workshop Liverpool

The Picture Exchange Communication System (PECS) is a tried-and-tested 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 chances to practice. PECS is an opportunity to open the door to spontaneous communication.

with autism.

01273 609 555

www.autism.org.uk/training/sensory

www.pecs.com

11 September

NAS Training: Understanding and supporting people with autism Devon

An introductory course to improve your overall understanding of the autism spectrum; learn to identify the triad of impairments; become familiar with current thinking around the causes of autism and gain an awareness of practical strategies used to support people with autism. www.autism.org.uk/training/support

12 September

A Teachers Guide to Organising & Managing the Classroom Liverpool

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Join us on

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Do you ever wonder how much of the school day your students actually spend learning? This dynamic presentation provides educators with many practical strategies for maximising teaching time for their learners with autism and complex communication difficulties. Participants will leave with easy to implement strategies that will improve any educational environment.

01273 609 555 www.pecs.com

12 September

Guide to Managing Challenging Behaviours London

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13 & 14 September

PECS Basic Training Workshop London

The Picture Exchange Communication System (PECS) is a tried-and-tested 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 chances to practice. PECS is an opportunity to open the door to spontaneous communication.

01273 609 555 www.pecs.com

19 & 20 September

DNEX 2012 Newcastle

The annual exhibition of Disability North, DNEX is independent living event looking at digital technology, aids and adaptations for independent living and accessible leisure facilities.

This free exhibition provides information, advice and equipment for disabled people, carers and health and social care professionals on a range of disability related issues. www.disabilitynorth.org.uk

20 & 21 September

PECS Basic Training Workshop Dundee

Do your students or children have challenging behaviour that is difficult to manage?

This workshop outlines a powerful and effective model for dealing with difficult behaviours, including self injury and aggression. The Guide to Managing Challenging Behaviours training involves an introduction to broad-spectrum behaviour analysis in the form of the Pyramid Approach to Education™.

The Picture Exchange Communication System (PECS) is a tried-and-tested 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 chances to practice. PECS is an opportunity to open the door to spontaneous communication.

01273 609 555

01273 609 555

www.pecs.com

www.pecs.com www.senmagazine.co.uk

CPD & TRAINING 22 September

27 & 28 September

How Diagnosis Helps and Hinders Children and Teenagers

PECS Basic Training Workshop

London Conference 10.00am - 5.15pm Cost: £168 The Centre for Child Mental Health

The Picture Exchange

020 7354 2913 info@childmentalhealthcentre.org www.childmentalhealthcentre.org

24 September

Capita’s 3rd National Special Educational Needs Conference~ Central London

Capita’s CPD certified SEN Conference addresses government response to the SEN Green Paper consultation and its implications before the Children & Families Bill is published early in 2013. Hear from Ofsted, SEN Pathfinder areas and leading schools on delivering a single assessment across health, education and social care, personal budgets in education, identification and inclusion of SEN pupils and post-16 transitions.

Booking Ref: ADSEN Contact: Catherine Kennedy:

020 7202 0557 http://bit.ly/SENADSEN

26 September

Guide to Managing Challenging Behaviours Birmingham

Do your students or children have challenging behaviour that is difficult to manage? This workshop outlines a powerful and effective model for dealing with difficult behaviours, including self injury and aggression. The Guide to Managing Challenging Behaviours training involves an introduction to broadspectrum behaviour analysis in the form of the Pyramid Approach to Education™.

Birmingham

Communication System (PECS) is a tried-and-tested 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 chances to practice. PECS is an opportunity to open the door to spontaneous communication.

01273 609 555 www.pecs.com

Various October

Whole Person Communication 16 Oct: London 23 Oct: Chorley

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

Concept Training Ltd

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

Various Oct and Nov

Inclusive Play 1 Oct: Ipswich 12 Nov: Brighton

Play is important for all children, and it needn’t be difficult to include children with disabilities and young people in mainstream play activities.

Concept Training Ltd

01273 609 555

01524-832828

www.pecs.com

www.concept-training.co.uk

www.senmaGAZINE.co.uk

Book now to advertise in the September/October issue of SEN Magazine

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

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CPD & TRAINING October

Various Oct & Nov

Understanding Attachment Disorder 17 Oct: London 13 Nov: Birmingham 28 Nov: Manchester

Suitable for teachers, support staff, pastoral staff, care staff, foster carers working with young people with attachment disorder in special schools and main stream settings Concept Training Ltd

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

Various Oct and Nov

Play for People with ASD 23 Oct: Taunton 15 Nov: Birmingham 20 Nov: London 26 Nov: Chorley 27 Nov: Doncaster

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

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

Various Oct to Dec

PMLD - Engaging Children in Learning

13 October

Epilepsy Information Day 1 & 2 October

PECS Basic Training Workshop Cardiff

The Picture Exchange Communication System (PECS) is a tried-and-tested 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 chances to practice. PECS is an opportunity to open the door to spontaneous communication.

01273 609 555 www.pecs.com

10 October

Child Brain Injury Trust Belfast Conference Belfast

Child Brain Injury Trust’s first Northern Ireland conference in a decade. Rehabilitation in the island of Ireland will showcase a number of support services, practitioner experiences, parent experiences and research. It will also look in detail at how the new Pathway for Children and Young Peopled with acquired brain injury will be delivered, monitored and evaluated.

Those interested in exhibiting or attending should contact:

11 Oct: Taunton 18 Oct: Birmingham 22 Nov: London 6 Dec: Brighton

andrea@cbituk.org

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

It explores areas that are particularly relevant in enabling an individual to get the most out of their environment, and addressing their need to feel safe and secure within it.

TES Special Needs London

Solihull

Do you care for a child with complex epilepsy? If so, the Epilepsy Information Day at St John’s Hotel, Solihull, B91 1AT is for you. Hosted by Young Epilepsy and Matthew’s Friends, you will meet other families living with epilepsy and hear a number of lively talks.

01342 832243 ext 296 www.youngepilepsy.org.uk

17 October

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 prebooked

01423 886451

working with individuals with autism which provides both the theory and the practical applications of structured teaching. Delivered by trainers with extensive TEACCH and practitioner experience. £295 professionals, £145 parents/ concessions Prior’s Court Training & Development Centre

01635 247202 training@priorscourt.org.uk www.priorscourt.org.uk

Various Nov & Dec

Positive Ways of Changing Behaviour 23 Nov: Birmingham 3 Dec: Chorley

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

17 & 18 October

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

Naidex South London

www.concept-training.co.uk

www.teachingexhibitions.co.uk

www.naidex.co.uk

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An intensive course for all

www.henshaws.org.uk

01524-832828

Concept Training Ltd

Newbury, Berkshire

interventions

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.

London

3 day Structured Teaching Course

admissions@henshaws.ac.uk

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.

12 & 13 October

24 - 26 October

www.senmagazine.co.uk

CPD & TRAINING November

24 - 26 November

29 November

December

Bal-A-Vis-X Workshop

Kidz up North

London W2

Bolton

GovKnow presents Our Children and Young People's Conference

3 days of intensive training.

This is a free exhibition

TEACCH Five-day Course

Bal-A-Vis-X is a series over

dedicated to children with

Newbury, Berkshire

300 Balance/Auditory/

disabilities and special needs,

Inspirational and intensive

Central London

Vision eXercises, of varied

their parents, carers and

The day will focus on a range

complexity, all of which are

professionals who work with

of issues regarding children's

deeply rooted in rhythm. The

them. Over 100 exhibitors

services and policy. Delegates

workshop is suited to SEN

with students with autism in

will have the opportunity to

will offer information on

a structured setting. Led by

teachers, professionals and

mobility, funding, seating,

TEACCH trainers from Division

parents. Discounted early

beds, communication, access,

TEACCH and trainers from

booking extended to 15

education, toys, transport,

September 2012.

style, sensory, sports, leisure

quote reference SEN05.

07766 837 616

and more. A programme of

following more than seven

www.govknow.com

www.integratedbrain.co.uk

free CPD seminars will take

years working with Division

place alongside the event.

TEACCH. Three day course

Children are welcome to

also available.

22 November

network with professionals and hear from key speakers from the sector. Special discounted rate of £150 (+VAT). Please

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.

attend, try out the equipment and products and participate in sporting activity sessions throughout the day. www.disabledliving.co.uk

www.senmaGAZINE.co.uk

3 - 7 December

course combining active learning sessions with direct, supervised experience working

Prior’s Court with extensive training and experience with the TEACCH Approach

£995 professionals/parents Prior’s Court Training & Development Centre

01635 247202 training@priorscourt.org.uk www.priorscourt.org.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

SENISSUE59

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.thecommunicationtrust.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:

www.afasicengland.org.uk SENISSUE59

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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

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