SEN Magazine - SEN63 - March/April 2013

March • April 2013 Issue 63

Living with ADHD Are drugs just a quick fix?

How to teach dyslexics The skills you need and how to get them

The problem with SENCOs...

What do parents really want from schools’ SEN champions?

Tourette’s • transition • P scales • autism • behaviour • accessible vehicles learning outside the classroom • multi-sensory therapy • green schools plus SEN news, CPD, training and more...

this issue in full March • April 2013 • Issue 63

Editor’s letter It has been a long time coming, but the Government has finally published its SEN legislation, in the form of the Children and Families Bill.

Children’s Minister Edward Timpson has declared himself “determined that every young person should be able to fulfil their potential”. Few would argue with the sentiment.

Since its SEN reforms were first mooted in the Green Paper of 2011, the Government has enjoyed a rare level of support for the main aims and objectives of the proposals. The stated desires to give more power to parents, plan provision from birth to 25 years, and ensure greater cooperation between education, health and care services have been widely shared.

There remain, though, many who fear that reality will fail to match the rhetoric. Concerns are widespread that, as recession continues to bite hard, budget cuts will further eat away at the services and support structures that many with SEN and their families depend upon. For

coverage of the Children and Families Bill, go to page 6 of this issue of SEN Magazine.

ADHD can be one of the most controversial subjects within special educational needs, not least because drug treatments are commonly involved. While drugs can be highly effective in some cases, Kate Fallon of the Association of Educational Psychologists believes that they are too frequently used as a “quick fix” for ADHD. In this issue (p.38), she makes a plea for a more thoughtful and collaborative approach to helping children and young people with ADHD. Also in this issue, Susan Yarney, the head of an NHS specialist ADHD service, provides a useful guide to supporting those with ADHD at home and school (p.32).

06

SEN news

14

What’s new?

18

Point of view

20

Coming to terms with your child’s SEN

22

Tourette’s syndrome

26 SENCOs 28 Behaviour 32 ADHD 38

ADHD beyond medication

40

P scales

44 Music and SEN 48

Multi-sensory therapy

54

Learning outside the classroom

58

Accessible vehicles

62 Dyslexia 68

About SEN Magazine

69

Green schools

70 Transition 76 Autism 83

Autism Show preview

84

Book reviews

86 Recruitment 88

CPD and training

96

SEN resources directory

98

SEN subscriptions

CONTRIBUTORS For details of all the features in this issue, see page 4. Don’t forget to check Facebook, Twitter and senmagazine.co.uk for the latest news from SEN Magazine.

Michelle Atherton

Peter Sutcliffe: Editor editor@senmagazine.co.uk

Kate Fallon

Rod Brotherwood Gulshanah Choudhuri Suzanne Dobson

Sandra Ferne Hayley Goleniowska

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

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Next issue deadline: Advertising and news deadline: 3 April 2013

Amelia Roberts

Disclaimer

Elaine Skates

The opinions expressed in SEN Magazine are not necessarily those

Jeremy Newton Jane Raca

Anabel Unity Sale

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

Philippa Stobbs

information, omissions or the opinions of third parties.

Joseph Williams

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

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SEN Magazine ISSN: 1755-4845

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SENISSUE63

In this issue

Arts and SEN

20

44

64

Dyslexia

Special relationship

62

A mother tells of her emotional struggle to come to terms with her son’s special needs

22

On the tic

What do parents think of SENCOs?

69

Why behaviour is never bad

70

Supporting ADHD

76

Fuelling education

Learning for life

Putting autism on the map How Celtic nations are learning from each other to develop strategic approaches to autism

83

How to support those with ADHD at home and school

38

How to teach dyslexics

Helping learners with autism make the difficult transition to college

Can understanding where problem behaviour comes from help us to manage it?

32

70

How schools can conserve energy and save money for educational spending

Families reveal what they really want from schools’ SEN coordinators

28

Transition

We outline new guidance defining the skills and expertise needed to teach dyslexic pupils

How does Tourette’s syndrome affect pupils and what can schools do to help?

26

Mar • Apr 2013 • Issue 63

Autism Show Preview A look ahead to the dedicated autism events in London and Manchester

ADHD: beyond medication Educational psychologists call for a more collaborative approach to ADHD treatment

40

What are P scales and do we need them?

We look at how well educational assessments serve those working below National Curriculum levels

44

Music of note Helping children to engage with learning through music

48

Sensory communication Using multi-sensory therapy to develop communication skills

54

Outside intervention How learning outside the classroom can help pupils with SEN to reach their potential

58

Regulars 6 14

18

What's new?

The latest products and ideas from the world of SEN

Point of view Your opinions aired

82

Book reviews

84 Recruitment 86

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

Driven by change Accessible vehicles have changed dramatically in recent years, but what should buyers look out for?

SEN news

96

SEN resources directory

26 SENCOs 32 ADHD

48 Multi-sensory therapy

54 Learning outside the classroom

In the next issue of SEN:

speech, language and communication • play • ICT • home education numeracy • Foster Care Fortnight • peer support • sport • cycling respite care and much more...

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SEN NEWS

Government publishes SEN Bill Children and Families Bill offers “major reform” of SEN system Critics warn that many will suffer in climate of cuts The Government has cemented its plans to overhaul special educational needs provision with the publication, on 4 February, of the Children and Families Bill. In addition to reforms to the SEN system, the Bill includes changes to adoption and childminding, and new arrangements for children in care.

The Bill abolishes statements of SEN, replacing them with combined education, health and care plans running from birth to the age of 25 years. Councils, local authorities and service providers are to be charged with working more closely together to support children and parents. Families are to have the option of a personal budget, giving them greater control over support for their child.

Speaking ahead of the Bill’s launch, Children and Families Minister Edward Timpson said that the new measures will tackle the disadvantages faced by the most vulnerable children and families. "I am determined that every young person should be able to fulfil their potential”, he said.

Changing the system Many parents and those working in SEN are concerned that the reforms promised in the Bill will not be workable, particularly in light of ongoing budget cuts at local and national levels.

Jolanta Lasota, CEO of Ambitious about Autism, warned that the Bill was being introduced against a backdrop of deepening cuts to frontline services. “There is a growing gap between the aspirations of the Bill and the reality of diminishing budgets, fewer services, and the increased battles for support families are facing on the ground”, she said.

A statement from The National Deaf Children’s Society described the Bill as “disappointing”, saying that “Parents have little confidence in these reforms”. A recent survey by the charity showed that only 6 per cent of parents of deaf children thought that these changes would lead to better support for their children, while 72 per cent felt that the real aim of the reforms was to reduce spending.

Across the country, charities are reporting that councils’ specialist services for those with SEN are being rolled-back or abolished altogether. Fears have been raised about how effectively local services will be able to work together to ensure that children’s needs are fully met. There are also concerns that many children who need additional support will not be eligible for the new education, health and care plans.

Sir Paul Ennals, of deafblind charity Sense, welcomed the introduction of integrated assessments and provision for those with SEN, and the duty on local authorities to publish a “local SENISSUE63

Photo: Wales News and Pictures

offer” detailing available education, health and care services in the area. However, he cautioned that “the local offer must be underpinned by national standards which set a minimum level of provision for SEN”.

Mencap also expressed fears that the lack of national standards would create a “postcode lottery”. The charity’s Senior Campaigns and Policy Manager, Dan Scorer, said the Bill represented “a missed opportunity, which will change very little for parents, who currently face a long, hard fight to get the right education and health support for their child with a learning disability.”

Adoption, care and childminding The Bill includes new measures on adoption which will, Mr Timpson said, help tackle the “appalling delays” facing wouldbe adopters, making it easier to adopt and providing more support to children.

Children in care are also promised greater support, with the requirement for every council to have a “virtual school head” to champion the education of children in the authority's care.

Childcare reforms will see the introduction of childminder agencies, which the Government claims will reduce bureaucracy and facilitate more flexible childminding, enabling schools to offer “wrap-around” care.

Fathers are to get greater workplace rights; parents will be allowed to choose how they share up to a year's leave to look after their new-born children. Condemning current workplace arrangements as “old-fashioned and rigid”, Business Minister Jo Swinson said that perceptions of gender roles will be shattered, as more men take time off and more women return to work early, following the birth of a child.

The Children and Families Bill is available at: www.education.gov.uk/childrenandfamiliesbill senmagazine.co.uk

SEN NEWS

Labour plans NHS and social care merger NHS and social care budgets should be combined to ensure greater integration of services, says Shadow Health Secretary Andy Burnham.

Launching Labour’s NHS and care review at the King’s Fund in London, Mr Burnham said that Labour would introduce health and wellbeing boards to manage spending on health and care. Boards would be made up of health professionals and commissioners, elected representatives and members of the public. There would also be a greater role for local authorities than under the Government’s current plans.

Whilst the GP-led clinical commissioning groups (CCG’s) would remain, they would have a more advisory function. Much of the role the Government has planned for CCG’s, including decisions over funding and commissioning, would be taken on by the new boards.

Labour claims its proposals would enable the boards to work with local authorities to address broader issues affecting people’s

health in their area. This would facilitate a multi-agency approach to health inequalities and public health issues such as poverty.

A more unified approach would free the NHS from its “treatment service mentality” and allow it to fully embrace prevention, said Mr Burham.

The Shadow Health Secretary also said that, particularly given the UK’s ageing population, people’s needs are becoming more complex, with a blurring between their physical, mental and social needs. He claimed that the new proposals would put an end to the detached working of services covering physical health, mental health and care, providing more co-ordinated support for patients.

Mr Burnham also pledged that Labour would curtail further expansion of the private market into health services. He questioned the belief that greater competition leads to better financial management, more effective services or greater choice for users: “The evidence simply doesn’t support it – financially or on quality grounds”, he said.

Autism and mental health fear

Bringing AAC expertise together

Children with autism are subject to worrying levels of mental health problems and are more likely to be bullied at school. So says a new study out of the University of Manchester, which reveals the extent of the difficulties faced by pupils with autistic spectrum disorders (ASD) compared with their peers.

A new website seeks to empower the augmentative and alternative communication (AAC) community to improve services and support for people with speech difficulties.

Social situations can be challenging for those on the autistic spectrum, placing them at increased risk of bullying. “Schools are such intensely social environments, compounding the worries of children on the autistic spectrum about how other children see them or how to deal with unstructured social situations”, says the study’s lead author Dr Judith Hebron.

Targeted at AAC users, parents and carers and professionals, the AACknowledge website brings together the latest information and evidence on communication aids. It provides a bibliography of published research into AAC, case studies, factsheets and links to additional sources of information. It also has a frequently asked questions section and summaries of academic articles in plain English.

“Many children expend huge amounts of energy trying to appear ‘normal’, but this can lead to intolerable stress levels”, says Dr Hebron. Those subject to chronic stress and anxiety as children are more likely to suffer from mental health problems in the future.

The project is part of the three-year AAC Evidence Base Research Project, run by AAC charity Communication Matters. The website has been funded by the National Lottery, and developed

by Manchester Metropolitan University in association with the charity.

The Manchester study echoes the results of a survey by the National Autistic Society, which found that 63 per cent of children and young people with autism said they have experienced bullying. Social isolation was also identified as a key issue, with 20 per cent of respondents saying they have no friends, while 50 per cent said they would like more friends.

It is estimated that around 300,000 children and adults in the UK today will need AAC at some point in their lives. Roughly ten per cent of this group have the most complex needs, requiring access to specialised services and equipment.

Dr Hebron believes, though, that ongoing work in many mainstream schools shows that there are ways to moderate the anxiety of those with ASD, and that it is possible to teach tolerance of difference to children.

Launching the new site, David Morgan, Research Lead at Communication Matters said that “For too long, people who use AAC, professionals and family members have not had easy access to AAC information and evidence and this had to change.”

The University of Manchester study can be found at: www.manchester.ac.uk

The AACknowledge website is at: www.aacknowledge.org.uk

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SEN NEWS

Systemic problems mask children’s communication issues The number of children identified with speech, language and communication needs (SLCN) grew by more than 70 per cent from 2005 to 2011, according to the most comprehensive study of children’s SLCN ever undertaken in England. However, the research suggests that there are still significant systemic problems in identifying those with SLCN and adapting teaching to meet their needs.

The Department for Education (DfE) issued its report on the Better Communication Research Programme (BCRP) on 27 December 2012, following a three year study. The publication of the report is the final act of the DfE’s Better Communication Action Plan, initiated as a result of recommendations in John Bercow’s 2008 Review of Services for Children and Young People with Speech, Language and Communication Needs.

The report also found that parents are experiencing long waits, in some cases up to two years, from when difficulties are identified to support being made available. Children with SLCN receive three times less support from teaching assistants than some other groups of children with SEN. In addition, only half of teachers observed were using specific strategies to support children's language and literacy needs.

The study concluded that evidenced interventions should be offered at universal, targeted and specialist levels to meet the needs of children and young people across early years, primary and secondary education.

The report has received a positive response from many in the children’s communication sector.

Virginia Beardshaw, Chief Executive of the children’s communication charity I CAN, said that it would help to demystify SLCN. “Parents, professionals and policy makers find SLCN difficult to deal with because it is a complex and challenging area – but it is absolutely fundamental to children’s futures”, she said.

Youth services are not adequately catering for the needs of those with disabilities, according to a new report by Ofsted. The survey says that more needs to be done to ensure disabled young people can access youth work provision available in their locality.

The proportions of disabled young people who access local authority youth work opportunities were found to be low. Some disabled young people were not known to local authorities, so were potentially missing out on the services on offer.

Youth work is delivered through a complex network of providers, including councils, large voluntary and community sector organisations, charities, training agencies and local interest and community groups. Youth work is meant to enable young people’s personal, social and educational development, and to assist their integration and inclusion in society.

The Government requires councils to provide some form of access to youth work, but it does not prescribe which services and activities should be funded by the local authority. This means that some local areas prioritise access to youth work for disabled people more highly than others. Inspectors found that provision across the country was patchy and inconsistent.

Children with SLCN are going unrecognised, says a new report.

Anne Fox, Director of The Communication Trust, also welcomed the report but cautioned that “This significant investment in research now needs to be brought to life in the places where children spend their days.”

The BCRP, run by Professor Geoff Lindsay at CEDAR, University of Warwick, involved a wide range of stakeholders from across the academic, charity and government sectors. Professor Julie Dockrell (Institute of Education, University of London), Professor James Law (Newcastle University) and Professor Sue Roulstone (University of West of England) were Project Co-directors.

The report can be found on the DfE website: www.education.gov.uk In the next issue of SEN Magazine (SEN64), Communication Trust Director Anne Fox will examine how schools can support those with SLCN. SENISSUE63

Youth work failing disabled people

Ofsted’s National Director for Learning and Skills, Matthew Coffey, said there needed to be better planning of services in relation to local need, and better training for adult workers and volunteers.

The report did highlight some instances of good practice, where councils were able to effectively coordinate the work of the various agencies involved, share expertise and spread good practice.

“The best support we saw focused on developing young people’s personal, social, political and work-related skills and aptitudes”, said Mr Coffey.

Ofsted’s report, Opening doors for young disabled people to engage in youth work, can be found at: www.ofsted.gov.uk

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SEN NEWS

Down syndrome good practice guidance The Government must recognize the specific developmental and educational needs of children and young people with Down syndrome, says the All Party Parliamentary Group on Down Syndrome (APPGDS).

Publishing its report presenting good practice guidelines for the education of those with Down syndrome, the cross party group of MPs and peers stressed that those with the condition should be recognised as a “unique group”. Syndrome-specific approaches to education, tailored to the learning profile of children and young people with Down syndrome, should be at the heart of education for these children, the report argues.

The Group has called on the Government to ensure effective planning and monitoring for children and young people with Down syndrome, and develop the inspection framework to take account of good practice for pupils with the condition. The report also tasks the Government with developing centrally-produced, evidence-based guidance on Down syndrome for practitioners.

The APPGDS report is available to download at: http://appg-ds.org

New technology aids speech of kids with Down syndrome A combination of cutting-edge technology and speech therapy could be used to help children with Down syndrome communicate more effectively.

A team at Queen Margaret University, Edinburgh has been trialling the use of visual feedback technology to assist children with Down’s syndrome, aged between six and ten years, with their speech skills. The research project is also training teaching assistants to help children with speech development.

Therapists have recorded significant improvements in children’s speech when they use electropalatography, also known as EPG. The technique records where and when the tongue makes contact with the roof of the mouth during speech. It can be a particularly useful means of helping some children with speech difficulties to improve their speech because it provides visual feedback to the child, and does not rely purely on what the child hears. EPG is proving particularly helpful to children with Down syndrome, who are known to respond well to visual stimuli.

Children with Down syndrome often have poor speech skills. “It has been estimated that up to eighty percent of children with Down’s syndrome have hearing impairment which means that they find it more difficult to correct their speech by just repeating what they hear”, says Queen Margaret’s Professor Scobbie.

Their difficulties with speech production can reduce their speech intelligibility which can lead to them being disadvantaged both socially and in education. senmaGAZINE.co.uk

Respite crisis for families A lack of respite support for those with learning disabilities is having a “devastating impact” on families, says Mencap.

Parents are being left feeling “depressed, isolated and even suicidal” because they are not getting the short breaks they need, according to new research conducted by the charity.

The study reveals that 58 per cent of councils have cut their spending on short breaks for families of children with a learning disability. This is despite the Government investing £800 million in short breaks for children over a four year period from 2010. However, this extra investment has been introduced as the Government has reduced council budgets. In a statement, the charity says it is concerned that, “as the extra government money intended for short breaks was not ring-fenced, it has been lost as councils and health services try to plug gaps in shrinking budgets.”

The research found that more than 80 per cent of families of adults with a learning disability did not receive any short breaks this year. Nine out of ten family carers reported high levels of stress, and more than half of family carers said they have given up, or are considering giving up, work.

Dan Scorer of Mencap will discuss the survey’s findings, and how short breaks can benefit families, in the next issue of SEN Magazine (SEN64).

Help to manage children’s pain Parents of children who are experiencing pain after day-surgery can access a new resource to help them manage this pain at home.

Children’s charity WellChild has launched an interactive website called My Child is in Pain to help parents understand pain and how it affects children.

The resource guides parents through the process of determining if their child is in pain. It provides detailed information and practical advice on some of the simple but effective things parents can do to provide comfort and manage their child’s pain. It also explains how common pain medications work and what parents should know about giving medication to children.

The resource can be found at: http://mychildisinpain.org.uk

News deadline for May/June issue: 03/04/2013 Email: editor@senmagazine.co.uk Tel: 01200 409810

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SEN NEWS

Fall in GCSE results for deaf students The number of deaf students achieving GCSEs at grades A* to C has fallen for the first time since 2007. In 2012, 37.3 per cent of deaf students achieved these grades, compared to nearly 40 per cent in 2011.

The figures suggest that deaf students are falling further behind their hearing peers, 69 per cent of whom achieved five GCSEs in 2012.

The charity The National Deaf Children’s Society (NDCS) has blamed cuts to services for the fall in standards, saying that the Government is failing deaf children. The Government is refusing to take action to stop “irresponsible local council cuts”, says Jo Campion, Deputy Director of Policy and Campaigns at NDCS. “The attainment gap is widening due to councils and the Government constantly devaluing deaf children and taking away the support they need, putting the futures of thousands in jeopardy”, she says.

One in three councils are removing the support deaf children need, such as teachers of the deaf and speech and language therapists, according to investigations for the charity’s Stolen Futures campaign.

The NDCS is urging supporters to sign its e-petition, calling on the Government to explain what it is doing to protect deaf children’s futures, and secure a Parliamentary debate. The petition is available at: www.ndcs.org.uk/petition

Ofsted calls for action on missing children Urgent action is needed to keep track of children who go missing, says Ofsted’s Chief Inspector.

Launching his new Missing Children report in February, Sir Michael Wilshaw said that little evidence is currently available on the numbers of children whose whereabouts are not known, and on characteristics and trends relating to missing children. He called upon the Government to establish a single, robust, transparent and high-quality data system to provide reliable information on incidences of children going missing.

Mr Wilshaw spoke of prevailing concerns about vulnerable children falling victim to sexual exploitation, saying that we all have a duty to ensure that children are safe and protected. “The recent shocking cases of child sexual exploitation in Rochdale, Rotherham and other parts of the country highlight just how vulnerable children can be when they go missing”, he said.

Sir Michael welcomed the recent announcement by Children’s Minister Edward Timpson that the Government would begin to pilot new data collection on all children who go missing from their placement, not just those missing for 24 hours or more.

Ofsted’s Missing Children report can be found at: www.ofsted.gov.uk/resources/missing-children

Dyslexia campaign hits the road The British Dyslexia Association (BDA) is to launch a new dyslexia awareness initiative across England and Wales.

The project will be funded by a donation to the charity of £37,000 from the Qualcomm Foundation, the charitable arm of the global mobile technology company Qualcomm.

Later this year, the BDA will run a series of regional roadshows, Dyslexia on the Move, to showcase the support, equipment and IT tools available to help people cope with dyslexia in their day-to-day lives. The tour will also seek to educate the wider public on the issues surrounding dyslexia and how the condition affects individuals.

While up to ten per cent of the general public is thought to be dyslexic, the charity believes that many people remain undiagnosed. “A huge amount of people still do not understand what dyslexia is or even realise it is a disability, and as such those with this hidden condition are often forced to overcome numerous barriers in order to make a full contribution to society”, says Dr Kate Saunders, Chief Executive at the BDA. More information on Dyslexia on the Move is available on the BDA website: www.bdadyslexia.org.uk SENISSUE63

UK teacher shortage predicted The UK will face a shortfall of around 128,000 teachers by 2050 because of an ageing workforce, skills shortages and restrictive migration policies, says recruitment company Randstad Education.

The company has used the most recent European population data from Eurostat, the statistical office of the European Union, to project employment patterns and changes in the UK population.

Its analysis shows a gap between employment demand and workforce supply across the UK workforce as a whole of 3.1m by 2050. The education sector is set to suffer the most, with an estimated deficit of 127,500 teachers.

The Government has introduced a number of measures to combat the predicted dearth of qualified teachers in the future, including incentives to attract private sector workers into teaching and schemes to entice those taking early retirement and extended maternity breaks back into the profession. However, Randstad Education’s Managing Director Jenny Rollinson cautioned that “whilst these initiatives make some difference they can’t possibly combat the shortfall we are facing.”

She also warned against the temptation to supplement qualified teaching staff with unqualified teaching assistants. “This is not a trend that can continue if we want to ensure our classrooms have the very best people inspiring and leading our children to great things”, she said. senmagazine.co.uk

SEN NEWS

Gove in U-turn over GCSEs The Government has scrapped its plans to replace GSCEs with new English Baccalaureate Certificates.

Education Secretary Michael Gove had come in for severe criticism after he announced the reform in September last year.

Many commentators feared that because the new assessments relied on a single end-of-course exam, they would not provide an accurate measure of pupils’ abilities. A recent Education Select Committee report provided a damning assessment of Mr Gove’s proposals, arguing that he was seeking to introduce too much change, too quickly.

Critics also claimed that by putting an end to continuous assessment, the new Certificates would disadvantage many of those with SEN who find it difficult, or impossible, to perform to their potential under exam conditions.

Speaking in the House of Commons in February, Mr Gove accepted that his proposal was “just one reform too many”.

Brushing up on dental health A detailed survey of children’s teeth in England, Wales and Northern Ireland will take place in autumn 2013.

The Government will now concentrate on reworking existing GCSEs. However, Mr Gove reiterated in Parliament his intention to concentrate on a single exam at the end of two years, with a smaller role for continuous assessment.

The Children's Dental Health Survey, which has been carried out every ten years since 1973, is intended to inform the planning of dental care services.

Adoption hotspots revealed

More than 1,000 schools and up to 21,000 children will take part in the Survey, which involves a short, school-based dental examination of a random sample of children aged five, eight, twelve and fifteen. Parents or guardians will then be sent a postal questionnaire. For the first time, 12- and 15-year-olds in the 2013 sample will also be asked to fill out a self-completion questionnaire, detailing their dental care regime.

Potential adopters can now access a map showing the areas with the largest numbers of children awaiting new homes. The online map details how many children are waiting to be adopted in each local authority area.

The Government has also set up a new telephone information and advice service to help would-be adopters navigate the process of adopting a child.

The helpline will be funded by the Department for Education and run by First4Adoption. It will be staffed by parents who have been through the process of adopting a child.

“We know many potential adopters out there can provide children with loving, stable homes but simply don't know where to start”, says Children’s Minister Edward Timpson. “These new tools will give many more people support in taking the first steps to adopting a child and giving them the chance to succeed in life.”

The Government is due to launch its National Gateway for Adoption website later this year. It will provide an online service for the first stages of the adoption process, with the aim of making it easier for those thinking about adoption to decide if they would make suitable adoptive parents.

The new adoption information line number is: 0300 222 0022 The adoption map is available at: www.education.gov.uk/childrenandyoungpeople/families/ adoption

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The study is being carried out on behalf of the Health and Social Care Information Centre with funding provided by the Department of Health in each country.

Results from the 2003 Survey showed that the oral health of children had improved greatly since the 1970s and 80s.

Pupils want first aid training More than 90 percent of secondary school students would like to learn first aid at school, according to the British Red Cross.

Results of an ICM poll commissioned by the charity show that nine out of ten students would also feel more confident helping a friend or family member in need of first aid, if they had received the right training. “First aid education must be more accessible in the classroom to build a generation of better citizens who possess life-saving skills”, says Joe Mulligan, the charity’s Head of First Aid. The Red Cross has started a petition calling on the Government to make first aid education mandatory in all schools. It can be found at www.redcross.org.uk/pupilcitizenlifesaver

News deadline for May/June issue: 03/04/2013 Email: editor@senmagazine.co.uk Tel: 01200 409810

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SEN RESOURCES

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SEN PRODUCTS AND SERVICES

Daytime respite care for families who have children with disabilities aged 6 yrs to 19 yrs.

Activities include: • horse riding • swimming • bowling • trips to outdoor activity centres.

Open every school holiday and every Saturday throughout the year.

For more information: Telephone: 0784 737 7760 Web: www.newhopeworcester.co.uk Email: jean.wilson46@yahoo.co.uk Address: 35 Wells Rd, Worcester.

WR5 1NN

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WHAT’S NEW?

What’s new?

Intuitive voice recording app Conversor Pro Recorder is a new voice recording app for iPod Touch, iPad and iPhone.

It enables students or children with learning difficulties to record the class or lecture, to add an unlimited number of bookmarks and upload audio files and bookmarks to Sonocent’s Audio Notetaker on a Mac or PC.

Henshaws College launches accessible YouTube website Henshaws College is making an accessible version of YouTube publicly available to allow students with learning difficulties and disabilities to use the site independently.

iPad in use with Conversor Pro Recorder app.

Once uploaded, they can add notes, edit audio and add PowerPoint slides for a complete record of the class.

The app can be used with a Conversor MM1 directional microphone to focus on the teacher or lecturer’s voice.

Visit: www.conversorproducts.com Email: info@conversorproducts.com

Inclusion for British expats in Dubai Multi-disciplinary therapy teams are transforming Dubai's private education system, where SEN provision can make or break the dreams of British expatriate families.

Since 2006, kidsFIRST Medical Center has been at the forefront of an increasingly inclusive education system.

Composed of psychologists, speech and language therapists, occupational therapists and physiotherapists, kidsFIRST partners with educators and government bodies to advance SEN awareness and support.

Executive Director Nannette Wicker-Essick notes: "kidsFIRST's UK staff have added tremendous knowledge, passion, and experience as we develop inclusion models. kidsFIRST is pleased to work with ABILITIESme to further MENA region support for expatriate and local populations."

ACCESS: YouTube (http://accessyoutube.org.uk) uses large fonts, visual cues and a logical layout to make it easier to search for and play videos, particularly for users of assistive technology.

Mike Thrussell, Assistive Technology Coordinator, explains: “By removing content such as links and adverts, students can access the site without support and it automatically filters out any inappropriate material.”

Henshaws hopes that sharing the site will have a positive impact even beyond the specialist education sector. www.henshaws.ac.uk

Little Guides to Hesley Group’s services There are always lots of questions to be answered when you’re searching for the best service to provide education, care and support for a person with autism and complex needs. That’s why Hesley Group have created two Little Guides to complement their Little Book of Big Questions and Next Steps Transition notebooks.

Designed to provide a taste of who Hesley Group are, what they do and how they do it, one Little Guide was specifically developed for families and carers, while the other is aimed at professionals.

For a free copy, call freephone: 0800 055 6789 or visit: www.hesleygroup.co.uk

www.kidsfirstmc.com www.abilitiesme.com

Mum of the Year award for Anna

New easy-to-use phone

Tireless autism campaigner Anna Kennedy has been named as Tesco Mum of the Year 2013.

Medpage Limited t/a Easylink UK specialise in the manufacture and distribution of specialist care products.

Their new easy-to-use tracker mobile telephone is a great example of the advancement in technology. The phone features large text with a high contrast display. The large buttons make it simple to operate by people with poor dexterity and impaired vision. A large SOS button on the rear initiates dialling to up to three stored emergency contacts. When required, an authorised mobile phone can request location details from the tracker phone by sending a text request. It also features a two-way intercom. www.medpage-ltd.com SENISSUE63

Anna set up Hillingdon Manor School for those with autism when her two sons, Patrick and Angelo, were refused places in mainstream schools. Since then, she has established another specialist school, a college and a respite home, as well devising the inspirational Autism’s Got Talent show.

Anna was presented with an OBE by The Queen in 2012.

Tesco’s judges said: “Anna’s singlehanded determination to help families living with autism, while also being a full-time carer to her two sons, is truly inspirational.”

Tesco Mum of the Year that it will be shown on Channel 5 on March 10th 2013. www.annakennedyonline.com senmagazine.co.uk

WHAT’S NEW?

Hollybank extends PMLD facilities

Planning for the future events

Hollybank Trust, based in Mirfield, West Yorkshire, is increasing its accommodation for children with profound and complex 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.

Orchard Court will open in April 2013, providing a higher standard of accommodation for residential children and those requiring short breaks/ respite care. Facilities are flexible and run on the principles of autonomy, independence and social experience. All 15 rooms, spread over two floors, are en suite, with easy access to on-site facilities.

Hollybank Trust has built an enviable reputation for excellence over its 60 year history (see page 74).

For details about short breaks, contact Jo Carter, children’s home manager, on: 01924 490833 ext. 461.

Extra help with learning to read Jolly Phonics Extra is a comprehensive kit of multi-sensory resources that help children who are struggling to read and write. The resources have been carefully designed to engage and enable children to learn swiftly.

The inclusion of a TalkingPEN in the kit means children are able to reinforce the teaching. Just by touching a page it: • speaks the letter sound • sings the Jolly Song • models blending • reads a story • asks a question from 4,000 sound files.

Adam Saye, Assistant Headteacher at Thomas Buxton Primary School, says that "For struggling children, this is fantastic". www.jollylearning.co.uk/jolly-shop/jolly-phonics-extra

Yoga is calming influence at LVS Hassocks Students at LVS Hassocks are enjoying a new experience this term with weekly yoga sessions. The sessions help them work on their breathing techniques, as part of their calming strategies, and on their movement and coordination.

Mel Campbell, one of the school’s occupational therapists and a trained yoga teacher, said: “The group has amazed me with how they have taken on board the techniques and learnt to relax. It has helped them have a better understanding of their body space and given them more calming strategies to use when anxious. They also really enjoy the peace and quiet of the sessions.” www.lvs-hassocks.org.uk senmagazine.co.uk

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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 2013, visit: www.mencap.org.uk/pffe or call: 020 7696 6925.

A perfect revision tool for students Olympus offer a range of products that can assist those with disabilities to capture recordings.

The DM-670 digital recorder allows the recording of lectures with an unrivalled range over three microphone settings, whilst allowing up to 99 index marks to identify key areas of the recordings. Files can then be downloaded into the Olympus Audio Notebook software, with the recorded audio file being separated into manageable segments.

Audio segments can then be linked with a variety of information associated with the section of recordings (powerpoint slides, PDF pages, JPEGs, etc).

For information and to obtain an assessor copy of Audio Notebook, email: assistivetechnologies@olympus.co.uk

SENCOs prepare for change New funding arrangements make it clear that schools must take on greater responsibility for meeting the needs of all children with less complex needs through their delegated funding. With a reduction in local support services, the SENCO’s role is more important than ever.

If you subscribe to the Special Educational Needs Hub, you can join the 800 other SENCOs preparing to meet these challenges. The SEN Hub is an online support service from Optimus Education where you can find accurate and up-todate legal guidance, model policies, case studies, advice and answers.

For more information, call: 0207 954 3418 or visit: www.optimus-education.com/ SENISSUE63

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WHAT’S NEW?

New Community Support Service in North Lincolnshire

Rapid catch-up for the digital classroom

Options Group has announced the opening of Applegate House, providing specialist self-directed support and accommodation within the community for people aged 18 and over with autistic spectrum conditions.

Part of the tried and tested Rapid family, Pearson has introduced a new online catch-up service for today's primary digital classrooms.

With a commitment to the personalisation agenda, and following a person-centred planning approach, Applegate House places choice and control at the heart of the service it provides. Applegate House supports vulnerable people to learn how to live as independently as possible with the minimum of support.

For more information, call: 08442 487187, e-mail: info@optionsgroup.co.uk or visit: www.optionsgroup.co.uk

Perfect for children with EAL and dyslexia, Rapid online features over 200 online fiction and non-fiction e-books.

Assessment tools are built in and characters support the children through their activities with audio instruction and targeted feedback. Rapid online is designed to make catchup fun, interactive and inclusive.

To learn more about Rapid online, try a 60-day free trial or enter a competition to win a year's school subscription to Rapid online, visit: www.pearsonprimary.co.uk/rapidonline

One Autism Show, two venues The national event for autism this year takes place in both London and Manchester, offering greater access for parents, carers, professionals and individuals on the autism spectrum from across the country.

You can hear from leading professionals and high profile parents, discover hundreds of specialist products and services, access free one-to-one specialist advice clinics, learn new strategies in practical workshops, interact with sensory features, be inspired by performances in Autism's Got Talent and listen to individuals on the spectrum speak about their experiences.

Book in advance and save 25 per cent off your ticket price by visiting: www.autismshow.co.uk

The most progressive Soundfield System to date launches at Bett 2013 Bett 2013 was the busiest yet and not least for PC Werth who launched Juno, the voice controlled Soundfield system that can record lessons.

While many had already heard the buzz, the all day demonstrations meant that thousands could actually hear Juno’s high-quality amplification and see its simple Lesson Capture software in action.

With the advantageous flipped classroom now high on many agendas, it’s no surprise that many from special and mainstream education backgrounds are now trialling Juno.

To learn more or arrange a trial, email: juno@pcwerth.co.uk or visit: www.soundforschools.co.uk SENISSUE63

New specialist service for young people with high health needs Specialist support for children and young people with high medical and healthcare needs is now available at RNIB Pears Centre for Specialist Learning in Coventry, North Warwickshire.

For more than fifty years, RNIB Pears Centre has provided individually-tailored care, education and therapies to young people up to the age of 19 with complex needs and sight problems from across the UK. This service is now extended to young people who require long-term ventilation or who have life-threatening or life-limiting conditions.

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

Sensory Magic™ from Rompa Rompa’s new Sensory Magic™ is designed to take sensory experiences to a different level.

Its state of the art technology enables users to control light, colour, images, videos and sounds to create and control a sensory universe.

Whether it’s the heart of the jungle, the depths of the ocean or the far reaches of space, users can explore a wide range of integrated themes, as well as adding their own content and customising new themes.

The system has been designed with leading professionals in education, health and social care.

For more information, email: sales@rompa.com or visit: www.rompa.com senmagazine.co.uk

WHAT’S NEW?

St Elizabeth’s School and College St Elizabeth’s runs day and residential programmes for students aged five to 25 years, providing education and care for those with epilepsy and other complex needs.

Focussing on educational achievement and skills for life, the School and College encourage independence and confidence, tailoring their expertise to meet individual needs.

Students can enjoy amazing facilities, beautiful surroundings and vocational opportunities to reach their potential, whilst making life-long friends.

AQA Awards, skills for life, literacy and numeracy, vocational placements, social enterprises and therapies are all important at St Elizabeth’s.

For information, to arrange a visit or book an open day, tel: 01279 843451 or visit: www.stelizabeths.org.uk

Newspaper for those with learning disabilities National disability charity United Response has launched Easy News, the first newspaper designed specifically for people with learning disabilities.

The paper is in “easy read” format, with clear words and visual cues to explain big news stories.

The charity says “it is campaigning for a society where disabled people are equal participants and have access to the same rights and opportunities as everyone else.” Currently, only 11 per cent of those with learning disabilities read newspapers, because of the complex language used. Easy News seeks to change this.

To download a copy and sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news

Charity celebrates royal patronage The children’s charity Brainwave has marked ten years since The Countess of Wessex agreed to become its President by drawing up a timeline showing its progress over the past decade.

Ten years ago, the charity, which works with children with disabilities and developmental delay, worked out of one site in Bridgewater. Since then, it has established centres in the South East and the North West, and satellite clinics in Ireland and Scotland.

The Countess (pictured with Garreth Berridge and family on a visit to Brainwave SW) has made several visits to the charity’s centres, and met many of those who have benefitted from its work. www.brainwave.org.uk senmagazine.co.uk

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Tackling sensory and language processing An innovative approach that aims to improve attention, language processing and sensory overload by activating each brain-half separately using sounds through headphones, the Sensory Activation Solutions (SAS) method is easy to apply, non-invasive and cost-effective. It can help with conditions such as ADHD, APD, dyslexia and autism.

Courses are tailored to the age, condition and abilities of each client and are available through UK-based centres and practitioners, or via the internet.

Free tests, resources and training for therapists and educational professionals can be found on the website.

Tel: 020 3239 4880 or visit: www.sascentre.com

Frog scoops Bett Award Frog, the learning platform provider, was named as ICT Company of the Year at January’s Bett Awards.

Members of the Frog team picked up their Award from TV presenter Philippa Forrester and comedian Ian Moore (pictured far right and left) at a glamorous Awards Dinner in London.

The company was showcasing its new cloud-based learning platform at Bett. Designed specifically for tablets and mobile devices, the platform brings together all of a school’s online resources on one site, enabling children to access classroom content on the move and at home. Teachers can also create resources, update lesson plans and mark homework at any time, on any device. www.frogtrade.com

Asylum years A new book provides a surprising account of the treatment of young people with mental health issues in Victorian and Edwardian England.

Such Tender Years, by Diane Lockley, is a detailed study of the cases of 137 children between the ages of three and 14 years admitted to lunatic asylums in Leicestershire from 1845 to 1912.

Contrary to popular belief, the book suggests that asylum inmates may have experienced better conditions than their peers in the outside world; many enjoyed 24-hour medical care, warmth, clean dry clothes, regular nutritious meals and diverse occupational opportunities.

Such Tender Years is available from Amazon and the University of Leicester Book Shop.

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point of view

Point of view: academic

Getting the early years right Children’s welfare and development must be central to Government childcare reforms, says Fiona Church

T

he recent announcements of reform to early years provision have sparked much discussion across the sector.

The More Great Childcare report sets

confusing and that a clearer structure is needed.

Qualities such as caring, friendly staff and a fun and homely atmosphere are also very important factors when leaving

nurseries will rise from four children per adult to six, and for one-year-olds and under from three children per adult to four. The ratios for child-minders are also set to increase from one to two

out the Government’s proposals for delivering high-quality early education.

The Government clearly focuses on raising the status and quality of the early years workforce, with proposals for Ofsted to take over the inspection regime, and some key proposals in relation to qualifications for early years professionals.

A new graduate level status of Early Years Teacher and a Level 3 qualification of Early Years Educator are proposed. A clear requirement is that all early years professionals must have at least GCSE mathematics and English. There have been few arguments against this and most commentators have welcomed the proposal. A good introduction to literacy and numeracy is the bedrock of a good

young children in the care of others. It is important that all children are able to develop at a sensible pace, that they enjoy interactions with other children and adults and that nurseries are not seen as “hot-beds” of academic development.

What we want, I think, is happy children

babies and from three to four underfives, with a maximum of six children overall. A number of organisations have criticised the plans, stating that they are misconceived and more directed towards cheaper childcare than child safety. Parents have expressed concern that the quality of childcare may slip, but the Government case is that it will allow greater flexibility for nurseries and may bring the costs of childcare down as a result. The counter argument is that this is unlikely, given the need to pay for additional staff training and qualifications and the higher salaries that these will generate.

The Government response to the concerns raised is that their overriding aim is to encourage higher standards,

educational experience for children.

Having professional recognition is important, both in terms of the on-going professional development of staff and in terms of parental confidence in the level of expertise carers of their children have. Opportunities to gain higher level qualifications are also a factor in career enhancement and career satisfaction of staff.

Having said this, it is also important to note that a large number of early years professionals have had training and are professionally qualified. The Government argues that the current range and levels of qualifications are SENISSUE63

Parents have expressed concern that the quality of childcare may slip who are confident and looking forward to school and who leave childcare with a strong foundation for learning. It is important to get the right balance and to ensure that professional training prepares early years educators for a holistic approach to child development and learning.

One of the more controversial aspects of the Government proposals is the relaxation of the rules on the maximum number of children one adult can look after, provided they meet quality standards. The Government has looked at practice in other European Countries who have less rigid adult to child ratios, stating that these are still able to deliver high-quality childcare, mainly due to the professional status of staff. The maximum ratios for two-year-olds in

less red tape, professionalisation of the sector and improved choice for parents.

The Government is consulting on the proposals and will respond in the spring.

Any changes are likely to come into force from September 2013.

Further information

Professor Fiona Church is Executive Dean, Faculty of Education, Law and Social Sciences at Birmingham City University: http://bcu.ac.uk/elss/school-ofeducation

senmagazine.co.uk

point of view

Point of view: parent

Court in the act

Gulshanah Choudhuri describes how she juggles her dual roles as SEN barrister and single mum of two girls, one of whom has Down syndrome

N

early eight years ago, I thought I’d never recover from the news that my daughter has Down syndrome. I remember praying that there was a mistake and that the Consultant with the kind brown eyes had got it wrong. Deep down, buried somewhere in my heart, I knew, of course, that he was right.

My recovery took at least 12 months.

Once I had played out the blame game, I carried on as far as I could with normal life, though life would never really be normal again. There was life before Ambreen and life with her. The years passed and, like other parents, I struggled to obtain the right provision for Ambreen.

When she was about to start junior school, we relocated from Peterborough to Hampshire. Everything was new and people didn’t really know me at all; they just knew me as the barrister with a Down’s daughter.

There are days when a lot of juggling is involved, especially as a single mother of two. The greatest challenge I have is finding the right child care for Ambreen.

With her sister it is different; she is five years old and can recall every detail about how the child minder treated her and what she did with her day. With Ambreen, though, I am unable to find out how she did. Of course I can ask the childminder, but I would rather know from Ambreen that she is happy and well cared for. She is vulnerable and it is imperative for me to trust the person looking after her while I am in court. senmaGAZINE.co.uk

I am only able to call during my lunch break, or on my way home, to find out if everything is alright. I usually put the girls into after school club, which runs until 6pm, but I rarely take cases that mean they will be picked up after 5pm.

If a case is going be heard in London, I will usually employ someone to pick up the girls and cook them dinner. On those days, I arrive back at around 8pm. By then, I am shattered and both the girls are often asleep.

Every minute of my day is accounted for, right down to when I am buying milk

I have a cleaner come in as and when I need one; I say that this is my guilty pleasure as it frees up my time and gives me some respite. I haven’t yet used any formal services for respite, though, despite being a lone parent, as I know there are many others with children whose needs are far more severe than Ambreen’s.

I have to use different approaches to parenting with both my daughters, and the experiences can be very different.

I would never change how things are, though; having Ambreen is a gift and she is an inspiration to me. All in all, my life is very rich and rewarding and I always remember that there are many people worse off than me, and they have to cope.

I do most of my work in the early hours of the morning, during school hours or, if needs be, when the children have gone to bed. I have to be very disciplined both at work and at home, as I know that time is precious. Every minute of my day is accounted for, right down to when I am buying milk. My philosophy is definitely: do today, and don’t put off until tomorrow.

Ambreen used to wake up every night as she suffered from sleep apnoea but, since she had her tonsils out, it has eased off. I remember those nights as being pretty tough on me, especially functioning without much sleep and having no rest from work and being a mother.

Further information Gulshanah Choudhuri is a Barrister-at-Law specialising in SEN: www.senbarristers.co.uk

What's your point of view?

If you have an idea or opinion to share on any SEN issue, please email: editor@senmagazine.co.uk

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coming to terms with sen

20

Special relationship Jane Raca tells of her emotional struggle to come to terms with her son’s complex special needs

I

n the summer of 1999, I was sitting on Whitby beach with my husband and our two-year-old toddler. There was a strong breeze which kept

blowing sand into our ice creams, but the sky was bright blue, and the sun danced on the surface of the sea.

I didn’t know that the next day would

Special schools were invisible parts of our society, rarely talked about and usually hidden away

bring a tsunami with it, one that would

walk or talk, and James was handsome and smiley, so we did not have to deal with difficult questions. Then, as other children began to reach their milestones and he didn’t, James began to get left behind, like seaweed on the beach when the tide goes out.

The process was so gentle – almost imperceptible – that most of the time I

destroy the life I knew and leave me

were clouded by shock. There were the

just enjoyed having my baby and was

to rebuild a completely different one.

times that James nearly died in hospital;

happy that he was alive. Even when

I was only 24 weeks pregnant and my

then, when he finally pulled through,

he was diagnosed with cerebral palsy,

waters broke. Three days later, James

there was a sense of blazing joy. This

I was alright, and I felt safe in the little

was born, weighing just 1lb 12oz, with

was followed by his homecoming, and

bubble of our own home. But when I

extensive brain damage. The doctors

the terrifying responsibility of nursing

went out into the wider world, things

told us that he only had a 50 per cent

him myself.

began to happen which started to pierce

chance of surviving. If he did live, he

that bubble.

would, at the very least, have movement

Lost on the tide

difficulties down one side. He might be

Gradually, the shock subsided, to be

jewellery shop getting a watch repaired,

much worse; they couldn’t say.

On the first occasion, I was in a

replaced by the day-to-day realities of

and James was in his pushchair. The

My memories of those first weeks and

James’s condition. At first, he looked

shop was empty and the woman serving

months are hazy, as all my experiences

like any other baby. No new-born can

me had plenty of time to look at him. I saw that he had his left hand up in a classic spastic pose. “He’s got cerebral palsy”, I said, and the woman smiled kindly and said that she knew. It was the first time I had spoken the words to anyone, and the pain of hearing that sentence from my own mouth was intense. After that, I began to tell everyone, rather than wait to be asked.

Each time it became a little easier, like a wound which had bled, but was now healing and was thick with scar tissue.

Eventually, it became clear that James couldn’t walk, and since he was too big for his pushchair, he would have to graduate to a wheelchair. Having a blue badge and a wheelchair defined James as a physically disabled person, in a way that a diagnosis, invisible from

As James's difficulties became more apparent, Jane got used to dealing with therapy and specialists.

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the outside, did not. senmagazine.co.uk

coming to terms with sen

having a statement of SEN. This was a piece of paper which I had put away without even reading. I didn’t know then that some parents have to fight to get a statement, and that it was to become very important later in James’s life.

I realised that, at some level, I had known about his autism, yet I had wanted not to know

Overcoming fear

James has been diagnosed with cerebral palsy, epilepsy and autism.

The next piercing of our bubble came

James had a couple of seizures, which

It has taken 13 years to be able to

the doctors had classified as febrile

say, without a lump in my throat: “My

– temperature related – because he

son has cerebral palsy and epilepsy

had been ill. The school nurses sent

and is severely autistic. He uses a

home a form headed “THIS CHILD IS

wheelchair, and can’t walk or talk.” This

EPILEPTIC” for us to fill in. He hadn’t

acceptance has no doubt been helped

been diagnosed as epileptic though, and

by the passage of time, but it has also

I was seriously hoping that he wasn’t. I

come about because these conditions

didn’t want James to face a lifetime of

are part of James and I love all that he is.

medication and hospitals. I took my fear

The tsunami, that washed away

and emotion out on the Headteacher,

the world I knew, took with it my

complaining bitterly about the form,

prejudice and preconceptions. I am

which was hastily withdrawn.

no longer scared by seeing someone

Months later, when James had nearly

who can’t speak words making unusual

suffocated in the night during a series

sounds. I no longer get embarrassed

of fits, I was only too glad when he

by meeting people with a learning

was prescribed epilepsy medicine and

disability. I am not interested in how

issued with emergency sedatives. The

someone dresses or whether they live

form was quietly reinstated at school,

in the right part of town. Having James

and I helped to fill it in.

has taught me instead to look for the

with the special school. I had never been

The last stab, which deflated our

to one, or known anyone who had been

bubble completely, arrived out of

to one. Special schools were invisible

the blue. James had some unusual

parts of our society, rarely talked about

behaviour which I had just dismissed

and usually hidden away. Suddenly

as “James”. He didn’t like going out in

there was a nursery full of children like

the car, wouldn’t eat warm food, and

James. Seeing him in this context took

retched when he saw anything bright

my breath away.

orange. His nursery teacher sat me

Once the special school became

down and said she thought he might

involved with us, the labels defining

be autistic. By this stage, my feelings

James’s disabilities increased in number.

had become numb, and hearing this

We became familiar with the language

news caused only a dull ache. When

of therapy and special education, with

the diagnosis was confirmed by his

its profound and multiple learning

consultant, I realised that, at some

difficulties (PMLD), speech and language

level, I had known about his autism,

therapists (SaLTs) and occupational

yet as with the cerebral palsy and the

therapists (OTs). The SaLT taught James

epilepsy, I had wanted not to know.

to use pictures to communicate, and it

Now, in addition to the wheelchair and

confirmed what I had long suspected,

the anti-epilepsy medication, we had to

that although he couldn’t speak, he

adapt our family life for a member who

knew exactly what was going on.

was terrified by change of routine, and

We learned that James’s right to be at the special school depended on him senmaGAZINE.co.uk

humanity within.

In the next issue of SEN Magazine, Jane talks about her fight to secure appropriate care for James.

Further information

Jane Raca is the author of Standing up for James, a memoir about coming to terms with her son’s disabilities, and her fight to get support for him from the local authority: www.standingupforjames.co.uk

needed constant support to cope with the world around him.

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22

tourette's syndrome

On the tic Suzanne Dobson looks at how Tourette’s affects pupils and what schools can do to help

T

ourette’s syndrome (TS) is an inherited neurological condition. One school child in every hundred will have TS

severe enough to be diagnosable by a specialist. As with many neurological

The words people with TS articulate as tics do not reflect what they are thinking

conditions, boys are three to four times

inappropriate (NOSI) behaviour, where people with TS have a compulsion to do or say the wrong thing, which may be socially unacceptable – for example, touching something or someone they should not touch, or making an insulting comment.

more likely to have TS than girls.

The key feature of TS is tics:

also exhausting. At the milder end of the

Involuntary action

involuntary and uncontrollable sounds

spectrum tics may go mainly unnoticed

It is important to remember that the

and movements. TS is usually first

but at the severe end, the symptoms are

words people with TS articulate as tics

diagnosed at around the age of seven

extreme and the social, educational and

do not reflect what they are thinking.

years, although tics may be present

economic effects are serious.

In fact, people with TS are constantly

before this time, and usually is at its worst

The popular view of TS, that everyone

surprised, embarrassed and upset by

between the ages of 12 and 13. For 50

with TS swears uncontrollably, is untrue.

the words and phrases they use, as

per cent of people, symptoms will start

In fact, only one in ten of those with

they have no warning about what they

to disappear by 18. It is important to

TS have coprolalia (the swearing tic),

are going to say. This is perhaps the

realise that these symptoms are chronic

and only a few people have copropraxia

most difficult concept to cope with

(long-term) and for many people they are

(making rude gestures).

in school. Occasionally, tics are so

physically painful or damaging. For the

The other main problem-tics fall under

apposite that no-one can believe that

majority of people living with TS, they are

the heading of non-obscene socially

the phrase wasn’t meant, and people

Careful classroom management is needed to keep classmates' mirth in check when a pupil tics.

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tourette's syndrome

feel targeted by the comments. So it is essential that all school staff understand that the young person is not using their TS to say just what they are thinking. We do not yet understand quite why the TS

The most futile activity is to ask a child with TS to stop ticcing

to go to a safe space to calm down.

The most futile activity is to ask a child with TS to stop ticcing. Not only is this largely impossible, but the added stress is likely to exacerbate the tics.

brain alights on particular words and

Many with TS have real difficulty with

phrases but perhaps one day we will

impulsivity and tend to act before they

understand this complex mechanism.

Echolalia (or palilalia) also causes problems for children with TS, mainly

and children are often interested in the

think. While students must understand

influence of diet, we have little reliable

that certain behaviours are unacceptable

data so far.

in school, it also important that any

with those in authority, as this tic

sanctions reflect the inability of the

involves repeating what someone else,

Practical solutions

or even the person with TS, has just said.

While people with TS exhibit the same

Poor concentration and feelings

As you might expect, this can cause

IQ range as the population as a whole,

of low self-esteem are also common

great mirth in a classroom setting, and

their TS will often make learning harder.

problems for people living with TS. It

confident classroom management is

Constantly ticcing or trying to suppress

can be helpful for a teaching assistant

the best antidote. Understanding the

tics is exhausting and, depending

to make brief checks that the student

unusual nature of TS tics and explaining

on the tic itself, may be physically

understands what is going on in class

them to the class is crucial. Make sure

debilitating. A recent study undertaken

and is on track. For some people living

the other pupils understand that you do

by Tourette’s Action and the University

with TS, chewing gum helps them to

not expect them to join in, and that you

of Nottingham, which will be reporting

keep concentration and reduce tics.

want them, as far as possible, to ignore

in spring, is looking at the psycho-social

Although this may not be a popular

both palilalia and NOSI behaviours.

aspects of school for post-11 pupils.

suggestion within school, it may be

student with TS to easily control this.

With younger children, it is often a

It is becoming clear that homework is

worth considering for those whose TS

good idea to include mum in explaining

particularly difficult for many with TS.

is particularly difficult or problematic. For

how TS works, but older children are

Not only are they exhausted by their

younger children, fiddle toys, such as

often keen to explain this themselves.

tics but also home is where they can

stress balls and tangles, can be helpful.

Schools report that this has been very

tic freely. This means that concentration

Perhaps the most confusing thing

successful in improving relationships

is often impossible, and handwriting or

about TS is how the tics change both

within the class, minimising disruption

even using a computer is difficult.

in severity and nature over a very short

and improving learning.

This can cause a great deal of conflict

period of time. You may have just got

Over 85 per cent of people with TS

between home and school; teachers

used to one tic when it is replaced by

have more than just tics. Additional

often comment that something must be

another, or an additional one is added.

comorbidities include obsessive

wrong at home, as the child doesn’t tic

The key thing is to understand exactly

compulsive disorder (OCD) and/or

like that in school. If you have a child

how TS affects the particular individual

attention deficit hyperactivity disorder

for whom this is a particular difficulty, it

concerned. Make sure you have a good

(ADHD). People living with TS may also

may be a good idea to discuss whether

rapport with the parents; they will know

suffer from rages.

a small reduction in the exam load, or

that something has changed and be able

There is no cure for TS and no specific

allowances over homework, would

to forewarn you.

medication; treatment is on a patient by

help. It is important that those who

patient basis. The standard treatment

have the potential for further education

for TS is the use of neuroleptics; these

are not prevented from achieving this

are mainly used to treat psychosis,

just because it is usual to take eight or

even though there is no established link

nine exams.

between TS and psychosis. Currently,

It is also helpful to provide children

the most successful treatment for TS is

with a time out card, allowing them

cognitive behaviour therapy, but access

to leave the classroom if their tics are

to this type of therapy in the UK is very

particularly troublesome. It is particularly

limited. There is little evidence for other

important if you are teaching a child who

non-drug treatments. While parents

has rage attacks that they are allowed

senmaGAZINE.co.uk

Further information Suzanne Dobson is CEO of the charity Tourette’s Action: www.tourettes-action.org.uk

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What do parents think of SENCOs? Hayley Goleniowska asks families what they really want from those charged with one of the most challenging jobs in school

I

am a former teacher and learning support assistant (LSA), and now I am a stay-at-home mother of two. Our youngest, Natty, has

Down syndrome.

When I looked back, from the parental side of the fence, on my time as an LSA, I realised that I may have been a good

It is so important to see things from the parents’ perspective and understand the pressure they are under

LSA, but that I was not good enough.

It is vital to involve and accept offers of help from parents. One mum summed this up by making a plea to school staff: “I would like to be treated as the lead professional. Realise that the parents are experts and be open to suggestions of new ways of doing things that have been successful elsewhere."

Another mum echoed the thoughts

So I decided to ask other parents and

All families differ, but the vast majority

of many in wanting to be involved as

disability groups what they thought of

of parents know their child better than

much as possible in her son’s education:

the professionals who support their

anyone else. After all, it is the parents

"I would ask the SENCOs to take five

children; what would they say to a room

who have sat up into the small hours

minutes to listen to the parents...I want

full of SENCOs and SEN workers, if they

researching their child’s condition online,

my child to go through school in the

had the opportunity? The reaction to this

fuelled by worry, fear of the future and

best way possible. This means being

was overwhelming and the responses

a desperate need to know that they

regularly involved in planning and

fell into three distinct categories, which

are doing their very best. It is they who

forward thinking”.

echoed my own thoughts.

have spent their evenings networking

It is so important to see things from

with other families and support groups

the parents' perspective and understand

Consider the parents

to find the best solutions for their child.

the pressure they are under. Parents live

Far and away the most frequently

It is they who have been the experts

with the child's difficulties every day.

mentioned and passionately discussed

from day one. SENCOs who recognise

They may not get much sleep, and often

point was that professionals must

this have access to the most valuable

have to face worrying episodes when

consider what parents think and want.

of resources.

their child is ill or hospitalised; at times,

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this will take its toll, and recognising this will go a long way towards creating a better working relationship.

Teachers and SENCOs must take the time to look for potential problems within school so that parents don't

“A good SENCO will see the bigger picture, and help their staff to see it too"

always have to be the ones to mention

they think what's the point in helping this child who is so far behind? They become frustrated that they aren't making more progress. They need to see that reaching small goals is worth such a lot, that they are helping a child to live an independent life."

what is not going to plan. Suggestions

are a problem, just that you need to

Inclusion is a two-way street;

should also be taken seriously the first

think differently and change your way

classmates can benefit just as much

time. As one father said, "By the time I

of working."

from being around children with SEN as

raise an issue at school, it is because it

SENCOs need to get out into the

these children can from being included

is really important and because I have

classrooms and go on learning walks

alongside their peers. As a parent noted,

already let a lot slide...I do not want to

around the school. They need to spend

"Our daughter will not finish school and

be considered a nuisance."

time with the children with SEN, to

live in a vacuum. Our hopes should be

assess needs and determine which

that we can all enable her to live within

The pupils’ advocate

advice services and interventions

the mainstream community. And for

“For inclusion to be successful, a teacher

to recommend.

this, her experience at mainstream

must provide for the needs of every child

One TA I have worked with summed

school is crucial. Inclusion at school

in the class and this includes children

up the SENCO role rather well: “An

will help her be included in the future,

who have teaching assistants (TAs)”,

efficient SENCO would have the ability

and will help others learn to include her.

says SENCO trainer Angela Redman.

to promote effective teamwork...

Schools should see themselves as mini-

“The teacher should work individually

They should be aware of their team’s

societies, enabling children to become

with these children so that they can

individual expertise and have in place

good citizens.”

fully understand them. Pupils will often

methods to deploy them across the

SENCOs have a difficult role, but they

work harder for the teacher and this also

school, ensuring teachers, teaching

are in a privileged position: they can

models how the other pupils in the class

assistants, supervisory staff and

make an enormous difference to the

view that child”.

parents have access to a higher level

educational careers and future lives of

Most parents realise that the role

of support, and providing service users

so many. It is important that they get it

of SENCO is a difficult one. They are

with a flexible, efficient and competent

right for all our children.

employed by the school, report to a head

workforce. This dynamic approach to

of department and headteacher, and

teamwork allows for the identification of

work within ever increasing constraints

gaps in provision and highlights areas

of time and money. Primarily, though,

for professional development.”

they work for certain children within the school – often some of the most

Inclusion and independence

vulnerable – and are their advocates.

“A good SENCO will see the bigger

Sadly, bullying and disrespect

picture, and help their staff to see it

towards pupils with SEN does occur

too", said one of the parents I consulted.

within schools, and sometimes staff

We all know that school is not just

members are the perpetrators. It could

about reading, writing and numeracy,

be a peripatetic teacher who feels that a

but sometimes it is easy to get lost in

child with additional needs is disruptive,

academic targets and assessments.

or a dinner server or receptionist whose

For many children with SEN, though,

ideas are a little “old school”. Staff need

their time at school is more about the

to be vigilant. All staff members must be

long-term goal of enabling them to

made aware of the school's disability

live in mainstream communities as

equality policy, and trained to follow it.

independently as possible. Another

As a parent said, "Make sure all staff

parent’s comment encapsulates a

know that just because a child has

common concern: "Some teachers are

additional needs does not mean they

used to measuring success in data and

senmaGAZINE.co.uk

Further information

Hayley Goleniowska is the author of the blog Downs Side Up, which has developed into a family support network. She regularly speaks to teachers, support workers and medical staff on issues relating to Down syndrome: www.downssideup.com

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behaviour

Why behaviour is never bad Louise Kadayer looks at how understanding where problem behaviour comes from can help us to manage it

T

he terms “inappropriate”, “challenging” and “difficult” are often used to describe behaviour that we (parents/

teachers/society)

deem

to

be

unacceptable. The debate about who defines and enforces these parameters is beyond the scope of this article, so I will

We engage in inappropriate behaviour because we lack the skills to go about things in an appropriate way

confine myself here to the practical issue of how we deal with these behaviours.

challenging behaviour should reflect this. So, how can we find the solution that will be specific to a particular child?

First, we have to figure out the function of the behaviour. The term “behaviour” here also includes the use of language, so it includes all types of activity, such as speaking, crying, hitting and hugging.

acting like that? What purpose does

Many people focus on what they

the inappropriate behaviour serve and

The functions of behaviour

can see. For example, a child is having

what does the child get out of acting

The applied behaviour analysis

a temper tantrum or a teen is being

that way?

approach, based on the work of B.F.

kicked out of class for bothering other

We must understand the “why” if

Skinner, looks at four basic functions of

students. We then often try to reduce

we are to implement procedures that

behaviour. These functions explain the

the incidence of the challenging

will reduce or eliminate challenging

reasons why we engage in behaviour,

behaviour through solutions that have

behaviour. Without this understanding,

as well as what is maintaining the

been passed down through families, a

the techniques we use will, more than

behaviour. Essentially, they are the

previous generation of school teacher or

likely, not work or, worse still, cause the

guiding force behind all that we do.

read about in books. The problem with

behaviour to increase in frequency and

It is crucial to understand that the

these kinds of approaches, though, is

severity. We are all different and have

function of the behaviour, the reason

that they fail to determine the function

unique needs. The way we move forward

we engage in it, is never “bad”. It is the

of the behaviour; why is the child

when working with children to decrease

way that we go about communicating

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the function to others that can causes problems.

Generally, the reason we engage in inappropriate behaviour is because we lack the skills to go about things in an appropriate way. We all have skill deficits and each of us needs help in learning new behaviours along the way.

It is important to teach children that engaging with others is the best way to make their lives better

If children have language, academic or

the function of the behaviour to be completed. Under these functions, we go about adding or removing from our environment independently.

For example, a girl is bored, so she turns on the TV. Alternatively, a boy is overwhelmed by meeting a lot of new people at a family gathering, so he hides out in the basement and plays

social difficulties, they are more likely to

someone go away or stop speaking to

require support in this area. If we can

us, or making a sensation stop.

video games.

Many children with language or social

determine the function of the behaviour

This function is often dealt with

difficulties often go about meeting their

in question, we can teach children how

incorrectly, leading to an increase in the

needs and wants on their own. While

to get their needs met in an appropriate

inappropriate behaviour. For example,

this can lead to independence, it can

manner. So, when trying to decrease the

a boy who struggles with maths has

also lead to isolation and loneliness. If

incidence of a challenging behaviour,

been asked to complete a maths test.

children do not see other people as a

we always want to teach appropriate

He does not have the skills to complete

means to improving their environment,

replacement behaviours.

the test and doesn’t know what to do, so

it is very important to intervene and

he wants to escape the task. He begins

implement techniques to teach them

Function one: socially mediated

to kick the seat of the person in front

that engaging with others is the best

positive reinforcement

of him. The teacher warns him: “If you

way to make their lives better.

This is often referred to as “attention

keep doing that, you will be sent to the

In conclusion, by looking past the

maintained” behaviour, and involves

office”. The child continues to kick, so

“bad” behaviour and discovering the

engaging in behaviours that in the past

the teacher says, “That’s it. Give me

real reasons that children engage in a

have been successful in adding things to

your test and go to the office”.

particular action, we are able to support

our environment through other people.

While this outcome may seem

them into new, more appropriate ways

Wanting someone to pay attention to us

undesirable to many of us, the child

of behaving. At the end of the day, we all

is a good thing, but how we go about it

has actually got what he wanted: the

have similar needs, and finding out what

is what is important. Children who are

quiz to go away. In this situation, the boy

children need, and supporting them to

verbal may be able to approach a peer

has learned that when you do not want

access it appropriately, is a challenge

and say, “I want to play basketball”, but

to do a worksheet, you kick the seat

that is well worth the effort.

a child with limited verbal skills may not

in front of you and you will be allowed

be able to accomplish this and instead

to leave class. However, if the teacher

may throw the ball at the peer. This may

had been successful in determining the

seem mean if we just look at the action

function of this behaviour, s/he would

itself, but if we take a step back and

have identified that the boy did not have

realise that the child just wanted to play

the skills to be successful in the test

but lacked the skills to accomplish this,

and s/he might have approached the

we can see that we just need to teach

problem by teaching the child how to

the child how to ask a friend to play.

ask for help or voice concerns when he is feeling overwhelmed. S/he might also

Function two: socially mediated

have arranged for the boy to receive

negative reinforcement

some extra tuition in maths.

This is often referred to as “escape maintained” behaviour and refers to

Functions three and four: automatic

removing things from our environment

positive reinforcement and

by using other people. Here, we engage

automatic negative reinforcement

in behaviours that in the past have been

These two functions have been grouped

successful in removing things from

together because they do not require

our environment, for example making

the addition of another person for

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Further information

Louise Kadayer is Managing Director at behaviour consultants Network Interventions: http://networkinterventions.com

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ADOPTION

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ADHD

Supporting ADHD Susan Yarney looks at how to provide the right support at home and school for children and young people with ADHD

A

ttention deficit hyperactivity disorder (ADHD) is a complex condition characterised by symptoms of inattention,

impulsivity and hyperactivity. Symptoms

ADHD is not caused by bad parenting, too much sugar or a bad diet

children can also be a risk factor for developing ADHD.

ADHD and other conditions ADHD commonly overlaps with other

of ADHD occur in multiple settings,

conditions. Indeed, the MTA study of

and ADHD can seriously affect a

20011 revealed that ADHD alone (with

child’s concentration, behaviour and

What causes ADHD?

no overlapping disorder) occurs in only

learning. Perhaps as a result of the

The exact cause of ADHD is unknown,

around 31 per cent of children. The

widespread use of the internet, more

though studies have shown that it

study found that ADHD overlapped with

families are recognising the symptoms

may be due to some form of chemical

oppositional defiance disorder in 21 per

of ADHD and asking for help early on

imbalance in certain areas of the brain.

cent of cases, with anxiety disorder (ten

from professionals.

It is widely believed that ADHD runs in

per cent), with conduct disorder (seven

families; it is not uncommon to diagnose

per cent), and also with a range of other

two or more members of the same family

conditions including tic disorders and

with ADHD.

substance abuse.

ADHD is one of the most common medical

conditions

underlying

behavioural difficulties and educational underachievement in children and young

ADHD is not caused by bad

ADHD can also be associated with

people. It affects approximately three to

parenting, too much sugar or a bad diet.

autism spectrum disorders, dyspraxia,

five per cent of school-aged children in

Research has shown, though, that harsh

attachment disorders and other neuro-

the UK. This means that in a class of

or inadequate parenting may worsen

developmental conditions. Some

30 children, one or more will have the

symptoms of ADHD.

medical conditions may also mimic

condition. ADHD is also three to four

Alcohol, smoking and drug misuse

times more common in boys than in

during pregnancy can increase the risk

girls, though symptoms of ADHD in girls

of a child developing ADHD. Babies

may be harder to spot. It is now known

who were born premature, or were very

Good health in pregnant mothers and

that ADHD persists into adolescence

ill soon after birth, may develop ADHD

babies can reduce the risk of ADHD

and adulthood.

later in life. Significant head injuries in

later in life. It is important to educate the

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Prevention and public health

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Supporting ADHD in the home

By ADHD Nurse Specialist Lynn Hall For support strategies to be successful, professionals should rally around the child or young person and his/her family. It is crucial that parents are provided

If parents or carers lose their temper, this will not help matters

with appropriate information regarding ADHD management.

Parents and carers should:

Families of children identified with

• access ADHD support groups or websites to increase

ADHD should be referred to parent

their knowledge about the condition

support and behavioural programmes.

• be good role models for their children, and encourage

These structured programmes can

family bonding by doing things together

enable parents to effectively manage

• avoid giving multiple instructions to the child, and remember

their child’s behaviour. A number

to sustain eye contact when giving instructions. Instruction

of programmes have been shown

should be broken down into easy-to-remember chunks

to be effective in managing and

• plan the day so the child knows what to expect,

supporting challenging behaviours in

and break this down into structured steps

young children.

• provide immediate positive feedback and reward for good behaviour • help the child with everyday organisation of things such as homework

ADHD care pathways

• set a good bedtime routine. Sleep hygiene information can be obtained

The 2008 NICE guidance on ADHD2

from the ADHD nurse specialist, school nurses and health visitors

encourages ADHD specialist teams to

• watch for warning signs. If the child looks like s/he is

develop ADHD care pathways. These

becoming frustrated, over tired and about to lose self-control,

pathways capture each stage of a

try to intervene by distracting him/her calmly. If parents or

patient’s journey and enable vital multi-

carers lose their temper, this will not help matters

agency working. Clear and robust care

• be consistent and firm when setting rules

pathways facilitate early identification of

• avoid confrontation. Adults should avoid locking horns

children requiring specialist intervention

with a child with ADHD, as this can produce a battle of the

or support and identify gaps in

wills and lead to damaged relationships. A back-up plan

existing services.

is always useful in situations of possible conflict.

Clear transition pathways from

If parents and professionals work together slowly and steadily, change should

paediatric specialist services to adult

come, but it is important not to expect too much too soon.

mental health services are instrumental in supporting young people with ADHD.

public and pregnant mothers about the

Supporting those with ADHD

Early identification and referral

dangers associated with smoking (active

Early recognition of symptoms

Identifying symptoms of ADHD can

and passive), alcohol and drug misuse

Recognising the symptoms of ADHD

be difficult. However, persistent and

on the brain of the developing foetus.

in very young children can be difficult.

impairing symptoms of hyperactivity,

Good and early antenatal care can

It is important to distinguish between

impulsivity and inattention occurring in

prevent the transmission of certain

normal active toddlers with challenging

more than one setting and significantly

disease-causing viruses from the

behaviours and those with genuine

impacting on a child’s ability to

mother to the developing foetus. Good

symptoms of ADHD.

function effectively, and on people around him/her, should be referred to

post-natal care by midwives, and early recognition of disease in the newborn by

Training and education

paediatricians, GPs and health visitors,

Specialist ADHD teams should

Extreme cases of ADHD can affect

are essential. Successful childhood

be involved in offering training

behaviour and attention to the extent

immunisation programmes will also

programmes

care

that they disrupt a child’s learning

prevent common childhood diseases.

professionals and schools. Knowledge

experiences. Children often become

to

primary

health professionals.

Health visitors should be available to

about ADHD will enable recognition,

isolated from their peers and experience

support new parents and deliver health

support and early referrals to

promotion programmes.

specialist services.

low self-esteem. This, in turn, increases >>

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ADHD

Parents should be referred to structured parenting programmes the risk of developing mental health disorders later in life.

Those with suspected ADHD should receive support to help them overcome their difficulties and to make it easier for them to access the school curriculum, improve relationships and achieve to their full potential.

Pre-school children Pre-school children with challenging behaviours and suspected ADHD should undergo multiple observations by trained professionals within the nursery or preschool and home settings. Parents and staff with concerns should discuss them with health professionals.

Parents should be referred, in the first instance, to structured parenting programmes, as symptoms may improve with the right support and intervention. It is important for parents/ carers to receive advice and support from all relevant professionals. Referral to specialist services is warranted if symptoms persist despite adequate behavioural support and intervention.

Voluntary ADHD support groups are instrumental in providing further support and advice to parents and professionals.

School-age children Suspected ADHD within the educational setting should initiate a response in accordance with the setting’s existing SEN systems and practices, and the SEN Code of Practice.

SENCOs and teachers play a vital role in collating the necessary information for initial assessments. Schools need to work closely with school health teams within their localities, who will

Supporting ADHD at school/college

By ADHD Nurse Specialist Michelle Atherton Schools should work closely with parents and health professionals in supporting children and young people. School health teams and trained school staff are instrumental in administering and monitoring ADHD medications in school, where appropriate. Schools should have access to regular and up-to-date ADHD and medication information and training programmes.

ADHD nurse specialists have the important role of bridging the gap between specialist ADHD services, schools and families. They frequently offer support and training to children and families, schools and professionals within primary care.

The following strategies can help support students with ADHD at school.

Managing inattention: • sit the pupil at the front of the class, near to the teacher and away from any internal or external distractions. Ensure that the table/desk s/he is working at is also free of any distracter items, and that there is a place to go for quiet study • sit the pupil with other pupils who will provide good role models. This will provide an environment for observational learning to take place, which will hopefully result in imitation of the desired behaviour • divide tasks into smaller, more manageable segments and reduce task choices to no more than two • as soon as the pupil has finished each part of his/her task, use positive reinforcement to praise the pupil for completing each segment of the task and for staying focused • keep classroom rules clear and simple, and instructions brief, and only give one instruction at a time. In order to avoid the pupil being inflexible, keep routines fixed so that the day’s events are organised and easy to forecast • to help the pupil follow instructions, first gain his/her attention and then give the instruction. Repeat the instruction using a variety of methods (such as verbal and written), ask the pupil to repeat it, and then repeat the instruction at regular intervals and ask the pupil to continue to repeat the instruction to him/herself.

Managing hyperactivity • provide pupils with short periods of physical activity during task segments • when the pupil needs to calm down, have activities ready that are structured, easy and enjoyable for him/her to do, and that allow him/her to move around either in the classroom or within the school grounds.

Managing impulsivity • help pupils to become aware of how their behaviour affects themselves and others. Ask them to explain a number of times what they have done, what they think would have been a more acceptable way to behave and why they think others around them have responded in the ways they have.

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intervention programmes and provide strategic support.

Schools should provide enhanced behaviour and learning support to children struggling with the academic curriculum. Some children may need

Help pupils to become aware of how their behaviour affects themselves and others

to be referred to social skills and anger

community. ADHD awareness, leading to early identification and referral to health services, when appropriate, is essential. Early referral can also help to ensure more effective support with ADHD management, social skills and behavioural programmes.

ADHD care pathways should enable

management programmes.

ADHD psycho-education

effective multi-agency working and

Specialist ADHD services

Effective psycho-education3 plays a vital

identification of service gaps.

Children and young people with

role in supporting children and young

ADHD psycho-education should use

impairing and persistent symptoms,

people with ADHD and their families.

a variety of techniques and approaches,

despite adequate support, should

ADHD psycho-education involves the

and should be delivered in a manner

be referred to specialist ADHD

simple dissemination of information

suited to the learning style of the

health services.

on ADHD and its management in ways

individual. Through active participation

Those with suspected ADHD will

which are easily grasped by children

in education and training sessions

receive a comprehensive assessment,

and young people (and their families).

with professionals, children and young

which may lead to a diagnosis of

The aim is to empower the children

people can more fully understand their

ADHD. Referral to specialist behaviour

and young people (and their families)

ADHD, and become better motivated

programmes is made post-diagnosis.

by providing them with necessary skills

to take responsibility for managing their

and information about the condition.

disorder as they get older.

Children with severe symptoms of ADHD may be started on medication

Psycho-education may be done

to help control their symptoms. Regular

individually or in small groups, but

ADHD reviews within specialist services

professionals should be aware that

and primary care should occur after

different children use different learning

diagnosis, especially if medication

styles – such as visual, auditory or

is involved.

kinaesthetic – to access learning.

Professionals should also use a range of different tools and approaches, including story-telling, play, pictures, audiotapes, computer CD ROMs and smart phone apps for older children.

Parents should be encouraged to use

Footnotes

1: Jensen, P. S. et al., J Am Acad Child Adolescent Psychiatry, 2001; 40 (2): 147-158.

2: National Institute for Health and Clinical Excellence, Sep. 2008. Attention deficit hyperactivity disorder. Diagnosis and management of ADHD in children, young people and adults. Quick reference guide. Nice Clinical Guideline 72.

3: Montoya, A., Colom, F., Ferrin, M., Is psychoeducation for parents and teachers of children and adolescents with ADHD efficacious?

A systematic literature review. European Psychiatry, Volume 26, Issue3, 166-175.

the same techniques at home with children with ADHD and their siblings.

When delivered effectively, ADHD psycho-education

will

increase

awareness and understanding of ADHD in the child or young person, resulting in increased self-esteem and impacting positively on peer and family relationships.

Conclusions Ensuring good health in pregnant mothers and children may help to reduce the risk of ADHD. Children and young people with Story-telling can be effective in helping children understand ADHD.

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ADHD should receive coordinated

Further information

Dr Susan Yarney is a regular speaker on ADHD management and the author of Can I tell you about ADHD? A guide for friends, family and professionals and other works. Dr Yarney is Consultant Community Paediatrician and ADHD Service Co-lead at East/ North Hertfordshire NHS Trust: http://addmore.org.uk Lynn Hall and Michelle Atherton are ADHD Nurse Specialists at East/ North Hertfordshire NHS Trust.

support at home, at school and in the SENISSUE63

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ADHD Promotional feature

Personalised exercise programme for SEN DORE is a unique personalised physical exercise programme for children (of at least 7 years old) and adults with specific learning difficulties, such as dyslexia, dyspraxia and ADHD. DORE exercises are: • fun • performed 10 minutes • interactive twice daily • part of a personalised • easily supervised and programme monitored at home and/or • performed at home and/or at school at school The DORE Programme generally lasts 12 to 18 months and includes a regular assessment procedure by which we can measure improvements.

Enrol up to 4 students with SEN on the Dore Programme at the same time and the total cost will be just £4000. This includes: • Assessments at school – we come to you • Training for staff and parents • Equipment and access to Dore exercises, in school and at home • Support & monitoring throughout the Programme

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To learn more about the Dore Programme, visit our website www.DORE.co.uk or call us on: 0333 123 0100.

DORE is the trading name of Dynevor CIC, a social enterprise, based in Stratford upon Avon, which works to support people with learning difficulties and which has owned the rights to the DORE Programme since 2009.

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ADHD

37

I am not badly behaved; I have ADHD

W

hat do Olympians Michael Phelps, Louis Smith and

Ashley McKenzie have in common with Ben? They all have ADHD. Ben is one of the estimated five per cent of school aged children who have attention deficit hyperactivity

disorder

(ADHD). Sitting still for long periods of time is difficult and Ben can often be boisterous and fidget a lot.

“Grown-ups often call me ‘fearless’ or ‘impulsive’. Being impulsive means I sometimes do or say things without thinking, which often gets me in trouble… I often interrupt conversations without meaning to. I don’t mean to be rude.”

Ben’s actions, along with other children who suffer from ADHD, are often misunderstood as bad behaviour or an inability to concentrate. This lack of awareness about the condition led ADHD specialist Susan Yarney to write Can I tell you about ADHD? The book is designed to help teachers, parents and friends understand what ADHD is and how friends and adults can help children like Ben at home and at school.

“Sometimes I find it very hard to control some of my behaviour and feel really sad when I upset someone and get into trouble a lot.”

Teaching or caring for someone with ADHD can be incredibly tiring and frustrating. Susan Yarney has written this guide to equip anyone in contact with a child with ADHD with knowledge and understanding of the condition, as well as simple practical tips on how to help a child with ADHD cope with everyday life.

Dr Susan Yarney is a neurodevelopmental paediatrician for the NHS, specialising in ADHD. You can read her article on how to support those with ADHD on page 32 of this issue of SEN Magazine.

Can I tell you about ADHD? A guide for friends, family and professionals is published by Jessica Kingsley Publishers (RRP £7.99, ISBN: 9781849053594). It is part of the Can I tell you about...? series, which offers simple introductions to a range of conditions. For more information, visit: www.jkp.com/catalogue/ser/canitellyouabout

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ADHD

ADHD: looking beyond medication Powerful medications are not a quick fix for ADHD; we should use a more collaborative approach to treatment, says Kate Fallon

T

wo years ago, I stood in front of the TUC at its annual conference and explained why I am so concerned

about how children and young people diagnosed with attention deficit

A child can be sad or angry without that being an indication of depression or ADHD

hyperactivity disorder (ADHD) are treated

very positive results for children, their families and friends. Rather, the concern is over the potency of these medications and the long-term neurological effects they could have on the developing brains of young children.

NICE guidelines recommend that medications such as Ritalin should not

and supported. The crux of the argument was this: we run the risk of failing to

There are serious concerns about

be given to children under the age of

provide the best possible support

these new diagnostic criteria. It is

six, but this is not necessarily reflected

to young people if we do not adopt

important that there continues to be

in practice. There have been anecdotal

better and more collaborative ways

very careful judgment exercised in

reports of very young children being

of working, and in particular, if we are

the diagnosis of children and young

prescribed psychotropic medications

drawn into a situation where treatment

people to ensure that we do not reach

to address ADHD. The lack of available

involves only the perceived quick fix of

a situation where children exhibiting

data makes it impossible to make a

giving medication.

behaviours within the normal range are

proper judgment on the extent to which

While figures vary, many studies

considered to have some form of mental

NICE guidelines are being followed,

suggest that up to five per cent of

health disorder. A child can, for example,

or to track any particular patterns in

children and young people are affected

be sad or angry without that being an

diagnosis or treatment. This will concern

by ADHD, with around one in a hundred

indication of depression or ADHD, and

many professionals with responsibility

being severely affected. The best figures

s/he may require entirely different types

available from the Department of Health

of support. Put bluntly, with the adoption

show that the number of prescriptions

of DSM-5, we may see more and more

for some of the medications used to

children and young people diagnosed

treat ADHD has increased from 158,000

with conditions such as ADHD.

in 1999 to 610,000 in 2009 – a rise of nearly 260 per cent. Although these

Problems with medication

figures refer to the total number of

ADHD is frequently treated with

prescriptions rather than just those for

psychotropic medications, the most

children, given the frequency with which

common of which is Ritalin. I am not

we see ADHD diagnosed in children, it

suggesting that medication should never

seems reasonable to suggest that many

be used to support those diagnosed with

of these prescriptions have been for

ADHD. Clearly, in some cases, it is an

younger members of the population.

appropriate intervention, and has

What's more, new diagnostic criteria to be introduced this year – known as DSM-5 – will lead to more inclusive definitions of mental health.

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ADHD

There is a danger of developing a dependence on medication as a form of treatment and involves the whole family. While this can also sometimes include the use of medications, developing successful strategies not only helps to provide the best learning environment for a child, but can also help bring about long-term changes in their environment and people Schools may need to change classroom practice and differentiate work to support those with ADHD.

around them which can then reduce or eliminate the need for drug support.

With the adoption of the DSM-5

for children and young people. Equally

What is the solution?

concerning is the lack of evidence

While medication can play a role in the

instances of children and young

as to the effect of such medications

support and treatment process, what

people being diagnosed with ADHD in

on children’s long-term neurological

we really need is a greater emphasis

the future. So it is vital that we protect

development. More work must urgently

on collaborative working between

against the use of medication becoming

be done to establish these effects

parents and all the professionals

a standard practice that ignores the

and make sure that children are not

involved, including GPs, educational

valuable contributions of a range of

unnecessarily put at risk.

psychologists,

professionals, valuable alternative

We need to ensure that the use of

teachers

criteria, we can expect to see more

and

healthcare professionals.

therapies, and even the needs of the

medications such as Ritalin is only one of

A collaborative approach focuses on

individual. Medication has an important

a number of options for helping children

the needs of the individual and allows for

role in the treatment process, but the

and not, as can be the case, the first port

the consideration of different therapies

simple truth is that there is no quick fix

of call for parents and professionals.

or interventions that might better suit

for ADHD.

Perhaps it is part of the consumer

that individual. In the first instance,

culture in which we live, but in almost

this means collecting reports about a

every walk of life there is a tendency

child’s behaviour in a range of settings,

for us to look for an easy solution –

such as school, home or at leisure, in

the one that meets our demands and

order to build a comprehensive picture

expectations most quickly. In the case

of his/her needs. The involvement of

of ADHD, this tendency can result in

different professionals can then allow

the prescription of medication that,

consideration and implementation of

while potentially helpful in the short-

a range of measures, including but

term, may not be the most appropriate

not limited to individual work such as

long-term solution and may create more

cognitive behaviour therapy, counselling

problems in the future. There is always

or building skills for resilience. Measures

the danger of developing a dependence

may also include changes at school,

on medication as a form of treatment.

including altering classroom practices

Moreover, if, over time, the medication

or differentiation of the curriculum, and

ceases to be as effective as it was, there

work with a child’s family, which could

may be a great temptation to increase

involve parenting courses.

its dosage or potency. Clearly, though,

Success is most likely if the agreed

this cannot, and should not, be done

approach incorporates a combination

ad infinitum.

of some or even all these interventions,

senmaGAZINE.co.uk

Further information

Kate Fallon is the General Secretary of the Association of Educational Psychologists, the professional body and trade union for educational psychologists in the UK: www.aep.org.uk

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40

p scales

What are P scales and do we need them?

Philippa Stobbs looks at how well an afterthought to 1980’s education reforms are serving those working below National Curriculum levels

B

ack before the passage

descriptions of performance. There are

of the Education Reform

eight levels within the P scales; levels

Act in 1988, when the

4 to 8 lead into the relevant subject

National Curriculum (NC)

descriptors in Level 1 of the NC. Levels

was a twinkle in the eye of the then

1 to 3 are more developmental and are

Education Secretary Kenneth Baker,

not subject specific.

we were not as focused as we are

P levels 1 to 3 are each divided

It is the teacher’s professional judgment that determines where a child is placed on the P scales

now on the attainment and progress

into two sub-levels – for example,

of children with SEN. Ministers did not

P1(i) and P1(ii). This subdivision was a

take into account children with SEN as

development, following a review of the

they should have done, and we did not

P scales, and was intended to provide

measuring progress. Where children

make them. Collectively, we failed to

smaller steps in learning at earlier stages

are learning more slowly than their

make sure that the new NC included all

of development.

peers, it becomes particularly important

pupils, even though it was an entitlement for all children.

For children who are working below

for parents, teachers and learners

their peers, the P scales are important

themselves to be able to recognise and

The NC sets out what should be

indicators of where children are in

celebrate progress. Having a shared

taught and what children should learn.

their learning. Knowing where they are

framework for talking about this can be

In effect, it defines our priorities for

provides pointers for the next steps in

an important factor in working towards a

children’s education. Accompanying

learning and so provides the basis for

coherent and more consistent approach

the Curriculum are sets of descriptions,

setting targets and for describing and

between home and school; it can

outlining what knowledge, skills and understanding children are expected to demonstrate at different levels and in different subjects.

Teachers working with children with complex needs found that the NC level descriptions started at too high a level for their children, so, as an afterthought, the P-scales were invented to sit below Level 1 of the NC. The P scales do not constitute a curriculum; they are level descriptions that can be used to assess progress in the curriculum. They provide a ladder into the NC level descriptions for children who have not yet reached Level 1 in their learning.

The “P” stands for performance; the different scales, or levels, provide broad SENISSUE63

P scales can help track development below National Curriculum levels.

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p scales

support a joint approach to agreeing priorities and setting targets in learning.

Performance

descriptors

are

broad indicators; it is the teacher’s professional judgment that determines which descriptor offers the best fit to each child’s knowledge, skills and understanding, and therefore where a

The P scales are not perfect; they are not scientifically devised but they provide a map of children’s learning

English, maths and science has dropped to about 300 children or just 0.05 per cent • in Key Stages 3 and 4, not many of the children on the lower P levels at the age of 11 are likely to move off these levels.

Using P scales

child is placed on the P scales. Where teachers’ judgments are moderated,

map of children’s learning, reflecting the

Though the P scales are used for a very

the judgments become more reliable;

order in which, for most children, skills,

small percentage of children, particularly

teachers can review their decisions

knowledge and understanding seem

once we get beyond Key Stage 1, they

and children get a more accurate

to develop. It should not be assumed

perform an important function. They

judgment, enabling better targeting for

that all children will learn and progress

are used in target-setting and tracking

their programme of work. Moderation

in the same way. The overall shape of

of progress. They can provide valuable

brings teachers together to discuss

the P scales has evolved over time and

feedback on different approaches

teaching and learning and, wherever that

through a number of revisions, informed

to teaching and learning. By sharing

happens, there is sharing of ideas and

by teachers’ experiences of children’s

targets and evidence of progress,

good practice. Teachers often come to a

learning.

P scales can increase ambition and

new understanding of their own practice

Since September 2007, when the P

improve outcomes for children with SEN;

through this reflective process; reflective

scales became a part of the statutory

they can also support a coordinated

teachers tend to be good teachers.

NC arrangements, the collection of P

approach between home and school.

level data has been compulsory. This

Wider policy developments may

P scales in action

data collection has started to give us a

reduce the availability and relevance

Here is an example of how writing is

national picture of how many children

of the P-scales in the future: firstly,

reflected at different P levels and at Level

are on the P scales:

academies and free schools can

1 of the NC:

• at the end of Key Stage 1, at the

opt out of the NC altogether and

At P4: Pupils show they understand that

age of seven, about 25,000, or

this may mean reduced use of the P

marks and symbols convey meaning.

four or five per cent of children

scales; secondly, the Department for

They make marks or symbols in their

are on one or more of the P

Education has proposed the removal

preferred mode of communication.

scales. Many of these children

of level descriptions from the NC at

will be on the P scales for just

KS2. It is not yet clear what means of

At P8: Pupils show awareness that

one element – for example, in

assessment would be developed in their

writing can have a range of purposes.

English it might be for writing.

place or whether the P scales might be

They show understanding of how text is

With the majority of children

left as the only level descriptions in the

arranged on the page. They write or use

expected to be at Level 2 at the

assessment framework. How inclusive

their preferred mode of communication

end of Key Stage 1, children

would this be? It would be good to think

to set down their names with appropriate

on one P scale in one element

that, if we did have a new system for

use of upper- and lower-case letters or

of English may not be that far

assessing children’s progress, it would

behind their peers

be inclusive of all children from the start.

appropriate symbols.

• at the age of 11, the percentage At Level 1 of the NC: Pupils' writing

of children on one or more P

communicates meaning through simple

scale has fallen to about 0.4 or

words and phrases. In their reading or their writing, pupils begin to show

0.5 per cent a thousand children are on the

Letters are usually clearly shaped and

lower P scales in all subjects –

correctly orientated.

a tiny proportion of children, between 0.15 and 0.20 per cent

scientifically devised but they provide a senmaGAZINE.co.uk

learnt something since 1988?

• by the age of seven, fewer than

awareness of how full stops are used.

The P scales are not perfect; they are not

Is this hopeless idealism or have we

• by the age of 11, the number of

Further information Philippa Stobbs is Assistant Director of the Council for Disabled Children:

www.councilfordisabledchildren.org.uk

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P SCALES

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44

music and arts

Music of note Jeremy Newton looks at how music can help children with SEN to engage with mainstream learning

C

hildren with SEN often find the classroom to be a tough and uncomfortable environment. Many struggle

with concentration, while others find it difficult to write or express themselves.

It was clear that the music had affected the children emotionally and psychologically

These challenges inevitably affect their

skills and explore their creativity. The majority of these pupils had no previous exposure to music and after rehearsing their song in class and hearing the orchestra play, many said they felt happy and excited, so it was clear that the music had affected them emotionally

engagement with, and understanding

whilst also introducing them to the art

and psychologically. The exercise of

of, mainstream learning. As a result,

of singing and performing themselves. A

learning to sing and perform also helped

teachers are looking beyond traditional

few weeks before the concert, teachers

teach the children discipline, which then

methods to help these children to

were shown how to teach their students

had a positive impact on their behaviour

engage within the classroom. One

a song called Bamboozled. After

in the classroom. Teachers also noted

significant discovery has been the

weekly rehearsals in the classroom,

that pupils’ new-found confidence had

extremely positive results music can

all the schools joined together to

been translated to other subjects in

have on children’s learning capabilities.

perform the song, accompanied by the

the curriculum, and pupils’ focus had

By using music, pupils are taught new

Philharmonia Orchestra.

significantly improved.

skills they can utilise throughout the

Working towards an exciting goal, and

curriculum, and it can also enhance

singing within a group, helped increase

Communicating through music

their communication abilities, language,

the pupils’ confidence and social

Music can be important for providing

focus, independence and confidence.

interaction skills, and many of them were

children with communication or

There are many arts engagement

clearly proud to perform something they

language difficulties with opportunities

programmes that provide children with

had learnt themselves. The project gave

for non-verbal expression, helping them

SEN with opportunities to experience

the children opportunities to express

to communicate more freely. For these

music. These programmes can be

themselves in different ways, learn new

children, music can be a fantastic tool

particularly beneficial for those with hearing and visual impairments, those with behavioural difficulties or those with conditions such as autism and ADHD. Well-managed programmes can help these children to express themselves without fear of failure.

The power of performance In 2011, The Prince’s Foundation for Children and the Arts introduced over 1,000 pupils from disadvantaged backgrounds in Cardiff to the power of live classical music through a project called MusicQuest. This project enabled the pupils to experience a live performance by The Philharmonia Orchestra at their local arts venue SENISSUE63

Pupils enjoy a private recital from a member of The Philharmonia Orchestra (photo: Wales News and Pictures).

senmagazine.co.uk

music and arts

Participants lose their inhibitions and are able to develop key skills more quickly in a circle as the instrument gradually changes tempo. It can be further varied by adding in a stamp which is passed in the opposite direction to the clap.

Encouraging children to experiment with sounds and volume is another way to ignite their creativity. A simple exercise is to get the children to clap Children can experiment with instruments to create different moods.

loudly and to clap really quietly. They can experiment with making sounds like

for expressing feelings, emotions and

well, which means that participants lose

the rain falling very gently by drumming

moods. Approaching music in terms of

their inhibitions and are able to develop

their fingertips on the table or floor, and

creating an atmosphere is an exciting

key skills more quickly than they might

then building to a storm with louder rain

alternative to establishing melodies and

otherwise do.

using their hands. They can experiment

rhythms, which some pupils can find

Passing a clap around a circle is a

with making loud and soft wind noises,

difficult. For many of these children,

simple exercise that helps students

or quiet and loud roars. Teachers can

it can be very useful to use music to

understand the notion of control

tie these exercises in with books that

create a soundtrack for an image or for

and the need to work together as an

they are reading in class and have the

a situation, perhaps based on a story or

ensemble. Throughout this exercise,

children make the sound effects. This

poem. For example, The Listeners by

pupils practise watching carefully and

can help the children engage further with

Walter de la Mere works particularly well

honing movements to match the rest

subjects like English and really bring the

for conjuring up a frightening picture of

of the group.

story to life.

a haunted house. Teachers can use this

To start with, the group should

Music is a powerful way to help

poem to open up all sorts of questions,

form a circle, around which a clap is

children explore the world around them,

such as what would the Traveller have

passed from one person to the next.

and can open up subjects and ideas

found if, instead of riding away, he

The result should be a regular pulse,

for those who struggle to understand

pushed the door of the house and

with no speeding up, slowing down

them through more traditional teaching

found it to be open? Children can then

or irregularity. For this to happen,

methods.

experiment with various instruments

participants need to keep an internal

and experimenting with music can

to see what sorts of sounds they can

pulse and be ready and focused for

encourage children to enhance their

make, and can work together in groups

their turn. This warm up can be varied

communication skills. Music can also

to see if they can find effective ways to

by using an instrument to play a pulse

help children to develop their confidence

combine these sounds and make a short

which the children then follow, clapping

in the classroom and give them a sense

musical composition.

Learning,

performing

of pride that they have produced something on their own.

Warming-up to music Music warm-up games in the classroom can also help pupils understand how to

Further information

work together in a group, keeping them focused and aware of others. They can hone musical, vocal and ensemble skills and encourage creativity. The great thing is that they are usually a lot of fun as senmaGAZINE.co.uk

A performance of MusicQuest in 2011 (photo: Wales News and Pictures).

Jeremy Newton is CEO of the charity The Prince’s Foundation for Children and the Arts: www.childrenandarts.org.uk

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MUSIC AND ARTS Promotional feature

Running a residential?

Stay at Zinc Arts Centre, the UK’s first fully accessible residential centre Situated in the town of Chipping Ongar, Essex, Zinc Arts Centre is a brand new residential venue that has had a £6.2 million redevelopment to make it the first centre of its kind in the UK to be fully accessible throughout. It provides visitors with the best in accommodation, multi-purpose spaces and creative activities.

Setting a higher standard As an arts and education charity specialising in working with disabled people and excluded groups, accessibility and inclusion are at the heart of everything we do. Our flexible approach and versatile spaces mean that we can accommodate any group for any event, whether you are running a week-long residential activity, a conference event or training session.

Zinc Arts Centre’s impressive facilities are specifically designed around the needs of disabled visitors and young people. As a secure site, we have 24/7 CCTV monitoring and an electronic key system, giving you exclusive access to the spaces you hire, without being disturbed by members of the public. Other features include accessible lifts, call assists in the toilets and bedrooms, induction loops in teaching spaces, changing places toilet, and audible/visual bedroom doorbells.

With a wide variety of multi-purpose areas, there’s no shortage of space for your activities. Additional facilities include: • dedicated ICT suite • multi-sensory room • “wet” art rooms • studio theatre (perfect for large group activities, performances and cinema evenings).

“Wonderful venue! Perfect for splitting into multi-activity group work. Standard of rooms was superb, food was amazing we will certainly return!”

Teacher, Alderman Blaxill School

Work better after a good night’s sleep…

Zinc’s purpose-built residential centre, The Hawthorne Suite, features boutique-style bedrooms fitted with en-suite wet rooms, fixed ceiling hoists, an accessible bathroom and interlocking bedroom doors offering overnight carers ease of access.

Zinc Arts Centre offers on-site catering, with all food freshly prepared by our Head Chef. Menus can be tailored to suit your event.

“Brilliant people make a real difference. Can’t praise Zinc staff enough for their professionalism and total inclusiveness to all young people who attended the [residential].”

Parent of participant, Children in Need Launch Pad programme

Why choose Zinc Arts Centre?

Unlike most residential venues, Zinc Arts can offer a unique array of creative workshop packages delivered to your participants by our professionally trained artists, who will tailor activities to suit your learning objectives and the access needs of your learners. Activities could include: • animation • drama • visual arts • spray arts • film-making and more.

We have over 21 years’ experience of delivering inclusive arts activities, and can liaise with your staff to customise workshops that will engage even the hardest to reach learners.

We are renowned for high-quality, accessible work that is fun and challenging; we support participants to build confidence and self-esteem, and promote good health and emotional wellbeing, with a strong focus on communication, creativity and teamwork.

Previous hirers for conferences and residentials at Zinc Arts Centre include: Diabetes UK, SEN and Disability Children’s Services for Redbridge Borough Council, Backup Trust, Cobham International School, and National Deaf Children’s Society (NDCS).

Zinc Arts is first and foremost a specialist arts and education charity. All proceeds from hirers are fed back into the activities that we run within the centre.

Book before Easter 2013 and get a 10% discount on your residential!

Quote - SEN-2013 (Minimum number of 10 guests. Deposits must be paid by 31 March 2013).

To arrange a viewing or for more information, call: 01277 365626, email info@zincarts.org.uk www.zincarts.org.uk Twitter: @ZincArts Facebook: /ZincArts

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multi-sensory

Sensory communication Sandra Ferne looks at the use of multi-sensory therapy to develop communication skills in those with complex disabilities

M

ost people automatically develop the communication skills needed to direct

activities and gain a level of control within their environment. However, students with physical and learning disabilities

The main aim is to accept and respond to all communicative responses from students

approach can help compensate for a loss or reduction in one or more sensory areas and encourage development of other communication channels.

This approach to learning and experience is not a new concept in

may not get the same opportunities

schools and colleges, although the

to acquire these skills as their peers.

therapy members of a multi-disciplinary

When working with these individuals, it

senses of smell and touch can often be

team often support students from

is important to recognise more subtle

forgotten in educational environments

a distance, offering only intermittent

aspects of communication, such as small

(Harrison and Ruddle, 1995). At Treloar

support and advice. In contrast, we

physical gestures and eye movements,

School and College, for young people

have found that a full multi-disciplinary

as deliberate communicative acts.

with complex physical difficulties, we

approach more effectively reduces the

While sensory impairments are

have found that a wide range of students

academic focus and enables a truly

commonly associated with physical

can benefit from sensory input in these

holistic approach to the development

and learning disabilities, the important

areas. Indeed, the use of a multi-sensory

of functional communication skills.

Students should be relaxed and comfortable, if they are to get the most out of sensory stimuli.

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multi-sensory

Team work

and associated expectations of

Our multi-sensory communication

their classroom.

sessions are jointly planned and

Comfort is crucial to these sessions;

run by an occupational therapist

it enables students to relax and therefore

(OT), physiotherapists and speech

participate more fully and enjoy the

and language therapists (SaLTs), in

experience. At the beginning of the

conjunction with the classroom staff.

session, students are asked if they would

Students have an allocated session

like to relax on bean bags or have their

partner who works closely with them

chairs tilted to create a more informal

from week to week.

posture and a change of position.

49

The session progresses on the student’s terms, and his/her choices are recognised and responded to appropriately

The main aim of the sessions is

This is particularly important for those

to enable a total communication

students who spend the majority of their

and feathers. Each stimulus is linked

approach: to accept and respond to

day in a fixed position in a wheelchair.

to a specific piece of music that lasts

all communicative responses from

The change in position helps relieve

approximately three to five minutes.

students. This can include facial

pressure areas, stretch out muscles and

The items are chosen for their various

expressions, eye gaze, vocalisations,

joints, and stimulate the blood flow and

qualities and textures – for example,

gestures, body movements, pointing

proprioceptive responses in the joints.

soft, rough, fluffy, cold or hard – in

and speech.

order to provide a variety of tactile Sight

experiences to the students. Students

main senses – sight, smell, hearing

Once all the students are comfortable,

have the opportunity to choose personal

and touch – each triggering a different

the main lights are dimmed, whilst still

preferences but the same set of items

response. Our sensory systems provide

allowing enough light for communication

is generally used for a period of weeks

the basis for stimulating and developing

exchange. Additional coloured sensory

in order to aid association with the

the cognitive learning experiences

lighting is linked to music and sensory

chosen music.

that can result in new skills, increased

items, to enable association between

confidence and improved self-esteem.

sound, colour and experience.

Developing choice and preferences

consolidated from our early life through

Smell

Students are encouraged to explore and

to adolescence. However, students

Aromatherapy scents stimulate

increase their awareness of different

with physical and learning disabilities

olfactory senses enabling students

textures against their body by directing

will often have perceptual deficits,

to make a connection and create a

their session partner in regards to their

meaning that sensory information is

memory link between the odour and

personal preferences, such as like/

not correctly interpreted or understood

the environment. It has been found

dislike, degree of pressure, speed and

by the brain. A common sensory

that odour memory is improved by

preferred area of contact (for example,

deficit is reduced proprioception: a

familiarity and recognition and therefore

head, arm, leg, foot or shoulders).

diminished awareness of the position

encourages the learning process.

The sessions harness four of the

Typically, these skills are developed and

of a limb or joint. As a consequence,

Some students have difficulties in regard to sensory processing which

individuals’ ability to interact normally

Sound

either result in low or high sensitivity

with the world is reduced, and they may

Music is used throughout the session

levels. Some students present as “tactile

have limited potential and opportunity

to link the elements and give order

defensive”, showing an extreme over

to allow these skills to develop. A

and pace. The music reflects the

sensitivity to tactile stimulation. In these

multi-sensory approach provides

characteristics

instances, the OT is able to support

greater opportunities to experience

movement of each sensory item.

and

associated

tactile stimulation in conjunction with

the session partner to be alert to these issues so that the session progresses

Touch

on the student’s terms, and his/her

The sessions are held in a multi-

The main part of the session involves

choices are recognised and responded

other stimuli. sensory environment rather than a

the use of a set number of everyday

to appropriately. The degree of pressure

standard classroom. This means that

sensory-rich objects, chosen beforehand

used will be a primary factor in

students can absorb the ambience of

from a variety of appropriate items,

these cases.

the sessions without the influences

such as chopsticks, sponges, rollers

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multi-sensory

Having a physiotherapist as part

regarded as a secondary method of

of the session enables the team to

interaction but for those with limited

incorporate a choice of therapeutic hand

or no speech, methods which utilise

or foot massage into the programme,

facial expressions, eye gaze and small

and help session partners understand

physical gestures become their primary

the benefits of this kind of contact. The

form of communication.

massage aims to improve students’

Learning to recognise these

awareness of their own body by

communicative acts within a multi-

Trust is an essential element in the staffstudent relationship and it takes time to emerge

promoting a positive body image and

sensory environment, without any

The overall aims of the sessions are

supporting their sense of self-worth.

emphasis on academic achievement, is

to facilitate and encourage interaction,

Proprioception is also stimulated by

the basis of these sessions. The speech

communication, health and wellbeing.

putting deep pressure through the joints.

and language therapist already has an

As students are encouraged to exercise

Moreover, the firm touch of the hand or

established therapeutic relationship

greater choice, they are able to exert

foot massage also helps to release any

with the students in the session and is

more control over their activities, the

joint and muscle tightness. The affects

able to support the session partners to

environment they engage in and the

are far greater than during routine,

establish the skills to identify all aspects

people they interact with.

practical activities involving touch –

of a student’s communication. Once

There has been a very positive

such as dressing or feeding – because

these skills have been gained, they

response from students to these multi-

this form of therapeutic touch releases

can then be generalised by session

sensory sessions. Some students are

endorphins into the brain which foster

partners into other settings across the

now taking a more proactive approach

a sense of health and wellbeing.

school and college day. The expertise

to the sensory stimuli, style of interaction

The session concludes with a period

of the session partners can then be

and music used. This level of direction

of relaxation, in order to calm the senses

transferred to other members of the

has been greater than expected from

after high levels of sensory activity and

multi-disciplinary team, ensuring that

these students; this demonstrates that

communicative exchanges. Some

the students’ communicative acts are

when provided with an opportunity to

students benefit from being enclosed

recognised and acted upon.

control a situation, students are able to

in a soft blanket to create a sense of

The emphasis on having one partner

develop the necessary skills. Our aim

security, warmth and comfort. The period

working regularly with each student

is for them now to be able to transfer

of relaxation is a quiet time of soft music

also helps promote shared meaning

these skills in to their day-to-day lives

and low sensory lighting which enhances

and understanding. Being a responsive

and activities.

students’ return to equilibrium.

partner requires concentration and focus, as failing to respond to a communicative

Sensory partners

act is a lost opportunity for potential

The success of the sessions relies on

learning and development. This can also

the specific channelled attention of the

lead to feelings of frustration and low

session partner and his/her ability to

self-worth for the student. Trust is an

interpret, respond accordingly to, and

essential element in the staff-student

reinforce students’ communication

relationship and it takes time to emerge.

responses. The use of an allocated

Within these sessions, relationships are

session partner for each student

developed and strengthened, but on the

ensures consistency, especially when

student’s terms. Having weekly sessions

a student’s communication is subtle

also supports this through frequency

and idiosyncratic. Within one session,

and repetition in a safe and familiar

one student may be using small body

environment.

movements while another may be using

Student progress and levels of

eye gaze or a combination of different

engagement are recorded at the end

methods. A total communication

of each session. This includes all

approach is therefore essential.

communicative acts, maintenance of

Non-verbal communication is often

attention and physical responses.

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Further information

This article was written by Sandra Ferne (speech and language therapist) with her colleagues Amanda Anderson (occupational therapist), Bryony Ashworth and Julia Poole (physiotherapists), Claire Dudden and Pippa Bailey (speech and language therapists) in the Therapy Department at Treloar School and College, Alton, Hampshire: www.treloar.org.uk

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learning outside the classroom

Outside intervention Learning outside the classroom is a great way of helping pupils with SEN to reach their potential, and Ofsted are rather keen on it too, says Elaine Skates

W

ith increasing pressure

Why LOtC?

on schools to raise

LOtC helps children relate what they

standards

Children with SEN often learn best through doing

and

learn at school to the world around

attainment, there are

them and is known to motivate

growing concerns that teachers have

young people, raising attainment and

less time to devote to planning engaging

improving behaviour. Educational visits

educational experiences beyond the

form some of the most vivid memories

pupils with real life experiences that can

classroom. However, embedding

from childhood and these experiences

help them lead an independent or semi-

learning outside the classroom (LOtC)

bring learning to life whilst engaging

independent life in adulthood.

in a school’s ethos can really help get

students’ interest.

results for pupils. It can also be crucial in providing evidence to Ofsted.

In the school grounds, natural and

LOtC appeals to different learning

urban environments there are many

styles and is particularly effective in

opportunities for sensory learning that

The majority of teachers already

engaging children who do not respond

enable pupils to see, hear, smell, touch

recognise the benefits of LOtC. In a

well in the traditional classroom

and explore the world. Such experiences

survey conducted by TeacherVoice

environment. It improves the quality

help pupils with profound learning

on behalf of the Council for Learning

and depth of learning and reinvigorates

difficulties expand their horizons and

Outside the Classroom in November

learning back inside the classroom walls.

become more alert and aware of the

2010, 70 per cent of teachers said

Learning outside the classroom has

world around them. As a parent of a

LOtC is more effective than classroom

particular benefits when it comes to

child at Red Marsh School commented,

teaching in engaging different learning

helping pupils with SEN to reach their

styles, and 77 per cent of teachers said

potential. Children with SEN often learn

LOtC is more effective than classroom

best through doing, and the opportunity

teaching in motivating and enthusing

get out into the school grounds, local

children with regard to learning.

community or further afield can provide

LOtC accreditation for schools To support schools in improving their LOtC provision for the benefit of young people, a new accreditation scheme has been launched. LOtC Mark is the first national accreditation for educational establishments which recognises and supports the development of learning outside the classroom across all subject areas.

The award is intended not only to recognise existing exemplary provision, but also to assist and support schools in developing their LOtC offer to enable all children to have access to meaningful LOtC experiences. To find out more and view the criteria, visit: www.lotc.org.uk

Children love using their senses to explore the world (photo: Kalil Zibe, rspb-images.com).

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learning outside the classroom

“There is so much for them to explore.

Conflicting pressures?

[LOtC] makes the world of our very

There is widespread concern that the

special children a bigger place; life

increasing pressure on schools to

should not just be restricted to what

raise attainment and respond to the

we feel is safe”.

new Ofsted inspection framework

55

Ofsted views LOtC as an essential element of a broad and balanced curriculum

For a child with physical disabilities,

could result in schools spending fewer

the opportunity to participate in

resources on LOtC opportunities. This

adventurous activities such as canoeing

would be counterproductive, though,

or horse riding can bring a powerful

given how effective LOtC is at engaging

schools. When considering how LOtC

sense of freedom and have a dramatic

young people with different learning

provision supports the drive to improve

impact on their self-confidence. At Mary

styles and improving results in all

standards, it is important to ask the

Elliot School, the school’s annual tall

subjects and for all learners.

following questions:

ship sailing residential has resulted

There is a strong correlation between a

in many students demonstrating

planned and integrated curriculum-based

significant and lasting advances in their

approach to LOtC and raised attainment.

personal development. For example,

Far from being seen as an add-on, Ofsted

one student found the communal living

views LOtC as an essential element of a

very challenging to deal with, but he

broad and balanced curriculum, and is

coped extremely well and demonstrated

urging schools to make explicit reference

behaviour and promote the safety

a positive desire to join-in in a way not

to it in their self-evaluation and other

of children at the school?

seen at school. Another young man

evidence presented during the inspection

• how does a planned and

with considerable physical difficulties

visit. Demonstrating a planned and

integrated LOtC programme

demonstrated an immediate and

integrated approach to LOtC has never

demonstrate the effectiveness of

noticeable leap forward in his personal

been more relevant.

leadership and management at

confidence and gross motor skills both in school and at home.

In 2008, Ofsted published a report, Learning Outside the Classroom -

• how does LOtC raise the achievement of pupils at the school?

• how does LOtC support the quality of teaching at the school?

• how does LOtC improve

the school?

• how are LOtC opportunities

Many mainstream schools would learn

how far should you go?, which found

utilised to support the spiritual,

a lot from the excellent practice in SEN

overwhelming evidence that LOtC

moral, social and cultural

provision in using LOtC to develop skills

contributes significantly to raising

development of pupils at

for life. Life skills can be practised in

standards and the quality and depth of

the school?

the school grounds – one school has a

learning. Speaking at the Council for

bedsit where pupils learn about safety,

Learning Outside the Classroom Annual

needs of a range of pupils at the

cooking and cleaning – or further afield

Conference in November 2011, Her

school, in particular disabled

on visits to the shops, restaurants, the

Majesty’s Inspector Robin Hammerton

pupils or those with SEN?

doctor, dentist, post office and library.

said that the 2008 report into LOtC was

These questions are related to the key

Work experience can prepare pupils

the most compelling piece of evidence

judgements that Ofsted inspectors will

to enter the world of employment.

he had ever seen because “in all cases

be making during the course of a visit,

Residential visits can also give children

the learning was improved and in all

so it is vital that staff and governors

unique experiences away from home to

cases the young people benefited from

understand how LOtC provision

help them build their independence, self-

the experience.”

supports these areas. Remember that

confidence and communication skills.

I love it when we go out to the Magic Garden and we play with the new musical instruments. I love doing lessons outside. When we do music and hit the things to make sounds. It's fantastic. It makes me feel very happy and very alive!

Connor, aged 16, Red Marsh School

LOtC is relevant to demonstrating

LOtC and Ofsted

good/outstanding practice across all

Responding to the requirements of the

four areas of the Ofsted inspection

Ofsted inspection framework has its own

framework:

challenges for special schools, which

1. the benefits of LOtC in raising

are often working with children who may

attainment and achievement are

never be able to read or write, let alone

well recognised. Does the school

sit a GCSE. However, it is possible to

have any examples where LOtC

demonstrate how to achieve the best

can be directly linked to raised

results possible for the pupils in these

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• how is LOtC used to meet the

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learning outside the classroom

LOtC should occur across all subjects and areas of learning experiences both inside and outside the classroom.

LOtC should occur across all subjects and areas of learning and be built into curriculum planning. However, it should never be undertaken for its own sake.

As Ofsted’s 2008 LOtC report said, the LOtC objectives must be “well defined and evaluated for effectiveness”. This LOtC can help teach children to challenge themselves and manage risk (photo: Essex Outdoors).

means that schools must set clear learning objectives that consider not just what the young people will learn,

attainment? Has the progress of

3. LOtC has a positive impact

but how it is best learned (learning

a pupil or group of students been

on motivation and behaviour

styles) and where the best place is for

measurably improved as a result

because it offers a different kind

the learning to take place (the location).

of targeted use of LOtC?

of stimulus from the formality of

Ofsted recommends that schools

the classroom. LOtC can also

evaluate the quality of LOtC to ensure

teaching. Does LOtC that is

promote the safety of pupils,

that it has maximum impact on learners’

well-planned and integrated

as teaching young people to

achievement, personal development

into the curriculum demonstrate

manage risks for themselves

and wellbeing.

2. LOtC supports quality of

teachers’ effectiveness in extending the knowledge, skills

makes them safer 4. the process of embedding

Finally, in order to embed LOtC into the everyday life of the school it

and understanding of pupils

LOtC can be used as powerful

is vital to clarify strategic direction and

over time? How is LOtC used

evidence for the effectiveness of

provide vision and leadership. LOtC

to ensure pupils with a range of

leadership and management at

should be included in school policy,

different needs and ability levels

a school. How has successfully

underpinned in the school development

are engaged in their learning?

embedding LOtC into school

plan, and supported by effective

policy and the development plan

administration and CPD for the whole

improved the quality of teaching

team. It is also vital to mobilise support

and learning at the school/

from governors, staff, parents and the

setting? How is the effectiveness

local community.

Finding quality venues for educational visits The LOtC Quality Badge is the national benchmark for the provision of educational visits.

The accreditation helps schools find venues offering good quality educational experiences where risk is effectively managed. Search for venues in your area at: www.lotcqualitybadge.org.uk

of LOtC provision evaluated and used to promote improvement?

Integrating LOtC Ofsted is clear that the more planned and integrated LOtC is, the more effective it is. LOtC should not be about a once-a-year school trip, but about frequent, continuous and progressive opportunities to learn outside the

Further information

Elaine Skates is Deputy Chief Executive of the Council for Learning Outside the Classroom, a charity providing LOtC guidance, training and resources for schools: www.lotc.org.uk

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LEARNING OUTSIDE THE CLASSROOM Promotional feature

All-ability play equipment designed for your needs At Action Play and Leisure we have over 25 years of experience in the design of play areas. We can help you turn your ideas for inclusive play into reality. Working with our customers, we have designed and built play areas that allow children and young people of all abilities and needs to play safely together.

We will then arrange a visit to your site to carry out a detailed survey and, most importantly, spend as much time with you as required to help develop your ideas. Then we will produce a computer generated 3D model of the play area and a fully costed quotation free of charge.

Over the past twelve months, our team of designers has worked with various clients in the SEN sector to help solve problems and come up with inactivate play areas, despite limited budgets and space.

We have recently completed a bespoke play area for a well known local hospice, working with the customer to create a space that provides both an exciting outdoor learning environment and a stimulating play experience.

Should you wish to take advantage of our free design and planning service, simply telephone or email us to arrange an appointment, or go to the action play and leisure website to view some of the designs we have already produced for other people.

senmagazine.co.uk

We use our experience to design play areas that are fully inclusive by building in elements such as wide access ramps, wheelchair accessible towers, large raised platforms, fun interactive play panels, double width slides (so carers can slide down with the children together) and musical panels. We can also design lockable storage areas under the raised platforms.

All Action Play and Leisure’s play areas are constructed by our own in-house installers who have been working with us for over ten years and are fully aware of our clients’ needs to keep disruption to a minimum while their new play area is being constructed.

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58

accessible vehicles

Driven by change Wheelchair accessible vehicles have come a long way since the early “Popemobiles”.

Rod Brotherwood explains how the industry has changed and what potential purchasers should look for in a WAV

R

aising a disabled youngster can

be

a

full-time

occupation. Amongst other things, parents need to be

constantly considering their next step in enabling the mobility of their loved ones.

My long-standing personal involvement with disability has taken me to numerous exhibitions of equipment developed to address the freedom of movement of individuals by means of self-propulsion.

From toddlers’ trikes (with cranks that drive the front wheels), to children’s first electrically powered chairs (that look like they were inspired by a fork-lift truck), there are many innovative devices offering variants of the common or garden wheelchair. Such devices provide children with, what I would term, “primary

Early vehicle conversions were quite basic and functional.

mobility”; they meet our basic desire to be able to get about and find things that are out of reach.

Power assisted wheelchairs can

windows added. The interior was usually

obviously help with the independence

very simple; the bare metal floor was

Secondary mobility, however,

that both developing children and their

often covered with a thin layer of carpet.

involves the parent/guardian/carer more

parents desire, but now the problem

These Popemobiles put the disabled

directly, and it usually starts with the

arises of transporting a wheelchair-

person on display. They really stood

child being lifted from the wheelchair

seated passenger. Today there is

out in traffic and they presented the

(or similar) into a suitable child seat that

a wide selection of vehicles that

wheelchair traveller as something of

is attached to the seating in a motor

have been converted to carry a

an oddity.

vehicle. Obviously, this stage of being

wheelchair passenger, although it wasn’t

transported is something all parents

always so.

experience during the baby to toddler

While these vans did provide mobility for the wheelchair user, it was not until the 1980s and ‘90s that the design of

years of the developing youngster.

Developing standards

WAVs was given more thought, to provide

Pushchairs, prams or wheelchairs are

When one looks back to the 1970 and

customers with a similar level of comfort

then carried in luggage compartments

‘80s, it is plain to see just how far the

and dignity to that of other motorists.

of the vehicle until next required as

products on offer have come, and

A small group of vehicle converters

a conveyance.

the extent to which they have been

got together in the late ‘90s and

developed for the benefit of wheelchair

formed an association, the Wheelchair

travellers and their families.

Accessible

However, all children grow and, whilst most able-bodied youngsters can

Vehicle

Converters

scramble onto a riser seat, the parents

Wheelchair accessible vehicles are

Association (WAVCA), to raise the

of the child with disabilities often have

now commonly known as WAVs, but

standards of conversion work across the

to do the lifting, until they start getting

at one time they were fondly referred

industry. A great deal has been achieved

back pain or their charge is simply too

to as “Popemobiles”. Early vehicles

since then; today, WAVs form a specific

heavy to lift safely.

were vans with an extended roof with

Type in the EC Whole Vehicle Type

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accessible vehicles

Approval framework, and there is now

What to look for

a BSI Publicly Available Specification

If you have reached the stage where you

with universal standards for the Industry.

need to carry a passenger seated in his/ her own wheelchair, whether you are

The Motability contract hire scheme is an excellent means of acquiring a WAV

Getting a WAV

looking to buy new or second hand, my

For any individual who is a higher

advice is to talk to as many other users as

rate disability living allowance holder,

you can find. They are often to be spotted

the Motability contract hire scheme

in car parks, and people are generally

is an excellent means of acquiring a

only too pleased to help and give advice

to assess the issues of comfort, visibility

WAV. First time applicants should be

based on their own experience.

and noise levels. Find out too about the

cautious, though; although WAVCA

Collect as many brochures as

support and after sales service that the

has driven up standards to be world

possible and fight the impulse to actually

company offers, as this can be crucial

leading, the organisation’s voice is not

see the vehicles in question too early

if things go wrong or if you need a bit

always heard by those selling or buying

in the process. A few hours spent in

of extra help.

adapted vehicles.

research can help to focus the mind on

The choice of vehicles will obviously

Once the WAVs have completed

the important features of a converted

be limited, as the WAV must be fit for

five years’ of contract hire, they are

vehicle, and I suggest you list pertinent

purpose and many converters focus

often bought by traders who deal in

questions to ask at demonstration. For

their transformations on similar models.

second-hand vehicles and, especially

example, where will the wheelchair

However, while they may all be compliant

today, by individuals who sell through

passenger be positioned when secured

with safety requirements and approvals,

the internet. Today, there is so much

in the vehicle? If too far from the driver,

converted vehicles of the same model

information about WAVs available online,

conversation could be difficult. How

can vary considerably. Most modern

but is it all good? While the appeal of a

will internal noise levels affect the

WAVs use a ramp for wheelchair access

cheap second-hand WAV can be great,

ride experience? Will the wheelchair

and this is a good place to start checking

the purchaser may not always get the

passenger have any visibility issues from

the quality of the conversion work. If

product that s/he needs. It is important

his/her position in the car?

possible, look at similar models that are

to make sure that the highest WAV

Once you’ve narrowed down your

one or two years old.

standards have been adhered to, and

search, look in detail at the converter

If you get the right vehicle from a

that vehicles match the specifications

whose brand interests you. Make every

converter whose product is a strong

that the wheelchair user and the family

effort to visit their factory and make sure

brand, it should serve you well for many

actually need.

that a home demonstration is sufficient

years, giving you the confidence to return for a replacement when you are ready or when your needs change.

Further information

Rod Brotherwood OBE is the founder and CEO of Brotherwood Automobility Ltd. Well-known as a campaigner for improving the standards and testing of converted vehicles, he was a founder member of WAVCA and continues to act as an expert witness, advising on suitable transport solutions in claim cases: www.brotherwood.com Wheelchair Accessible Vehicle Converters Association: www.wavca.co.uk Placing the wheelchair-user next to the driver can create a more sociable and dignified experience.

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62

dyslexia

How to teach dyslexics Amelia Roberts outlines new guidance on the skills and expertise needed to teach dyslexic pupils effectively

T

here is an ever-increasing focus on schools to push for higher attainment for children with SEN including dyslexia. It

is therefore more important than ever for teachers to have the knowledge and skills

Ofsted has stated an increased focus on effective teaching of literacy

required to support dyslexic learners. The Literacy and Dyslexia-SpLD Professional Development Framework outlines the levels of knowledge needed for various

was commissioned by the Department for Education and developed by The Dyslexia-SpLD Trust in conjunction with PATOSS and Dyslexia Action, and in consultation with a wide number of stakeholders.

It is essentially a road map of

• increased emphasis on initial

knowledge and skills required by

teacher education and on-going

teachers of dyslexic learners. Teachers

professional development.

do a self-analysis quiz and they get a

roles within schools and further/higher

Ofsted has also stated an increased

printed report of their results and a

education institutions. The six key

focus on effective teaching of literacy

recommended selection of resources

strands of required skills and knowledge

and monitoring the progress of individual

and courses tailored to their needs.

will be explored in this article.

children with SEN. With this increase in emphasis, it is essential for teachers’

Political background

skills and knowledge to be robust.

The recently published Children and Families Bill is currently making its way through Parliamentary process. Two of its important themes are: • more effective school-based

This knowledge map is organised across six strands: • Development of Language and Literacy

The Literacy and DyslexiaSpLD Professional Development Framework

• Theories of Dyslexia/SpLD

The Literacy and Dyslexia-SpLD

• Supporting and Teaching

• Identifying and Assessing Dyslexia/SpLD

support for the lowest achieving

Professional Development Framework

Learners with Dyslexia/SpLD

20 per cent, with an emphasis on

is a free online tool that contains a

• Communicating and Working

excellent universal provision

wealth of resources. The Framework

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dyslexia

• Professional Development and Dyslexia/SpLD. Each strand is further divided into the following stages and corresponding roles:

Stage 1 Type of support Universal Professional roles • All staff teaching and supporting learners in all levels of educational setting

Stage 2

Teachers are asked to rate their confidence on a series of statements

63

• the relationship between language, literacy and learning • the relationship between phonological awareness and phonological processing • the structure of language

part of the published local offer that

• the factors that can affect the

local authorities will be providing. A full

development of language, literacy

list of all the strands of knowledge for

and learning

every stage can be downloaded from the Framework’s website (see Further information on page 65).

• the impact of English as an additional language on language and literacy • the potential impact of dyslexia/

Exploring strands of knowledge

The needs analysis quiz then goes into

Professional roles • Practitioners confident with planning, preparing and teaching with a range of targeted specialist and differentiated resources • Practitioners in specialist settings

The Universal Level represents the level

more specific detail, asking teachers

of knowledge and skills required by

to rate their confidence on statements

all teachers and teaching assistants,

such as the following:

Stage 3

detail below.

Type of support Targeted Strategic

Strand A: Development of

Type of support Targeted

Professional roles • Higher level teaching/special assistant in all settings • SEN teacher • SENCO • Teacher in mainstream seeking to specialise in dyslexia/SpLD • CPD leader for teaching schools

Stage 4 Type of support Specialist Professional roles • Dyslexia/SpLD specialist teacher • Dyslexia/SpLD advisory teacher • Specialist teacher assessor

Stage 5* Type of support Specialist Complex Professional roles • Specialist teacher assessor • Dyslexia/SpLD advisor • Dyslexia/SpLD trainer * Teachers working at this level would be expected to be qualified to undertake full cognitive diagnostic assessments for dyslexia/SpLD.

SpLD on numeracy development.

so it will be the level used to explore the strands of knowledge in greater

Language and Literacy This strand includes the following themes:

Understand what the terms language, literacy and learning mean.

Be aware of syllable counting, rhyming, blending, segmentation and ways in which learners perceive and pronounce the sounds within words.

Be aware that there may be influences that impact on the development of the English language for different learners.

Be aware of the variety of factors that can affect language and literacy use and development.

Be aware of how memory difficulties affect learning (e.g. understand the need for memory prompts and breaking down tasks in to smaller steps).

Be aware of the impact of English as an additional language on learning and literacy development.

Be aware of the potential impact of dyslexia/SpLD on numeracy development.

The Framework will then direct the user to relevant videos, online resources, research and courses according to

These stages map onto the types of

their requirements. Information on all

provision that need to be offered to children with SEN and disabilities as senmaGAZINE.co.uk

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DYSLEXIA

of the themes is available through the

Strand C: Identifying and Assessing

website’s resource base (see Further

Dyslexia/Specific Learning Difficulties

information on page 65).

This strand includes the following themes:

Strand B: Theories of Dyslexia

• identify and assess learners

This strand includes the following

with dyslexia/SpLD at a level

themes:

appropriate to the role of

• current definitions of dyslexia and co-occurring difficulties and the relationship between them • the main areas of difficulty in the

the professional • follow agreed procedures in a setting for making referrals • devise and implement teaching

educational setting for learners

and support plans to meet the

with dyslexia/SpLD

needs of learners identified

• the different theories of dyslexia • the different models of reading development.

Examples of statements for Stage 1 are: Be aware of other difficulties often associated with literacy difficulties.

Be aware of the main theories of dyslexia/SpLD. Be aware of how “The Simple View of Reading” provides a framework for understanding literacy learning.

Be aware of what is meant by multi-sensory teaching.

Be aware of ways to support the development of numeracy for learners with literacy difficulties and dyslexia/SpLD, taking into account possible difficulties with directionality and visual and spatial awareness.

during the assessment process • undertake appropriate arrangements for learners with

The Framework is versatile and focused on professional development Strand D: Teaching and Supporting Learners with Dyslexia/Specific Learning Difficulties This strand includes the following themes: • set challenging and appropriate targets in response to a profile of a learner • plan and prepare differentiated

dyslexia/SpLD entitled

teaching materials and lessons,

to special arrangements for

including the use of ICT and

public examinations.

specialist resources within the context of a dyslexia/SpLD

Examples of Stage 1 statements are:

friendly environment • undertake to keep informed

Identify when a learner may be experiencing literacy difficulties.

of current research and developments, including evidence based practice to inform teaching

Follow a teaching and support plan for a learner with literacy difficulties.

Follow arrangements required as a result of special arrangements for public examinations agreed for individual learners and embed this into everyday learning.

support of learners • interpret and implement relevant legislative and policy frameworks relating to dyslexia, SEN and disability.

Use the basic terminology as typically seen in assessments.

Follow agreed referral procedures in a setting for learners possibly identified with literacy difficulties and dyslexia/SpLD (e.g. know the first point of contact to share information with about these learners).

Know how to find information on the prevalence of literacy difficulties in your setting for those learners with English as an additional language.

Monitor the progress of learners with literacy difficulties against specific targets relating to the teaching and support plan.

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DYSLEXIA

Typical Stage 1 statements are: Demonstrate high expectations of learners with literacy difficulties (e.g. high expectation of learners can promote self-belief and attainment).

Use, under guidance, ICT and multi-sensory teaching programmes to support learners with literacy difficulties.

Examples of statements for both stages are:

Stage 1 (Universal) Support effective multi-agency working and identify ways to help this happen.

Stage 1 statements include: Clearly evaluate how your own professional development affects a range of outcomes in your work with learners with literacy difficulties.

Demonstrate that your continuing professional development can be achieved through a number of different ways (e.g. reading, talking to colleagues, visiting other schools).

Include features in the teaching and learning environment that do not rely on text.

Support institutional improvement initiatives which contribute to improved outcomes for learners with literacy difficulties.

Use teaching strategies designed to support numeracy development for learners with literacy or other difficulties.

Follow your profession’s ethical code of conduct and how it relates to meeting the needs of learners with literacy difficulties.

Find ways to support practice in your setting and the home (e.g. liaise with parents/carers to share information about approaches used in the class and how these can be supported at home).

Acknowledge and respect the views and knowledge of parents and carers in different aspects of your work with learners with literacy difficulties.

education providers, are very welcome

Stage 3 (Targeted Strategic)

across whole-school clusters and for

Be aware of good practice which will inform work with learners with literacy difficulties and be aware of the concept of evidence based practice.

Design strategies that encourage the learner to reflect upon his/her own performance and discuss the strategies that the learner finds most useful.

Be aware of the wider inclusion policy and legislative context in relation to learners with dyslexia/SpLD. Implement agreed reasonable adjustments for learners with dyslexia/SpLD in relation to your organisation’s duties under the Disability Discrimination Act, Equality Act or other legislative requirements.

Manage and lead the development of effective multi-agency working practices for learners with dyslexia/SpLD. Lead and manage institutional improvement initiatives by working closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practices which contribute to improved outcomes for learners with dyslexia/SpLD.

Lead and support others to work in a range of ways with the parents, carers, families, peers and friends of learners with dyslexia/SpLD.

Working with Others Strand E is a good opportunity to

Strand F: Professional Development

show how the statements vary across

and Dyslexia/SpLD

stages. Stage 1 (Universal) is generally

This strand includes the following

a teaching role, so the statements relate

themes:

learner. Stage 3 (Targeted Strategic) tends to be a more managerial role,

• actively seek opportunities and challenges for personal learning and development

such as a SENCO, which is reflected in

• participate in and provide

the statements which relate more to the

continuous professional

leadership of a team of people.

development activities.

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The Framework is intended to be versatile.

For example, training providers writing courses on dyslexia, and initial teacher to use these strands and statements to structure their course content. Teaching schools can also use the Framework strategic planning in literacy.

The Framework has a number of other features, including videos and facilities for searching, sharing and uploading resources, plus advice on constructing INSET in school. Everything on the site is focused on professional development and providing easy access to up-to-date knowledge for the education workforce.

Lead and support others to model appropriate professional and ethical behaviour.

Strand E: Communicating and

more to the teaching of the dyslexic

Using the Framework

Further information

Dr Amelia Roberts works with the Dyslexia SpLD Trust as Project Researcher on the Literacy and Dyslexia-SpLD Professional Development Framework. In 2012, she also worked with the Education Select Committee and government policy review groups on SEN policy and The Children and Families Bill. The Framework can be accessed at: http://framework.thedyslexiaspldtrust.org.uk

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GREEN SCHOOLS

Fuelling education Joseph Williams looks at how schools can conserve energy and save money for educational spending

W

e know that schools spend more money than they need to on their energy bills.

Taking action on this would not only free up budgets for educational

Turning heating down by just one degree can result in an eight per cent reduction in heating bills

spending, it would also help to combat

can help ensure that problems are addressed promptly.

Funding for energy efficiency Financial support is available through the Government to invest in energy efficiency technology. Around £8 million

Further savings can be made through

of interest free loan funding has been

Schools in England currently spend

investment in building fabric, timers

made available for maintained and grant

around £500 million a year on fuel bills.

and controls, upgrading lighting, and

maintained schools. This can be used to

The Carbon Trust estimates that, with

putting in a new heating system. It is also

finance up to 100 per cent of the costs

just low and no cost measures, these

possible to look at generating renewable

of energy saving projects.

schools could collectively achieve

energy on site with technologies such

Of course, plenty can be achieved

annual savings of £70 million. In most

as solar panels, wind turbines and

with no spending at all, but when money

cases, significant savings measures can

biomass boilers. These measures

is spent wisely the returns on investment

be carried out within weeks.

climate change.

not only help cut overheads, they

are compelling. For example, replacing

Some of the simplest changes, such

have the supplementary benefit of

old lighting with highly efficient LED

as making sure that lighting, heating

creating a more pleasant and effective

lighting can provide payback in less

and devices such as computers are

learning environment.

than two years.

used efficiently and turned off when not

It is important to plan for the

At a time when fuel bills are increasing

needed, can have a huge impact. Setting

maintenance of equipment as well.

and public spending is decreasing,

thermostats to the right temperature

A regularly serviced boiler can save

going green can provide a much

can also make a real difference – well

as much as ten per cent on annual

needed boost for the education sector.

over half of a typical school’s energy

heating costs. Without regular cleaning

Implementing energy efficiency is one of

bill is related to heating and hot water.

of windows, fittings and skylights, or

the best ways for schools to take control

Turning heating down by just one degree

the replacement of old and dim lamps,

of their own resources and to respond

can result in an eight per cent reduction

lighting levels can fall by 30 per cent in

to the challenges of climate change. By

in heating bills. The Department for

two to three years. Encouraging staff

making savings, schools can also ensure

Education recommends a temperature

to provide regular feedback on areas

that scarce funds are channelled more

of 21°C for special schools.

that are too hot, cold or draughty

directly at meeting educational needs; investment in energy efficiency really is an investment in education.

Further information Joseph Williams is Schools Programme Manager at the Carbon Trust: www.carbontrust.com/ schoolsservice

More than half of a school’s energy bill typically goes on heating and hot water.

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For more information on interest free loans for schools, visit: www.salixfinance.co.uk/schools

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Learning for life Anabel Unity Sale looks at how to help learners with autism make the difficult transition to college

G

oing to college after leaving

to live in their local communities

school is an opportunity

and contribute to society. The

most young people and

annual cost of supporting people

their families take for

with autism in the UK is £25.7

granted. Further education is a rite of

billion (Knapp et al., 2007, The

passage that enables a young person

Economic Consequences of

to develop his/her skills, interests and

Autism in the UK).

The annual cost of supporting people with autism in the UK is £25.7 billion

independence. However, many young people with autism do not have this

The learning offer

option; latest figures suggest that less

All colleges want the best for their

should enhance retention and

than one in four of this group access

learners and further education has a

achievement for learners with

any education beyond school.

strong history of engaging excluded

learning difficulties and/or

• improving support structures

There are currently an estimated

groups and enabling students to achieve

66,000 young people with autism aged

their potential. There are a number

• new funding structures coming

16 to 25 in England, and just 10,440

of compelling reasons why colleges

into practice this year should

learners with autism accessing further

should improve their offers to learners

better support the inclusion of

education. This means that over 50,000

with autism:

learners with learning difficulties

potential students aged 16 to 25 are

• new legal duties on colleges

disabilities

and/or disabilities

not able to enrol in further education to

to admit and support learners

develop their skills. This problem needs

with more complex disabilities

learners works for all learners,

tackling because:

are proposed in the Children

as improving accessibility of

and Families Bill, which was

curriculum, environment and

their families describe facing a

published on 5 February 2012.

support improves outcomes for

“black hole” after school which

They are due to come into force

all students

creates great anxiety and stress

in 2014

• young people with autism and

• what works for disabled

for them • young people with autism are being denied the chance to work, achieve and live independently because of the lack of effective education options. We know that only 15 per cent of adults with autism are in full-time employment • huge wastes in funds occur as the gains young people with autism have made at school are lost rather than translated into success in adulthood • adult social services face increased costs due to the failure to support young people SENISSUE63

New legal duties on colleges should see them admitting more learners with SEN.

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Colleges should start planning early, based on the aspirations, needs and views of each learner

Colleges can help prepare students for independent living.

if their child is going to struggle at college,” she says.

Students with disabilities are allowed

• many local authorities are looking

come here,” she says. “We prepare them

to enrol at the College in June, to avoid

to support learners with learning

to live independently because coming

the busy September enrolment period.

difficulties and/or disabilities to

to the College is so much more than

Once term starts, they have an induction

stay in their local communities,

sitting in a classroom.”

to the College and meet their support

and colleges have an active part to play in this

One way the College does this is by

assistant and personal tutor.

inviting potential learners, their parents/ carers and teachers to an open evening

Supporting learners

difficulties and/or disabilities

to see what facilities the College offers

There are many other useful things that

aged 16 and 17 will be staying

and discuss their needs before they

colleges can do to support learners with

in education longer as the

decide to enrol. Potential learners then

autism. Colleges should:

participation ages rises. Local

have an in-depth interview and the

• start planning early, based on the

authorities will be looking for

opportunity to discuss which subjects

aspirations, needs and views of

education provision to meet the

interest them. Once a student decides

each learner

needs of these students.

to attend, the College creates a profile

• more learners with learning

• ensure that all staff have an

Colleges can take simple and effective

of each learner, which incorporates the

understanding of autism and that

action to appropriately support young

student’s statement of SEN, any of his/

teaching staff draw on specialist

learners with autism and be more

her triggers and what strategies work

expertise to effectively adapt the

inclusive of students with learning

best for helping the student to learn. This

curriculum and develop inclusive

disabilities and/or difficulties.

information is shared with tutors before

teaching methods for students

NESCOT College in Epsom, Surrey,

the young person starts at the college

is a mainstream college that supports

so staff know how to work effectively

learners with disabilities, including

with him/her.

with autism • adopt a flexible approach enabling learners to progress and

autism. The College has a Preparation

The College also runs a transition

for Life and Work Department which

programme working with local schools.

the settings and time frames that

supports 170 learners, 30 per cent of

It allows pupils aged 15 to attend the

work best for them

whom have autism. It runs 17 full- and

College one day a week with a support

part-time courses ranging from life

assistant, to familiarise themselves

created in partnership with local

skills courses to diplomas in vocational

with the environment before beginning

external agencies, to enable

studies. Lynn Reddick is the Head

full-time at 16. There are currently 12

learners to enjoy the broader

of the Preparation for Life and Work

students involved in this initiative and

social life of their setting and

Department and says it is important

Reddick say it helps makes the transition

community

to work holistically with learners and

between school and college easier for

discuss with them and their families what

learners. “We say to parents and carers

destinations, including

their interests are and what they want

that this is a partnership between them

employment and independence,

to achieve. “One of the most important

and us and developing this is a long

for each student.

things we do is that we never judge

road. We have to create this relationship

or underestimate a student when they

because parents and carers do worry

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gain meaningful qualifications in

• run a social support programme,

• focus on outcomes and

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Jacque’s story Jacque is 19. After attending a special school, he moved, at the age of 16, to a mainstream college with around 1,000 students. Jacque’s mother Nikki says that “he was not impressed because it was so busy.” However, the family were reassured that Jacque would receive

Tutors did not understand Jacque’s autism and shouted at him when his behaviour did not conform

appropriate support navigating the

college life and meet mainstream learners who also attend the college.

Other mums from Freddy’s special school said that they wouldn’t send their child to a mainstream college, but at Freddy’s college students with disabilities learn their way around and get used to mixing with mainstream students and in the community.

college, as it ran a buddy system. Nikki

After two days off, Jacque tried

The college staff also show dedication

says: “I thought it was perfect because

to attend college for one day a week

and commitment to empowering

Jacque wouldn’t be on his own and

without a buddy, but found it too difficult.

students with disabilities to learn in a

he’d be assigned a buddy to help him

In January 2011, Jacque stopped going

way that suits them. The college has

get around.”

altogether and has spent his time since

small classes and a sensory room

For the first year, Jacque attended a

then staying at home playing computer

because they are aware of the issues

skills for life and work course four days a

games. Nikki says that Jacque told her

some young people with autism may

week. Although the first term went well,

he never wants to go to college or study

have with noise and lighting. It also

Nikki says the remainder of the year was

for any qualifications again after his

offers a variety of courses to prepare

rocky because a few of the tutors did

traumatic experience. Instead, he has

them for work and it has good links with

not understand Jacque’s autism and

just got a personal assistant two days

other local agencies and employers.

shouted at him when his behaviour did

a week to help build his independence.

Freddy completed two 10-week local work experience placements while at

not conform. Despite this, Jacque got along well with his buddy and made

Freddy’s story

college, working one day a week at a

friends with other students.

Freddy, aged 22, studied a life skills

Sainsbury’s and one morning a week

At the end of his first day of his

course at college between September

at a Holiday Inn. Rose says it helped

second year, Nikki collected Jacque and

2009 and July 2011, after going to a

Freddy learn what working was really

immediately knew there was a problem

special school.

like and boosted his confidence. He

because he was very distressed in the

His mother Rose did not want him to

reception area. She discovered Jacque

go to a residential college because she

had spent two hours sitting alone in

thought it would be too far away and

the refectory after lunch because his

she wanted him to remain in the local

was able to complete a four-week

buddy was not there to escort him to

community and create relationships.

work placement for Waitrose two

class. Without informing the family,

The college offered Freddy the chance

mornings a week. He is now considering

the college had stopped the buddy

to study locally and build on the skills

studying drama.

system because of funding cuts and

he learnt at school.

had expected Jacque to manage alone.

Rose says that one of the college’s

Nikki says: “It was a horrible time for

advantages is how students with

Jacque; he was a mess.”

disabilities are actively involved in

Students can gain experience of production and retail skills.

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was happy at the college and, as Rose says, “he felt cool there.”

After leaving college, Freddy

Further information

Anabel Unity Sale is Press and PR Officer for Ambitious about Autism, the national charity for children and young people with autism.

The charity launched its Finished at School campaign in October 2011 to help secure more and better educational options for young people with autism aged 16 to 25. For more information about the campaign and for a free copy of the Creating inclusive colleges for learners with autism good practice guide, visit: www.ambitiousaboutautism. org.uk

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Promotional feature

Celebrating Creative Learning Hollybank Trust is a Specialist SEN provider for physical and sensory needs.

We have developed a specialist iMUSE environment in which music and images are created by movements and sounds. Low frequency sound reduces pain, stress and anxiety which frees learners to think creatively, communicate freely and learn independently. iMUSE is an environment which harnesses both musical and visual stimulation created by the movements and sounds of students who interact with and control their environment through minute movements including eye blinks and/or breathing. All the work is recorded digitally and integrates sound, vibration and images on a screen giving a full sensory experience which is truly personalised.

Students create their own unique sound pictures which are printed off as a record of their work. Some of our students’ images, created using iMUSE, are sold for respectable amounts, which provides meaningful work opportunities.

Please contact Deputy Head Teacher Ailsa Moore on: 01924 490833 Ext 401 or visit: www.hollybanktrust.com SENISSUE63

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AUTISM

Putting autism on the map Catherine Maclean looks at how Celtic nations are learning from each other to develop strategic approaches to autism

O

Neither Scotland or Wales has any specific autism legislation, nor do they seem to need it

ver the past ten years,

that institutional, societal, cultural and

a

revolution

political contexts all play a key role in

has been going on in

shaping the very different approaches

Wales, Northern Ireland,

that are being adopted. There is little

Scotland and the Republic of Ireland,

doubt that this change would not be

as each nation has been developing

happening had devolution not taken

its own national strategy for autism.

place. For instance, both Scotland and

Crucially, the nations are also sharing

Wales have well-resourced and openly

their understanding, knowledge and

available strategies. Neither nation

Both Northern Ireland and England

expertise. This article highlights a few

has any specific autism legislation,

have specific autism legislation.

of the policy and practice issues, and

nor do they seem to need it. A bill was

England’s 2009 Autism Act applies

some of the indicators for success, that

proposed in the Scottish Parliament

to adults with autism, and extended

may be emerging from the Celtic Nations

in 2010, though it did not find favour.

duties within the Department of Health.

Autism Partnership.

An autism strategy was published 18

In Northern Ireland, the Autism Act (NI)

quiet

months later with government support

2011 applies to children and adults, with

Autism policy and legislation

(£13.5 million over three years) and

duties extended across all government

There is no single national template, only

with civil servants having a specific

departments. It also makes changes

design solutions that work by recognising

autism remit.

to the Disability Discrimination Act to include discrimination against those with autism.

Years of legislative inactivity due to the civil conflict in Northern Ireland had led to outdated and inadequate systems in the areas of policy, and this was no more evident than in the area of disability (autism is a “hidden disability” within the category of social and communication disability). There was no category for autism; there was no understanding that autism was neither a learning disability nor a mental illness. It is a developmental disorder. Consequently, people with autism but without a learning disability or mental illness had no access to services.

There was no data for service planning or to develop the specific interventions required. With this realisation, the

Nine out of ten people with autism believe that those who support them do not understand their needs.

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campaign for policy change upon a rights and equality foundation was senmagazine.co.uk

AUTISM

developed, and the national autism

evaluation, training, standards, research

strategy in Northern Ireland is currently

and development are common bonds

out for consultation.

that link professionals, practitioners and autism service providers everywhere.

77

A lot of people are involved in the life of a child with autism, and collaboration is a key requirement

Leadership, infrastructure and collaboration

the life of a child or adult with autism

A national strategy may encompass

and collaboration is a key requirement.

an infrastructure network at local,

Education, health, justice, employment,

regional and/or national levels. This is

social care and other institutions,

a collaborative infrastructure, involving

disciplines and professions all have a

this issue with work strands focusing

the public and voluntary sectors and

part to play.

solely on diagnostic services. In Wales,

There are a lot of people involved in

stakeholders. Effective leadership,

Opticians, dentists, emergency

the flagship nation driving through

involving explicit management and

services staff, shopkeepers and

the first national strategy, there are

coordination roles, is absolutely vital.

hairdressers are all very likely to

post-diagnostic support measures in

However, it is the capability and

come into contact with someone with

place for families. The leading role in

willingness of a disparate range of

autism, and every strategy has a strand

diagnosis is clearly within health, to

people to work together – from parents

concerned with communications and

ensure an accurate and consistent

to professionals, and autism service

raising awareness of autism. Challenging

profile. However, diagnosis is all too

providers to practitioners – that makes

social stigma and securing attitudinal

often followed by families having to

the strategy deliver the results needed.

change in society may be the most

struggle to come to terms with the

In its first four years, the national

effective way to improve outcomes

lifelong impact of autism, and having

autism strategy for Wales has had

for people with autism. Primary social

to negotiate an institutional maze. It is

a considerable impact, with major

impairment – a challenge in itself

no wonder that parents of children with

national cultural shifts in the leadership,

because of the nature of autism –

autism are often considered to be the

commissioning, design and delivery

is important.

hidden experts, left alone to work out

of services across the age range and

Strategies in Scotland, Wales and

spectrum of autism. A national and local

Northern Ireland are establishing their

what help, support, information, training

infrastructure for autism is in place, with

infrastructures to implement their

Autism is a life-long condition, and

clear links established for families and

goals and action plans. Gradually,

teaching a child with autism how to

individuals with autism, as well as a

the implementation phases of these

learn will equip that child with the skills

widening of the awareness of autism,

strategies are highlighting network maps

required for adulthood, including the

particularly in adults.

and advice they need.

of researchers, professionals, autism

ability to hold down a paid job. The

Progressively, the diagnostic facilities

services and other communities. In

cost of not teaching a child with autism

for children and adults are improving and

Scotland, a team is mapping autism

to learn is significantly greater in the

many collaborative and creative projects

services across the country, and a range

longer-term. The premise of whole-life

are underway. There are processes in

of one-stop shops is being piloted.

cost is the basis of a range of research

place for monitoring and evaluation, and

Parents,

practitioners

and

projects that seek to demonstrate the

a national research centre for autism

professionals around a child or adult

value of different decisions regarding

has been developed. The Celtic Nations

with autism need to be able to get on

the methodology and interventions that

Autism Partnership brings together a

together because around 90 per cent

are available for children and adults with

coordinated approach to research that

of people with autism feel that those

autism. Skilled and intensive learning

prevents duplication and makes sense

who support them do not adequately

support with young children may reduce

strategically, because research is a key

understand their needs.

significantly the costs of later support

facet of autism strategies at nation level.

Comparing and contrasting the

interventions throughout the life of the

An autism diagnosis

person with autism.

different approaches being adopted

It starts with a diagnosis, and hopefully

Less than ten per cent of people

in the design, development and

this can be achieved without having to

with ASD can get a job, compared with

implementation of national autism

sit for years on a waiting list. For adults

45 per cent of those with a disability

strategies in Northern Ireland, Scotland,

with autism, the process of securing a

and 65.8 per cent of people without

Wales and England is useful. There is

diagnosis can be really problematic,

a lot to learn because monitoring and

and the national strategies are tackling

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AUTISM

a disability (source: The Rights Based Approach to ASD in the UNCRPD, presentation in Brussels by Donata Vivanti, Vice-President of the European Disability Forum and Autism Europe, 6 November 2012).

The cost of a national strategy for autism

Each of the local authorities in Wales has a lead autism officer and a local autism infrastructure

Stakeholder engagement is another requirement of a successful autism strategy; there are many families, disciplines and professions involved, not only health, education and social care but also the criminal justice service, charity service providers and others.

Building an infrastructure for staffing is another important factor, involving

In an environment where resources

inter-locking networks across localities,

are scarce, it is ever more important

Wales diagnostic web-based forum for

and perhaps at regional as well as at a

to understand the value of particular

children’s diagnosis.

national level.

interventions, and what works. Policy

In terms of employability, a partnership

Last but not least is the issue of

and decision makers need to understand

with the Institute of Directors (IOD) led

leadership. At local, regional and

the cost of interventions, and several

to the establishment of a Wales Autism

national levels, leadership skills are

research projects are underway which

Employment Ambassador (Robert

needed to generate a desire for change

are addressing this issue.

Lloyd Griffiths, Director of the IOD,

and to motivate institutional players to

The financial cost of having an autism

was appointed in December 2010), an

make a positive difference. For the lives

strategy in Wales includes around £7.5

Employer’s Autism Charter and general

of all those with autism, it really is worth

million of ring-fenced funding from the

profile and awareness raising among

the investment.

Welsh Government, with 90 per cent of

small and large companies in Wales.

that funding going directly into public

Commissioned research into the

sector education, health and social

needs of older people with autism was

services. The remainder goes into

also published in 2010, and work on

research and project development work

the quality of life for older people with

in the academic and voluntary sectors.

autism is ongoing, and being informed

The Welsh investment in their strategy

by research. Further empirical evidence

provides an autism infrastructure, from

is needed to demonstrate what has

a government minister with specific

been achieved.

responsibility for autism down to the ground, working with families and

Developing a national autism strategy

people with autism. Each of the 22

Developing a national autism strategy

local authorities in Wales has a lead

is not easy, but there are aspects that

officer and a local infrastructure, with

are shared by the strategies in Wales,

coordinated stakeholder engagements

Scotland and Northern Ireland. These

at local levels in the planning and

include focussing on a coordinated

delivery of local services.

national approach to diagnosis, early

local coordinators and mentors on

The investment also provides a

intervention and post-diagnostic support

national approach to diagnosis, and

for children and adults, and their families.

to post-diagnostic support services,

The strategies exhibit an attention to

particularly for adults with autism.

the need for parents, practitioners and

There is a lead diagnostician, and

professionals to communicate to make

post-diagnosis support includes the

sure outcomes are real and meaningful

Wales Assessment/Diagnosis and Pre/

for people with autism. They are also

Post Diagnostic Counselling Network

founded on the idea that results matter

for Adults with ASD. For adults, there

– they must have an impact which can

is also the Community Monitoring

be demonstrated. This means that

and Support Scheme, which is helpful

strategies have to be monitored and

particularly for adults with Asperger’s

evaluated, and the information gathered

syndrome. In addition, there is an all-

must be shared widely.

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Further information

A former teacher and CEO of a charity for those with learning disabilities, Catherine Maclean has delivered national government and voluntary sector education programmes for over 15 years.

Today, she coordinates the work of the Celtic Nations Autism Partnership, launched by governments in Northern Ireland, the Republic of Ireland, Wales and Scotland between 2007 and 2008. It encompasses the charities Scottish Autism, Autism Northern Ireland, the Irish Society for Autism and Autism Cymru: www.celticnationsautism.eu

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AUTISM

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AUTISM

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THE AUTISM SHOW

83

The Autism Show goes national Following two successful years in London – with over 3,500 parents, carers, professionals and individuals on the spectrum visiting the event each year – the Autism Show in association with the NAS has also launched in Manchester for 2013.

The Autism Show Manchester will take place two weeks after its sister event in London on 28 and 29 June 2013 in EventCity, Manchester.

The EventCity venue was chosen for its ease of access and flexibility of space for those visitors on the autism spectrum. It also has copious amounts of free parking space immediately outside the venue and a very prominent location opposite the

to learn and share ideas, to find new avenues of support and,

Trafford Centre.

crucially, to understand that they are not alone.”

“We know that there is a large community who live and work

The Autism Show has an all new talks programme this year

with autism in and around the North of England who would

and is working closely with the National Autistic Society to

like to access all that the event offers, but are currently unable

deliver more practical and education based sessions than

to find the time and/or money to travel down to London”,

ever before.

explains organiser Geoff Soppet. “Due to the strength of demand, we have decided to bring the event closer to many

Headline speakers confirmed so far in The Autism Matters

more doorsteps”.

Theatre, in partnership with Reseach Autism, include Janis Sharp, mother of Gary McKinnon, Carrie and David Grant,

Carol Povey, Director of the Centre for Autism at the NAS,

TV presenters and parents of two children with autism, and

adds that "The Autism Show is a fabulous opportunity for

autism campaigner Baroness Browning.

people on the spectrum, families and professionals to get together to share knowledge and experience, and to keep up

New areas have been added such as the Sensory Integration

to date with developments. I'm therefore delighted that this

feature by Rompa which allows visitors to try out equipment

year, as well as its usual London venue, the Autism Show is

and gain a better understanding of SI therapy. At the same

going to Manchester, giving even more people the opportunity

time, The Autism Show will retain the popular one-to-one

to attend".

Advice Clinics, Autism's Got Talent performances and The Sensory Room and Quiet Room.

The new Manchester event will mirror the quality content and production values of the original London event. It will involve the usual mix of leading professional and high profile speakers, hundreds of specialist products and services, free one-to-one specialist advice clinics, practical workshops, interactive sensory features, inspiring performances in Autism's Got Talent and insightful talks from individuals on the spectrum.

For the most up-to-date information and to book advance tickets, saving 25 per cent off the door price, visit: www.autismshow.co.uk The Autism Show London: 14 to 15 June 2013, ExCeL, London.

“What was most heartening about last year’s Autism Show was its real sense of community”, says SEN Magazine Editor Peter Sutcliffe. “Living with autism can be a very lonely experience for

The Autism Show Manchester: 28 to 29 June 2013, EventCity, Manchester.

all concerned. Events like this can help bring people together senmagazine.co.uk

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book reviews

Book reviews

by Mary Mountstephen

Counselling Children and Adolescents in Schools Robyn S. Hess, Sandy Magnuson, Linda Beeler Sage Publications 440 pages, paperback £43.99 ISBN: 978-1-4129-9087-5 This is both a textbook and a workbook aimed at school counsellors and school psychologists. It seeks to equip these professionals with a means to work collaboratively, linking theory and practice and supported by resources on a password protected instructor teaching site.

The book is divided into four sections which provide an overview of different approaches to counselling and which also discuss related legal and ethical issues, accountability and crisis response.

A key quote at the start of the book sets the tone: “It is easier to build strong children than to repair broken men” (Frederick Douglass). It is this desire to explain and explore the importance of the role of the school counsellor that runs through this useful and informative text.

The layout is clear, with small highlighted text boxes to reinforce key points, and a case study approach is used alongside sample dialogues.

The section on play therapy includes some interesting points about setting limits, and the potential for using games and the visual arts, which I am sure would be of value to many teachers and parents. Cultural differences are also considered, as are the different types of groups professionals might find themselves working with.

Although the authors of this book are writing from a US perspective, many of the points raised are valid in a broader context, and the strategies and techniques discussed should be practical and supportive for all.

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Focusing and Calming Games for Children: Mindfulness Strategies and Activities to Help Children Relax, Concentrate and Take Control Deborah M. Plummer, illustrated

by Jane Serrurier Jessica Kingsley Publishers 152 pages, paperback £15.99 ISBN: 978-1-84905-143-9 The author of this book has worked for many years with children and adults and has extensive experience in health psychology and counselling.

She is the author of several titles in this field and also provides workshops and short courses.

The book uses a model of “mindfulness play” to help children achieve well-being through games and activities. It is aimed at the non-specialist working to improve children’s capacities to focus attention, sustain concentration and self-calm.

The book is divided into two main parts, the first covering the theoretical background to this field and the second linking this to focusing and calming games and activities.

Mindfulness play involves establishing roles, rules and boundaries so that children feel safe. The importance of building trust is discussed, along with strategies to acknowledge difficulties and empathise with the feelings of others.

The games are introduced via key concepts – a number of basic games plus adaptations and expansion ideas.

Some of the games also help to develop waiting, turn taking and following instructions.

Many of the games will be familiar to experienced teachers and practitioners, but that makes them no less worthy of inclusion. This book does, I feel, require careful reading so that the concepts are clearly understood before activities are attempted.

senmagazine.co.uk

book reviews

Cerebral Palsy: From Diagnosis to Adult Life Peter Rosenbaum and Lewis Rosenbloom

Helping Students Take Control of Everyday Executive Functions: The Attention Fix Paula Moraine

Mac Keith Press 208 pages, paperback £29.95 ISBN: 978-1-908316-50-9

Jessica Kingsley Publishers 208 pages, paperback £15.99 ISBN: 978-1-84905-884-1

This practical guide is designed to provide readers with an understanding of cerebral palsy as a developmental as well as a neurological condition. The authors set out to provide a deeper understanding of the human and relational aspects of the condition and to approach it from a multi-dimensional perspective.

The book is divided into four sections, opening with a background analysis of cerebral palsy. This is followed by sections covering clinical recognition, diagnosis of cerebral palsy and assessment practices, and principles of interventions.

Each chapter opens with an overview of the particular subject area and closes with extensive references for further reading. The authors use sub-headings, diagrams and decision trees to explain what are some very involved ideas, and to get across some quite complex information.

The many therapy options available for people with cerebral palsy are referred to and the authors provide an overview of some important principles for the therapy and management of the condition. Complementary and alternative therapies are also discussed briefly and the author stresses the importance of a team approach to treatment and management to facilitate the best outcomes for each person.

The book is intended for parents and carers of those with cerebral palsy and it would also be of value to clinicians, occupational therapists and physiotherapists.

Paula Moraine has been a teacher

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and tutor in teacher training programs in the US, Germany and Scotland. She specialises in child development, education and parenting and is currently based in Maryland, in the US. In this book she provides step by step explanations of

the

student-centred

approach she has developed for

strengthening

and

developing executive function. This includes information about attention, memory, organisation, planning, inhibition, initiative and flexibility.

In Part 1, the author outlines a number of “ingredients” or tools that can be used to strengthen the executive functions, such as self-advocacy, self-responsibility, rhythm and routine, and mental imagery.

Each chapter opens with a short list of bullet points raising the questions that will be covered. Case studies of individual children are used to illustrate particular issues, such as the description of a 15-year-old girl with organisational problems, and a 17-year-old boy who feels overwhelmed by the demands of starting new projects.

Moraine outlines the ways in which people can learn to develop their own executive function map, which identifies strengths, weaknesses, goals and strategies, and she provides a bank of statements related to each area.

This is a useful and readable book which is practical in nature and which would be of value to teachers, students and parents.

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recruitment

Starting out in SEN Schools, pupils and staff all miss out if newly qualified teachers are denied special school placements, says Baljinder Kuller

D

espite the widespread

background in, for example, profound

misconception that newly

and multiple learning difficulties or

qualified teachers (NQTs)

autism. Some decision makers believe

NQTs can offer special schools new, fresh and dynamic approaches

can’t do their induction

that novices will be ill-equipped to deal

year in an SEN school, many find that

with the issues associated with teaching

beginning their career in such a school

children with complex difficulties.

can be a valuable experience. However,

Training and experience are crucial but,

valuable skills and practices to the next

although NQTs can spend their first 12

although most teacher training touches

generation of SENCOs.

months teaching in an SEN school

on issues surrounding SEN, further

– if they manage to secure a post –

study in the area is often expensive.

there is currently a lack of placement

The provision of an induction tutor or mentor to support the NQT, as well as the time it takes to complete regular

opportunities. Why is this, though, when

Passion for teaching

observation and progress reports, may

NQTs can bring beneficial new ideas and

Many teachers move into SEN schools

seem like misplacement of resources,

initiatives to schools, as well as help

after gaining special needs experience

but investing in appropriate training,

build talent pipelines?

throughout a mainstream teaching

development, and support by assigning

NQTs who make a conscious decision

career, but ambitious NQTs who are

highly skilled practitioners to new

to seek out a placement in a special

willing to train can be just as valuable.

recruits is a sure-fire way of retaining

school often want fresh challenges,

After all, core skills such as patience,

expertise within the profession.

a more rewarding career or simply to

intuition and the ability to manage

make a difference. However, they can

anxiety are often innate. Passionate

schools to consider the advantages

find that opportunities to enter an SEN

NQTs can offer special schools new,

of taking on NQTs if we are to ensure

establishment at junior level are few and

fresh and dynamic approaches to

that the new breed of SEN teachers is

far between.

alternative education, and more

employed through desire, and not simply through chance.

According to Statutory Guidance on

positive attitudes towards inclusion and

Induction for Newly Qualified Teachers

integration. They often develop a view

in England, which was last updated in

that SEN teaching is a natural part of

September 2012, NQTs can complete

their own role in education, rather than a

their induction in a special school as

specialism, and bring fresh enthusiasm

long as the headteacher is confident

to the role.

that the school can offer the breadth

An induction year spent in a special

of experience required to meet the

school can also equip NQTs with

core standards – in some cases, this

valuable skills which can later be

may also involve gaining additional,

transferred to mainstream teaching, or

focused experience in a mainstream

built upon to further their career within

school. The previous guidelines did

SEN. These attributes include the ability

not allow inductions to be served in

to see a child as an individual rather than

pupil referral units, which may explain

a diagnosis, and an increased flexibility

the uncertainty surrounding entry level

in their approach to teaching.

positions in special schools.

Further information

Baljinder Kuller is National SEN Development Manager at Capita Education Resourcing: www.capitaresourcing.co.uk/ education

In order to establish effective

This misconception is compounded

talent pipelines in special schools,

by the fact that some SEN schools

headteachers need to consider the

may be unwilling to hire NQTs, in

positive impact of bringing in NQTs,

favour of experienced staff with a solid

so that they are able to pass on

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We need to encourage special

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recruitment

Veracity EDUCATION

Looking for an exciting new career in one of the most rewarding education environments you could find?

We operate in every London borough and offer very competitive rates of pay and CPD courses.

We have vacancies in the following fields:Â SEN Teachers (Primary and Secondary Schools) SEN Learning Support Assistants Nursery Nurses/Assistants Â

For more information please contact John Canning on 020 7629 8786 or e-mail your CV to John@VeracityEducation.com

www.veracityeducation.com

Teaching recruitment you can trust senmaGAZINE.co.uk

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CPD, training and events

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

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

CPD and training Rebound Therapy Staff Training Courses

NAS Training and Consultancy

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.

The NAS can offer in-house and open access training to suit your timetable and learning outcomes.

01342 870543 www.reboundtherapy.org

Speech and Language Sciences MSc University College London

A clinical training programme as well as a challenging 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. www.ucl.ac.uk

Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate University of Birmingham

This part-time, campus-based, blended learning programme has been developed for a range of professionals/ practitioners who work with children and adults with learning difficulties in educational settings across the severe and profound range (SLD/ PMLD) such as teachers and lecturers, nurses, therapists, psychologists and support staff.

www.autism.org.uk/training

Working with the Autism Spectrum (Theory into Practice) Edinburgh

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

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

Certificate in Understanding Autism in Schools

Autism and Learning - PG Certificate/Diploma/MEd

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.

University of Aberdeen

www.autism.org.uk/training

www.birmingham.ac.uk

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.

Strategies for Successful Special Needs Support Online

autism@abdn.ac.uk

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.

www.abdn.ac.uk

www.collegeofteachers.ac.uk

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CPD and training

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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. www.collegeofteachers.ac.uk

Level 4 CPD Certificate in Dyslexia in the Classroom Online

Dyslexia Action's continuing professional development online course has been developed specifically for classroom teachers and teaching assistants. 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

Various March

Practical and Effective Ways of Using Multisensory Equipment

Commencing March

Intensive Interaction Co-ordinator Course Malvern

The course will be open to all practitioners, of whatever qualification, or holding no qualifications. By the culmination of the course, an Intensive Interaction Co-ordinator will: • be an advanced practitioner in the techniques of Intensive Interaction • have read and be knowledgeable on publications and theories on Intensive Interaction • be knowledgeable about much of the underlying research theory on parentbaby interaction • be knowledgeable about many of the issues and associated theories • be able to train and mentor individuals and small staff teams in the practice of Intensive Interaction • be able to give workshops on Intensive Interaction to larger groups (optional).

Contact Sarah Forde: sarahinteract@hotmail.com www.intensiveinteraction.co.uk/courses-events/co-ordinator-course

Various March and April

Developing Special Needs Practice in Early Years Foundation Stage 12 March: Middlesbrough 26 March: London 26 April: Birmingham

Accredited at level 2 by the Open College Network. This course is for practitioners in all EYFS settings who want to develop their confidence, knowledge and skills regarding inclusive practice and a systematic approach to assessment, planning and support for children with SEN and disabilities. It is particularly relevant for SENCO’s and those in the key person role.

Concept Training Ltd www.concept-training.co.uk

Various March and April

Intensive Interaction: Connecting with non verbal children and adults with Autism or Profound Learning Disabilities 14 March: Birmingham 19 March: Edinburgh 21 March: Glasgow 29 April: Middlesbrough

Accredited at level 2 by the Open College Network. This course is for anyone working with or caring for either adults or children with autism.

Concept Training Ltd

Concept Training Ltd

Concept Training Ltd

01524-832828

01524-832828

01524-832828

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

www.concept-training.co.uk

Various March and April

Introduction to Autistic Spectrum Condition (including Asperger’s Syndrome) 18 March: Carlisle 20 March: Nottingham 21 March: Swindon 30 April: Glasgow

www.concept-training.co.uk

Outdoor Natural Learning Course: Discover Woods Various locations

The Woodland Trust are offering free places to Key Stage 3 and 4 teachers and teaching assistants with an interest in learning outside the classroom. Training courses are full of practical tips and ideas on how to lead woodland adventures with young people. Free, one-day Discover Woods courses are running in nine regions in England.

08452 935546

www.visitwoods.org.uk/discoverwoods

March 2013

01524-832828

Learn how to identify the “brain-body language” a person uses to talk to themselves. Develop the confidence and knowledge to set up a “conversation”. Learn how to focus on the difficulties a person is experiencing, rather than the problems they are presenting. Gain a thorough understanding of how to communicate with people who do not speak or respond due to their disability or behavioural difficulties

11 March: Glasgow 18 March: London 19 March: Taunton

Various March to June

www.concept-training.co.uk

5 & 6 March

The National Autistic Society’s Professional Conference Harrogate

Education stream highlights: Dean Beadle, Aspergers, education and me, Charlie Henry, Achieving success for pupils with an outstanding Ofsted judgement – what are we looking for? Brenda Mullen, Community based education and support. www.autism.org.uk

6 March

Henshaws College Open Day Harrogate

Henshaws College provides specialist further education to students aged 16 - 25 with a range of disabilities, specialising in visual impairment. Potential students, their families and professionals working with them are invited to visit the fully accessible campus and meet current students and staff. Open Days must be pre-booked.

01423 886451

admissions@henshaws.ac.uk www.henshaws.ac.uk

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

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7 March

Working Memory, Learning and the Classroom Tour Copthorne Prep, West Sussex

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The half-day event will cover an array of strategies that can be used in the classroom with pupils of all ages and abilities. www.learning-works.org.uk/eventstraining

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CPD and training 10 - 13 March

The Jerusalem International Conference on Neuroplasticity and Cognitive Modifiability Jerusalem, Israel

This international conference will examine the role of cognitive intervention in the shaping of wo/man. It will offer the opportunity for a worldwide gathering of scientists, practitioners, therapists, and educators to explore developments in the fields of cognitive modifiability and neuroscience. The organisers are currently calling for abstracts from interested parties. www.brainconvention.org

14 - 16 March

The Education Show Birmingham NEC

As the UK’s leading education training and resources event, the Education Show 2013 offers more free CPD opportunities than ever before, with a comprehensive programme of conferences and workshops. For special educational needs, these include the Learn Live SEN seminar programme, and free one-day primary SENCO training from nasen. www.education-show.com

17 March

Harrow Learning and Development Exhibition Pinner, Middlesex

This event will bring together local therapists, practitioners and specialists of alternative intervention strategies.

11.00am - 4.00pm Free admission.

www.educationfairs.org.uk

18 March

Special Educational Needs Conference Central London

Preparing you for the most radical reform to the SEND system for 30 years, this conference provides an update on the Children and Families Bill, changes to the inspection framework and ways of targeting resources in order to improve outcomes.

Booking code: ADSEN Contact Naomi Wood:

020 7202 0571 www.capitaconferences.co.uk

18 & 19 March

PECS Basic Training Workshop Maidstone

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.

01273 609 555 www.pecs.com

19 March

Working Memory, Learning and the Classroom Tour St Edwards School, Cheltenham

The half-day event will cover an array of strategies that can be used in the classroom with pupils of all ages and abilities. www.learning-works.org.uk/eventstraining

21 March

Kidz in the Middle Ricoh Arena, Coventry

An event for children with disabilities, their families, carers and the professionals who work with them.

Information on funding, seating, beds, bathing, mobility, accessible vehicles, communication, sensory therapy, sports and leisure and more will be available. www.disabledliving.co.uk

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CPD and training April 2013

22 March

PECS Advanced Training

Special Schools Yoga Day Victoria Education Centre, Poole

The physiotherapy department at Victoria Education Centre is running a Special Schools Yoga Day in an effort to raise the awareness of the benefits that yoga can bring to the special schools environment. www.special-schools-yoga.co.uk

27 March

Child Brain Injury Trust Annual Conference Birmingham

The Child Brain Injury Trust’s 7th annual conference will be titled “When the Bough Breaks”. This conference aims to raise awareness of the issues families face following ABI. It aims to showcase academic research, successful interventions, and highlight how professionals can embrace the subject matter positively in their day to day work. www.childbraininjurytrust.org.uk

Various April and May

Promoting Positive Behaviour in Early Years Foundation Stage 25 April: Birmingham 1 May: London

Accredited at level 2 by the Open College Network. This course is for all practitioners in EYFS settings who want to develop confidence, knowledge and skills in promoting positive behaviour for all children and for assessing and planning targeted interventions for children demonstrating more challenging behaviour in their setting.

Concept Training Ltd

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

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

22 & 23 April

9 - 11 April

WORLDDIDAC Astana Astana, Kazakhstan

An international exhibition of educational technologies and supplies, the exhibition is an opportunity for UK organisations to showcase the latest education technologies and solutions, that can help improve teaching and learning skills, to educationalists and government representatives from all over Kazakhstan. www.worlddidac-astana.com

10 - 13 April

Neurobiology of Dyslexia in Different Scripts

London

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

01273 609 555 www.pecs.com

22 - 26 April

Five-day TEACCH Prior's Court, Newbury, Berkshire

Active learning sessions combined with supervised experience working with young people with autism.

Led by Trainers from Division TEACCH, University of North Carolina and experienced practitioners from Prior's Court. Limited number of places available. Suitable for SEN professionals, teachers and practitioners. www.priorscourt.org.uk

St Catherine's College, Oxford

Twenty-five world experts on the neurobiological basis of dyslexia will come together at the 3rd Oxford-Kobe symposium to discuss its genetics, neurology, diagnosis and treatment in different writing systems. www.oxfordkobe.com

15 April

SEN Assessment, Ofsted and Mainstream Schools London

Can you demonstrate the progress of your SEN learners in line with the new Ofsted inspection framework? This interactive one day course explores different tools and opportunities to demonstrate that your SEN learners are making progress and achieving.

To book, contact:

020 8123 7382

www.senconsultancy.org.uk/trainingcourses

22 & 23 April

PECS Basic Training Workshop Peterborough

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.

01273 609 555 www.pecs.com

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CPD and training May 2013

26 April

Challenging Behaviour Course – presented

by Dave Hewett The Beeches Conference Centre, Birmingham

The emphasis of this course is on the practical; course members will be shown principles for making judgements about how to intervene effectively by using techniques such as calming and defusing difficult situations.

Contact Helen Janes: events.made.easy@ntlworld.com

07778 178346 27 April

NAPLIC Conference: SLI – What’s in a name?

Aston University, Birmingham

The impact of diagnosis on provision, intervention and outcomes for children and young people with SLI. Keynotes: Gina ContiRamsden, Courtenay Frazier Norbury, Julie Dockrell, Vicky Slonims.

Practitioner presentations/ exhibition.

Reduced rates for members. carol.lingwood@btopenworld.com www.naplic.org.uk

29 & 30 April

PECS Basic Training Workshop Dundee

10 May

Intensive Interaction Course – presented by Dave Hewett The Beeches Conference Centre, Birmingham

Intensive Interaction is an approach where the member of staff is seen as the main teaching resource, using personal qualities of face, voice and body language to involve the learner in progressive sequences of interactive activities. The course will include small and large group work and extensive use of video examples.

Contact Helen Janes: events.made.easy@ntlworld.com

07778 178346 13 May

Practical Ideas in Supporting SEN Students in Mainstream Classroom London

SEN pupils can be difficult to engage and find it difficult to maintain their focus. Develop your range of strategies to improve learning outcomes for your SEN pupils in this one day seminar, led by experienced SEN practitioners. This seminar shares knowledge, theory and ideas for class teachers and SENCOs. To book, contact:

020 8123 7382 www.senconsultancy.org.uk/trainingcourses

13 & 14 May

PECS Advanced Training Glasgow

chances to practice.

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

01273 609 555

01273 609 555

www.pecs.com

www.pecs.com

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

senmaGAZINE.co.uk

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CPD and training June 2013

15 May

Henshaws College Open Day Harrogate

Henshaws College provides specialist further education to students aged 16 - 25 with a range of disabilities, specialising in visual impairment. Potential students, their families and professionals working with them are invited to visit the fully accessible campus and meet current students and staff. Open Days must be pre-booked.

14 & 15 June

The Autism Show London ExCeL

The national event for

Intensive Interaction Course – presented by Dave Hewett Hunton Park, Watford

2013 New Rush Hall Group Conference

approach where the member

Ilford

of staff is seen as the main

Delegates can expect to learn about teaching and learning for the child whose behaviour is a manifestation of a raft of difficulties. There will be space to network with like-minded colleagues, to share ideas and problems. Speakers include Bernard Allen, Tom Bennett and Charlie Taylor.

teaching resource, using

CPD accredited learning

personal qualities of face,

opportunities for professionals

voice and body language

teaching and supporting pupils

to involve the learner in

on the autism spectrum. From

progressive sequences of

in-depth conference sessions

interactive activities. The

and practical workshops to

course will include small

01423 886451

talks from individuals on the

and large group work and

admissions@henshaws.ac.uk

autism spectrum.

extensive use of video

www.henshaws.ac.uk

www.autismshow.co.uk

examples.

nasen live Reebok Stadium, Bolton

An event sharing the best education practice which is designed to get you up-to-date with the latest developments in SEN, and help you access training and resources. www.nasenlive.org.uk

17 & 18 June

PECS Basic Training Workshop Darlington

07778 178346 28 & 29 June

Communication System (PECS) is a tried-and-tested

EventCity

approach that teaches

The national event for

functional communication skills

autism has also launched in

using pictures. This workshop 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-todate information before you make arrangements to attend.

Contact Helen Janes: events.made.easy@ntlworld.com

The Autism Show Manchester

The Picture Exchange

will give you the background and all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and chances to practice.

5 July

Intensive Interaction is an

autism offers unrivalled

22 & 23 May

July 2013

21 June

Manchester offering unrivalled CPD accredited learning opportunities for professionals teaching and supporting pupils on the autism spectrum. From in-depth conference sessions and practical workshops to talks from individuals on the

01273 609 555

autism spectrum.

www.pecs.com

www.autismshow.co.uk

£75 per delegate, including lunch and refreshments. conference@nrhs.redbridge.sch.uk

020 8501 3951 17 - 19 July

Three-day Structured Teaching Course Prior's Court, Newbury, Berkshire

Intensive broad-based course mixing theoretical knowledge with practical applications.

Includes the culture of autism, physical and visual structure, schedules, behaviour management, communication, vocational and independence, leisure skills and assessment.

Delivered by trainers with extensive practitioner experience. Suitable for all working with individuals with autism or supporting individuals with autism in the home. www.priorscourt.org.uk

September 2013 25 September

Teaching Critical Communication Skills: HELP! I can’t WAIT to ask for a BREAK and more Cardiff

This training discusses how to teach critical communication skills that lead to greater independence. Topics covered include: following visual directions/timetables, answering “yes” and “no”, learning to wait, transitioning between activities, and asking for help or a break.

01273 609555 www.pecs.com

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CPD and training October 2013 11 October

Intensive Interaction Course – presented by Dave Hewett The Beeches Conference Centre, Birmingham

November 2013 13 November

Guide to Managing Challenging Behaviours Bristol

Intensive Interaction is an approach where the member of staff is seen as the main teaching resource, using personal qualities of face, voice and body language to involve the learner in progressive sequences of interactive activities. The course will include small and large group work and extensive use of video examples.

This workshop outlines a

Contact Helen Janes: events.made.easy@ntlworld.com

Education™.

powerful and effective model for dealing with difficult behaviours, including selfinjury 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 www.pecs.com

07778 178346 21 - 25 October

Five-day TEACCH Prior's Court, Newbury, Berkshire

December 2013 9 - 11 December

Active learning sessions combined with supervised experience working with young people with autism.

Led by Trainers from Division TEACCH, University of North Carolina and experienced practitioners from Prior's Court. Limited number of places available. Suitable for SEN professionals, teachers and practitioners.

ABILITIESme

www.priorscourt.org.uk

www.abilitiesme.com

senmaGAZINE.co.uk

ADNEC, Abu Dhabi, United Arab Emirates

ABILITIESme is the first special needs event to be held in the UAE. ABILITIESme's

follow us on twitter.com/senmagazine

core mission is to enhance inclusiveness and bring the special needs community into mainstream society.

join us on facebook.com/senmagazine

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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

Dyspraxia Foundation UK

Bullying 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

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

www.scope.org.uk

Down syndrome Down’s Syndrome Association (DSA) Information, support and training for those affected by Down syndrome:

www.downs-syndrome.org.uk

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

The Down’s Syndrome Research Foundation UK (DSRF)

National Autistic Society (NAS)

www.dsrf-uk.org

Help and information for those affected

by ASD:

www.autism.org.uk

Charity focussing on medical research into Down syndrome:

Dyslexia

Research Autism

Charity dedicated to reforming attitudes and policy towards bullying:

Epilepsy Action Advice and information on epilepsy:

www.epilepsy.org.uk

Young Epilepsy Support for children and young people with epilepsy plus training for professionals.

www.youngepilepsy.org.uk

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

www.bild.org.uk

Cerebra UK 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

The UK Government’s education department:

www.researchautism.net

Anti-Bullying Alliance (ABA)

Epilepsy

Department for Education (DfE)

Charity focused on researching interventions in autism:

Bullying

Dyspraxia

www.education.gov.uk

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

Learning disabilities charity:

www.mencap.org.uk

www.bdadyslexia.org.uk

Dyslexia Action

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Charity providing services to those affected by dyslexia:

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

www.beatbullying.org

www.dyslexiaaction.org.uk

www.nasen.org.uk

www.anti-bullyingalliance.org.uk

Beat Bullying

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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 for PMLD:

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 senmaGAZINE.co.uk

Afasic Help and advice on SLCN:

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eazine for special SthuebUK'sslecadrinib g mag

to ar (6 issues) educational needs - ÂŁ48.50. aForye call 01200 409800) international subscriptions please online. (UK only UK subscription discount available

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