July • August 2013 Issue 65
Who cares?
What does the future hold for children in care?
Supporting the VI learner
Practical tips to aid achievement
Without a voice Are thousands of children being deprived of the communication aid they need?
SEN Code of Practice • bullying • cerebral palsy • manual handling dyslexia • synthetic phonics • conduct disorder • autism • SEN law PSHE • changes to benefits • plus SEN news, CPD, training and more...
July • August 2013 • Issue 65
Welcome After much debate, consultation and criticism, the Government’s overhaul of the SEN system is almost upon us. The Children and Families Bill is currently making its way through Parliament and its sweeping changes to SEN provision are due to start taking effect next year. Along with it, a new SEN Code of Practice is planned for autumn 2014. The Education Secretary has also announced new-style GCSEs, which many fear will disadvantage learners with SEN. Away from education, Coalition policies are already hitting home. The newly installed “bedroom” tax and Personal Independence Payments are just the start of a major overhaul of the benefits system. Many more changes are imminent. In this issue of SEN Magazine, parent Jane Raca (p.22) looks at how the Children and Families Bill will impact on families like her own. Kate Saunders (p.58), CEO of the British Dyslexia Association, examines the mix of opportunities and serious concerns for
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dyslexics, and others with SEN, offered by this important legislation. Children’s Minister Edward Timpson (p.28) outlines what we can expect from the new SEN Code of Practice and what he hopes it will achieve. He also makes a plea for anyone with an interest in SEN to get involved in a consultation on the Code, to be published later this year. In SEN news (p.6) we look at Michael Gove’s new plans for GCSEs. On page 24, Derek Sinclair from Contact a Family provides a step-by-step guide to the benefits reforms, explaining what’s happening, when, and how those with SEN and their families will be affected. Elsewhere, you will find features on bullying (p.30), synthetic phonics (p.34), communication aids (p.41), cerebral palsy (p.44), manual handling (p.49), children in care (p.52), SEN law (p.56), visual impairment (p.64), conduct disorder (p.75), PSHE (p.76) and autism (p.78). Peter Sutcliffe: Editor editor@senmagazine.co.uk
Subscription Administrator Amanda Harrison amanda@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry - www.flunkyfly-design.com design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 7 August 2013 Disclaimer The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.
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This issue in full 06
SEN news
14
What’s new?
20
Point of view
22
Children and Families Bill
24
Benefit changes
28
SEN Code of Practice
30 Bullying 32 Cyber-bullying 34
Synthetic phonics
41
Communication aids
44
Cerebral palsy
49
Manual handling
52
Looked-after children
56
SEN law: making a will
58 Dyslexia 62
Book reviews
64
Visual impairment (VI) provision
70
Supporting learners with VI
75
Conduct disorder
76 PSHE 77
About SEN
78 Autism 86 Recruitment 88
CPD and training
96
SEN resources directory
98
SEN subscriptions
CONTRIBUTORS Mark Baker Stephen Clarke Matt Davis Robene Dutta Liam Hackett Cathy Harris Chris Jolly Sue Keil Kate Lovett Paul Matthias Charlie Mead Joseph Mintz Mary Mountstephen Jessica Parsons Jane Raca Kate Saunders Derek Sinclair Marion Stanton Christine Thornley Edward Timpson Trystan Williams
SEN Magazine ISSN: 1755-4845 SENISSUE65
In this issue
Benefit changes 22
24
30
Bullying
Saved by the Bill?
64
A parent’s view of how the Children and Families Bill may affect families
24
What’s happening to benefits? SEN Code of Practice
70
Bully for you
75
Tackling cyber-bullying Keeping pupils safe in the digital domain
34
A vision of Britain
Supporting the VI learner Conduct unbecoming New NICE guidance on managing conduct disorders and antisocial behaviour in children
76
What do young people with SEN say about bullying?
32
44
Practical tips to support achievement in the classroom
Children’s Minister Edward Timpson on what to expect from the new SEN Code
30
Cerebral palsy
The decline of specialist educational provision for learners with vision impairment
A useful guide through the benefits maze
28
July • August 2013 • Issue 65
Deafness and sexual health How hearing impairment can affect the reproductive decisions young people make
78 iWonder? Can mobile devices really make a difference for children with ASD?
More than words can say Using synthetic phonics to alleviate reading difficulties for learners with SEN
41
Without a voice Are thousands of children being deprived of the communication aid they need?
44
High hopes Helping students with cerebral palsy to realise their potential
49
Manual handling FAQs Everything you ever wanted to know about risk assessments
52
Who cares?
Regulars 6 14 20
Will power How making a will can help families protect their child with SEN
58
62
Point of view Book reviews
86 Recruitment 88
Lost aspirations What hope does the Children and Families Bill offer dyslexics?
What's new? The latest products and ideas from the world of SEN
Have your say!
What does the future hold for children in care?
56
SEN news
96
CPD and training
Your essential guide to SEN courses, seminars and events
SEN resources directory
34 Synthetic phonics 41 Communication aids
52 Looked-after children
64 Visual impairment
In the next issue of SEN:
Asperger’s • safeguarding children • adoption • dyspraxia attachment syndrome • SEN publishing • BESD • autism school visits • choosing the right school • dyslexia • CPD recruitment • SEN news and much more... Follow us on
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SEN NEWS
GCSE shake-up threatens pupils with SEN Continuous assessment to be abolished Fears that many will under-perform in exams Plans to scrap continuous assessment in GCSEs in favour of final exams at the end of two years have been confirmed by the Education Secretary Michael Gove. SEN campaigners have warned that the new proposals will disadvantage many learners with special educational needs, such as dyslexia, who do not perform well in exam situations. Speaking in the House of Commons in June, Mr Gove announced wide-ranging changes to the examinations system which will see an end to controlled assessments and modular courses in England, except for science, where a small assessed element for practical work will be retained. Mr Gove said the move would see a shift towards more “demanding” and “stretching” exams, with a greater focus on written work and longer essays. GCSE grades will be changed, with the old A* to G system being replaced by a grading from 8 to 1 (with 8 being the top grade). Mr Gove has also promised to tighten up subject specifications, saying that current course descriptions are too ambiguous and can be inconsistent across exam boards.
Back to the future The revised GCSEs have been seen by many as harking back to the ethos of the O-level system which was in force until the 1980s. Mr Gove claimed that his proposals would enable pupils to “compete with the best in the world”. The British Dyslexia Association (BDA) has strongly criticised the GCSE plans, saying that measuring achievement solely on final exams will greatly disadvantage those with dyslexia and other specific learning difficulties (SpLDs). Students with dyslexia and SpLDs tend to have poor working memory and levels of information processing, which can cause particular problems in high-pressure exam situations. Continuous assessment is a less stressful way of testing pupils and provides a far more accurate measure of these pupils’ ability, the BDA argues. The charity warns that many young people with SEN will be put off continuing into further education, or will be unable to progress, because of the problems they will face with the revised GCSEs. Dr Mary Bousted, General Secretary of the Association of Teachers and Lecturers expressed “serious concerns that the new style GCSE will not give all children the chance to demonstrate what they have learned and will particularly disadvantage children with difficult home lives.” SENISSUE65
Content is king Mr Gove told the House that the updated GCSEs would include an emphasis on improving the quality of course content. "By making GCSEs more demanding, more fulfilling, and more stretching we can give our young people the broad, deep and balanced education which will equip them to win in the global race," he said. The Education Secretary was critical of what he called the “vague” course specifications provided by the previous Government, which he said had been open to abuse. He cited the example of the GCSE marking fiasco in English in 2012, when large numbers of pupils were forced to resit exams, as proof that the system needed reforming. Mr Gove’s broad proposals for GCSEs have been welcomed by many in the business world. The CBI’s Director of Employment and Skills, Neil Carberry, said that “GCSEs must change to end the current exam treadmill, which leaves many pupils falling behind, while failing to stretch the brightest.” Labour’s Shadow Education Secretary, Stephen Twigg, was critical of the Government’s proposals, and of the way in which Mr Gove has introduced his reforms. Reminding the House that Mr Gove had already gone back to the drawing board following three previous attempts to update GCSEs, he claimed that the Education Secretary was having his fourth “resit” at GCSE reform. The revised GCSE system will be introduced in autumn 2015. The first students will sit the new exams in summer 2017. www.senmagazine.co.uk
SEN NEWS
Care of looked-after children needs better management Independent reviewing officers are not making enough of a positive impact on the quality of care planning and outcomes for looked-after children, says Ofsted. Independent reviewing officers (IROs) are charged with ensuring that the care plan for a looked-after child clearly sets out the help, care and support they need and takes full account of their wishes and feelings. Local authorities are required by law to appoint an IRO for each looked-after child. Since April 2011, changes to care planning regulations have strengthened the IRO role. IROs are now not only responsible for chairing statutory reviews but also for monitoring children’s care plans on an ongoing basis. IROs should also monitor the local authority’s overall performance as a “corporate parent” for looked-after children. Ofsted’s survey report – Independent Reviewing Officers: taking up the challenge? – found that IROs did not always sufficiently challenge drift and delay in plans for individual children. Children’s views were not always taken into full account. The IRO role in assessing the effectiveness of local authority support and plans for looked-after children was underdeveloped. “It is disappointing that, in most local authorities visited, the level of challenge from IROs on behalf of children was not strong enough”, said Jacky Tiotto, Ofsted’s Divisional Manager for Social Care. The education watchdog is recommending that local authorities take urgent action to implement the full revised IRO guidance and ensure that IROs have the required skills, training, knowledge and time to undertake all elements of their role effectively. It also recommends that senior managers regularly review performance to assure themselves of the quality of the IRO service and the impact and difference it is making for children, young people and families. The report Independent Reviewing Officers: taking up the challenge? is available at: www.ofsted.gov.uk/resources/130113
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Why don’t more disabled people take up sport? The English Federation of Disability Sport (EFDS) is embarking on a multi-stage project to investigate what motivates disabled people in their everyday lives and how this relates to sport. The aim is to help inform the work of the charity’s partner organisations, making their offers for disabled people more engaging and relevant. The EFDS’s recent Paralympic Legacy report showed that eight out of ten disabled people were considering taking part in sport after the Games in London. However, participation still indicates that four out of five disabled people are not active. The Federation is exploring behaviour change models to see if the charity could make a bigger difference in sport. Everybody, whether disabled or non-disabled, has motivational drivers, triggers and lifestyle needs which steer their actions to do most things in their lives. Unless there is a huge motivation to become a Paralympian, which is only found in a minority of disabled people, then sport and physical activity fits around their lives, not vice versa. It is still common for many providers within the sport and fitness sector to market their programmes to disabled people as one single target group. There is often not even an age, impairment or gender differentiation. Barry Horne, the charity’s Chief Executive, believes that greater market segmentation within the broad grouping of disabled people will be necessary in order to consistently attract higher numbers of people with a range of conditions and disabilities to sport. There is “a growing need to develop our own profiles, which represent disabled people as more than just a percentage of society”, he says. One of the outcomes from the project will be a set of profiles which will highlight the type of sport interventions, likely barriers and communication preferences for different disabled people. For more information, visit: www.efds.co.uk
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SEN NEWS
Early years literacy in the spotlight The National Literacy Trust has launched a new research project into literacy in the early years. The aim is to better understand literacy development among three- to five-year-olds. The Trust has launched two new surveys, one aimed at parents and the other at practitioners. The surveys will examine what parents and practitioners do to support children’s language and literacy practices at home and at school, and the role of technology in early years literacy. Selected schools will also be involved in in-depth research to explore the relationships between the home, school and children’s literacy abilities. The project is part of wider work, funded by Pearson, to investigate parental and practitioner attitudes to literacy. The Trust plans to conduct annual surveys to track changes over time and help build a continuous picture of early years literacy in the UK. More information can be found at: www.literacytrust.org.uk
Physiological link between sleep problems and mental health Sleepless nights and disrupted body clocks could be linked to mental health conditions such as schizophrenia and bipolar disorder, according to research by Professor Russell Foster from the University of Oxford. People with schizophrenia often complain about sleeping difficulties. It has long been thought that their poor sleep patterns stem from unemployment and the resulting tendency to wake up later than the norm, or are side effects of anti-psychotic drugs. However, Professor Foster and his team have found that they are not down to medication or lifestyle, but are in fact due to fundamentals of their physiology. “The appalling sleep-wake in schizophrenia is independent of medication and social constraints”, says Professor Foster. “There is something fundamentally wrong with the body clock of patients with schizophrenia.” Foster’s work suggests that the neural mechanisms of the brain behind mental health and normal sleep overlap and share brain circuits, so if your sleep is disrupted, so is your mental health. Studies of schizophrenia patients have found profound disruptions in their sleep patterns, with half also having irregular body clocks that are out of sync with the pattern of night and day. Foster’s team also identified a genetic mutation that triggers schizophrenia-like symptoms in mice, which also appears to disrupt their circadian rhythm or body clock. SENISSUE65
Teachers lack skills to support dyslexic pupils Nearly three quarters of qualified teachers believe that they started working in the classroom without the necessary skills to teach children with dyslexia. A new report by the charity the Driver Youth Trust suggests that more than half (52 per cent) of teachers surveyed did not receive any training on dyslexia during their initial training course, while 18 per cent say that the training they did receive amounted to less than one hour. As a result, 74 per cent do not feel satisfied that their initial training provided them with the skills they needed to identify and teach children with dyslexia. The failure to effectively support learning for dyslexic children has a huge cost, not just for individuals, but also on society, the report argues. Poor literacy, of which dyslexia is a major cause, damages employment and life chances and costs the country an estimated £2.5 billion every year. Responding to the report, Mel Byrne, Director of the Dyslexia-SpLD Trust, said that it “paints a worrying picture of current teacher training, with new teachers not currently required to teach their students how to recognise dyslexia, or how to help dyslexic pupils in the classroom through dyslexia-friendly teaching”. The Trust has joined other dyslexia charities, and crossparty Parliamentarians, in calling for a mandatory module on SEN, including dyslexia, to be a part of all initial teacher training courses. The Driver Trust report, The Fish in the Tree: Why we are failing children with dyslexia, can be found at: http://driveryouthtrust.com
News deadline for September/October issue: 07/08/2013 Email: editor@senmagazine.co.uk Tel: 01200 409810
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SEN NEWS
Thousands missing out on the communication aid they need More than 20,000 people in the UK may be living without access to a powered communication aid that would enable them to communicate more effectively. The charity Communication Matters says that these people are being deprived of a voice, and the opportunity to reach their potential, because communication aid provision is not meeting needs. The charity has just published its report, Shining a Light on Augmentative and Alternative Communication, which is the culmination of a three-year research project into augmentative and alternative communication (AAC). It found that nearly a third of a million people across the UK (316,000) are benefiting or may benefit from AAC support. While roughly 31,600 of these people could use a powered communication aid, only around 9,000 are currently using one. Using research conducted by the University of Sheffield, the report reveals wide discrepancies in AAC provision across the country. It points to a lack of consistency in identifying and assessing those with communication issues. Some local areas were found to rely on funding from in-year savings from other budgets to pay for AAC equipment, making planning difficult or even impossible. The charity also says that many AAC professionals spend a great deal of their time trying to source funding for equipment, which has a negative impact on the service they can provide. While there were those who were happy with the support they get, the majority of AAC users and their families expressed frustration with all or some parts of the AAC service they receive. Describing the report as “a wake-up call”, Communication Matters’ Research Manager Katie Holmes said that the commissioning of services, funding arrangements and specialist expertise in the UK was not meeting the growing need for AAC support. “It has confirmed what we knew anecdotally: that there is a postcode lottery of support and provision for both children and adults who use AAC”, she said. To download the Shining a Light on Augmentative and Alternative Communication report, visit, www.communicationmatters. org.uk/shining-a-light-on-aac In this issue of SEN Magazine (page 41) Communication Matters’ Chair Cathy Harris assesses the implications of the charity’s landmark AAC report.
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New funding for foster carer recruitment The Children's Minister Edward Timpson has announced new funding to help promote foster caring. Speaking at the National Fostering Agency Group's annual conference in Coventry, The Minister said that the Government was putting up to £750,000 into supporting fostering services over the next two years to boost fostering locally. Mr Timpson, whose parents were foster carers, said money will be given to three consortia of local authorities and independent fostering services to develop new ways of recruiting and retaining carers. The initiative will also focus on attracting a more diverse range of foster carers, including working professionals and those who can foster difficult to place sibling groups. The Fostering Network, which organises Foster Care Fortnight, estimates that at least 9,000 new fostering families are needed in 2013 alone. Children with SEN and disabilities often have to wait substantially longer than average for suitable placements.
Website for siblings of children with SEN A new online service aims to provide information, advice and support to siblings of children with disabilities and SEN. YoungSibs, the brainchild of UK charity Sibs, includes a moderated online chat area and a letters section where siblings can receive personalised responses to their questions. It also includes information on disability, illness and a range of SEN such as autism and cerebral palsy. More than half a million children and young people in the UK have a brother or sister with a disability or SEN, or who has a life-long serious illness, yet the charity believes that their needs are often overlooked. This can lead to social isolation and difficulties with educational achievement. Young siblings of disabled children can have more worries and responsibilities than other children of the same age. They often have to take a back seat in families where the main focus is on the care and support of the disabled child. “Young siblings need access to information, support and help with the challenges they face every day growing up in a family with a disabled brother or sister”, says Sibs Chief Executive Monica McCaffrey. For more information, visit: www.youngsibs.org.uk
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SEN NEWS
Big demand for MMR vaccination The national catch-up programme to increase MMR vaccination uptake in children and teenagers who are unvaccinated has so far resulted in more than 95 per cent of GP practices across England ordering additional doses of the vaccine – more than 200,000 extra in total. The catch-up programme, run by Public Health England (PHE), NHS England and the Department of Health, aims to prevent measles outbreaks by vaccinating as many ten- to 16-year-olds as possible. This age group is the most at risk of measles due to the fall in coverage of MMR that occurred in the late 1990s and early 2000s, when concern around the discredited link between autism and the vaccine was widespread. The catch-up programme aims to ensure that at least 95 per cent of ten- to 16-year-olds have received at least one dose of MMR. This is estimated to be around 300,000 children (eight per cent). The programme is also keen to reach another third of a million in this age group who need a second dose of MMR to give them full protection, and a further third of a million children below and above this age band who need another dose. Figures published by PHE show that numbers of confirmed measles cases in England are still high, with 288 cases in April (compared to 175 in April 2012), bringing the total number so far in 2013 to 962. This continues the upward trend seen since early 2012, with monthly totals around the highest recorded levels seen since 1994. However MMR coverage among five-yearolds in England is at its highest ever recorded level, with 94 per cent receiving one dose and 90 per cent receiving two doses.
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New approach boosts children’s communication skills A whole-school approach to supporting children’s speech, language and communication skills can produce a 50 per cent increase in progress in reading skills, says a new report by the children’s communication charity I CAN. The A Chance to Talk approach in primary schools seeks to ensure that learning takes place in communication supportive environments. Teaching assistants are trained to deliver small group activities three times a week, focusing on listening and attention, vocabulary, sentence building, storytelling and conversations. Visual prompts and displays are used, staff monitor their own language and adjust it for different children, and parents are involved with their child’s learning through “talk” homework. I CAN is calling for primary schools nationwide to replicate the model and it has published a guide to support schools in the commissioning of children’s speech, language and communication provision. This guidance encourages schools to collaborate and pool resources and expertise. From 2010 to 2012, the A Chance to Talk project involved over 8,000 four- to seven-year-olds, across 30 schools. Results showed that children with delayed language made, on average, three times the normal rate of progress in language development between nine and 18 months after a ten-week intervention. Up to 80 per cent of children with delayed language moved into the “typical” range of language development. Children with delayed language also accelerated the progress they made academically, with 90 per cent exceeding or meeting the progress expected for all children of their age group in reading, 69 per in writing and 76 per cent in numeracy. A Chance to Talk was developed by I CAN and The Communication Trust, with support from the Every Child a Chance Trust and funding from the Department for Education. The commissioning guidance and the project’s evaluation report can be downloaded from: www.ican.org.uk/achancetotalk www.senmagazine.co.uk
SEN NEWS
What's on listings for people with special needs
More teachers working while they commute
An online what’s on service for parents and carers with children, family or friends with special needs has been launched by the learning disability charity Netbuddy.
One in ten teachers today use their journey to and from work to complete work tasks, compared to just one in fifty teachers five years ago.
The listings guide provides details of inclusive club nights, autism-friendly film screenings, live music gigs for and by people with learning disabilities, special needs yoga groups and inclusive festivals. It also covers inclusive dance and drama, exhibitions by disabled artists, relaxed theatre performances and accessible sports.
A new survey by Randstad Education, into the commuting habits of those working in education, suggests that rising pupil numbers and cuts to education funding may be causing teachers to use what was previously seen as “down time” to finish work for school.
People with learning disabilities are facing the full impact of cuts to services, according to a recent Mencap report, which found that one in four adults are stuck at home. Nearly a third of local authorities have closed day services in the last three years, leaving many people with special needs with very few places to go. The what’s on listing can be found at: www.netbuddy.org.uk/events
Competition to design Xmas stamps For the first time in 30 years, the Royal Mail is giving schoolchildren the chance to design its Christmas stamps. Primary school children aged four to eleven years are being invited to take part to create the artwork for official stamps for Christmas 2013. The competition’s theme is “What does the Christmas season mean to you?” The designs can be religious or secular. Two winning pictures – one to appear on a 1st Class stamp and the other on a 2nd Class stamp – will be picked from 120 regional finalists. Both winning designs will have to be approved by the Queen. Only twice before have children’s designs been used on Christmas stamps: 1966, the year the first Christmas stamps were issued in the UK, and 1981. The search for the winning designs was launched by children’s author and illustrator Lauren Child, creator of the Charlie and Lola characters. All entries have to be received by the closing date of 19 July. Winners will be announced in the autumn. For more information, visit: www.royalmail.com/designastamp www.senmaGAZINE.co.uk
“Having to do more with less resource has increased staff workloads and left more teachers having to work while on their way to and from school”, says Jenny Rollinson, Managing Director of Randstad Education. However, Ms Rollinson believes that teachers extending their work-day into travel time may enable them to get additional work done without it affecting their home life and “leaking too much into their work/life balance”.
BMA accuses UK of failing vulnerable children Poverty is one of the main reasons that the UK continues to underperform on child wellbeing, and recent changes to welfare policy could set the country back even further, says a major new report by the British Medical Association (BMA). Growing Up In The UK is an update of the BMA’s 1999 report on children’s health and brings together the latest global research. Although the BMA acknowledges that progress has been made since 1999, it is concerned that some government policies, such as cuts to welfare benefits and social care, could reverse these improvements by hitting the most vulnerable hardest, which would exacerbate child poverty and widen social inequalities. The report highlights research from Action for Children, The Children’s Society and the NSPCC which finds that changes to the tax and benefits system will have a negative impact on vulnerable households. The BMA report highlights that the UK has moved up UNICEF’s league ratings – it came bottom in the 2007 table of child wellbeing among 21 wealthy countries, but in a more recent UNICEF study moved to sixteenth out of 29 countries. However, there is concern that the improved rating may not reflect the current situation for children as the data relates to 2009/10 and does not reflect the impact of policies implemented since the 2010 election. The report can be viewed at: http://bma.org.uk/growingupintheuk SENISSUE65
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SEN RESOURCES
The Kimochis® Teacher’s Tool Kit is a fun and easy way to bring personal, social, health & emotional learning (PSHE) into your classroom. This program will help you create a caring environment: • where your pupils feel included and valued • in a place where significant learning can occur • where everyone can communicate with respect and kindness. With fun activities to: • practice body language and facial expressions • learn techniques for managing life’s challenging moments • support pupils to communicate their feelings effectively and appropriately • build confidence, resilience, self-esteem, and strong relationships.
The Kimochis® Feel Guide: Teacher’s Edition will help educators: 1. Develop a whole school approach to PSHE. 2. Who have responsibility for co-ordinating PSHE 3. Provide for pupils who need extra support to develop communication skills. 4. Support pupils with special educational needs and challenging behaviours. ‘Teachers use imaginative resources and strategies to stimulate pupils’ interest and active participation and, as a result, secure rapid and sustained progress’. OFSTED Outstanding grade descriptor 2012
The Kimochis® Kit is most effective when used both through planned PSHE lessons and as an instant resource to manage behaviours, conflict and feelings. The Kimochis® Teacher’s Tool Kit includes: • the 296 page Kimochis® Feel Guide:Teacher’s Edition • 5 large Kimochis® characters • 29 individual feelings to be used with the characters
For further information contact: sales@kimochis.co.uk or visit: www.kimochis.co.uk
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SEN RESOURCES
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WHAT’S NEW?
What’s new?
NAS Early Bird Plus programme coming soon to Kestrel House
Kestrel House School in London has announced that, during the summer term, it will be offering the NAS Early Bird Plus programme for parents whose child has received a later diagnosis of an autism spectrum disorder (ASD) and is aged four to eight years and in Early Years or Key Stage One provision. To book your place on the course or for more information, contact Lina Lindgren, Parent Liaison Officer, on: 07714178707 or email: l.lindgren@acorncare.co.uk www.kestrelhouseschool.co.uk
Education law expertise from 3PB Barristers 3PB Barristers has a dedicated education law team with a wealth of expertise and experience on a broad range of education law issues. 3PB advise and represent parents, children, LEAs, school governing bodies, further/higher education institutions, students and charities and voluntary organisations. They offer legal advice and support, in a reassuring and professional manner, on disputes that arise on the path of education from nursery to university, making them barristers of choice for education law issues. Contact David Phillips, Education Law Clerk, on: 020 7583 8055 or email: david.phillips@3pb.co.uk for an informal first discussion.
The World According to Autism Spectrum Disorder This new resource is suitable for use with all ages by healthcare and education professionals with additional specialist training in autistic spectrum disorders, in settings including child and adolescent services, paediatrics, learning disability services, adult mental health, family services and education.
Developed by Dr Leonie McDonald and Michelle Wilson and published by Speechmark Publishing with help from Health Enterprise East (HEE), the NHS Innovation Hub for the Eastern Region, it is a multifunctional, flexible and comprehensive resource helping facilitate conversations and promote understanding. It costs £49.99 from Speechmark Publishing: www.speechmark.net/shop ISBN: 9780863889301 Code: 0035806
Team-Teach accredited training courses Hays Education are running Team-Teach accredited training courses at Hays offices across the UK for SEN teachers and teaching assistants. It’s a full day course run by an external team of Team-Teach principle and lead trainers. The course is fully accredited and valid for three years, and covers best practice in responding to challenging behaviour, risk assessment, physical interventions and positive handling techniques. To book your place or to find out more, contact Roop Bhumbra on: 0121 236 7933 or email: roop.bhumbra@hays.com
Introducing the Apollo Creative store Along with a new look, Apollo Creative has unveiled its online store – making it easier for people to choose the right sensory equipment for their needs. From creating a bespoke multi-sensory space to enhancing an existing room, a wide range of equipment is available direct from the manufacturer, including traditional products such as LED bubble tubes and fibre-optic light sources, with interactive and battery-powered options. The shop also features Apollo Ensemble, the interactive story-telling, musical and sensory room system that can be configured quickly and simply to create the perfect sensory environment. For more information, visit: www.apollocreativeshop.co.uk SENISSUE65
Henshaws College expands individual learning programmes Henshaws College in North Yorkshire has over 40 years experience of delivering individualised learning opportunities to support young people with SEN. The independent specialist college is now able to share its resources, skills and expertise with a wider range of learners, whilst retaining its specialism in visual impairment. Programmes focused on communication, independence, employability and multisensory learning can be tailored to meet the needs of students with a broad and complex range of disabilities. Henshaws’ experienced teaching staff, care team and specialist Disability Support Service, including therapists, work with every student to create a flexible programme which increases confidence and independence. www.henshaws.ac.uk www.senmagazine.co.uk
WHAT’S NEW?
Open day at Wilsic Hall School On 13 July 2013, Wilsic Hall School will be holding an open day where families and carers are invited to join them for a tour of their facilities, attend legal and communication workshops and enjoy a free lunch. Wilsic Hall is a specialist residential school in South Yorkshire offering flexible education and care for young people aged 11 to 19, all of whom have complex needs, including behaviour that may challenge and a learning disability, often in association with autism. More information and booking details will be available soon on the school’s website: www.wilsichallschool.co.uk
Overwhelmed by your health and safety responsibilities? Although working in health and social care can be rewarding, there are times when you can feel overwhelmed by your responsibilities. With this in mind, EDGE services have developed a couple of guides that will help unravel the complexities of current legislation and offer guidance and support on best practice. The EDGE services Guide to Managing Children Handling Training and Guide to Managing Children Handling Activities are concise and informative and cover a number of essential mandatory health and safety topics. Copies of these free guides can be obtained by visiting: www.edgeservices.co.uk where you can also register for the EDGE Services newsletter.
Strut your stuff for autism
Extra help with learning to read
Young people with autism, and their families, are preparing to take part in a unique fashion show in London. Wear It For Autism – on Tuesday 10 September at The Vinyl Factory, Soho – will see mums, dads, grandparents and young people on the autistic spectrum getting professional makeovers and strutting their stuff on the catwalk.
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 event, which runs from 6 to 8pm (doors open 5.30pm), is organised by autism campaigner Anna Kennedy OBE. Heavyweight sponsors include Littlewoods, Toni & Guy, Pineapple Arts, London Beauty Queen and Mahogany.
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.
Tickets, priced at £25, are on sale now. Email: lisa.robins@thevines.org.uk
Adam Saye, Assistant Headteacher at Thomas Buxton Primary School, says that "For struggling children, this is fantastic".
annakennedyonline.com/wear-it-for-autism-2
www.jollylearning.co.uk/jolly-shop/jolly-phonics-extra
Integrex – the interactive specialists
Guide to neurodevelopmental disabilities in children
At the forefront of special needs technology, Integrex design and manufacture versatile, interactive systems that offer all ages and abilities the opportunity to enjoy a rewarding learning or working environment. Products include fully mobile, height-adjustable interactive touch screens and tables with cutting edge multi-touch ability. Integrex’s innovative, immersive sensory rooms provide stunning audio-visual interactivity through a series of original, programmable software applications. A dedicated, experienced team provides bespoke software and hardware, full support and training for all SEN environments. Contact Integrex to arrange a demonstration of their innovative, interactive systems. Tel: 01283 551551 or visit: www.integrex.co.uk www.senmagazine.co.uk
A new book, Children with Neurodevelopmental Disabilities: the essential guide to assessment and management, examines the wide spectrum of problems associated with paediatric disability (both transient and life-long). It looks at how to manage conditions such as cerebral palsy, autism spectrum disorder, attention problems and genetic disorders. The book features lots of practical advice and includes templates for letters, reports, and care plans. Published by Mac Keith Press, the guide is Edited by Arnab Seal, Gillian Robinson, Anne M Kelly, and Jane Williams. For more information, call: 0800 243407 (freephone, UK only), email: cs-books@wiley.co.uk or visit: www.mackeith.co.uk/guides.html SENISSUE65
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WHAT’S NEW?
Kimochis®...toys with feelings inside
Fresh Start for reading
The multi-award winning Kimochis® Educational toys are for the first time now available in the UK. Kimochi – (KEY.MO.CHEE) which means "feeling" in Japanese – are plush, educational toys designed to help children identify, understand and manage their feelings in a fun, enjoyable way.
Read Write Inc. Fresh Start ensures older pupils aged nine to 13 not only learn how to read but to love reading too. Key to its success are the ageappropriate, phonically decodable stories and non-fiction texts – cleverly written by great authors to include jokes, plays, interviews, edgy reports and amusing stories.
They are a great resource for helping children to: • recognise and manage their feelings • express their feelings appropriately • understand the links between their feelings and behaviour • build healthy relationships • develop positive communication skills.
As well as fantastic teaching support and training to help you deliver the best teaching, Fresh Start also meets most of The Education Endowment Foundation proven strategies to help children make good progress, giving you an effective way to use pupil premium. www.oxfordprimary.co.uk
For the full product range, including the Kimochis Teacher's Kit, and further information, visit: www.kimochis.co.uk
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
Kinsale School unveils new short breaks services Options Group’s autism accredited and Estyn “Excellent” rated Kinsale School in Flintshire is offering new bespoke short breaks services ranging from short stays of a few hours to longer stays of up to two weeks. Short breaks are provided for children and young people aged eight to 19 years with autistic spectrum conditions, including Asperger’s syndrome, learning disabilities and complex needs, and are available to families living in North Wales, Merseyside, Cheshire and surrounding areas. For more information, call: 08442 487187, email: info@optionsgroup.co.uk or visit: www.optionsgroup.co.uk SENISSUE65
Comfort Audio improves comprehension and communication Comfort Audio Digisystem can be used in the classroom or the work place to overcome the effects of distance and competing noise in communication situations. Using a Comfort Audio system makes communication easier because the sound is delivered direct to the user, at a consistent volume level, regardless of the distance and without any time lag. Comfort Audio 100 per cent digital technology also dramatically reduces instances of drop outs and interference, even in challenging environments such as outdoors, open spaces and where competing noise can make hearing difficult. For more information, contact your PC Werth representative on: 020 8772 2700, info@pcwerth.co.uk or visit: www.soundforschools.co.uk
Rapid Stages 7 to 9 support children taking the leap between intervention and mainstream For older children still just a little behind in their reading, the new Rapid chapter books from Pearson Primary will motivate and excite. Part of the much loved and proven Rapid catch-up programme, the books cover Stages 7 to 9 and contain exciting stories, play scripts, fiction and non-fiction all together in one “real” book format. They are age appropriate, curriculum ready, have boy and girl appeal and are beautifully illustrated and dyslexia friendly. Contact your local Pearson representative to find out more: www.pearsonprimary.co.uk/consultant www.senmagazine.co.uk
WHAT’S NEW?
Real progress, proven results Rapid Plus is an exciting series of finely levelled books and software for SEN and struggling readers at Key Stage 3 for students reading between NC levels 1a and 4c (reading ages 6.6 to 9.6), designed to help them make two levels of progress. Rapid Plus is built upon the extraordinary success of Rapid, the primary intervention programme proven to deliver twice the normal rate of progress*. It includes age-appropriate content, rigorously levelled and trialled with Key Stage 3 students, and innovative software to support students when reading independently. Learn more at: www.pearsonschools.co.uk/RP *NFER independent research trial shows 5.7 months progress in 2.3 months.
Switch access for iPads and Android tablets For Apple devices, Pretorian offers a range of assistive technology products, with wireless connectivity, for switch access. APPlicator is designed for apps with built-in switch access and is suitable for anyone requiring simple switch access to apps, media player and photography. For advanced switch users requiring access to apps, music and media, iBooks and data entry, Switch2Scan and SimplyWorks for iPad provide comprehensive access to all iPad functions. SimplyWorks for iPad also gives completely wireless iPad access using SimplyWorks devices such as trackball, joystick, switch or keyboard. J-PAD is an intuitive joystick device providing comprehensive, wireless access to all iPad functions.
RNIB young people's web pages are now UK wide RNIB hosts web pages specifically aimed at blind and partially sighted young people, offering advice and guidance on all stages of transition from choosing school subjects and planning for the future to starting college, university or moving into employment (including information around work experience, volunteering, interview skills and CV writing). The young people's section has been co-designed by young people across the UK and includes information on leaving home, as well as emotional support, free time activities, technology and more. The site also features young people's experiences of all aspects of transition, incorporating written, video and audio case studies. www.rnib.org.uk/youngpeople
Joy of reading for children with sight loss This summer, children will be enjoying the national Summer Reading Challenge in libraries nationwide. Blind and partially sighted children and young people can enjoy this reading initiative too, thanks to RNIB's National Library Service. Books in audio, giant print and braille are sent freepost to young readers all over the country (school or home). Of course, reading is a great hobby all year round and is essential for education and literacy. To find out how RNIB can work with you to support the reading needs of children with sight loss, call RNIB National Library Service on: 0161 429 1975 or email: childrenslibrarian@rnib.org.uk
www.pretorianuk.com
New videos from specialist centre Oxfordshire’s new autism centre Launching in September 2014, LVS Oxford is a new centre for 11- to 19-year-olds with Asperger’s and autism. Using the same methods and approach as LVS Hassocks in Sussex, it will offer weekly residential care within its tranquil green campus, with purpose-designed work areas including occupational therapy suites and a teaching kitchen. Using combined learning methods, real work and employability skills – as well as promoting self-awareness, health and wellbeing – LVS Oxford aims to provide a positive education, helping young people on the spectrum to reach their potential when they leave the school at 19. LVS Oxford is owned and managed by the Licensed Trade Charity. www.lvs-oxford.org.uk www.senmagazine.co.uk
RNIB Pears Centre for Specialist Learning in Coventry has launched a collection of short videos to give parents, young people and professionals an overview of the Centre's specialist support for children and young people with multiple disabilities, complex needs who are blind or partially sighted. The videos include: • real life stories about Nicole, Fabian and Anna and their families • information about the Centre's education, care and therapies • tours of the school, a bungalow and conference facilities. Watch the videos online at: rnib.org.uk/pearscentre or request a DVD by calling: 024 7636 9500. SENISSUE65
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WHAT’S NEW?
Moving on at RNIB College Loughborough RNIB College is extending its Bridge Programme for people who want to develop skills to live more independently or in supported living. Funded by personalised budgets, the Bridge programme is available to those aged up to 30 years old, and from six months to two years in duration. Go to an assessment and show them the skills you have, choose what you want to develop and then work with staff to plan your programme. RNIB will work with you to plan your long-term future. For more information, call: 01509 611077 or email: enquiries@rnibcollege.ac.uk
RNIB Sunshine House School extends its age range RNIB Sunshine House has announced that it is extending its age range to fourteen from September 2014. This will be a big help to parents at this crucial time in their child's education. Pupils in every class will benefit from the Tobii Eye Gaze, which accurately tracks eye movements and converts them to a cursor on a computer screen. It provides an accessible communication system for pupils who could otherwise remain powerless to make choices, and offers invaluable aid in selecting the best resources and teaching techniques for individual pupils.
Easy News new edition out now National disability charity United Response has produced the third edition of Easy News – the first ever newspaper designed specifically for people with learning disabilities. Featuring simple language and visual cues, this edition gives readers a news round-up featuring stories including, the introduction of Personal Independence Payments, the local election results, a new report into disabled people dying too young, the US marathon bombing and the election of the new Pope, amongst other topics. To download a copy and sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news
Leaders with that special quality Veredus has developed an enviable reputation as a senior executive recruitment consultancy of choice for schools, colleges and other alternative provisions in the SEN sector. Its three core services, Executive Search and Selection, Interim Management and Assessment and Development, complement each other, with each providing an important element of the company’s capacity to deliver flexible solutions tailored to the needs of its clients. For more information, please contact Paul Horgan on: 020 7932 4233 or email: paul.horgan@veredus.co.uk www.veredus.co.uk
For more information, call: 01923 822538 or email: shsadmin@rnib.org.uk
SEN teachers wanted by VSO
Group holidays for blind students
International development organisation VSO needs SEN teachers to volunteer overseas. There are big opportunities to make a difference in the poorest and most marginalised communities.
Visually impaired young adults (aged 16+) can now travel to exciting worldwide destinations with Traveleyes, safely guided by students their own age from the world’s top international schools. Students from Hong Kong recently guided students with VI on a hugely successful trip to Prague and Vienna. Traveleyes can help if you’re a blind student looking to make friends and explore new places within a young, likeminded group, or if you’re a teacher who requires a tailored group trip. Blind or sighted, Traveleyes pride themselves on seeing the world differently. For more information, call: 08448 040221 or visit: www.traveleyes-international.com SENISSUE65
VSO currently has roles in Rwanda, including SEN advisers, disability advisers and sign language education advisers, all contributing to the development of special needs provision in this rapidly changing country. VSO asks volunteers to commit for up to two years to make a sustainable contribution to development goals. It provides training, accommodation and a local living allowance. Many find that volunteering contributes to their professional development. For more information, visit: www.vso.org.uk/educationrwanda www.senmagazine.co.uk
WHAT’S NEW?
New Connecting Steps assessment app B Squared has released a new iPad app for its Connecting Steps assessment software. The app gives greater flexibility for teachers to record their assessments. In the classroom, outside or at home, the iPad makes it easy to not only record achievements, but also tell the story of how they were achieved. Information can also be reviewed with graphs and reports. The app is part of Connecting Steps, the cloud based assessment software covering P levels, National Curriculum and EYFS across all the areas of the National Curriculum. For more information, visit: www.bsquared.co.uk or call: 0845 4660 141.
Fast forward to ABILITIESme International assistive technology manufacturers, such as Lewis Reed and Movement Special Needs, have been quick to get involved in the first disability awareness and rehabilitation product showcase event in the MENA region. The region’s hunger for affordable, state-of-the-art education, health and accessibility products is encouraging the global disability sector to take a closer look at what will be happening in Abu Dhabi, UAE in December.
Advertisement feature
New environmentally friendly equipment enables challenging play Play equipment specialist Sutcliffe Play has launched a new range of environmentally friendly play equipment which encourages physical, challenging play and social interaction. Orchard, a new range of woodbased clamber units and trim trails, has been designed to fulfil many of the developmental needs of children. Orchard is suitable for a wide range of ages and abilities, and encourages inclusive play. As well as providing exciting play opportunities for able-bodied children, many of the products in the range also incorporate a variety of challenges for children who have more difficulty accessing play. “When designing Orchard, we have carefully considered the ways in which children interact with play equipment,” says Dave Brady, Design Director at Sutcliffe Play. “For example, children like to have their own social spaces, and equipment that challenges them and can help to improve their balance, strength and coordination.” Orchard is manufactured in a sustainable, environmentally friendly way. It is constructed from pine logs which are farmed locally from UK forests in a managed process which ensures the forests are consistently replenished. The rubber components are made from latex which is extracted from trees without damaging them. www.sutcliffeplay.co.uk
Tel: 01977 653 200
ABILITIESme will include a thought leadership conference and a showcase of medical assistive technologies, healthcare innovations and developments in sports infrastructures. It will also explore the latest scientific findings focused on improving the quality of life of people with disabilities. www.abilitiesme.com
Guide Dogs Annual Awards Shaping the future of UK education Technology solutions provider European Electronique has been selected by Microsoft as a supplier partner for its Shape the Future Programme. The programme is designed to help to improve the ratio of mobile devices to pupils in schools throughout England and Wales. As the first partner in the UK offering devices to all schools across England and Wales, European Electronique is working to support access to affordable Windows 8 devices. The company’s programme gives access to a range of top brand devices designed specifically for education at substantially discounted prices, from partners including Toshiba, HP and Lenovo. www.euroele.co.uk www.senmagazine.co.uk
Nominations are now being accepted for the Guide Dogs Annual Awards 2013. The awards will be celebrating both the partnerships between guide dogs and their owners and the dedication of the people who make these partnerships possible. The ceremony will be a major fundraising event for the Guide Dogs charity, with an auction, a silent auction and a raffle. Taking place at London Hilton on Park Lane on 11 December, the event will also include dinner, dancing and celebrity guests. Nominations are now being accepted for the following categories: • Guide Dog of the Year • Volunteer of the Year • Inspirational Guide Dog Owner • Lifetime Achievement Award • Partner of the Year • Young Persons Achievement Award, in partnership with the National Blind Children’s Society. Nominations close on 30 July. www.guidedogs.org.uk/awards SENISSUE65
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point of view
Point of view: parent
A problem shared Matt Davis tells how writing about his son’s autism has helped him confront the challenges they both face
L
ong before Isaac was
Professionals, experts, and parents who
regularly involved in discussion forums
diagnosed with autism at the
had accepted their child’s diagnosis, on
compelled me to do more and this is
age of three, I saw how the
the other hand, were awash with facts
what inspired me to start blogging about
world, with all its peculiarities
and immersed in the world of autism.
life with Isaac.
and obstacles, was that little bit more
I quickly benefited by joining an
Simply writing as honestly as I can,
hostile for him – that little bit harsher.
online community about autism where
about the plethora of issues one faces
Seeing him struggle – often articulated
questions were posed and answered,
as a parent of a child with autism, has
as screams, anger and crying – seemed
discussions launched and new
provoked an overwhelmingly positive
so unfair to me. I didn’t subscribe to the
people nurtured with the help of its
response – one I couldn’t have predicted.
terrible twos or naughty toddlers view;
community champions. I also became
People in a similar predicament seem
there was something about Isaac’s tears
aware of its presence as a safe haven
emboldened and appreciative that I’m
that was different.
from the everyday assault course
writing on their behalf too. Family, friends
Then the year-long punishing process
and now strangers who may not be
of tests finally came to a conclusion in
directly affected by autism are grateful
a paediatrician’s room with the words “autism spectrum disorder”, a tonguetwister that deliberately acts as a soft landing for the harsher truth: “your child has autism”. Autism now affirmed my regular
A chasm existed between what some people knew about autism and what most people didn’t
bouts of heartbreak that accompanied
to be educated. Even professionals have circulated my blog among their staff, which is humbling. Recalling those early tormented years fuels my campaigning as much as fighting for Isaac in the present does. I know parents whose children haven’t got a diagnosis yet or are in environments
Isaac’s regular bouts of distress. It was the alibi for his perceived anti-social
of discrimination, generalisations,
impervious to the effects of autism. If
behaviour. The subsequent learning
judgements, ignorance, exhaustion
sharing our family’s story helps them in
curve was steep and rapid but was aided
and difficulties that parents of children
any way, then our experiences will be
considerably by Brent, where I live in
with autism battle with – to varying
serving the best purpose they can.
London. Its support structures involved
degrees – day in, day out. Things like
workshops, relevant therapy, advice on
the postcode lottery for support services
education, and bodies to assist Isaac
only compounded the ignorance around
through mainstream or specialist school.
autism.
My wife and I felt reassured that, as long
Crucially, it kick-started a need in
as we fought Isaac’s corner, there was
me to write about autism as a cathartic
a team of people who would fight it too.
personal response, coupled with a
However, what I came to realise
commitment to help spread awareness.
quite swiftly was that a chasm existed
I began writing in the emotional stories
between what some people knew about
section of the site and became an autism
autism and what most people didn’t. If
campaigner by accident.
the condition hadn’t touched them, it
I was able to express how I felt being
seemed not even to be on their radar;
at the beginning of my journey and it
autism awareness was minimal at best.
seemed to be well received. Getting
SENISSUE65
Further information
Matt Davis is a parent patron for the charity Ambitious about Autism. His blog is at: http://mysonisaac.blogspot.co.uk/
www.senmagazine.co.uk
point of view
Point of view: academy principal
Making London 2012 count
Special schools need to innovate if they are to realise the Paralympic ideals, says Trystan Williams
T
he greatest hurdle that so many students with SEN face is that of self-belief. If you can give them a challenging and stimulating environment, they truly begin to believe in themselves and the contribution they can make. You have got to be really creative, though. I don't even use the word “behaviour” any more. It is about engaging learners and if they are disengaged they won't learn. I believe that sport can be an excellent way of getting young people with SEN involved and motivated to achieve. An example that comes to mind is that of a young man who came to our school at the age of 13 after being permanently excluded from another special school. I was asked by the local authority to buy him a three-wheeled bike. I refused and said we would instead teach him to ride a two-wheeled bike. After several weeks of hard work from all concerned, I saw him whizzing past the window on his bike. I knew that he was really pleased with himself. That will stay with me forever. Against the odds, through hard work, perseverance and self-belief, instead of riding a three-wheeled bike with everyone staring at him, he could be as independent as any other 13-year-old because of the aspiration that he could ride a two-wheeled bike. Students with SEN can benefit greatly from learning about and participating in sport and there is much that special schools can do to help. I am a strong believer in keeping the legacy of the 2012 Olympic and Paralympic Games alive within special schools. Students should be encouraged to follow core Paralympic values, such www.senmaGAZINE.co.uk
as determination, inspiration, courage and equality. The issue of resources will always be important. There is an independent school, near to the one I work at, with excellent facilities including a swimming pool especially for the students. Children with access to those facilities have a much greater chance of becoming future Olympians than those who can only make use of far more modest facilities. Many children simply do not get these kinds of life opportunities, and this is
Sometimes great things can be achieved even without much money especially true for a lot of children with special educational needs. The special school sector needs more money and more effective support to help it sustain a legacy from the 2012 Olympic and Paralympic Games. This is clear. However, sometimes great things can be achieved even without much money. I was recently involved in an Olympic-themed event for children with SEN across seven local authorities. This was a great success despite having no specific funding to back it up. Young people with special educational needs and challenging behaviours are sometimes the forgotten souls in our society. Official figures consistently show that they are at far greater risk of exclusion than their peers without SEN. I believe, though, that involvement in sport could have a positive effect on
exclusion rates all over the country, not just in SEN schools. It is crucial that schools are allowed to innovative when it comes to the provision they make for sport and how they engage young people in sporting activities. If there is to be a truly effective Paralympic legacy, the school system must change. Schools must be encouraged to look at new ideas, and to try out new things. Until schools are encouraged to innovate and develop interesting initiatives – especially for young people who are disengaged – there will be an Olympic and Paralympic legacy for some, but not for all.
Further information
Trystan Williams is Principal of The Springfields Academy in Wiltshire. He was recently called to give evidence to the Parliamentary Education Select Committee on the legacy of London 2012: www.springfields.wilts.sch.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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children and families bill
Saved by the Bill? Parent Jane Raca looks at how the forthcoming Children and Families Bill could affect families like her own
James and his father share some time together.
T
he greatest disillusionment
despite James needing 24 hour care.
I suffered through having a
This nearly destroyed our family.
severely disabled child was
Fortunately, the lack of joined-
I dread that one day he may end up in an old people’s home with no specialist support
not his disability; it was the
up planning for children like James
realisation that despite living in one
– the damage caused by protecting
of the most civilised countries in the
departmental budgets at all cost and
world, I had to fight for so much of what
failing to communicate with parents
he needed. The organisations which
– has been recognised. After many
dispensed services and equipment
decades of families suffering terribly,
consuming and daunting. Although I
seemed to be sitting on pots of money
the Children and Families Bill is designed
use a payroll agency, I have to negotiate
which they wanted to keep and they
to change things. But will it?
wage levels, calculate holiday payments,
rarely talked to each other. They rarely talked to us either.
fill in annual returns for the council and
Opportunities and liabilities
chase them for the money which has
There was the specialist classroom
One change which I won’t be taking
been agreed, but which is usually several
chair, which neither social care nor
advantage of is the option of having a
months late arriving. While there are
health would fund. While they were
personal budget. The very idea makes
experts like James’s current school to do
arguing about it, James grew too big for
my hair stand on end. James’s level
the rest, I shall gladly leave this to them.
it. There was the lack of an occupational
of need is so high that he requires
The Bill brings a positive change
therapist, because the council had
hundreds of thousands of pounds
for my family, however, in that James
decided that physiotherapists could do
worth of services and equipment to
may now be able to have the protection
that job and they could save money. I
be commissioned each year. I have
of his statement – due to become an
had to make James his own adapted
neither the skill nor the time to do that.
education, health and care (EHC) plan
shower, using a garden chair and a
I have directly employed carers for years
– beyond 19, up until age 25. He will
hosepipe. Most seriously, tearful appeals
and, even as an ex-lawyer, I find the
always need one-to-one care, 24 hours
to social care for support were ignored,
paperwork for this one task to be time
a day and he will be better protected
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www.senmagazine.co.uk
children and families bill
by the education system, whatever its flaws, than he will be by the adult social care system. I hope he will be able to stay at his current school as long as possible. He currently gets the intensive speech, occupational and physiotherapy
I burned with shame, even though my efforts to look after James had nearly killed me
councils across the country, it plays for time and space to protect its budgets. It relies on applicants’ lack of knowledge about their rights, to achieve this. When it meets a strong applicant, it adopts the historic Russian military strategy
he needs there. I dread that one day he
of retreating, while it strengthens
may end up in an old people’s home with no specialist support.
a need which it cannot meet. Like other
the window and he puts his hand on it
its position and weakens that of its opponent.”
EHC plans in general sound like
and looks at me. And I say, ‘‘Yes James,
a good thing. They should result in
it’s cold’’. Then he puts his hand on the
Whilst the Bill may make it more
better cooperation between social care,
radiator and looks at me again. And I
difficult for councils to behave like this,
education and health, as these services
say ‘‘Yes James, it’s hot’’. He knows the
I believe they may have no choice but
will have to talk to each other, instead
difference between hot and cold. And
to try. In the end, our ability to have
of remaining in separate kingdoms. I
he wants me to say it because he can’t
our case heard by an independent legal
am still scarred by the experience of
say it. He’s very bright but we can’t give
tribunal, however traumatic, saved us.
weeping at successive social care
him what he needs at home. So we are
Thank goodness that route will still
reviews, asking for James to go to a
showing our love for him by coming to
be open to parents under the Bill. Yet
residential school and being told he was
this tribunal and asking for him to go to
even the Tribunal could not help us
“not eligible to be taken into care”. I
a residential special school.”
with James’s social care; we are still
wasn’t asking for him to go into care;
Then he broke down.
fighting for his holiday provision after five years. And that won’t change.
I have never done that, however awful things were. But that was the mind set
Will things be different?
Parents struggling with no respite and
of social care. I should have gone to the
If the Bill had been in force at that
no home help will still only be able to
education department, but I didn’t know
time, I wonder what would have
go the Local Government Ombudsman
that then. When I finally worked it out,
happened. Perhaps social care, health
or seek judicial review. They will have
the education department refused the
and education would have had to
to exhaust the council’s complaints
residential placement anyway, and I had
get together at a much earlier stage
procedure before they can even think
to take the council to tribunal.
than they did to produce James’s
of the Ombudsman, all of which takes
This was without doubt one of the
EHC plan. If they had not agreed to
months. Judicial review only looks at
most traumatic experiences of my
a residential school, then we would
the council’s original decision; the court
life. On one side of the room sat the
have been directed first to consider
can’t order what it thinks best. Neither
local authority team, including James’s
mediation. The local authority would
of these remedies are appropriate for
headteacher and a barrister. On our
also have in place dispute resolution
exhausted, struggling parents with the
side sat our family, a raft of experts
procedures. Ultimately though, if all
most severely disabled children; when
and our barrister. The barrister for the
this failed, we would still have appealed
the gloves are off, they will be no better
council argued that we were just seeking
to tribunal. My hunch is that indeed
placed than they are now.
social care, which didn’t justify the very
we would still have ended up going
expensive placement we wanted. I felt
along the tribunal route. The reason is
as if I was being accused of being
simple: money. Children like James are
an uncaring mother who couldn’t be
very expensive. Cash strapped local
bothered to look after her son and just
authorities and health services will still
wanted him out of the way. I burned
be looking to their budgets, despite the
with shame, even though my efforts to
greater duties on them to cooperate and
look after James had nearly killed me.
commission services.
After reams of evidence from experts, the pivotal moment came when my
I have obtained this quote from one former senior councillor:
husband stood up and said: “When
“The Council does not have the
I put James to bed we have a little
resources to fulfil all of its statutory
routine. James likes me to walk him to
obligations and so may avoid identifying
www.senmaGAZINE.co.uk
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
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24
benefits
What’s happening to benefits?
The welfare system is changing, with serious implications for families of children with disabilities or SEN. Here, Derek Sinclair offers a useful guide through the benefits maze
T
his year, the Government is undertaking the biggest programme of benefits changes in a generation.
We’ve already seen the introduction of the “bedroom tax” and the replacement
Many local schemes are less generous than the council tax benefit they have replaced
of council tax benefit with local schemes
or two children of the same sex under 16 are normally expected to share. If you have one “extra” bedroom, your Housing Benefit is cut by a figure that is equivalent to 14 per cent of your rent. If you have two or more “extra” bedrooms, the cut is 25 per cent. Pensioner
that may result in many low income
households are exempt from this cut.
families paying council tax for the
set their own rules, it is possible for
Although young children or children
first time.
them to protect other groups as well –
of the same sex are usually assumed
This article aims to reduce any worry
including parents with a disabled child.
to share a bedroom, your award should
and confusion families may have about
Contact your local authority to find out
include an individual bedroom for any
these existing and approaching benefit
if there are any protected groups under
child whose condition prevents them
changes, and increase your chances
the local scheme in your area.
from sharing. You will need to provide
of getting what you are entitled to –
your Housing Benefit office with
something that is more important than
Introduction of “bedroom tax” to
information about their needs and you
ever in the current economic climate. The
council and housing association
may have to provide medical evidence.
changes outlined are expected to apply
tenancies
If your Housing Benefit office refuses
across the UK but their introduction is
Since April, council and housing
to accept that your child can’t share
likely to be delayed in Northern Ireland.
association tenants have faced a
a bedroom, you should challenge
housing benefit cut if their home has
this decision. Contact a Family have
April 2013
more bedrooms than they are seen
produced standard appeal letters for
Council tax benefit scrapped and
to need. When deciding the size of
families to use, available free from
replaced with local schemes
property needed, two children under ten
the Helpline.
The national system of council tax benefit has been scrapped and each area now has its own local council tax support scheme for those on low incomes. However, many local schemes are less generous than the council tax benefit they have replaced. For instance, in many areas, all council tax payers of working age now have to pay something towards their bill, no matter how low their income. Pensioners are automatically protected from any cuts and since local councils in England are free to SENISSUE65
In the current economic climate it is essential to understand the benefits system.
www.senmagazine.co.uk
benefits
Are families with disabled children exempt from the bedroom tax? At the time of writing, there is no blanket exemption for families with a disabled child. Instead, the Government has
The benefit cap will be £500 per week for couples and lone parents
25
appointee. Seek advice about whether you are exempt on any other grounds.
June 2013 Personal Independence Payment
agreed that Housing Benefit awards
replaces DLA for those aged 16+
should include an individual bedroom
DLA is being scrapped for disabled
for a disabled child if their condition
schemes vary from area to area, so
people aged 16 or above and replaced
prevents them from sharing. However,
contact your local authority for more
by a new disability benefit called the
other families with a disabled child may
information. Budgeting loans will still
Personal Independence Payment (PIP).
still be affected by the bedroom tax. For
be available for one-off costs but, unlike
DLA will be retained as a separate benefit
instance, if a spare bedroom is needed
community care grants, these need to
for disabled children aged under 16.
to store disability equipment or for an
be paid back.
overnight carer for their disabled child.
Initially, PIP will only apply to those making a brand new claim. Then, from
Families in this position still face a cut
Summer 2013
October 2013, DLA claimants whose
in their Housing Benefit. However, a
Introduction of benefit cap for out
existing award ends, or who report a
number of legal challenges against
of work families
change of circumstances, or who turn
these rules are underway so if you are
Following a pilot in four London
16 will be re-assessed under the PIP
affected, seek urgent advice about
boroughs, the Government intends to
system. Other adults claiming DLA will
appealing your Housing Benefit decision
introduce a new “benefit cap” to all
be re-assessed for PIP from October
whilst also applying for a discretionary
other parts of the country between July
2015 onwards.
housing payment.
and September 2013. This will limit the total amount of benefit payments that a family can receive if they are out of
What are discretionary housing payments? Discretionary housing payments can be made by local authorities to help make up a shortfall between your rent and your Housing Benefit. They are at the discretion of the local authority, so you have no legal right to a payment. However, as a parent of a disabled child you may be given a higher priority – particularly if your property has been substantially adapted.
work. The cap will be £500 per week for couples and lone parents (£350 for single people). The benefit cap will not apply if you, your partner or any child you claim child allowance (DLA) or the new personal independence payment (PIP). It also will not apply to any family where someone works sufficient hours to be eligible for working tax credit (regardless of whether
If your child turns 16 on or before 6 October 2013 and their DLA award is ending, they should be sent a DLA renewal pack and will not be invited to claim PIP until a later date.
you actually receive working tax credit or not). Certain other groups are also should seek advice about applying for a discretionary housing payment. If you have an older child living with
loans scrapped
you who gets DLA, this does not mean
Families on low income benefits are
you are exempt from the benefit cap.
no longer able to apply to Jobcentre
You are only exempt if you, your partner
Plus for community care grants to help
or a dependent child gets DLA. If your
with costs like a new cooker or a new
son or daughter receives benefits (such
bed. Crisis loans offering urgent help
as Employment and Support Allowance)
following an emergency have also been
as a disabled adult, their DLA award
scrapped. Instead, you will need to look
will not protect you from the cap. This
to your local council for help. Council
remains the case even if you act as their
www.senmaGAZINE.co.uk
From 10 June, PIP now applies to 16-year-olds making a new claim. However different rules apply to 16-year-olds with an existing DLA award.
benefit for gets either disability living
exempt. Families affected by the cap
Community care grants and crisis
PIP and young people turning 16
If your child turns 16 after the 6 October 2013, they will be invited to claim PIP shortly after their sixteenth birthday. If their current DLA award is due to run out on their sixteenth birthday, new rules will allow these DLA payments to continue for a temporary period until a decision is made on their PIP claim. Special rules will allow a 16-year-old who is terminally ill to continue claiming DLA rather than PIP.
>> SENISSUE65
26
benefits
PIP/DLA – what’s the difference?
used for Employment and Support
At first glance, the new PIP may seem
Allowance (ESA). You can accompany
very similar to DLA. Like DLA it is not
your child to the consultation and send
means tested and has two components:
in any other evidence that you want to
a mobility component and a daily living
be taken into account.
component which considers the need for care and assistance.
October 2013
There is concern that some families with a disabled child will end up worse off under Universal Credit
However, PIP uses entirely new
Introduction of new Universal Credit
rules to decide whether you qualify
Most means-tested benefits for people
for the benefit. A disabled person will
of working age are to be replaced by a
severely visually impaired, their parents’
be awarded points depending on how
new Universal Credit. It is scheduled to
Universal Credit award will include a
limited their ability is to undertake
be introduced from October 2013 for
lower disability addition of £28.45 per
certain specific activities. Their points
new benefit claimants, with those on the
week. Given that equivalent payment
are added up and the score they get
existing benefits and tax credits being
under tax credits is £57.89 per week,
determines whether they qualify for
moved onto Universal Credit between
this represents a cut of £29.44 per week,
PIP and at what rate. There will also
April 2014 and 2017.
or around £1,500 per year.
be a new way of assessing your claim,
The Government says that some
Some working families may find that
involving a face-to-face meeting with a
groups will be much better off under
other Universal Credit work incentives
health professional.
the Universal Credit – particularly many
are greater than the cut in their disability
working families. This is a result of
addition, leaving them better off overall.
PIP assessment
more generous rules designed to make
But other families will be worse off over
As well as having to complete a claim
sure that work pays. However, there
time – particularly out of work families
form and a questionnaire, most people
is concern that some families with a
with a child who qualifies for the lower
will be asked to attend a face-to-face
disabled child will end up worse off.
disability addition.
consultation. This will not be with your
This is primarily because of a cut in
The Government has said that
child’s GP but with a health professional
the basic child disability addition paid as
anyone worse off as a result of moving
working on behalf of the Department
part of the Universal Credit. If a child’s
from their existing benefits onto the
for Work and Pensions (DWP). In this
DLA award does not include the high
Universal Credit will receive a top up
respect, PIP is similar to the assessment
rate care component and they are not
– ensuring that their payments do not drop. However, these top up payments will be frozen, so these claimants will still be worse off over time due to inflation. In addition, this will not help those families who first start to qualify for disability additions after the introduction of the Universal Credit.
Further information
Derek Sinclair is part of Contact a Family’s welfare rights team, and is Senior Parent Adviser on the charity’s national Helpline. More detailed advice about all of these changes is available from Contact a Family’s benefits experts. For more information, visit: www.cafamily.org.uk Pensioner households are exempt from cuts imposed by the "bedroom tax"
SENISSUE65
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sen code of practice
28
Rewriting the Code With a new SEN Code of Practice due next year, Children’s Minister Edward Timpson outlines what we can expect, and what the Government hopes it will achieve
I
’m driving forward the Children and Families Bill, and more than half of this substantial legislation is concerned with SEN. That is in
itself a measure of this Government’s commitment to helping some of the
For the first time, further education colleges will have to follow the SEN Code of Practice
country’s most vulnerable young people.
challenging in urging schools to improve the quality of teaching for all pupils – rather than just label “difficult” pupils as having SEN. This is not about lower levels of financial support. It is not about lowering the numbers of young people with SEN
An important piece of our reforms
to get a so-called “right” level.
is the publication of a new Code of
Have your say
Practice, which we expect to come into
The new Code of Practice will be
force from autumn 2014. But we are
shorter, clearer and more concise than
This Code of Practice has been a long
not waiting until then. I have seen the
the current Code. It will aim to set out
time in gestation. We have been working
reforms trialled in Bromley and Bexley,
what should be achieved for children
with a large number of groups, such
and other areas in England.
and young people with SEN, rather than
as the Council for Disabled Children,
detail processes – which can lead to a
Achievement for All and Contact a
one-size-fits-all “tick box” approach.
Family, with an interest in this area.
The current Code of Practice sets out what councils and other public agencies have to do to support families of children
In being clearer, I hope the new Code
Later this year we will publish a full
who have SEN. It was published 12
will go a long way towards ending the
consultation when there will be another
years ago, is 217 pages long, and is
frustration many parents feel when
opportunity for those with an interest in
long overdue a revamp.
they try to get a statement of SEN.
SEN to have their say. I hope you will
Councils will know what they have to
take a close look at the consultation
do to support those families.
when it is published.
people in school, but will go beyond
What’s new in the Code?
so that they deliver for the families of
that to support young people in further
For the first time, further education
young people who have SEN – so that
education, in some cases up to the
colleges will have to follow the Code
the system helps, not hinders.
age of 25. This will give them important
when they provide services to young
new rights.
people with SEN. This will help young
The new Code of Practice, which is currently being developed, will not just apply to children and young
I want you to help shape our reforms
It will stop the cliff-edge effect that
people with SEN to undertake study
too many young people have endured,
programmes that will support them in
whereby a great deal of support suddenly
achieving their aspirations. An important
evaporates when they leave school
part of the reforms is a focus on helping
and they face a completely different
young people prepare for adult life, such
support system in further education. It
as getting a job. The Code will set this
will replace the current alphabet soup
out too.
of frameworks that support those with SEN in adulthood. SENISSUE65
Further information
Edward Timpson is a Conservative MP and the Minister for Children and Families: www.education.gov.uk
It will not change the legal duties schools will face. But it will be more www.senmagazine.co.uk
SEN PRESS
www.senmagazine.co.uk
SENSORY
SENISSUE65
29
BULLYING
30
Bully for you Liam Hackett reveals what young people with SEN think about bullying.
basis of difference; all children should
(on a scale of 1 to 10) Reduced self-esteem
through every day. Nobody should
be pigeonholed or excluded on the
impacted your life?
Negatively impacted on home life
pain that many school children go
How severely has the bullying
Negatively impacted on social life
so I understand something of the
Bullies are often the subjects of abuse themselves, either at home or school
Negatively impacted on studies
I
grew up as a victim of bullying,
National average
4.3
5.4
4.3
6.2
Physical disability
6.4
7.4
6.5
7.8
Learning disability
5.6
6.8
5.7
7.3
be inspired and empowered to accept themselves for who they are, and others
every day, with physically disabled
should treat them with respect.
students experiencing the most
Anti-bullying organisation Ditch the
frequent bullying.
Label recently surveyed over 2,000
All SEN groups reported high
British college students, primarily
frequencies of verbal, physical and cyber
aged between 16 and 19, in its Annual
bullying, although verbal was found
Bullying Survey 2013. Of the sample,
to be the most common. Alarmingly,
17.4 per cent declared a learning or
physically disabled students reported
physical disability. The research found
the highest level of physical attacks.
that these groups of young people were amongst the most vulnerable to bullying.
How frequently do you experience the
They were also more likely to exhibit
following types of bullying?
Effects of bullying
and internalise harmful behaviours and
(on a scale of 1 to 10)
Students were then asked about some of the behaviours they exhibited as
Verbal bullying
Physical bullying
Cyber bullying
Sexual harassment
emotions as a result of peer exclusion
National average
6.5
4.7
4.6
3.8
Physical disability
8.2
6.6
7
6.2
anti-social behaviours.
Learning disability
7.5
6.1
6.2
5.3
As a result of bullying, which of
and bullying. One young male student with cerebral palsy said that when he was at school, bullies would often hit him and push
around the face and push me over. The
the following behaviours have you
Unsurprisingly, the more intense levels
As a result, he would often self-harm
of bullying were found to have a serious
as a way of dealing with the torment.
impact on the lives of students, with
Unfortunately, this kind of experience
those with physical or learning disabilities
is not uncommon.
being most severely affected. Students with learning disabilities ranked only
Targets of bullying
slightly higher than average, but it may
When asked about their experiences
be that many of these young people had
of bullying, young people with SEN
difficulty trying to quantify the impact of
reported that they were bullied almost
the bullying they experienced.
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truant, have suicidal thoughts or project
engaged in?
teachers knew...but they didn’t seem to care.”
a result, were more likely to self-harm,
Anti-social behaviour
would come up to me and smack me
internalise the pain of bullying and as
Suicidal thoughts
“When I was thirteen, I changed school and there used to be a boy who
to be far more likely than average to
Truancy
He described what happened:
with disabilities and SEN were found
Self-harm
him over just for “walking differently”.
a direct result of bullying. Students
National average
36%
30%
38%
31%
Physical disability
55%
50%
61%
53%
Learning disability
52.5%
44.5%
55%
43%
www.senmagazine.co.uk
BULLYING
“The teachers knew...but they didn’t seem to care.” of pro-active management and quality training cannot be under-estimated. Family members and friends are often the first point of call for any victim of bullying. It is important to maintain an open mind and to be as approachable as possible. For parents, it is likely that your child is feeling very vulnerable and ashamed – bullying can often make the victim feel as though it is his fault that he is being attacked. Children should be reassured that they have nothing to be ashamed of. When appropriate, they It can be hard to ask for help when you are being bullied.
should be encouraged to speak directly to a teacher. In extreme cases, you may
One student with SEN described his experiences in more detail: “Bullying has completely destroyed
• is he isolating himself in social situations? • how open is he to discussion
also wish to involve the police. It is important for all teaching professionals to ensure diverse and open
my self confidence; now I have developed
about bullying? Dismissiveness is
cultures in school that encourage the
social anxiety and I find it hard to make
often a sign
victims of bullying to speak up without
friends...it gave me low self-esteem and
• are there any visible signs of
fear of being ignored or reprimanded.
an extreme case of depression, making
self-harm (look specifically at
Part of the responsibility of being a
me scared to leave the house or go
the wrists and thighs)? If so,
teacher is to recognise and respond
to school.”
immediate medical or counselling
accordingly to bullying.
Many young people with SEN did
intervention is essential
Discussion with any suspected bully
initially seek help with bullying from
• is he skipping school or specific
or victim should be undertaken with
family members, teachers and friends,
lessons? Fear of bullying is a
caution; do not approach the subject
but a significantly higher than average
common reason for truancy
head on, as this may be quite alarming
proportion were making use of social networking sites, telephone helplines and counselling services. The majority of those bullied, however, were unhappy with the support they received.
What can be done? First and foremost, it is important for
• how is he feeling about himself?
how he is feeling or if there is anybody
self-esteem
he knows who is involved in bullying.
• is he employing key escapist
Building a relationship of trust is essential
tactics, such as an obsession
and this can take time, particularly with
with television, games or internet
some children with SEN.
chat rooms? • Is he bullying other youths?
those working in schools to look out for
Bullies are often the subjects of
any signs that pupils are being bullied. It
abuse themselves.
may be difficult for those with learning
When young people are being bullied,
disabilities to quantify and communicate
it is vitally important that support is
experiences of bullying, so patience
readily available, and perceived as
is essential. Some of the common
being accessible by the young people
questions you may want to ask yourself
concerned. The research indicated that
if you think a child could be the victim
satisfaction with counselling services is
of bullying are:
generally very low, so the importance
www.senmaGAZINE.co.uk
for some students. Instead, try asking
Bullying is a primary cause of low
Further information 22-year-old Liam Hackett is the founder of anti-bullying organisation Ditch the Label: http://ditchthelabel.org
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32
cyber-bullying
Tackling cyber-bullying Schools must be vigilant to ensure that the digital domain is not a safe haven for bullies, says Stephen Clarke
C
yber-bullying is any form of bullying that involves the use of mobile phones or the internet. According to the
NSPCC, 38 per cent of young people
Many children are too embarrassed to report instances of bullying
have been affected by cyber-bullying,
conduct of pupils when they are offsite or not under the control or charge of a member of staff. Schools should ensure that their anti-bullying policy is clear – that cyber-bullying will not go unpunished and that disciplinary action
with abusive emails (26 per cent) and
to constantly reiterate to students in
text messages (24 per cent) being the
assemblies and class discussions how
Once an incident has been reported,
most common methods (Tarapdar and
they can report it. Many children are
the school can activate its anti-bullying
Kellett, 2011 – cited on NSPCC website
too embarrassed to report instances
policy and, if necessary, contact the
at June 2013).
of bullying, so it is vital that they have a
communications’ service provider to
variety of ways to let the school know,
remove the messages or restrict an
so that something can be done.
account. Facebook, for example has
People get bullied for a variety of reasons, but those perceived as being
will be taken.
different are often targeted. Students
If a student does experience cyber-
with a learning difficulty, for example,
bullying, he must speak to a teacher or
anti-bullying policies and will remove
are significantly more likely to be bullied.
adult and report it in the way he feels
They may also have more difficulty in
most comfortable. The student should
Raising awareness
communicating what has happened.
bullying content when made aware.
remember to keep a copy of any abusive
Local authorities can also help support
Schools have a responsibility to
texts, emails, comments or messages
schools in their jurisdiction. Leicester
ensure that they provide all students with
that he receives and record the date and
City Council (LCC), for example, is very
a means to communicate their concerns,
time they were sent.
proactive in giving advice and support to
ideally early on before the situation has
schools. It runs a number of awareness campaigns, including its anti-bullying
and appropriately, it is also important
Where does cyber-bullying happen?
that staff are presented with the full
Simply banning technology from school
policies for dealing with this issue.
picture, including who was involved,
will not prevent cyber-bullying. Most
Schools know that cyber-bullying
what action was taken and if the parents
cases take place out of school, yet they
happens and that students with SEN
have been informed.
can impact very strongly on the school
are more likely to be affected. Creating
life of the pupils involved. The Education
an atmosphere of openness and
Reporting bullying
and Inspections Act 2006 (EIA 2006)
making it easy for students to report
The most important thing that schools
gives headteachers the power “to such
concerns about cyber-bullying, as well
can do to prevent cyber-bullying is
extent as is reasonable” to regulate the
as emphasising that the school will take
escalated. In order to respond swiftly
awards to recognise schools that have
these reports seriously, will all help to reduce incidences.
Further information
Stephen Clarke is Managing Director of Contact Group, which provides mobile school-to-home and anti-bullying communication solutions: www.the-contactgroup.com
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34
synthetic phonics
More than words can say Chris Jolly looks at how synthetic phonics can help learners with SEN to overcome difficulties with reading
A
A good synthetic phonics programme can nurture key literacy skills
children that words are made up from
daily basis, the argument for using
state that this was the best way to teach
act of synthesising and blending letter
synthetic phonics programmes that
all our children to read and write.
sounds together to work out unknown
s a publisher of educational materials, I am lucky to work closely with SENCOs, teachers and researchers
who share my enthusiasm for synthetic phonics. I see and hear, on an almost
sounds. Children are taught the 42 letter sounds of English as well as being introduced to the alternative vowels and tricky words. The word “synthetic” refers to the
provide a strategic and interactive
There are still some who argue
words. In school, children are taught
course of study. However, it wasn’t
against phonics, although the phonics
the letter sounds and are immediately
always this way.
screening check undertaken last year in
encouraged to blend words using these
Prior to 2007, when it became an
an attempt to monitor how children were
sounds: for example, s-a-t (sat) or
integral part of the National Curriculum,
progressing, suggested that children
p-i-n (pin).
you had to be careful who you uttered
were showing improvement in reading
the words “synthetic phonics” to
and writing.
Literacy and SEN
because there was an emotional debate
A good synthetic phonics programme
The Rose report of 2006 acknowledged
raging as to whether we were right to
can nurture key literacy skills by teaching
the importance of targeted interventions for pupils with significant literacy difficulties. In its wake, the Labour Government introduced the policy of Letters and Sounds, which placed synthetic phonics at the heart of teaching reading and writing in early years. Synthetic phonics was taken up by teachers and parents across the UK and implemented in schools. There have been various studies, including a seven year study in Clackmannanshire carried out by Professor Johnston and Dr Watson which concluded that the use of synthetic phonics helped children to learn to read and spell faster than those not on the programme. In 1997, Marilynn Grant, a SENCO at a mainstream primary school, started to collaborate on developing a synthetic phonics system of teaching
Teaching children that words are formed from sounds.
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which aimed to improve the literacy www.senmagazine.co.uk
synthetic phonics
It is important not to panic and throw lots of different strategies at the problem problems engaging. She cannot get him to look at her but he responds very well to the laptop. In a group, he will wriggle and move around and won’t look at his teacher, but if he has control of the laptop, he will sit still and will sound out the letters and read. The laptop, for him, creates a non-threatening situation, and one he is enthusiastic to engage in. In Multi-sensory learning, using actions and games, helps pupils retain information.
the past, his teacher and parent may have been told that “he’ll never read”, but teachers now know that there are
standards of all pupils. The results
Some children find it hard to grasp a
different tools – different methods that
showed a marked improvement in the
new concept and it is often best to teach
can be used to help engage children
reading skills of both mainstream pupils
the letter sounds before sending children
who aren’t engaged in a traditional “look
and those with SEN. Ms Grant said:
home with books. This approach often
and say” setting.
“We did not think that these children
elicits strong feelings from the parents
Teaching synthetic phonics at pace
needed a different form of teaching
who want to see their children coming
is also very important. With mainstream
or programme, but rather that they
home with reading books. However, if
learners, I would usually advocate the
needed a little bit more teaching a little
you send a child with SEN home with
one-letter-a-day strategy. However, if a
more frequently.”
a reading book, it can look too hard for
child has not grasped the letter, there is
Recognising that there is a problem
him and you risk losing him. If you teach
no point carrying on blindly and hoping
is the first step on the road to helping
the child the sounds first, then give him
that things will fall into place. If you are
children who struggle to read and write.
the book, you may find that he is more
leading a group of struggling readers,
If you are teaching a whole-language
successful at blending.
it is important to go at a pace that has
approach, you may not recognise quickly
meaning to them as individuals. You may
that children are struggling, whereas if
Multi-sensory learning
need to slow it down from one letter a
you are asking a child to do something
Memory is a huge problem for struggling
day, to three a week, but it is important
specific with a synthetic phonics
readers and the act of reinforcing
to have pace in mind because if a child
programme, it is more immediately
is the greatest tool we have when
only knows five sounds, he can only
apparent when there are problems.
addressing SEN.
read words with those five sounds; you
When you find that children are
A multi-sensory approach really
need to find a pace that is worthwhile so
struggling, it is important not to panic
helps to reinforce a programme and
that the children have access to reading
and throw lots of different strategies at
makes the act of learning fun. Songs,
books that are interesting to them. Pace
the problem. Children who are having
activities, rhymes, dancing and colouring
is rewarding too. When the letters are
difficulties learning to read need more of
can all be harnessed as part of a
learned at pace, the children begin to
the same; they need repetition. It is not
multi-sensory approach.
build confidence; they start to see their
a trendy concept, but repetition works.
If you have your small group listening,
Children with SEN often have problems
singing, doing actions with their fingers
with short term memory, so dodging
and sounding out the letters, then you
from one thing to another doesn’t
have more opportunities to keep their
reading, it makes sense to teach a
help; it merely adds to the confusion
attention. A teacher told me recently of
and frustration.
a child with autism in her care who has
programme systematically. You can then >>
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own progress and begin to believe that they can do this. If children need extra help with
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synthetic phonics
When I have a child with a statement, I know I need to make the phonics more interactive come back and revisit it when necessary and parents can reinforce it at home. Continuous assessment of the
Phonics in action By Adam Saye: Deputy Headteacher, Adam Buxton Primary School, Tower Hamlets When I joined the school two years ago, we didn’t have a phonics programme, so I introduced one in the nursery and reception. I split the classes into three groupings (high, middle and lower ability) and streamed the children according to their phonics ability. This provided the opportunity to work intensively at the particular group’s required pace.
pupils is essential in order to track their progress and to help move them into the appropriate group. Quite often, children with SEN are left with the teaching assistant (TA). Many TAs are brilliant, but it is essential that schools ensure that TAs are assessed properly to make sure that they understand the letter sounds themselves. In my opinion, making synthetic phonics mandatory in 2007 wasn’t just a great step forward, it was a revolution. Prior to this, teachers and SENCOs were left to their own devices; many didn’t know which sounds to teach first, many
In early years, we have a number of children on the SEN register; we have children with autism, attention deficit hyperactivity disorder (ADHD) and dyslexia, as well as those with speech and language difficulties who receive help from a speech therapist. We also have a large number of children with English as an additional language (EAL). Children with EAL are not statemented but they do need help when they enter nursery. Typically, 95 per cent of our children enter nursery achieving below age-expected. We teach intensively using synthetic phonics and track the children twice a term. By the time children leave us to go into Year 1, 80 per cent are at age-expected levels and above. We use a target tracker to track pupils every half term, so we’re very aware of the progress they’re making. Monitoring progress is a great way of recognising the children’s individual needs. If someone is making good progress in the lower group, then we move him up.
were confused, some were scared to teach using synthetic phonics and others were overwhelmed by the task they faced. Six years on, we are beginning to see the difference we can make when we teach using a systematic approach. I hope that we can all continue to pool our resources, working with SENCOs, teachers and parents to further benefit children with SEN.
Further information
Chris Jolly is the owner of Jolly Learning Ltd, producers of the Jolly Phonics series. Chris was at the forefront of the argument to include phonics in the National Curriculum. Today, he is heavily involved in providing phonics books, materials and training in developing countries: www.jollylearning.com
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When I have a child with a statement, I know I need to make the phonics more interactive; in fact, I make it as interactive as possible. I use games such as What’s in the bag? I use a bag that contains objects, sing songs about the objects and ask what noises they make. I sing a lot of songs with the children, as this makes things easier. The children may just think that you are singing them a song, but we sing particular songs with letters embedded in them. We always teach the songs first in nursery, then we introduce flash cards afterwards that correspond with the letters from the songs, and then we put the two together. We sing a song about ants, with the sound “a” emphasised within the song. Then, when the children see the “a/ant” flashcard, they already know the sound from the song. We’ll say: “We know a song about ants/a, don’t we?” and launch into the song. This enjoyable and repetitive way of learning really helps the children to remember their letters and sounds. We send home a special book which contains the letters the children have learned that day. We include letter sound sheets within the book so that parents can go over what the children have learned that day. We also provide the curriculum map for parents so that they know what we’re doing that term. Revisiting what the children are doing is the best way to help them, especially for children with SEN.
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communication aids
41
Without a voice Thousands of children may be missing out on the right to communicate. Cathy Harris assesses the implications of a landmark AAC report
I
f you are unable to walk, it is natural
There is currently little consistency in
to expect access to a wheelchair. If
how people are identified, assessed and
you cannot talk or express yourself,
offered AAC devices and there is great
why then are you unable to access
variation in service provision across
a communication aid that could change
the UK. The bottom line is that many
your life, giving you the independence a
local areas are failing to make effective
wheelchair gives the non-walker?
provision and support available.
Life for those with speech difficulties can be lonely, difficult and isolating influential Bercow Review of Services for
It is a human right to be empowered
The tides are shifting, though. In
Children and Young People with Speech,
to communicate. Yet in the UK, low
the last few years we have seen the
Language and Communication Needs,
levels of public recognition exist
benefits of increased awareness of the
the work of Jean Gross in her role as
around augmentative and alternative
vital importance communication plays in
the Government’s Communication
communication (AAC) and in particular
our children’s lives and how recognising
Champion, and that of the Hello campaign
the needs and abilities of those who
a language delay or more complex
(National Year of Communication).
need AAC support. Without access
speech, language and communication
to AAC, life for those with speech
needs (SLCN) can change outcomes.
difficulties can be lonely, difficult and isolating.
A new report, Shining a Light on Augmentative and Alternative
This has been thanks to efforts
Communication, places AAC firmly
stemming from John Bercow MP’s
in the spotlight, providing up-to-date information on this important issue.
Explaining AAC Children or adults may have difficulty expressing themselves in a way that is understood by others. This could be due to a lack of speech, difficulties with speech intelligibility or motor speech difficulties (controlling the physical movements necessary for speaking), and can result from many congenital or acquired difficulties, such as cerebral palsy or stroke. AAC covers a range of strategies, equipment, systems, methods and techniques used by people who have impairments of speech, language or communication. These approaches may be unaided or aided and used to augment or provide alternative approaches that utilise visual, spoken and written mediums. AAC can include use of eyes, facial expression, gesture, signing, symbols, Without the right support, communication can be challenging for those with SLCN.
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communication boards or books and technology-based systems such as voice output communication aids (VOCAs). AAC may incorporate the integration of a range of different systems in different settings.
The time taken to seek funding for services has a negative impact on provision
The idea behind AAC is to use a
Lottery through the Big Lottery Fund. Commissioned by Communication Matters, the research was carried out by the University of Sheffield, in collaboration with an honorary researcher from Barnsley Hospital NHS Foundation Trust, and Manchester
person's abilities, whatever they are, to
Metropolitan University.
compensate for their difficulties and to
It has, for the first time, brought
make communication as quick, simple
Aided communication
together the prevalence figures around
and effective as possible when speech
This describes those methods of
those who are currently using AAC as
is impaired.
communication which involve using
well as looking at any unmet need (see
additional equipment, such as picture,
panel bottom left).
The Shining a Light on AAC report has put forward new definitions including:
symbol, letter or word boards, or books
The research identified that new
and technology-based systems such
technologies have emerged, and
Unaided communication
as voice output communication aids.
continue to develop rapidly, bringing
This refers to those methods of
This may be used alongside speech
more and more opportunities for
communication which do not involve
and unaided communication.
professionals to support those who
additional equipment, such as signing,
have difficulty communicating.
body language, eye pointing, facial
Low-tech aided communication
expression and gesturing.
These systems are those that do
face is a lack of consistency in service
not require power to function, such
provision across the UK, with almost
as picture, photo/symbol, letter or
no services currently having the
word boards or books. It can also
interdisciplinary skills and resources
include objects of reference, or
to meet the most complex AAC needs
Research estimates suggest that: • just over 0.5 per cent of the population could benefit from some type of AAC. This equates to nearly a third of a million people across the UK • more than 75,000 children and young people across the UK are benefitting or may benefit from AAC support • of these, 7,500 children and young people could benefit from powered communication aids • only 2,000 children and young people currently have access to powered communication aids, suggesting that 5,500 of those who could benefit are currently without access.
the use of everyday objects that
for children and young people. The
support communication.
time taken to seek funding to support
The statistics are for children and young people aged from birth to 19 in the UK, based on 2011 midyear data (an update of the 2011 census data, Office for National Statistics).
AAC usage at a glance
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One of the biggest challenges we
these services has a negative impact on High-tech (powered)
provision, and absorbs a considerable
aided communication
amount of professional time.
These technology-based systems
AAC often does not get the same
require some power to function,
amount of attention and resources
ranging from systems such as single
as other areas of SEN and disability
recorded message output devices
provision. Jean Gross recalls an
to more complex systems that take
encounter which clearly highlights
text or symbol input and produce a
this predicament: “I vividly remember
speech output.
a teacher saying to me, of a disabled child, ‘We can get him a special cup to
Communication aid
drink from, but not the means to tell us
A communication aid is a piece of
he’s thirsty; we can get him a specially
equipment that helps a person to
adapted bed, but not the means to
communicate. These aids range from
tell us he’s tired; we can get him an
letter, word, symbol or picture boards
all-singing and dancing wheelchair,
to any technology-based system such
but not the means to tell us whether
as a voice output communication aid.
it’s comfortable.”
The evidence about AAC
arrangements are often inconsistent
The research was the culmination
and sometimes dependent upon in-
of a three-year AAC Evidence Base
year savings from other budgets. This
research project funded by the National
is making it difficult for services to plan
Service commissioning and funding
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communication aids
strategically and to ensure maintenance and replacement of communication aids are built into continuing care plans. Less than five per cent of the 92 AAC services surveyed in the research reported joint service funding
“We can get him a specially adapted bed, but not the means to tell us he’s tired”
continual specialist training and support. A welcome contribution to the field of AAC is the development of a case study template that will gather data to advance knowledge around AAC undertaken by Manchester Metropolitan University.
arrangements, which is concerning. Joint
This is an important support tool for
commissioning has been highlighted
local services auditing their outcomes.
as vital in improving the integration of
the AAC service they received, many
The AAC research findings enable
services across health, education and
were satisfied with AAC services –
us to look at the real picture around
care settings and avoiding disputes over
demonstrating what good services
AAC needs and the lack of provision
responsibility for funding.
can offer.
available. It is crucial that everyone
There is a growing need for AAC
Through the research project, a
involved continues to lobby and
in the UK yet what is lagging behind
service model for the provision of AAC
campaign to seek improvements in
is commissioning of services, funding
services, including powered aided
funding for provision of AAC services
arrangements and specialist expertise.
communication, was defined using
and devices.
There is a postcode lottery of support
contributions from those affected by
Enabling people to communicate
and provision for both children and
AAC, their families and the professionals
improves their quality of life and
adults who use AAC. This isn’t just a
who work with them. The model details
offers children and young people new
postcode lottery based on where you
the components of effective service
opportunities in their education and
live but also a lottery based on your age,
provision. Broad categories include:
friendships, helping to increase their
disability and even literacy skills. For
• assessment
independence. It is unacceptable for
those who use AAC, and their families,
• funding
any child, young person or adult to be
the biggest issue is the constant barriers
• training
left without access to a voice.
they face around securing funding for
• customisation and maintenance
services and equipment.
• support • research and development
An ideal service model for AAC
• education and advice.
the majority of people who use AAC
Empowering others around AAC
and their families and carers expressed
It is recognised that professionals
frustration with all or some part of
working with people who use AAC need
The research highlighted that although
Further information
Cathy Harris is Chair of Communication Matters, which provides help and support with AAC to parents and professionals. A copy of the Shining a Light on AAC report, along with information about sources of funding, assessment services and support services for AAC, can be found on the charity’s website: www.communicationmatters.org.uk The AACknowledge website brings together knowledge, information, research and case studies on AAC in variety of formats. It has been developed to empower AAC users, parents, carers and professionals to improve support and services for people with speech difficulties: www.aacknowledge.org.uk
Access to the right communication aid can transform a young person's life.
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CEREBRAL PALSY
High hopes Marion Stanton looks at how we can help students with cerebral palsy to realise their potential
C
erebral palsy (CP) is a
underestimated. The notion of the
most varied condition. It
“least dangerous assumption” has been
can present as a severe
adopted by a number of practitioners
and complex disability
and organisations involved in the
with the person being unable to move
teaching and support of this group. The
or speak. Alternatively, the individual
least dangerous assumption examines
might be able to communicate as well
two scenarios:
There is a danger that assessors might underestimate cognitive ability
as a non-disabled peer but have slight
Scenario 1: Kim is a student whom
their ability with standardised tests,
motor problems. There are many shades
we assume has no understanding. We
unless they only have a mild form of
in between.
have low expectations and provide her
the condition. Dynamic assessment
Students with CP may have
with a curriculum we would deliver to a
enables the assessor to observe the
average or above average cognitive
student who has profound and complex
student informally, measure what she
ability. Some will have mild, severe or
needs. Ten years later we find out that
achieves when she receives appropriate
profound learning difficulties. There are
Kim has normal cognition. What have
input, and change the approach being
a significant number of students with CP
we lost?
used if it is not achieving the goal of
who have communication difficulties as
Scenario 2: Kim is a student whom
supporting the student to learn. In
well as movement difficulties. Students
we do not understand. We don’t know
dynamic assessment, the assessor can
in this group can be very challenging to
if she has any understanding. We take
intervene during the assessment with a
accurately assess in terms of cognition.
a risk and assume that she understands
view to providing the tools to improve
There is a danger that assessors might
and teach her accordingly. Ten years
the student’s current level of learning.
underestimate ability, meaning that the
later we find out that Kim has profound
You may think that this is little more than
student does not receive education
and complex needs. What have we lost?
common sense, and what teachers do
at a level that meets her needs. While
every day in the classroom, and you
overestimating an individual’s ability
Assessment and equipment
would be right. However, students with
might be confusing for the student,
A useful assessment tool is dynamic
disabilities can often be misunderstood
imagine how much more difficult her
assessment. It is often difficult for
and it is the extra mile their teachers
situation is if her cognitive ability is
students with CP to demonstrate
travel to ensure that they have examined all the avenues that might support learning that can make all the difference. Recent developments in technology are offering new opportunities and changing the way we work with students who have movement and communication difficulties. The use of assistive technology (AT) and augmentative and alternative communication (AAC) has transformed the lives of many students who were previously unable to express their thoughts. However, technology is only as supportive as the person presenting it to the student is able
Communication-friendly environments can enable all pupils to learn together.
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CEREBRAL PALSY
opened up some great opportunities in
• indirect access such as switch
the classroom, but it is vexing to read
use. A person who is accessing
articles in the popular press claiming that
a device with a switch needs
individuals have learnt to communicate
software that accepts switch use
for the first time in years with the help
and an ability to either time their
of a free app. If only life was so simple.
movements or the patience to
In reality, the process starts with a
Technology moves on all the time, so ongoing reassessment is essential
use one switch to move between
verbal skills. Some of the most cognitively
comprehensive assessment, performed
choices and a second one to
able students with CP are to be found in
in conjunction with a local centre or AT
select their choice. There are
the population of students with athetoid
and AAC provider who understands the
numerous ways in which switch
CP. However, their skills may be masked
range of technology available. Both the
use can be approached and it is
by the often huge difficulties they face
hardware (the machines themselves) and
best to consult an AAC assessor
with controlling movement and speech.
the software (the apps and programmes
to establish the best access route
Recent developments with eye gaze
for the individual
technology have made a big difference
that go on them) have to be thoroughly analysed to understand the different
• speech recognition software that
to some of these students. Eye gaze
ways a student might access them. It
allows the student to dictate to
technology enables the student to gaze
is then important for the student to trial
their device which then translates
at the part of the screen that they wish
hardware and software to be sure that the
this to the written word. This can
to activate. A camera detects where the
choice made is right for her. Even after
be particularly useful for students
student is looking and effectively turns
this, there will be training and on-going
with relatively clear speech but
her gaze into a mouse curser.
support issues, because technology is
with difficulties with movement.
not yet reliable enough to be trusted
Other features that can optimise access
Testing times
on its own. What’s more, nothing lasts
to learning include, word prediction,
An increasing number of students
forever and technology moves on all
spell checking, electronic highlighting,
with CP are now accessing exams,
the time, so ongoing re-assessment is
specialist software that is grid based
such as GCSE’s, and looking forward
essential. It is rare that a tablet computer
so that the student can target the areas
to futures which include employment
can provide a total solution to a student’s
on the screen effectively, and non-
prospects. Despite this, many schools
communication and learning needs, but
specialist software that is adapted for
still complain that their students with CP
they can be useful if used to complement
grid-based access.
are not treated fairly by exam boards. I
other approaches.
For students who have difficulty
believe, though, that the real situation
Going beyond tablet computers is a
with communication and who rely
is more complex. There are clear
range of equipment, including dedicated
on technology to communicate
guidelines set out by The Joint Council
devices that have been built for the
and demonstrate their learning, the
for Qualifications (JCQ) regarding
purpose of enabling communication,
acquisition of literacy is paramount. Not
access arrangements for disabled
and computer-based solutions that
everyone will be able to learn to spell
candidates. Within these guidelines, the
allow full access to anything on a normal
fluently, but even knowing initial letter
most important consideration is that
computer, in addition to specialist
sounds and then using that knowledge
the arrangements made for the student
software that enables communication
to access word prediction can be
to access the exam should reflect the
and learning.
liberating. For students who really aren’t
student’s normal way of working. If exam
More important than the device,
able to learn literacy conventionally there
centres ring their exam board and ask
though, is how the student will access
are creative options available using
broad questions about how an individual
it. Access can include:
symbol and picture based support.
student can access an exam, they are
However, I would urge teachers never
highly unlikely to receive a satisfactory
might be pointing with a finger, a
to give up on providing literacy learning
answer. The individual officer at the
fist, the eyes or a head pointer.
opportunities to students. Sometimes,
exam board will not know the student
For people using direct access,
a change of approach can make all
or her normal way of working. It is up to
the size of the screen and
the difference.
the exam centre to work with those who
• direct access by pointing. This
It is generally recognised that
know the student well to ensure that a
arranged on it can make a huge
cognitive ability and learning potential
difference to how successful it is
are not commensurate with mobility or
portfolio of evidence of the student’s >>
the way in which options are
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CEREBRAL PALSY
Features such as “listen again” can be particularly useful, as students are often reluctant to ask live readers to repeat a question or other
Differentiation can be very effective for some young people with CP
information as many times as needed. Such differentiation can be
39 years old. Once he had access to
very effective for some young
the right support and an electronic
people with CP, enabling
communication aid, he was able to
previously struggling learners
move into his own home and set up his
to keep up and access lessons
own business.
alongside their non-disabled
My own son, who is 25 years old,
peers. There is one problem
was more fortunate. His intelligence
with tailor-made grids like
was always assumed; he enjoyed a
these, though: they take a
mainstream education which was very
long time to prepare. By and
much tailored to meet his needs. This
large, tailored differentiation
meant that he had a restricted timetable,
of this type requires the
because his CP is quite severe and
same amount of time to put
it takes him a long time to complete
together as the student will
work. He is now living in his own flat
needs is built up over time. It is then
spend completing the work – an hour of
with support from a number of personal
the responsibility of the exam centre to
preparation for every hour the student
assistants. His disability is too severe for
inform the exam boards and explain in
spends in the work situation.
him to be able to contemplate work but,
Grid-based software can be very useful in exam situations.
detail how and why the student requires
It is difficult to differentiate on mass
thanks to the education he received, he
the particular access arrangements
because every student’s needs are
is able to make choices, have a social
being asked for. The JCQ guidelines
different. The key to this becoming
life and enjoy cultural activities in his
make it clear that access arrangements
a more cost-effective way to provide
local area.
are decided on a case-by-case basis,
education is to train staff to understand
which means that the clarity of the exam
differentiation demands and techniques,
centre’s submission will be crucial to
so that teachers can take this into
the outcome.
account when they plan lessons. There
In preparation for forthcoming
is still a way to go before this way of
GCSE’s, some of the students I am
working becomes standard practice in
working with are taking tests that have
education.
been designed for them to access their work independently using grid
Reasons for hope
based software.
The options available to the student
The pictures above demonstrate
with CP are continuing to broaden out.
grid based software for taking tests.
A good friend of mine recently graduated
Instead of ringing or writing an answer,
with an MA. When she was young, her
the student who is only able to point
school had very low expectations of
and not able to speak can point to the
her potential and her mother played a
questions, listen to them again, choose
large part in her education outside of
the correct answer and, if literate, write
school. But that was twenty years ago
an answer using an on-screen keyboard.
and the education world has moved
The wording of the tests is not changed
on. Another friend of mine, who has
in any way, so the student is accessing
sadly now passed away, was assumed
them in the same way as her non-
to have very low intelligence and no
disabled peers.
capacity to communicate until he was
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Further information
A former SEN teacher, Marion Stanton is now Lead Trainer and Assessor for Communication and Learning Enterprises Limited. She is the author of the Cerebral Palsy Handbook and the mother of an adult son with cerebral palsy: www.candleaac.com
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CEREBRAL PALSY
Advertisement feature
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seven to 25 years) with physical disabilities. Our aim is to prepare these young people for adult life, giving them the confidence and skills they need to achieve their full potential, and become socially and economically active in their home communities. Lucy, a student at the School, has cerebral palsy and attended a mainstream school before joining Treloar’s in 2011. Unfortunately, at her old school she lacked both the learning and postural support needed in class to help her achieve. During her time at Treloar’s, though, Lucy has begun to thrive; her parents, Claudine and Richard, have noticed a big difference in her: “Since Lucy has become a student at Treloar’s we have seen her confidence grow. We can see that she is so happy because at last she has access to the right equipment and is benefitting from all the skills of the fantastic staff to help her education and wellbeing on a daily basis. When we ask her if she enjoys going to school, she gives us a big beaming smile.”
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To find out more, visit: www.treloar.org.uk email: admissions@treloar.org.uk call: 01420 547425
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manual handling
49
Manual handling FAQs Kate Lovett answers common questions about risk assessments in schools and care settings What is a risk assessment?
Ergonomics is concerned with the relationship between people and their working environment
A risk assessment is a careful
Why do we have to undertake assessments?
examination of procedures and
There is a requirement in law to
practices, in your school, care setting
undertake “...a suitable and sufficient risk
or any place of work, that could cause
assessment” under the Management of
harm to people. The aim is to enable
Health and Safety at Work Regulations,
you to make an accurate judgement
1999 (MHSAW) and the Manual
about whether suitable precautions
Handling Operations Regulations,
have been put in place or whether you
1992 (MHOR). Legislation explains that
us to consider an ergonomic approach
should do more to prevent harm. A risk
where there is a risk to the health
when undertaking risk assessments.
assessment considers two independent
of employees whilst at work, or
variables:
indeed anybody else affected by
• the nature and extent of the worst
a work activity (this could include
What is an ergonomic approach?
case harm that can reasonably
the children/young adults you work
Ergonomics is the study of the design of
be foreseen
with or visitors to the school such
equipment, systems and environments
• the various factors determining the
as family members, volunteers
concerned with human use. Essentially,
likelihood that the potential harm
or contractors), then a risk assessment
it is concerned with the relationship
might be realised.
must be undertaken. The MHOR asks
between people and their working environment. An ergonomic approach considers manual handling activities as a whole and takes into account a wide range of factors, including: The nature of the task • Is it repetitive? • Is there sufficient time for rest and recovery? • Is it a new or unusual task? The person (or load) being moved • How much can she do for herself? • Is her behaviour unpredictable? • Are her limbs likely to move involuntarily? • Is she in any pain or discomfort when moving? • Might her behaviour be challenging/non-compliant? • Am I able to communicate effectively with her?
Risk assessments must take account of the individual's particular circumstances.
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manual handling
• Are there attachments to consider
“Child X has high postural tone affecting
when moving, such as peg-feed
both legs. This means that the legs are
tubing or limb braces?
often stiff, and flexion of the knees and ankles is limited to about a quarter
The working environment • How much space is available to enable safe movement? • Is it noisy? • Are the floors cluttered?
that of a ‘normal’ movement pattern.” Information on the child’s weight bearing ability would also be helpful here. Another area of the assessment in
Simply saying that a child has cerebral palsy is far less useful than describing her specific symptoms
which detail matters is in the selection of equipment. It is not sufficient to
The capabilities of the handlers
simply write: “use a hoist and sling
• Are they appropriately trained
for transfers”. It would be much more
all, you know your setting much better
helpful, and indeed safer, to state which
than those who compile and enforce
• If two or more staff are involved,
type and/or model of hoist and sling
legislation. A good rule of thumb is to
are they working well together
(including details of the size) should be
ask yourself two questions:
and communicating effectively?
used and for which types of transfers.
and skilled in the task?
• have I done enough to keep
This gives handlers clear, unambiguous
everybody safe and healthy?
In practice, these factors are rarely
information to help them avoid incidents,
• could I appear in a court of law
considered in isolation as they interact
and discourages guesswork.
Who should undertake risk assessments?
and justify my decision? If the answer to both questions is “yes”,
with and are affected by each other.
Do we have to risk assess all people handling activities?
you should be on the right track.
It is likely that you will have to assess
To comply with the legislation, the risk
virtually all such activities, because
Does the assessment have to be written down?
assessor must be “competent”, which is
people handling will generally qualify
Assessments should be accessible to
defined as “having sufficient knowledge,
as potentially “hazardous workplace
those who are at risk of harm when they
training and experience” for the role. The
activity”. However, the law asks the
are undertaking the activity. Generally,
assessor should understand the working
assessor to be reasonable and realistic
they are recorded on paper, but they
environment, workplace activities and
in judging the level of hazard and the
could be made available on screen.
the equipment in use. Familiarity with
likelihood of harm. So, for example,
accident and incident trends in the
when considering the case of a young
setting is also important.
person who requires only occasional
How often should risk assessments be reviewed?
and very minimal guidance with walking,
According to legislation, a risk
What makes a good assessment?
the risk to the young person or an
assessment should be reviewed if there
assisting staff member would probably
is reason to believe that it is no longer
An effective risk assessment should
be very low. A risk assessment may
valid, or if there have been significant
be detailed, providing the reader with
therefore be unnecessary. However,
changes to the situation or individual’s
a comprehensive understanding of
if you are transferring a child onto a
circumstances – for example, if a
the realistic hazards when handling
changing table for personal care using
child’s
the person concerned, and how you
a hoist and sling, transferring a heavily
deteriorated or if a child’s weight or
propose to manage these risks.
dependent youngster from the floor to a
height has changed.
The details of the child or young
wheelchair for therapy or play activities,
person’s physical impairments, and
or assisting a person in a wheelchair
the impact they may have on handling,
onto a bus for transport home, the
should be on the document. It is not
hazards are increased significantly and
enough just to state the person’s
risk assessments should be undertaken.
diagnosis. Simply saying that a child
The legislation does not specifically
has cerebral palsy is far less useful than
say what activities you should assess
describing her specific symptoms. For
for; as a competent person, you have
example, an assessment might say:
to make that decision yourself. After
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medical
condition
has
Further information
Kate Lovett is the Director of manual handling training company EDGE Services: www.edgeservices.co.uk
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52
looked-after children
Who cares?
Without rapid systemic change, the future for children in care looks bleak, says Charlie Mead
“All children should grow up in a
but we are losing some every day. In
supportive and stable environment. The
some cases this is a physical loss,
government works to protect children
through the relatively high mortality rate
and support the professionals who care
for this population, but they are also
for them and their families.”
disappearing socially and emotionally.
(Government website: www.gov.uk)
T
We lose them as potential contributors
Why can’t or won’t we protect, educate and cherish children in care as our own?
to society. oday, children are being
More than 60 per cent of all children
ignored, abandoned and
in care are there because they were
returned to their parents, are being put
abused both in the care
abused or neglected, and 25 per cent
into independent living or are having
system and when they leave
(18,000 children) are in children’s homes.
their support terminated due to financial
it. Children in care are some of the most
Children in care are less likely to attend
decisions which are not based on their
vulnerable people in the country, yet
or succeed at school and are more
need – sometimes against their wishes.
they are given no more priority (and,
likely to end up in prison. The statistics
Why can’t or won’t we protect,
in many cases, less) than those from
are all available on the Government’s
educate and cherish children in care
stable and wealthy backgrounds. They
website and they make grim reading.
as our own? Why can’t we provide them
are denied access to the basic rights
What about those who leave the care
with the means to live the independent
of most children: the rights to security,
system, though?
life that is available to the majority
protection, opportunity and equality.
of 18-year-olds? They have already
They are also denied access to the
Life after care
experienced degrees of rejection and
“supportive and stable environment”
Children leave the system when they
loss of control that are hard for others
spoken of so fondly by local and national
reach the age of 18, or voluntarily if
to imagine, before the system neglects
governments. What’s more, when they
they are on a Section 20 order and in
their needs to the point of losing
leave the care system, they are even
voluntary care – either on their own
them altogether.
more vulnerable.
account or by agreement with their
These young people do not have
We now have more than 73,000
parents or authorities. However, an
a voice and their parents are often
children in care in England and Wales,
increasing number of children are being
ignored or dismissed, especially if they
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www.senmagazine.co.uk
looked-after children
Children are blamed for being who they are, and are refused opportunities to develop
have learning difficulties or addictive
and agencies. Central government is not
behaviours of their own. Their social
prioritising resources for those most at
workers and care workers are also rarely
risk, or supporting those who want to
consulted or heeded. Many children in
bring about change. Local authorities
care do not have the language, social
are often guilty of dysfunctional buck-
skills or opportunities to present their
passing and poor multi-agency planning.
case, even if they were to be listened
This can lead to huge waiting lists for
to. The rights of these children are
mental health services, poor educational
routinely flouted by a whole range of
support and, in extreme cases, child
that can be delivered immediately and
agencies. Even safeguarding issues
deaths in care. Private providers can
locally. Here are a few things that could
are ignored if duty officers and social
charge high fees, while delivering low
help improve the situation:
workers make poor decisions based on
levels of service. Our communities can
lack of knowledge – decisions that are
also be guilty of tolerating complacency
the outcomes of children in care
rarely rescinded.
in the systems that are meant to
• fund the child not the place (with
serve them, and of perpetuating bias
flexibility to move if necessary)
The following are a few examples of young people I have worked with who have left care in the past two years: • a child who was allowed to return
and discrimination. When challenged about their policies and practices, government agencies
• give care staff responsibility for
• ensure that support systems for 18- to 25-year-olds are much more robust
to his abusive and neglectful
tend to fall back on the national
parents because he had made
obsession with reducing the deficit –
aspects of their transition from
significant progress while in care
budgets being the principle driver behind
child to adult, and don’t just pay
• involve young people in all
policy decisions. So, children in care are
lip-service to their views at
a home, arrived at his abusive
better not educated, especially after 16,
review meetings.
parents’ house and was left there
but should be kept in residential care
We cannot rely on the system that
because no social workers were
units where costs can be kept down.
has failed for so long; we must make
• a child who absconded from
The systems in place for children
changes. If we do not, many young
in care are not applying the principals
people and adults will remain lost,
released from a secure unit at 16,
they claim to be based upon. Agencies
poorly provided for and without the
entered care and was then put
act in isolation, without engaging with
basic care we all need. The next 12
into independent living before
local people and communities. All too
months is likely to see an increase in
disappearing (and has still not
often, children are blamed for being who
the number of children leaving the care
been found)
they are, and are refused opportunities
system. If change is not forthcoming,
to develop
we will perpetuate the cycle of loss
on duty • a young person who was
• a girl who was exploited as
For those who leave the care
that currently damages both the
system, the situation is even more
young people involved and society as
sexually and financially exploited
desperate. They no longer have a
a whole.
by a gang known to prey on girls
group of professionals who can support
in care
and guide them. They are left to their
a drug mule, was placed in independent living at 17 and was
• a young person with Asperger’s
own devices and, with little education
syndrome (with a statement of
and fewer opportunities to work, can
SEN), with little ability to risk-
easily fall victim to criminal elements,
assess her own behaviour, who
exploitation and poverty.
was placed in independent living and became an alcoholic and
What can be done?
highly sexually active.
Children in care respond best to localised, dynamic groups of adults
Who is responsible?
who are focussed on their needs.
The failure to provide appropriate
Complex problems need complex
support for children in care can be laid at
solutions, which means individualised
the feet of many different organisations
assessments and recommendations
www.senmaGAZINE.co.uk
Further information
Charlie Mead was Headteacher at a school for excluded teenagers. He is now a consultant child and educational psychologist and Managing Director of Choices Psychological Services: www.cpsforchildren.com
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54
LOOKED-AFTER CHILDREN Advertisement feature
Fostering: a rewarding career Foster carers come from various walks of life, but they all make an enormous contribution to the lives of children and young people in care. Here, specialist foster carer Hennie tells us why she started fostering, the challenges that come with looking after young people with complex needs and the rewards of a career in care with Core Assets Fostering. “I’ve always worked with children, and fostering was something I had thought about for a long time. I used to run a pre-school but then my husband, Colin, and I decided to take a year out and went travelling around the world. When we came home we decided the time was right to look into fostering; our children were grown up and had left home and we felt we had a lot to give a young person. “Six years on and we’ve looked after more than 15 children and young people, including youngsters who have previously lived in residential units. Caring for teenagers with complex emotional needs and difficult behaviours can be challenging but I’ve never looked back on my decision; it’s compelling and rewarding and you really can make a difference to a young person. “The training Core Assets Fostering has provided has been really helpful and I cannot fault the ‘Out of Hours’ support. Training in teenage behaviour, child brain development and dyslexia really helps you to empathise and understand the young people you look after and there is always someone at the end of
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the phone when you need advice or even just a kind ear. Core Assets provides carers with support and therapy groups too, which gives us an opportunity to meet up and share stories. “The best part of fostering is being able to show young people a safe and stable environment, include them into your family and teach them what life can be like in a caring home. And even if you don’t see a change in a young person right away, the work you do will stick with them and could make a big difference in their future.” If you have a spare bedroom suitable for a young person and would like to find out about a rewarding career in fostering, call Core Assets on Freephone: 0800 023 4561, visit www.coreassets.com/fostering or search for “Core Assets Fostering” on Facebook.
www.senmagazine.co.uk
SEN LAW
56
Will power Christine Thornley explains how making a will can help families protect their child with SEN
M
aking a will is not just about deciding who gets what. There are also wider issues to consider,
particularly for parents and carers of
Many vulnerable people are unable to manage their own finances
vulnerable children. A will provides an
Trustees usually use the trust fund to provide for things that the state doesn’t, and ensure that your child is looked after in accordance with your wishes. Leaving your assets on trust means that your child will retain any means-tested
opportunity to ensure that your child
Even if you have a will, unless it has
receives appropriate financial support
been prepared with your particular
Once your child turns 18, she is
after you’ve gone. In your will you can:
circumstances in mind, it can cause
legally an adult and considered able
•
appoint guardians for your children
problems, as any inheritance could have
to deal with her affairs. An adult is
•
ensure that your children and
a huge impact on benefits your child or
presumed to have the required level
family are provided for
relative receives.
of mental capacity to make a decision,
•
•
until it is shown that she lacks capacity.
ensure your assets are left in
In addition, many vulnerable people
such a way that they can be
are unable to manage their own finances,
If a person is deemed capable of
managed on behalf of anyone
particularly if they inherit a large lump
managing her own affairs, then she can
who might find it difficult to
sum, which leaves them open to being
prepare lasting powers of attorney to
manage their own affairs
taken advantage of, spending or giving
appoint people to manage her property
ensure your assets are left in
away their inheritance rather than using
and other affairs when she needs help,
such a way that any means-
it for their future.
and make important decisions about her health and welfare when she is no
tested benefits or funding •
state benefits.
won’t stop
A matter of trusts
ensure that your children and
A correctly drafted will can ensure
If a person does not have capacity,
family can maintain and enhance
that your child or relative can benefit
someone can apply to the Court of
their quality of life.
longer able to do so herself.
from your estate but be protected from
Protection to be appointed as her
If you don’t have a will, the rules of
owning the money and assets outright.
deputy. This will enable that person
intestacy apply, where the law dictates
This can be done by placing the assets
to manage the child’s property and
who will take your estate on your death,
into a trust. Using a trust in your will is
financial affairs.
and how. Quite often, the people you
the best way of protecting your assets.
There are legal processes in place
want to benefit will not automatically
There are two groups of people involved
to help you ensure that the right level
do so.
in this process: the beneficiaries and
of care and support is provided to your
the trustees.
child after you are gone. It is important
You select your beneficiaries, who
to speak to a legal specialist in this field
will usually include your vulnerable
and to take the right steps to plan for
child, other children and grandchildren,
your child’s future.
family members and charities. You also choose the trustees who are responsible for making the decisions about who benefits and when. You provide your trustees with guidance about how you want them to use the funds in the trust. The trustees’ decisions must be unanimous, which offers an extra level
Further information Christine Thornley is Wills, Trust and Probate Partner at Gorvins Solicitors: www.gorvins.com
of protection. SENISSUE65
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SEN LAW
Second anniversary for Achievement for All 3As Education charity Achievement for All 3As is celebrating its second anniversary with further evidence of the success of its work in over 1500 schools across England. The charity, established in May 2011, has grown from a makeshift office in a dining room in Newbury, to a staff of more than 355 education professionals working with 1500 schools throughout the country. Together they are committed to improving
counterparts in other schools. Schools see such success from
progress in reading, writing and maths for more than 85,000
these children, who have previously struggled, that many are
vulnerable and disadvantaged children. A further 450,000
rolling out the programme across their whole school population.”
children are benefitting from the positive impact of this work in
Achievement for All 3As is now expanding its work, focusing
their schools.
on other opportunities to improve the lives of vulnerable and
An independent review of data from the past year demonstrates
disadvantaged children and young people, through developing
a significant impact on these children. Many are making as good
partnerships across the sector in other settings such as early
or better progress than the national expected levels of progress
years and abroad including in the United States.
for all children across all three subjects. Wider outcomes such as behaviour and attendance are also shown to improve.
Brian Lamb OBE, Chair of Achievement for All 3As, said: “The difference that Achievement for All 3As has made in just
Sonia Blandford, founder and CEO of Achievement for All
two years is outstanding. Throughout the country parents and
3As, said that “It’s been a privilege to be part of the Achievement
children are seeing for themselves the positive impact on their
for All 3As journey. The impact on the children and the schools
lives and ultimately their children’s future chances.”
involved has been profound. Many of the children involved are making faster progress in reading, writing and maths than their www.senmagazine.co.uk
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58
dyslexia
Lost aspirations The Children and Families Bill offers up an uneasy mix of opportunities and concerns for dyslexics, says Kate Saunders
T
Very few dyslexic people will qualify for the new education, health and care plans
he Government’s Children
SEN is a positive move. Those in the
and Families Bill will bring in
dyslexia world have been fighting for a
the biggest reforms to SEN
long time for dyslexia to be recognised
for 30 years. The Bill has
as a neurologically based, lifelong
good intentions to involve young people
condition, not just an educational
in their own provision and to connect up
issue. It is vital for children’s GPs to be
education and healthcare professionals
able to recognise the signs of dyslexia
in searching for the right answer for a
and signpost appropriately. Hopefully,
child. However, the reality of many of
EHC plans are a step towards this.
This leaves a real concern about what
the changes is that the provision for
Another positive to EHC plans is that
provision will be available for dyslexic
children with dyslexia and other special
they cover a pupil with SEN from birth
pupils, especially since the current
educational needs will be weak.
to 25 years. At present, statements only
cover for them under the School Action
last until the age of 16. This means that
and School Action Plus system will
Education, health and care plans
those who need longer to complete their
be stopped.
These are the first major change that
their education are covered for longer.
Local offer
will be brought in by the Bill. Education,
This extension of support will also, it is
The main provision in the legislation
health and care (EHC) plans will replace
to be hoped, help with the transitional
for those who do not qualify for EHC
statements of special educational needs
period to sixth form and further
plans will be the “local offer”. The Bill
as an assessment of need for those
education that many dyslexic people
requires local authorities to publish the
with severe difficulties. The plans require
can find difficult. Higher education
provision available in their area and
local authorities and healthcare services
provision will continue to be covered by
those services outside their area which
to join-up their services and plan for
the Disabled Students Allowance (DSA).
they feel would benefit the children they
the whole range of needs of the child.
However, there are real concerns
are responsible for. This publication will
Healthcare services becoming more
about the form of EHC plans. At the
be called the local offer. It is hoped that
involved with the needs of children with
moment, statements have a prescribed
this will improve transparency and help
form set out in the regulations. This is
parents and children to decide what
not currently the case for EHC plans.
provision they need. The increased
This means that each local authority can
empowerment of parents and pupils
have its own system, which may lead to
to choose the provision they need is
huge variations in how an EHC plan is
a very positive measure. However,
obtained and what provision is outlined
there is no mandatory requirement
in it. Charities are also worried that the
regarding what has to be in this offer.
lack of regulations will make it very hard
This may lead to a postcode lottery for
for them to advise parents and young
resources. Furthermore, there does not
people on the processes involved in
appear to be any obligation for the local
EHC plans – for example, how to apply
authorities to actually provide any of
for them and what they will cover. This
the services that are listed within the
will leave parents and young people on
local offer. This is a real concern for
their own to work through what is likely
dyslexic pupils because if this
to be a very complicated system.
legislation is not strengthened, the
Dyslexics may suffer under the new SEN arrangements.
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education or have to take time out from
Unfortunately, very few dyslexic people will qualify for the EHC plans.
provision they have access to may be severely reduced. www.senmagazine.co.uk
dyslexia
Identification and assessment The Children and Families Bill puts responsibility on local authorities to make sure their services are geared towards identifying all the children in their area with SEN. It is extremely important that dyslexic children are
If this legislation is not strengthened, the provision dyslexic pupils have access to may be severely reduced
identified early, as this enables them
the graduated approach that School Action and School Action Plus provided has been removed. The concern is that this will cause difficulties in receiving escalated support within a school. In addition, parents, local authorities and tribunal judges may struggle to determine if a school has responded to a child’s needs and provided increased
to be taught in the way that they learn
for a dyslexic child at the moment is a
support, information which is necessary
and to develop coping strategies from
long and difficult process. Making these
to a statutory assessment for an
the beginning of their schooling. This
decisions take longer will harm children
EHC plan.
means that children are caught before
who desperately need help. Dyslexic
Furthermore, although the draft SEN
they fall too far behind and start to
children who are put forward for an
Code of Practice recommends the
lose confidence. In the long run, early
assessment are typically already around
provision of a plan within the school to
identification also saves money, as less
five years behind their age in terms
implement support, this will no longer
intensive interventions are necessary
of their reading skills. Time is of the
be an individual education plan (IEP) that
and all dyslexic people are then more
essence to help them gain the skills they
parents have an automatic right to be
able to contribute to society as they
need. The Government’s Green Paper
shown. There are no rights written into
have the literacy and numeracy skills
on SEN, Support and aspiration: A new
the Bill for parents to see this plan or the
they need to get jobs.
approach to special educational needs
reports written from reviews, although
A parent or young person retains the
and disability, from which the Children
parents may be able to demand to
right to ask for a statutory assessment
and Families Bill sprung, focused on
see these under other legislation. The
in order to receive an EHC plan, as
trying to make support more timely for
removal of IEPs will also reduce the
they currently have with statements.
parents and young people. This seems
consistency across schools.
This means that parents and pupils do
to be being reversed by the Bill.
not need the backing of their school
The Children and Families Bill has the ethos of providing parents and young people with more information
will also be able to launch an appeal
School Action and School Action Plus
themselves against a local authority’s
School Action and School Action
for their children. However, the Bill may,
decision about their EHC plan. At the
Plus have been removed in the new
in reality, lead to reduced support for
moment, only parents are able to do so.
(draft) SEN Code of Practice. They will
pupils with dyslexia. Campaigning is
This is particularly welcome given that
be replaced with a single category of
ongoing, by a wide range of parties,
the plans will last until the age of 25,
Additional SEN Support (ASS) for all
for amendments to be brought to the
and many people may therefore want
children needing SEN support who do
Bill to make it more in keeping with the
to represent themselves.
not qualify for the EHC Plan. Additional
original positive plans of the SEN Green Paper.
to ask for an EHC plan. Young people
Sadly, the timelines that govern a
SEN Support requires schools to ensure
local authority’s response to a request
that parents and young people are
for a statement have been removed for
fully consulted and that an agreement
EHC plans. At present, a local authority
is reached with them regarding how
has two weeks from the statutory
the child’s needs will be met. It also
assessment to decide whether it will
requires there to be a review held at
issue a statement, and to notify the
least once a term to judge the progress
parents of this decision. This is not in the
of the child. A plan should then be
draft regulations for the EHC plan. The
created that focuses on the outcomes
only time limit is that a local authority
that are expected and the support that
has to issue a final plan within 20
will be provided. Parental and pupil
weeks. This leaves parents and young
involvement and regular reviews are
people in limbo as it is not until the local
vital in providing the correct support
authority has made a final decision that
for dyslexic students, so it is good news
they can appeal. Gaining a statement
that ASS will focus on this. However,
www.senmaGAZINE.co.uk
and more choice about the provision
Further information
Dr Kate Saunders is the CEO of the charity the British Dyslexia Association: www.bdadyslexia.org.uk Information on the Children and Families Bill and the new SEN Code of Practice can be found on the Department for Education website: www.education.gov.uk/ a00221161/children-families-bill
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DYSLEXIA
EyeBrain dyslexia trial EyeBrain, which develops markers of cerebral function for neurological and psychiatric conditions, has announced the launch of an international clinical trial of its application for dyslexia. The trial will include 120 French, 120 German and 120 English children aged between six and 15. It will validate the assessment of ocular motor function indicated by the results of the company's medical device and determine whether ocular motor dysfunction is the same in all these children, or whether it differs according to their mother tongue. The trial will be conducted at the Robert Debré hospital in Paris, France, in partnership with the French national institute of health and medical research, and the University of Lübeck in Germany. EyeBrain is in discussion with potential partners for the Englishspeaking component of the trial. The application that EyeBrain has developed focuses on the measurement of ocular motor dysfunction in children whilst reading. It offers specialists a means of evaluating parameters of ocular motor function quickly and automatically when their patients are reading. A two-minute ocular motor examination will enable the detailed qualification of specific parameters of ocular motor function in reading. This may help improve early detection of these disorders. www.eye-brain.com SENISSUE65
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DYSLEXIA
www.senmagazine.co.uk
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62
book reviews
Book reviews by Mary Mountstephen
The Practical Well-Being Programme: Activities and Exercises
Let’s Get Talking!
Penny Moon
Michael Jones and Jo Belsten
Speechmark Publications 148 pages + DVD £35.00 ISBN: 978-0-86388-971-4
Lawrence Educational 50 pages, spiral bound £13.00 ISBN: 978-1-903670-88-0
This book aims to introduce the
This useful and practical book provides non specialists with a guide to how children learn to talk, and many activities to improve communication. It focuses on children in early years settings and on older children who are causing concern. It has been devised by Michael Jones, an early years trainer, and writer Jo Belsten, who is also an independent speech and language therapist specialising in early years. The authors set out to provide the reader with an overview of the needs of reluctant talkers and they use simple examples and drawings to illustrate their points. Activities are linked to specific skills, such as “help me relax and be happy away from my parents”, and each activity opens with a short explanation of how it can help a child. There are 42 activities in total, which cover a range of situations, and links are provided to supporting resources and websites. An additional book by Maggie Johnson and Michael Jones, Supporting Quiet Children, is available from the same publishers; it focuses more on quiet, shy and sensitive children and those with extreme anxiety about talking in early years settings and the first years of school. Both books would be very useful for teachers and other practitioners.
holistic approach in education to a wider audience. Penny Moon has been responsible for the creation of A Quiet Place within mainstream education in schools in the UK and the Channel Islands. These centres provide therapeutic places for children, staff and parents to experience relaxation, meditation, storytelling and other sensory activities in order to develop emotional intelligence and address children at danger of exclusion. Centres have been designed to generate feelings of calm, wellbeing and wonder. Each chapter of this book is divided into two main parts. The first focuses on information and background and the second on activities which can be used in the classroom or by the reader as a means of experiencing this approach directly. One of the rules of A Quiet Place is that you never do something with others that you haven’t tried yourself. Stillness is also a key feature of this approach and there is much interest in mindfulness and the concept of silence currently. Penny Moon has been working in this field for many years and here she has distilled the best of her practice; it is inspirational to read. I recommend this book as an excellent introduction to the holistic approach, both for the individual reader and as a valuable classroom resource.
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book reviews
John Catt’s Which School? For Special Needs 2013/14 (22nd Edition) Editor: Jonathan Barnes John Catt Educational Limited 98 pages £19.99 ISBN: 978-1-908095-78-7
Supporting Education: Ten Top Tips Eileen Fursland with Kate Cairns and Chris Stanway British Association of Adoption and Fostering 122 pages £9.99 ISBN: 978-1-907585-71-5
This is a fully revised and
The British Association for
updated edition of the well-
Adopting and Fostering has
known guide to independent
produced this compact book
and
non-maintained
to support the knowledge
schools and colleges in
and practice of workers
the UK which provide for
and carers involved with
children and young adults
looked-after children and
with a wide range of
young people.
learning differences. The book is divided into several sections, opening with an editorial section which includes a number of articles written by different contributors. This section helps to guide the reader through the appropriate sections of the book where schools are listed by type/ category (for example, sensory or physical impairment) and by geographical area. The book is very attractively set out, with numerous colour photographs and a bright, cheerful and informative layout. It would be extremely useful for professionals advising parents and for teachers and SEN professionals who need up-to-date information about schools and colleges and what they can offer.
The authors have wideranging experience in this field. They have produced a useful and informative guide covering topics such as resilience, turbulence in the child’s life, legal aspects and transitions. The tips begin, most obviously and importantly, with learning about the child; the authors outline the potential legacy of trauma, disassociation and hyper-arousal which can dominate the child’s relationships and daily functioning. Post-traumatic stress disorder symptoms are described and the school-based implications outlined. The book is set out clearly and in a straightforward,
A section on associations and websites provides a
direct format. The authors pose questions, and then provide
comprehensive source of further information and it is
responses which would be very helpful to people new to
interesting that there are also Facebook and Twitter
this field. They include a section on useful organisations and
references, where these exist, for specific schools and
resources and the book provides information covering early
organisations.
education to transitions to higher and further education.
This is an essential reference book which I recommend
It is a credit to the authors that they have provided
as a well-trusted guide that is thoroughly up-to-date in all
a simple, understandable and useful guide to this often
senses of the phrase.
emotionally charged subject.
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visual impairment
A vision of Britain Sue Keil asks if specialist educational provision for learners with vision impairment is in decline
S
ince the beginning of the
During the period covered by the
as the data sources are highly
1990s, RNIB has been
surveys, the number of children and
variable. This is because the figures
carrying
national
young people on VI service caseloads
are collected for different purposes
out
questionnaire surveys of
has increased. The number educated
and at different times by education,
local authority (LA) vision impairment
in mainstream schools has also risen.
health and social care agencies and
(VI) education advisory services for
These increases have been matched
researchers. Consequently, definitions
blind and partially sighted children.
until very recently by a corresponding
of VI can also vary greatly.
The most recent survey of services in
growth in the size and scope of LA
I compared the population estimates
England and Wales was undertaken in
specialist advisory services for
obtained in five RNIB surveys carried
the summer term of 2012. The aims of
learners with VI. In this article, I reflect
out from 1995 to 2012, and found
all the surveys have been to obtain:
upon some of the changes that have
that the estimated number of children
• an estimate of the numbers of
taken place over the past 30 years
and young people with VI receiving
children and young people with
and ask whether, as a consequence of
specialist educational support has
vision impairment who receive
recent public sectors cuts, we are for
risen in each successive survey. In
specialist educational support
the first time seeing a decline rather
1995, the estimate for the whole of
than a growth in specialist educational
Britain was 19,370, while by 2012 for
provision for learners with VI.
England alone it was 23,540.
How many children and young people have VI?
people with VI receiving specialist
practices underpinning their
Obtaining a reliable estimate of the
have increased over the same period,
educational provision.
number of children with VI is difficult,
to a national figure of three per 1,000 of
• information about where learners are being educated
The proportion of children and young
and the type of educational provision they receive • an overview of the policies and
educational support also seems to
The RNIB survey aims to provide an overview of VI services across England and Wales.
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visual impairment
Increasing numbers of children with VI have been taught in the mainstream sector
the 0 to 16 pupil population in England.
in special schools for learners with
This is a substantially higher number
VI has declined from seven per cent
(and proportion) of learners in England
in 1995 to just over one per cent in
than that recorded by the Department
2012. For secondary aged learners,
for Education (DfE) as having a vision
the percentage has decreased from
impairment as their primary SEN (DfE,
13 per cent to just over three per cent.
2012). It is unclear from the survey
The number of special schools for
reports what the reason might be for
children and young people with VI
this increase in population. It could
has also reduced during this period
qualification to teach learners with VI.
be, though, that as services have
and of the nine remaining schools in
However, what is evident from the data
grown in size, they have been able to
England (there are none in Wales) that
is that the number of teachers working
extend their support to a wider range
are designated for learners with VI,
with learners with VI has increased
of children including those with less
three are now specifically for learners
over the 18-year period.
severe VI as well as learners with
with complex needs in addition to
The number of non-teaching support
complex needs in special schools.
their visual difficulties. One outcome
staff, such as specialist teaching
of the current pressure on local
assistants, ICT and reprographics
Educational settings
authority VI service provision could
technicians and mobility (and most
Following the implementation of the
be a resurgence in parental demand
recently, habilitation) officers for
1981 Education Act in 1983, increasing
for places in VI special schools.
teaching independent mobility and
numbers of children with VI have
everyday living skills, has also risen.
been taught in the mainstream sector
Specialist staff
In 1995, 21 VI services had a mobility
who may previously have attended
Clunies-Ross and Sharpe (1995)
officer in their team, several had a
specialist VI schools. Reporting on
explored in some detail the effects of
keyboard skills or typing teacher and
the findings of the 1995 survey, Louise
the change in policy towards inclusion
most had teaching assistants (TAs)
Clunies-Ross (1997) observed that
on models of specialist educational
and/or nursery nurses who supported
over a six year period the proportion
provision for learners with VI. As
children with VI in mainstream or
of blind and partially sighted children
they describe in their report of the
special schools. By 2012, of 84 VI
in mainstream schools in Britain had
1994 survey, up to the early 1980s,
services in England, 60 employed their
increased from 53 per cent to 59 per
teachers of children and young people
own mobility and/or habilitation officer,
cent and the percentage in special
with VI had been employed in special
37 employed a resource technician, 24
schools designated for learners with
schools where they provided direct
had an ICT support technician and 12
VI had decreased from 22 per cent to
teaching to learners. The new model
included dedicated early years staff
ten per cent.
that was developing during the 1980s
on their team.
Moving ahead to the 2012 survey,
and 1990s was for teachers to be
we can see that this trend has
attached to a central, local authority
Effects of public sector cuts
continued, although the most recent
VI service, from where they provided a
Despite occasional concerns about
figures do not include Scotland. The
peripatetic advisory service to learners
perceived threats to VI services as a
proportion of primary-aged children
and schools. By the mid 1990s, most
result of government policies (such
in mainstream schools has risen by
LAs had their own VI service or had a
as delegation of school budgets and
over five per cent since 1995 to an
joint arrangement with a neighbouring
local government re-organisation), the
estimated 68 per cent in 2012. For
LA, and only a few bought in support
general trend over the period of the
secondary-aged learners, there has
from an external provider (Clunies-
surveys has been one of improvements
been a six per cent increase to 60
Ross, 1997).
in terms of staffing and resourcing
per cent of young people with vision
The staffing of VI services has of
of services. Evidence from the most
impairment in mainstream schools in
course, been fundamental to their
recent survey indicates, however,
2012.
development. Because the number
that as a result of public sector cuts,
The most dramatic change, however,
of participating VI services has varied
this trend is now in reverse. Between
has been seen in relation to special
from survey to survey, it has not been
2010 and 2012, VI services in England
schools for VI. The proportion of
possible to track the absolute numbers
primary aged children being educated
of teachers who hold the mandatory
and Wales lost a total of 34 qualified >>
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visual impairment
teachers of the visually impaired and
of referrals, support has recently
due to the raising of thresholds for
46 non-teaching posts. Indeed, this
had to be reduced to those with the
support will have any impact on overall
figure is likely to be considerably
'best' vision. Following referral, and
estimates of the population of children
higher, as we have evidence from other
assessment, decisions are being made
with VI.
sources that some services that did
about reducing the frequency of visits."
not take part in the survey are also
So far, it is England that has borne the brunt of these cuts but we are
losing staff through cost-cutting re-
"Service reorganisation may result in
receiving anecdotal evidence that
organisation. Non-teaching posts
having to reduce caseload numbers
services in Wales have also started
known to have been lost include 14
in order to meet the needs of the
to be affected. As things stand,
centrally employed TAs, eight ICT or
more severely impaired children in
the future for VI service provision
resource technicians, seven mobility
mainstream who have not opted for
looks uncertain.
officers and two early years workers.
resourced provision."
It is inevitable that, at some point, reductions in staff numbers will impact
It is a matter of considerable concern
on support for children and young
if children and young people with less
people and we know that in a number
severe levels of vision impairment are
of LAs, VI service support for certain
having their specialist support reduced
groups of children is being reduced or withdrawn and thresholds for support are being raised. The most vulnerable groups appear to be learners in special schools and those with less severe vision impairment. In the most recent survey, one in five services said they
Reductions in staff numbers will impact on support for VI children
had reduced or withdrawn support for children who no longer met their
or withdrawn. Criteria for support
(increased) threshold for support or
should be based on functional use of
were considering doing so in the
vision (which can vary considerably
future. For example, comments from
from child to child) and not just clinical
services included:
measures. I am particularly concerned about children with a “mild” vision
"We have reduced input to some of
impairment combined with another
the lowest need children".
“mild” SEN who may be at particular risk of low attainment.
"Due to the capacity of the early
It is too soon to know whether
years team, and the constant stream
reductions in VI service caseloads
References
Clunies-Ross, L. and Sharpe, K., LEA visual impairment services: the challenge of change, British Journal of Visual Impairment (1995) 13:1. Clunies-Ross, L., Where have all the children gone? An analysis of new statistical data on visual impairment amongst children in England, Scotland and Wales, British Journal of Visual Impairment (1997) 15:2. Clunies-Ross, L., Franklin, A. and Keil, S., Blind and partially sighted children in Britain: their incidence and special needs at a time of change, RNIB report for the Nuffield Foundation (1999) RNIB: London. DfE, Children with Special Educational Needs: An analysis – 2012 (17 October 2012). DfE statistical release SFR24/2012. Keil, S. and Clunies-Ross, L., Survey of educational provision for blind and partially sighted children in England, Scotland and Wales in 2002, (2003) RNIB: London. Keil, S., Who's counting? Insight, Issue 43, January/February 2013, RNIB. Keil, S., RNIB survey of VI services in England and Wales 2012: Report for England, (2013) RNIB: London. Morris, M. and Smith, P., Educational provision for blind and partially sighted children and young people in Britain: 2007, (2008) NFER report for RNIB: London. Weedon, E., Ahlgren, L., Riddell, S. and Sugden J., The education of children and young people with sensory impairment in Scotland, (June 2012). Scottish Sensory Centre and Centre for Research in Education, Inclusion and Diversity, University of Edinburgh.
Further information Sue Keil is National Research Officer (education, transition and employment) at the vision impairment charity RNIB: www.rnib.org.uk New technologies have helped VI children to access the same textbooks as their peers.
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Supporting the visually impaired learner Robene Dutta explores common issues faced by blind and partially sighted students, and provides tips for achievement in the classroom
I
t is estimated that around 25,000 children and young people in England and Wales have a sight impairment that requires specialist
education support. Of these, more than 60 per cent are educated in mainstream schools where their requirements might not be so easy to address. As
"Just because a man lacks the use of his eyes, doesn't mean he lacks vision" Stevie Wonder
many as half of young people with a
is the same. A person’s “functional revision” is a key concept here, referring to what can be seen, rather than what can’t. Adopting this mindset allows educators to consider how a learner’s level of useful vision can be maximised. Considering the practical implications for the individual learner is vital; the
sight impairment also have additional
moderate visual impairment can have a
distinctions in their educational needs
disabilities. So how can schools ensure
notable impact. So what are the learning
will have a direct impact on the teaching
that blind and partially sighted learners
issues that schools should consider?
and learning approaches required.
are best supported?
The main functional effects of visual
According to the Royal National
impairment include central or peripheral
Impact on learning
Institute of Blind People (RNIB), severe
vision loss, poor image sharpness, low
Stevie Wonder said, "Just because a
visual impairment or blindness can
contrast sensitivity or adaptability to
man lacks the use of his eyes, doesn't
substantially delay early childhood
light, and impaired eye movement or
mean he lacks vision." This is an
development and learning. Even a
colour loss; but not all visual impairment
important lesson; we may be inclined
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71
Partially sighted learners
Partially sighted learners still work primarily through the visual medium, and make up the majority of learners with visual impairment. Their needs vary considerably and many work with normal print, which can create difficulties as their needs may be underestimated.
The attitudes of others can lead to a lack of self-confidence in VI learners.
subconsciously to have different
have some additional needs that may
expectations of academic achievement
affect their learning.
for learners with visual impairment, but
Of course, additional barriers can
there is no direct correlation between
affect a number of areas, such as the
visual impairment and intelligence.
speed of working, communication
Most learners with visual impairment
skills (particularly reading or writing),
Questions to consider: • is the student’s level of sight stable or variable and under what conditions? • is the learner’s field of vision restricted? • what size/style of print is comfortable for the student? • does the learner have particular preferences for the learning environment, in terms of, for example, lighting or choice of seat?
have the same range of intelligence and abilities as their sighted peers, just with additional barriers. More than a third will
Blind learners
Educationally blind learners have a level of sight that is insufficient to learn visually, and so rely on their other senses. Distinguishing between those who have had some past sight and those who have never seen, may influence the visual concepts they can understand. Questions to consider: • how much sight, if any, does the learner have and how useful is it? • how competent is the student with Braille and tactile skills? • what experience of vision does the learner have, if any? • how competent is the student in moving around the classroom independently?
of support. They should have access
Inclusion is key to the successful education of students with visual impairment
time and, if possible, in the same way to participate in and enjoy mainstream settings to the best of their abilities, whatever their needs. Leoni Masterson, qualified teacher of the visually impaired (QTVI) at Linden Lodge School, explains: “Blind and visually impaired students
environmental and spatial awareness,
face barriers to learning. If we can break
and social interaction, with a reduced
down these barriers through tactile
ability to recognise body language and
resources, we are promoting inclusion.
facial expressions. As a result, students
They can take part in activities they’ve
can suffer from lower self-confidence
not been able to before.”
which can have a negative impact on learning.
In mainstream settings, it is important to make the most of specialist support that is available. Many mainstream
What is needed to succeed?
educators will not have the skill set to
Inclusion is key to the successful
teach specialist areas such as Braille,
education of students with visual
but QTVIs can visit and work closely with
impairment. According to The Centre
schools to advise how to meet children’s
for Studies in Inclusive Education,
needs through inclusive teaching and
inclusive education means disabled
learning methodology. Each local
and non-disabled young people
authority has a vision impairment service
learning together in ordinary school
which includes at least one QTVI.
provision, with appropriate networks www.senmaGAZINE.co.uk
to the same information, at the same
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Educators should also consider what they can do to enrich the learning process. As Leoni notes, “Visually impaired and blind children need a rich learning environment as sometimes they miss out on the visual
“The chief handicap of the blind is not blindness, but the attitude of seeing people towards them”
clues.” Sighted children’s learning
Helen Keller
is constantly reinforced by things such as colours, shapes, people and
If you don’t have time to modify items, look out for pre-created versions; a wide range of Braille materials, audiovisual resources, and tactile pictures and diagrams is available from various educational suppliers.
Role of access technology Access technology has enormous
landscapes. These give us a wealth of
here are some questions to consider for
potential for supporting learners with
information subconsciously. Learners
your classroom:
visual impairment across different ages
with visual impairment have reduced opportunities for incidental learning,
• is the space clear and tidy to allow easier movement?
and abilities. Assistive technology, such as audio-visual devices or software,
so it is important to include as much
• are frequently used resources
allows students to work at their own
multi-sensory learning in the classroom
kept in the same accessible
pace and, with the right training, often
place, and labelled?
independently. Technology isn’t a
as possible, such as touch or smell. Also consider that visual and spatial concepts need more explanation; many learners with visual impairment struggle
• is the level of lighting right for the
magic wand, though; to be a success, it requires the right device, training and
learner? • are learners with visual
time. When this is achieved, students
with concepts such as brighter versus
impairment sitting close to a
can take control of part of their learning
darker, or telling which object is bigger
power source if they are using
journey, improving not only their
accessible ICT devices?
academic progress, but also their self-
at a glance. Social inclusion is also important. Helen Keller said that “The chief handicap of the blind is not blindness,
• do you use real objects to support your teaching? • have you allowed adequate
confidence in learning and wider life. If we can metaphorically open our eyes to the specific needs of visually
but the attitude of seeing people
space for any special equipment
impaired students, and take the time
towards them.” To reduce the risk of
or large print resources to be
to recognise the impact they have on
the student being ostracised by peers,
stored and used?
their learning and social integration, we
consider the Circle of Friends approach,
can take the first steps towards making
designed to enhance inclusion in a
Accessible resources
mainstream setting. It creates a support
Jennifer
network for the student, with a peer
technician at Joseph Clarke School,
group encouraged to look at their own
highlights the importance of accessible
behaviour, and understand the behaviour
resources: “For students who have
and difficulties of the student with
visual impairment, it is really important
visual impairment, in order to develop
to strengthen their learning; therefore,
strategies and practical solutions to help
learning materials need to be interesting
them. In time, this can close the gap
enough to engage them.”
whilst strengthening core social skills.
Williamson,
education an inclusive process.
resources
Consider the issue of time for both staff and students. Visually impaired
Tips and ideas for the classroom
learners will often require extra time to
The classroom environment can have
so using the simplest formats can help
a significant impact on the success
them. Make sure you and any support
of teaching and learning. On top of
staff have the time to modify materials
dealing with core health and safety
to include, for example, larger print or
issues, it is important to consider the
bolder colours. Providing both a print
room’s sensory nature. Your school
and a digital copy can be useful as this
might have had an audit conducted by
can be further adapted by the student
a QTVI to suggest improvements, but
to suit, if needed.
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process information and complete tasks,
Further information
Robene Dutta is Managing Director at educational publisher Mantra Lingua: www.mantralingua.com
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VISUAL IMPAIRMENT
Quick guide to nystagmus Nystagmus (involuntary movement of the eyes) is a difficult and complex eye condition. It can be hard to understand, so here’s a ten-step guide to what it’s like. 1. Glasses don’t fix nystagmus and it often occurs with other conditions. 2. We may have a stable image in one direction only, and then not a very good image. 3. We usually need more time to read and process information. 4. Nystagmus affects the speed of our reactions, our handeye co-ordination and sometimes our balance. 5. Our vision varies during the day and will be worse when we’re tired, anxious or unwell. 6. Just because some people with nystagmus can read a 12-point font for five minutes doesn’t mean they can do it all day long. 7. Often we can’t see well enough to recognise people. 8. Sometimes we involuntarily turn, nod or shake our head to see better. 9. We need to get close to see things. 10. Nystagmus often affects our self-confidence and self-esteem. www.nystagmusnet.org
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behaviour
Conduct unbecoming Mark Baker outlines new NICE guidance on managing conduct disorders and antisocial behaviour in children
C
onduct disorders are a serious, but frequently unrecognised mental health condition in children and
young people. A new NICE guideline highlights the central roles of healthcare,
The costs to individuals, families and society of untreated conduct disorder are enormous
education and social care in the
or conduct disorder as a result of any of the following factors: low socio-economic status, low school achievement, child abuse or parental conflict, separated or divorced parents, parental mental health or substance misuse
management of conduct disorders and
whole lives, as part of a family, school
problems, or parental contact
antisocial behaviour.
and local community. That is why it is
with the criminal justice system
Conduct disorders, and associated
crucial that everyone in health, social
antisocial behaviour, are the most
care and education works well together
programmes for parents of
common mental health and behavioural
to provide the information and person-
children and young people aged
problems in children and young people
centred care necessary.
between three and 11 years who
• group parent training
and they have real consequences for
A number of effective interventions
children and their families. Schooling is
have already been developed for
being at high risk of developing,
disrupted, family life can become very
children with conduct disorder and
oppositional defiant disorder
stressful and problems with drug and
related problems. However, uptake of
or conduct disorder, or are in
alcohol misuse and the criminal justice
these programmes has been variable.
contact with the criminal justice
system are common. The problems
The new NICE guideline, developed
system because of antisocial
associated with conduct disorder
jointly with the Social Care Institute for
are often lifelong; people who had a
Excellence (SCIE), is the first national
• child-focused programmes,
conduct disorder during their childhood
clinical guideline in this area and
offering group social and
are far more likely to develop another
includes a number of recommendations
cognitive problem-solving
mental health disorder when they are
to support healthcare professionals to
programmes to children and
an adult. Indeed, nearly half go on to
accurately diagnose and treat conduct
young people aged between
develop antisocial personality disorder.
disorders. Recommendations include:
nine and 14 years who have
The costs to individuals, families and
• selective prevention, involving
have been identified as having, or
behaviour
been identified as having, or
society of untreated conduct disorder
interventions targeted to
being at high risk of developing,
are enormous.
individuals or groups whose risk
oppositional defiant disorder
All children can be naughty, defiant
of developing a conduct disorder
or conduct disorder, or are in
and impulsive from time to time, which
is significantly higher than
contact with the criminal justice
is perfectly normal. However, some
average, due to individual, family
system because of antisocial
children exhibit extremely difficult and
and social risk factors
behaviour.
challenging behaviours that are outside
• classroom-based emotional
the norm for their age. Recognising
learning and problem-solving
and accurately diagnosing a conduct
programmes. These should be
disorder is vital to ensuring children
offered for children aged typically
and their families are able to access
between three and seven years
the treatment and support they need
in schools where classroom
to manage the condition.
populations have a high
It is important not to concentrate
proportion of children identified
solely on the clinical needs of these
to be at risk of developing
young people, but also to consider their
oppositional defiant disorder
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Further information
Professor Mark Baker is Director of Clinical Practice at the National Institute for Health and Care Excellence (NICE). The new NICE guideline on conduct disorder can be found at: http://guidance.nice.org.uk/CG158
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PSHE
Deafness and sexual health Jessica Parsons examines how hearing impairment can affect the reproductive decisions young people make
W
hat is the connection between socks, cling film and crisp packets? They are all things that
young deaf students have said they could use as a condom. Research
35 per cent of deaf people did not receive any sex education at school
worker will often not know the correct signs for the topic. As signs of this nature are very visual, the communicator can also become embarrassed. This is a difficult topic for most teachers and pupils alike; add in communication pressures and it becomes even harder.
shows that these students have an alarming gap in their knowledge around
Deafness itself is not a learning
sex, particularly when compared with
Case studies of deaf people
difficulty; learning difficulties arise when
their hearing counterparts. Deaf pupils,
and health professionals regarding
deaf children cannot access information
and indeed others with SEN, are not
their experiences uncovered some
and communication. Social and
gaining adequate information in the
shocking scenarios. One teenage deaf
practical barriers, rather than inherent
areas of puberty, appropriate behaviour,
mother said:
inability, prevent deaf young people from
consent and readiness, contraception
“I didn’t know anything about sex,
gathering the facts and information to
and sexually transmitted infections
contraception or relationships when I
make informed choices. We know that
(STIs) – meaning that their reproductive
left school. There was never anyone to
if deaf people receive suitable deaf-
decisions cannot be safe, informed
ask who could explain properly to me in
friendly training and support, they are
and healthy.
sign language. I didn’t know how many
every bit as capable as hearing people
Understanding our body, and what it
sexual partners were ‘normal’. When I
and have the same range of ability.
needs to work well, is crucial to ensuring
left school and left home, I was raped by
Sex education needs to be
that we lead healthy lives. Imagine
a man. Then I had lots of men coming
empowering, using methods that meet
missing out on all that vital information
to my flat and asking me for sex, I just
these young people’s cultural and
or, worse still, only accessing bits of
thought that it was what I was supposed
linguistic needs. Inadequate provision
it. Specialist provision is essential to
to do.”
leads to misinformation, high-risk
improving the health of young deaf
situations and unnecessary worry.
How can we make a difference?
De-marginalising young deaf people
change they are given the right support and information in a way that they
Deafness raises many misconceptions
of confident, informed young people
can access.
and stereotypical attitudes. Without the
who can take responsibility for their own health.
people, ensuring that as their bodies
The research, carried out by Deafax
provision of specialist information, some
(EARS Campaign, 2012), revealed higher
health professionals and teachers feel
than average levels of STIs, pregnancy
at a loss regarding how best to convey
and inappropriate behaviour within the
information around this difficult subject.
deaf community. It showed that:
Where schools do deliver information
• 35 per cent of deaf people did
about sex and relationships, deaf
not receive any sex education
pupils are often caught out by receiving
at school
the information third hand, through
• 65 per cent said that sex education was inaccessible • 36 per cent learnt through direct sexual experience. SENISSUE65
a communication support worker. Without having specialist training on
is central to creating a new generation
Further information
Jessica Parsons is from Deafax, a charity providing practical support to the deaf community: www.deafax.org
the standardised signs for sex-related discussion, the communication support www.senmagazine.co.uk
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autism
78
iWonder? Joseph Mintz asks if mobile devices can really make a difference for children with ASD
I
magine for a second that the world
at the University of Montreal, published
you take for granted suddenly
an article in the scientific journal Nature,
became
Is it, as with so much education tech, just another flash in the technology pan?
You
in 2011, where he talked about how he
no longer understand people’s
employs people with autism in his lab
facial expressions, everyday social
because they have excellent attention
interactions become confusing and
to detail and can often make unusual
unsettling, and your ability to organise
and creative connections between
your life, make plans and control your
concepts. In a similar vein, many people
emotions is seriously impaired. For many
with autism, including Temple Grandin,
are actively experimenting with how
young people on the autistic spectrum,
have written about how their autism has
mobile technology – smartphones and
this is what life can be like.
unpredictable.
been, in many ways, a positive aspect
tablets – can be used as learning aids
Autism is a cluster of impairments
of their lives. Nevertheless, in order for
in the classroom. So can we bring the
in social communication, social
young people on the spectrum to make
two together? Can mobile tech help
interaction and flexibility of thought.
a success of their time in school, they
young people with autism be successful
So someone with autism might have
need the support of their teachers. Many
inside and outside of the classroom?
difficulty understanding gestures, facial
teachers and schools are increasingly
There has been some level of interest
expressions or tone of voice. They
aware of autism as a condition, and are
in this question since the smartphone
might find it hard to recognise their own
adopting a range of strategies to include
revolution took off, back in 2007. Now,
feelings and those of others, and may
young people with autism effectively in
in 2013, as the mobile tech market
be more comfortable with set routines.
mainstream school life.
has shown massive development and
If you have had the opportunity to
At the same time, concerns about
tablets have become a part of everyday
work with children with autism in your
kids playing with their mobiles in
life, there has been a similar boom in
classroom, a classic phrase used by
class notwithstanding, some schools
interest in the possible benefits of
autism practitioners – “if you’ve worked with one kid with autism, then you’ve worked with one kid with autism” – might resonate. It’s called the autistic spectrum for a reason, because although we can identify broad patterns, how the condition is expressed can vary enormously from child to child. There are also varying perspectives on how to think about autism. For example, Lauren Mottron, Professor of Psychiatry
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www.senmagazine.co.uk
autism
No autism app is going to be a “magic cure” for autism
apps for autism. For example, in April,
and help them with some aspects of
AT&T held an Autism Hackathon in
their condition, but no autism app is
conjunction with leading autism charity
going to be a “magic cure” for autism.
“Autism Speaks”. This event, held in
Another related point is that apps that
San Francisco, challenged developers
allow some degree of customisation
to come up with their best mobile app
may well produce better outcomes. If
for people with autism. The prize for
you can tailor the app to the specific
the parent prompting the child to use
best overall app went to a design which
needs of the individual child, it’s more
the app, at least at the beginning.
seeks to relieve sensory overload by
likely to have an impact for them. So
Simply reminding the child to charge
allowing the user to concentrate on a
an app for emotional management that
his mobile device can also be important;
calming, fun scene involving playing
allows you to choose the images that
if there is no charge, there is no app.
with a guinea pig.
the child or young person is presented
In actuality, given the fact that many
with when he is feeling angry should be
young people with autism have issues
An appetite for apps
more appropriate than an app which
with organisational skills, schools should
As well as developers, parents and
just uses a set of stock of images. If the
probably think about putting in place a
teachers getting involved in making
app allows the user to upload a picture
strategy for charging the device, if they
apps, the autism research community
of his favourite footballer, his mum or
want apps for autism to be a success
has been giving some thought as to how
dad, or whatever it is that will work for
in their school. Of course, the device
we can investigate if mobile tech really
him, it has got more chance of making
itself can be used to help with this,
can make a difference to the educational
a difference.
with the use of things like programmed
and social inclusion of users with ASD
reminders. App designers can also help
– or is it, as with so much in the history
How can schools help?
by making sure that the app itself does
of education tech, just another flash
There is also the question of whether
not drain the battery unnecessarily.
in the technology pan? After all, it is
mobile tech is something that
On a more advanced level, the
relatively easy to come up with an idea
young people can effectively use by
teacher might work with the child to
and not that difficult to create an app,
themselves. This may well be the case
help him customise the app to meet his
if you have the right skills. That’s a long
in some instances, and it’s important,
specific needs, as well as sitting down
way, though, from being able to say with
of course, to make sure that mobile
with him regularly to reflect on how the
confidence that your app will actually
tech makes young people with autism
app is or is not helping him, and how
be of real value to the person using it.
feel more, not less, independent and
to modify its use so that it continues to
For young people with autism, as well
in control of their lives. However, the
be effective. One significant thing that
as for their teachers and parents, this
research experience suggests that, a lot
the research evidence suggests is that
is a significant issue. A school might
of the time, apps will be more effective
apps will only be effective in changing a
decide to commit significant financial
if their use is mediated by adults,
particular behaviour if the young person
and other resources to implementing a
particularly in schools. As with much
with autism is signed up to making that
mobile tech solution for their students
other educational technology, it is the
change. So if the child thinks it’s fine
on the spectrum. Before doing so, they
teacher, quite possibly in conjunction
to act out in class whenever he feels
may well want to have some idea of
with the parents, who needs to work
angry, just introducing an app about
whether the use of these resources
with the young person to fit the use of
emotional regulation is not going to
is likely to be effective or not. Luckily,
the app to his needs.
make him magically change. The child
there have been a few research projects
The teacher also needs to think about
has to want to change, and again this
that have explored the use of apps for
how the use of the app will fit in to the
is where the online intervention offered
autism, including HANDS, Azahar and
broader context of working with that
by the app needs to be integrated with
ECHOES-2.
child. So, if the app is concerned with
the teacher’s offline intervention.
So what are the issues? Well, going
emotional management, the “offline”
You might well be thinking that this
back to “if you’ve worked with one kid
interventions – what the teacher and
sounds like it could all involve a lot of
with autism..”, it is unlikely that any one
the school say and do to help the child
work for the teacher. If so, you would
app is going to be a wonder panacea.
manage their emotions – needs to be
be right. Teachers and schools need
Autism is too complex a condition for
integrated with the “online” intervention
to think carefully about the workload
that. An app or a suite of apps might
coming from the app. This might, at
make a difference to some children,
a basic level, involve the teacher and
involved in using mobile tech effectively. >>
www.senmaGAZINE.co.uk
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autism
Cooperative working with parents, who can potentially share the burden, can be important here. Working in tandem with parents is, in any event, more likely to make for successful use of an autism app, particularly as many issues around
Schools need to think carefully about the workload involved in using mobile tech effectively
social inclusion spread across home
the technology tells them something. In other words, it can increase their sense of empowerment and autonomy, a key objective for any teacher working with young people with autism. The possibilities with apps for autism are there, but it’s up to teachers and
and school. Increasingly, in fact, it is
parents to help young people make the
parents who are taking the initiative in
However, the phrase “some children” is
introducing the use of apps, but again
crucial. Not every app will work for each
they need the cooperation of teachers
child with autism, and some trial and
if the use of an app is to make a real
error is needed to work out which ones
difference to the life of their child. So
might work with which child. Neither are
if your child has issues with anger
there any quick fixes; it will often take
management, this problem will express
time and effort on the part of teachers
itself, in many cases, as much at school
and parents to get the most out of
as at home. Consistent use of an app
an app.
across home and school may lead to
Just before you decide it’s probably
increased impact from the use of the
not worth the bother, think about this
app. In fact, the use of an app can serve
research finding: it seems that for
to develop closer and more cooperative
some children with autism, they may
home-school links.
actually prefer to receive messages about behaviour change from a mobile
Different strokes
device than from a teacher or parent.
So, the overall message is that mobile
This is probably because they can take
tech can make a difference to the lives of
their time to process the information at
some children with autism. The research
the speed they want to and because, in
evidence suggests this quite strongly.
some cases, they feel less nagged when
most of them.
Further information
Dr Joseph Mintz is Lecturer in Education at the Institute of Education, London. He was the UK Principal Investigator on the HANDS (Helping Autism Diagnosed Navigate and Develop Socially) autism apps project. The findings of the project are discussed in his book Touching the Future Technology for Autism?: joemintz-innovation.blogspot.co.uk
Using the same app at home and school can increase its effectiveness.
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www.senmagazine.co.uk
>>
84
AUTISM
WLCC is an established special with autism spectrum condition syndrome. Providing a 44-wee including.
Social Drama • Func Vocational Skills • Work E Horse Riding Classes Life Skills • Image in Actio
Sessions are carefully geared to level of ability GCSE’s and ASD into the timetable.
For information call 01 visit the NEW
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Hillingdon Manor
The largest school for children with autism, in th Specialist independent day education for children aged between 3 and 19. The following open mornings are planned for parents and carers wishing to find out more about Hillingdon Manor school:
Yiewsley Grange (Lower School) Tuesday 23rd October 2012 at 10:30 • Tuesday 27th November 2012 at 10:30 Tuesday 11th December 2012 at 10:30
Tel: 01895 420315 for further information
The Manor (Upper School) Thursday 25th October 2012 at 11:00 • Thursday 29th November 2012 at 11:00 Thursday 13th December 2012 at 11:00
Tel: 01895 813679 for further information Local Authority referrals accepted. • Access to the National Curriculum. For more information about admissions, open days and events, visit www.hillingdonmanorschool.org.uk or contact the Head Teacher, Akinyi Dulo on 01895 813679
Hillingdon Manor
The largest school for children with autism in the UK and Europe Specialist independent day education for children aged between 3 and 19. The following open mornings are planned for parents and carers wishing to find out more about Hillingdon Manor school:
Yiewsley Grange (Lower School) Tuesday 9th July 2013 at 10.30am • Tuesday 17th September 2013 at 10.30am Tel: 01895 420315 for further information
The Manor (Upper School) Thursday 11th July 2013 at 11.00am • Thursday 19th September 2013 at 11.00am Tel: 01895 813679 for further information “Baston House is a wonderful facility that is so desperately needed in our country and I am delighted to be associated with helping children with autism achieve their full potential in education and life outside school”. Esther Rantzen Patron - Baston House School
Baston House School Thursday 4th July 2013 at 11.00am • Thursday 19th September 2013 at 11.00am Tel: 020 8462 1010 for further information Local Authority referrals accepted • Access to the National Curriculum For more information about admissions, open days and events, visit:www. hillingdonmanorschool.org.uk or contact the Head Teacher Akinyi Dulo on 01895 813679
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AUTISM
www.senmagazine.co.uk
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RECRUITMENT
86
SEN teachers in demand SEN expertise is becoming much sought after in teaching circles, says Paul Matthias
T
he shortage of SEN teachers is well documented and has been fuelled by a number of factors. The lack of dedicated training courses and SEN specialists coming to retirement age have inevitably left a gap in schools’ SEN resources. Historically, there has also been a trend of student teachers shying away from SEN due to the challenging nature of the job and misconceptions about the lack of career development opportunities. However, the tide is beginning to turn as professionals recognise that SEN teaching is one of the fastest growing and most rewarding areas within the profession. Schools too are increasingly dedicating budget in this area to ensure that they have the right teachers in place to help pupils with SEN to reach their full potential. In recent years, we have seen the demand for SEN skills steadily grow across mainstream schools, as well as in the expanding specialist schools sector. As awareness grows, schools are increasingly looking for teachers with the experience and knowledge to meet the needs of children with complex behavioural issues, and the skills to manage these behaviours in the classroom, often alongside mainstream pupils. Demand is also rising for those with a good understanding of communication and language issues, and knowledge of conditions such as autism and dyslexia. School staff with experience of using specific SEN interventions are particularly sought after. In addition, a wide
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range of career development opportunities and qualifications are now available across the SEN sector. All of this points to a promising future for SEN teaching. However, it is imperative that newly qualified teachers are made aware of the opportunities available to ensure a steady and wellinformed stream of professionals prepared to consider SEN as a career choice.
Further information
Paul Matthias is National Director for recruitment experts Hays Education: www.hays.co.uk
www.senmagazine.co.uk
RECRUITMENT
Veredus Interim Management-paying special attention to your needs Veredus has an outstanding reputation in recruiting interim senior leaders to the SEN sector. The types of roles that our interim managers undertake include: • Covering vacant senior roles while permanent recruitment is undertaken • Managing change programmes and projects including new models of governance • Providing coaching and mentoring to improve the performance of existing teams, particularly in settings that are in Ofsted category We are also keen to expand our network of interim managers due to an increased demand for certain skills, particularly in the areas of behaviour and autism. If you would like to join our market-leading network of interim managers, or to hear more about how our interim managers can help improve, stabilise or transform your school, college or provision then please contact Paul Horgan: e: paul.horgan@veredus.co.uk t: 020 7932 4233 m: 07833 481 211
www.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 The National Rebound Therapy Consultancy - with founder Eddy Anderson. The official UK body of reference and provider of nationally accredited, certificated staff training courses in Rebound Therapy.
01342 870543 www.reboundtherapy.org
MSc Profound and Complex Learning Disability University of Manchester
2 to 3 years part time. Distance learning with annual study school. Topics include communication, inclusion and behaviour. www.manchester.ac.uk/education/pcld
Postgraduate Certificate Profound and Complex Learning Disability University of Manchester
1 year part-time. Distance learning plus autumn study school. Study inclusion, communication and an option from a wide range. www.manchester.ac.uk/education/pcld
Understanding visual impairment in children and young people (RNIB) Online
This online course looks at how visual impairment affects children and young people, issues of growing up and learning with a visual impairment and the resources, skills and strategies required for support. The course involves around 50 hours study, has regular start dates and leads to an RNIB certificate.
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.birmingham.ac.uk
Autism and Learning - PG Certificate/Diploma/MEd University of Aberdeen
The programme aims to give practitioners an in depth understanding of the condition and the working of the autistic mind. It will equip participants with a range of practical approaches and interventions that will enable children and young people on the spectrum to access learning, participate actively, experience success, gain independence, and fulfil their potential. autism@abdn.ac.uk www.abdn.ac.uk
Sounds of Intent training days In-house training packages for schools
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.
Training days will allow schools to begin using the Sounds of Intent framework of musical development, which was designed particularly (though not exclusively) for children and young people with learning difficulties, including autism and sensory and motor impairments. The training package/day(s) can be tailored to suit the needs of individual schools, primarily to fit in with how music is delivered.
www.ucl.ac.uk
www.soundabout.org.uk
www.rnib.org.uk/onlinetraining
Speech and Language Sciences MSc University College London
www.senmaGAZINE.co.uk
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CPD and training MA In Education (Early Years)
Accredited Teaching Assistant Diploma
Strategies for Successful Special Needs Support
Centre for Research in Early Childhood
The Blackford Centre offers a distance learning diploma course which aims to teach the necessary skills and methods of a teaching assistant. • Study at your own pace • NCFE Level 3 qualification • 1:1 Tutor support
Online
You can now apply online for the CREC MA in Education (Early Years) modules 2013/2014. Accredited by Birmingham City University and recognised for their practice based approach, the modules are intended for practitioner researchers looking for a framework and academic recognition of their current research and work. Popular modules include: Learning Outdoors in Early Childhood, Early Years Music, Leadership and Management and others www.crec.co.uk
NAS Training and Consultancy The NAS can offer in-house and open access training to suit your timetable and learning outcomes. www.autism.org.uk/training
Accredited Diploma in Dyslexia The Blackford Centre offers a fully accredited distance learning diploma course for those who wish to build their knowledge of dyslexia, or to specialise in it. • Study at your own pace • NCFE Level 3 qualification • 1:1 Tutor support The Blackford Centre
0800 781 1715
The Blackford Centre
0800 781 1715 www.inst.org/teaching-assistantcourses
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
www.inst.org/dyslexia_courses
Accredited Diploma in SEN The Blackford Centre offers a distance learning diploma course which aims to build the knowledge and skills of support staff so they are better able to provide highquality support to children with special educational needs. • Study at your own pace • NCFE Level 3 The Blackford Centre
0800 781 1715 www.inst.org/special-educationalneeds-courses
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Certificate in Understanding Autism in Schools A three-day programme leading to a Certificate in Understanding Autism (accredited at 40 credits level 4 or 5 by Canterbury Christ Church University). The course is usually taken one day per school term. Courses are purchased by local authorities who then make places available to staff working in education. www.autism.org.uk/training
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.collegeofteachers.ac.uk
Leadership for Teachers and Trainers Online
This course will help develop your strategic leadership skills and is aimed at teachers and leadership teams in schools including senior and middle managers within a school or training organisation. 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 working in the primary and secondary education fields. Many units are also suitable for those working in further education. This CPD course is primarily intended for UK based applicants. However, UK teachers working overseas in an English speaking international school may also apply. dyslexiaaction.org.uk
Learning Works Advanced Diplomas Accredited CPD by the University of Worcester: • Managing the Role of the SENCO (starting 14/10/13) • Overcoming Barriers to Learning Mathematics (starting 17/10/13) • Teaching Children with Specific Learning Difficulties (7/10/13). www.learning-works.org.uk/cpdcourses
Autism Seminars for Families: sensory needs insert now available A resource pack to enable you to deliver autism seminars in your local area. A cost effective way to help you support families. www.autism.org.uk/familyseminarpack
Network Autism: free online discussion group on SEN reforms Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others. www.networkautism.org.uk
Free one hour webinars on education and autism The National Autistic Society and Axcis Education Recruitment have produced webinars to help teachers and educators learn the tools and strategies they need to support children with autism. www.autism.org.uk/webinars
Various dates as required
People First Education SEN INSET training Effective, personalised, in-house training delivered by experienced, qualified and approachable trainers.
01427 667556 Full details and booking available online: www.peoplefirsteducation.co.uk
Various July
People First Education: Dyslexia Day 1 July: Holiday Inn, Lancaster 2 July: Premier Inn, Watling, Cannock 4 July: Premier Inn, Trafford Centre, Manchester 11 July: Premier Inn, Albert Dock, Liverpool
Effective inclusion of learners with dyslexia: a day course to enhance the literacy skills of learners with dyslexia. £175 + VAT
01427 667556 Full details and booking available online: www.peoplefirsteducation.co.uk
www.senmagazine.co.uk
CPD and training Various July
People First Education: Visual Interventions and Social Stories Day 5 July: Holiday Inn, Lancaster 9 July: Holiday Inn Express, Burnley 12 July: Premier Inn, Albert Dock, Liverpool
Visual and auditory social and behavioural strategies for learners with ASDs, ADHD and related conditions. £225 + VAT Full details and booking available online www.peoplefirsteducation.co.uk
01427 667556 Various July and August
NAS Training: The SPELL framework for intervention 2 July: Cardiff 15 August: London
A framework for understanding and responding to the needs of children with autism. Learn how to structure information for people on the spectrum. www.autism.org.uk/training/spell
Various July and August
NAS Training: Understanding and supporting people with autism 4 July: London 13 August: Manchester
An introductory course for anyone who supports people with autism. Gain an understanding of the triad of impairments and how autism affects people in different ways. www.autism.org.uk/training/support
Various July to October
Introduction to Autistic Spectrum Condition (including Asperger’s Syndrome) 3 July: London 10 September: Glasgow 26 September: Peterborough 7 October: Birmingham 8 October: Chorley 14 October: Wrexham 16 October: Doncaster
Various July to December
Implementing the Pupil Premium 8 July: Newcastle 25 September: Manchester 16 October: Bristol 26 November: London 5 December: Leeds
The conferences are timed to address the implementation challenges facing schools and local authorities as they decide how the pupil premium grant should best be spent. With the pupil premium rising in April 2013 from £600 to £900 per eligible pupil, it is essential for schools to understand how this resource can effectively meet the needs of pupils receiving free school meals, those in care and those from service families. www.capitaconferences.co.uk
July 2013 4 and 5 July
The Engage in Their Future 2013 National Conference Holiday Inn, London Stratford City
The theme is "B Inspired! Engage in a Collaborative Future" and an exceptional line-up of speakers and effective practical workshops are guaranteed. There will also be plenty of opportunity to network with colleagues. www.engageintheirfuture.org
9 July
NAS Training: Sensory considerations Manchester
Increase your understanding of the potential sensory differences experienced by children with autism. www.autism.org.uk/training/sensory
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
01524-832828
www.concept-training.co.uk
www.senmaGAZINE.co.uk
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CPD and training
92 10 July
Early Intervention: joining up services, targeting support and the role of the Foundation London
Speakers include, Graham Allen MP, Chair, Early Intervention Foundation; Mark Fisher, Department for Work and Pensions; Michael Kell, National Audit Office; Professor Martin Knapp, London School of Economics and Political Science and Professor Rod Thomson, Director of Public Health, Shropshire Council. The event will be chaired by Andrea Leadsom MP, Chair, All-Party Parliamentary Group on Sure Start Children’s Centres and Baroness Massey of Darwen, Chair, All-Party Parliamentary Group for Children. www.westminsterforumprojects.co.uk
10 July
Housing and benefits in transition London
This free seminar for parents and carers of young people with a learning disability will cover supported living, tenancies, housing benefits and what housing entitlements young disabled adults have. www.ambitiousaboutautism.org.uk
12 July
Go Great Opportunities Careers Event Central London
A unique careers event for Year 12 students with a disability or long-term health condition. Travel expenses reimbursed. Participating companies: Citi, EDF Energy, Ernst and Young, Linklaters, National Grid, Shell. go-greatopportunities.com
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.
12 July
Launch of Education Forum on FASD Peterborough
Special one-day conference at which the FASD Trust will formally launch its FASD Education Forum. The Trust is seeking to develop consensus guidelines around learning and teaching strategies which can be used for all children and young people affected by FASD, with the ultimate aim of ensuring that all those of school age affected by FASD in the UK can thrive and achieve their full educational potential. www.fasdtrust.co.uk
Preparing for changes in the SEN law – An independent school’s perspective 10 September: The Royal York Hotel, York 11 September: Kings House Conference Centre, Manchester 17 September: Thistle Hotel, Heathrow 18 September: Eastwood Park, Bristol 19 September: Colmore Gate, Birmingham
The new arrangements for SEN, if all goes well, are planned for implementation
17 July
Reforming the Primary Curriculum: Promoting Stronger and Meaningful Learning London
The Government's reform of the National Curriculum is designed to promote higher standards across primary schools by introducing pupils to concepts and ideas earlier in their school lives. The new curriculum is expected to be finalised in the autumn and introduced into classrooms from September 2014. This Policy Knowledge briefing is an opportunity for delegates to discuss and debate the need for primary curriculum reform, examine ways to support professional development and delivery of the new curriculum, as well as network with fellow professionals and policymakers. www.govknow.com
17 to 19 July
Three-day Structured Teaching course
from September 2014. So it makes sense to use the autumn term to start making preparations for what has been described as the biggest shake-up to the world of special educational needs for 20 years. This event will: • provide an interpretation of the changes from an independent school’s viewpoint • identify priorities for action • provide practical resources, e.g. templates for planning, policy writing, monitoring and evaluation www.learning-works.org.uk
Various September and October
This course uses film and discussion to look at the different sensory experience of children and adults with autism. It looks at how their understanding can be helped through visual, auditory and physical interventions. It also covers the use of body language to build up “conversations” with nonverbal and semi-verbal individuals. Concept Training Ltd
01524-832828 www.concept-training.co.uk
September 2013 9 September
People First Education ADHD Day Course National College for School Leadership, Nottingham
Strategies for the effective inclusion of learners with ADHD: A day course for educators and/or support staff, designed to enable successful inclusion of learners with ADHD. £175+VAT www.peoplefirsteducation.co.uk
Kidz Scotland Edinburgh
11 September
01524-832828
The largest free UK exhibitions dedicated to children with disabilities and special needs, their parents and carers and the professionals who work with them. Source and test the latest products and services on the market. Find advice and information on funding, mobility, seating, beds, accessible vehicles, communication, sensory, bathing, continence, wellbeing, sports and leisure, specialist schools and colleges, benefits and more.
www.concept-training.co.uk
www.disabledliving.co.uk
20 September: Edinburgh 1 October: Birmingham
training@priorscourt.org.uk
19 September: Glasgow 7 October: Middlesbrough 11 October: Chorley 15 October: Manchester 21 October: Cambridge
5 September: Glasgow 30 September: London
01635 247202
Intensive Interaction (Phoebe Caldwell) Sensory Issues and Communication Using Body Language
Practical and Effective Ways of Using Multisensory Equipment
An intensive course for all working with individuals with autism which provides both the theory and the practical applications of structured teaching. Delivered by trainers with extensive TEACCH and practitioner experience. £295 professionals/£145 parents/ concessions Prior’s Court Training & Development Centre
Various September to October
• offer up-to-date information
Prior’s Court, Newbury, Berkshire
www.priorscourt.org.uk
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Find out everything you need to know to get the most out of a multi-sensory environment. Gain a greater understanding of how to apply multi-sensory principles and learn new ideas you can take away and use the next day. Concept Training Ltd
www.senmagazine.co.uk
CPD and training 18 September
Supporting Adults with Autism Holiday Inn London - Bloomsbury
Meeting the National Strategy to achieve inclusive services beyond transition. Book by 13 September for reduced rate of £199. www.communitycareconferences.co.uk/ autism2013
18 and 19 September
Naidex Scotland SECC Glasgow
20 September
People First Education: Dyslexia Day Big Sleep Hotel, Cheltenham
Effective inclusion of learners with dyslexia: a day course to enhance the literacy skills of learners with dyslexia.
01427 667556 £175 + VAT Full details and booking available online: www.peoplefirsteducation.co.uk
25 September
rehabilitation exhibition,
A Death within Your School Community: “Let’s Talk About It”
enabling you to touch, test
Wyboston Lakes, Bedfordshire
and compare the latest
Child Bereavement UK’s second annual schools conference. This year’s event aims to develop a further understanding of the needs of bereaved pupils and staff, and is a unique opportunity to learn directly from bereaved pupils, a parent, a teacher and from professionals. Workshops will include: • Forces Children and the Impact of Loss • Ideas for Assemblies and Memorials • Culture, Diversity and Death – The Impact on Schools • Understanding Challenging Behaviour - Practical Tools to Help • The Power of Stories - Using Books to Help Bereaved Pupils
Homecare, disability and
products to aid independent living. Attendance is free to all healthcare professionals, retailers, buyers and members of the public, and will include access to free educational and informative seminars. www.naidex.co.uk
19 September
Sure Start and Early Years: Delivering Standards and Affordability London
Childcare for children under five remains a critical policy priority area for government, with significant change being implemented, bringing new challenges, while economic
www.childbereavementuk.org/training
models for childcare are altered and new providers encouraged. This conference will address these key issues, giving Sure Start, children's centres and early years' managers up-to-date leadership briefings on a range of topics including financial and regulatory targets for providers, the changing role of local authorities in the provision of early years services, developing two year olds and meeting the developmental needs of staff. www.neilstewartassociates.com
www.senmaGAZINE.co.uk
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CPD and training 25 and 26 September
Scottish Learning Festival Glasgow
The Scottish Learning Festival is the only free national education conference and exhibition in Scotland. The theme of SLF 2013 is “Raising the Bar in Scotland – transforming lives through learning”. The festival will enable practitioners to develop skills and expertise which will help them ensure they plan and deliver learning experiences which appropriately challenge and engage their learners and which support learners to achieve their potential. SLF 2013 gives you access to: • internationally renowned keynote speakers • over 100 professional development seminars • lively round table discussions • over 150 exhibitors offering relevant and innovating educational resources • opportunities for discussion and professional networking with colleagues www.educationscotland.gov.uk/slf
30 September
Special Educational Needs Conference Central London
Preparing you for the most radical changes to SEN support for 30 years, key speakers will give an update on the Children and Families Bill, changes to inspections and smoothing the transition to adulthood. Contact Naomi Wood, quoting booking code: ADSEN naomi.wood@capita.co.uk
020 7202 0571 www.capitaconferences.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.
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Accredited Safeguarding Individuals with an Autistic Spectrum Condition in Educational Settings 3 October: London 15 October: Manchester
Research indicates that 60 to 90 per cent of young people who offend have speech, language and communication needs. This course highlights the significance of this research and the need for preventative measures and additional support for young people with ASC if they are to remain safe and stay out of trouble. Concept Training Ltd
01524-832828 www.concept-training.co.uk
16 October
Henshaws College Open Day Harrogate
Henshaws College provides specialist further education to students aged 16 to 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
21 to 25 October
TEACCH five-day course Various October
Intensive Interaction (Janet Gurney) Connecting with people who are difficult to reach 3 October: Birmingham 16 October: London 8 November: Taunton 12 November: Cardiff
Learn how to identify the “brain-body language” a person uses to talk to themselves. Gain a thorough understanding of how to communicate with people who do not speak or respond due to their disability or behavioural difficulties Concept Training Ltd
01524-832828 www.concept-training.co.uk
Prior’s Court, Newbury, Berkshire
Inspirational and intensive course combining active learning sessions with direct, supervised experience working with students with autism in a structured setting. Led by TEACCH trainers from Division TEACCH and trainers from Prior’s Court with extensive training and experience with the TEACCH approach following more than seven years working with Division TEACCH. Three-day course also available. £1095 professionals/parents Prior’s Court Training & Development Centre
01635 247202 training@priorscourt.org.uk
October 2013 11 and 12 October
TES Special Educational Needs Show
www.priorscourt.org.uk
November 2013 5 to 8 November
15 November
Inaugural National Conference for Teachers of English Working in Independent Prep Schools Gerrards Cross
Full details to be released soon. To receive details of the conference, register your interest by contacting: info@learning-works.org.uk
21 November
Kidz Up North EventCity Manchester
The largest free UK exhibitions dedicated to children with disabilities and special needs, their parents and carers and the professionals who work with them. Source and test the latest products and services on the market, with over 120 exhibitors. Find advice and information on funding, mobility, seating, beds, accessible vehicles, communication, sensory, bathing, continence, wellbeing, sports and leisure, specialist schools and colleges, benefits and more. www.disabledliving.co.uk
26 and 27 November
Occupational Therapy 2013 NEC, Birmingham
Free, national event dedicated to OTs and designed by OTs. Find practical CPD and the opportunity to meet innovative new suppliers. Speakers will include Esther McVey MP, Minister for Disabled People. www.theotshow.com
December 2013
Explore inspiring CPD seminars and dynamic free workshops, get advice and training from a host of professionals with SEN expertise, and discover fresh ideas to take back to the classroom. Thousands of SEN resources from hundreds of exhibitors will be on display at the capital's dedicated SEN event.
Children Handling and Risk Assessment Key Trainers Certificate
ABILITIESme
Birmingham
ADNEC, Abu Dhabi, UAE
Gain the knowledge and skills to train others in the moving and handling of children/young adults, and in the conducting of manual handling risk assessments. 01904 677853
ABILITIESme is the first special needs event to be held in the UAE. ABILITIESme's core mission is to enhance inclusiveness and bring the special needs community into mainstream society.
www.teachingexhibitions.co.uk
www.edgeservices.co.uk
www.abilitiesme.com
9 - 11 December
www.senmagazine.co.uk
CPD and training
www.senmaGAZINE.co.uk
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sen resources DIRECTORY
SEN resources directory Information, advice and support for all things SEN... ADHD ADDers.org Information and support forum for those affected by ADD/ADHD:
www.adders.org
Bullying
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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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 www.senmagazine.co.uk
Afasic Help and advice on SLCN:
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eazine for special SthuebUK'sslecadrinib g mag
to ar (6 issues) educational needs - ÂŁ48.50. aForye call 01200 409800) international subscriptions please online. (UK only UK subscription discount available
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