September • October 2013 Issue 66
Asperkids
Inside the world of the Asperger’s child
Which school?
Getting the choice right for your child
Meet the parents
The unique rewards of adopting a child with SEN SEN publishing • dyspraxia • ADHD • safeguarding • autism • BESD Sturge Weber • dyslexia • Crohn’s and colitis • attachment syndrome SEN news, CPD, recruitment and more...
September • October 2013 • Issue 66
Welcome In this issue, we have three fascinating accounts of life with Asperger’s syndrome written by people who understand, only too well, what it’s like.
This issue in full 06
SEN news
14
What’s new?
20
Point of view
22
Safeguarding children
24 BESD
her accounts of growing up with Asperger’s. Here, Robyn draws on her own experiences, and those of the families she works with, to examine the difficulties with relationships and social interaction that are a trademark feature of the Asperger’s experience (p.72).
26 ADHD 30
Professional collaboration
34 Dyslexia 39 Dyspraxia 42
School visits
46
ICT and SEN
48 Adoption
Also in this issue, we take an in-depth look at adoption and attachment. Across three articles (starting p.48), we look at the unique rewards of adopting a child with SEN, how schools can help children with attachment problems, and what one family did to build positive relationships with its two adopted children.
54
Attachment syndrome
56
Adoption and attachment
59
Sturge Weber syndrome
60
Choosing the right school
67
Asperger’s syndrome
71
Asperger’s as an adult
72
ASD and social interaction
82
British Sign Language
83
SEN publishing
86
Book reviews
Julie Day had no idea she has Asperger’s until she was diagnosed as an adult. In this issue, Julie reveals how her diagnosis has been a liberating experience, helping her come to terms with many long-standing issues in her life (p.71).
You will also find articles on safeguarding (p.22), BESD (p.24), ADHD (p.26), professional collaboration (p.30), dyslexia (p.34), dyspraxia (p.39), school visits (p.42), ICT and SEN (p.46), Sturge Weber syndrome (p.59), choosing a school for a child with SEN (p.60), autism (p.74), BSL (p.82), SEN publishing (p.83) and Crohn’s and colitis (p.84).
88
Crohn’s and colitis
89
TES SN London preview
94
About SEN Magazine
A regular contributor to SEN Magazine, Robyn Steward always brings a disarming candour to
Peter Sutcliffe: Editor editor@senmagazine.co.uk
As well as having Asperger’s herself, Jennifer Cook O'Toole is mother to three children on the spectrum, a former teacher, and a wellknown author and speaker on the condition. On page 67, Jennifer looks at how children with Asperger’s learn and make sense of the world. She examines the best ways to engage Asperkids with education and provides some key tips for helping them get the most out of their learning.
Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810 ADVERTISING SALES Denise Williamson - Sales Manager denise@senmagazine.co.uk 01200 409 808 MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802
www.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: 9 October 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.
SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk
74 Autism
95 Recruitment 96
CPD and training
104 SEN resources directory 106 SEN subscriptions
CONTRIBUTORS
Barbara Ball Anna Barnett Lynn Buchanan Vincent Connelly Jennifer Cook O'Toole Alison Cox Julie Day Deirdre Donegan Jane Elston Andrew Hall Jon Hickman Judith Hooper Khursh Khan Toby Lee Nicola Marshall Mary Mountstephen Myles Pilling Hazel Reeves Eileen Sheerin Robyn Steward Emma Sumner Helen Terry Alison Thompson Rachel Tucker
SEN Magazine ISSN: 1755-4845 SENISSUE66
In this issue
ADHD
22
26
34
Dyslexia
Special protection
60
How schools can safeguard vulnerable children
24
Six of the best BESD
67
The boy from hell
71
34
Working together Making collaboration between services work for families
72
Dyslexia spells trouble with writing
74
Coordinated support for dyspraxia ASD and school visits
Changing times
Positive thinking
No choice without understanding Small beginnings The little things that make a big difference to a child with ASD
82
Give us a sign! The benefits of using BSL with all pupils
83
Helping pupils with autism get the most out of school trips
46
Bottoms Up!
Asperger’s and modern social interaction
Supporting parents to support their children
42
Which school?
How an Asperger’s diagnosis helped one woman to turn her life around
How spelling difficulties can constrain the writing of dyslexics
39
39
What Maria Von Trap and trapezoids can teach us about Asperger’s
Living with a child with ADHD
30
Dyspraxia
Choosing the right setting for a child with SEN
Top tips for managing young people with behavioural, emotional and social difficulties
26
Sept • Oct 2013 • Issue 66
SEN publishing A selection of useful books from the world of SEN
88
Coping with Crohn’s and colitis Managing inflammatory bowel diseases at school
Using ICT to support learners with SEN
48
Meet the parents
89
TES Special Needs London Preview of the capital’s premier SEN event
The unique rewards of adopting a child with SEN
54
Can’t learn, not won’t learn What can schools do to support children with attachment problems?
56
Forging a bond Building positive family relationships with adopted children
59
Sturge Weber syndrome How to support children with this rare condition
In the next issue of SEN: dyslexia • behaviour • SEN funding autism • yoga in schools • ADHD PMLD • adoption and attachment SEN provision tips • spina bifida epilepsy • CPD • recruitment SEN news and much more...
48 Adoption
60 Choosing a school
67 Asperger's Syndrome
Regulars 6 14 20
SEN news What's new? The latest products and ideas from the world of SEN
Point of view Have your say!
86
72 ASD and social interaction
Book reviews
95 Recruitment 96
CPD and training
Your essential guide to SEN courses, seminars and events
104 SEN resources directory
Follow SEN Magazine on
Visit us at:
www.senmagazine.co.uk
Join SEN Magazine on
6
SEN NEWS
Families have no control over SEN services Parents do not understand personal budgets New SENDirect service promises better support Two out of three families of children with disabilities and SEN feel they have no control over the education, health and social care help they receive for their disabled child. New research carried out by the eight charities that make up the SEND Consortium suggests that parents are confused about the support available and how best they can access it. The research highlights the need to significantly improve parent carers’ understanding and use of personal budgets, if the Government’s increased focus on “personalisation” is to be successful. The Consortium carried out a survey of 850 parent carers of children and young people with SEN or disabilities. Almost half of those surveyed rated the help they receive as poor, while nearly three quarters of respondents wanted more control over the support they get.
Budgeting for care The survey found that, under the current system, just ten per cent of people use a personal budget and only five per cent say they use direct payments. Of those who said they did not use a personal budget, nearly 60 per cent said this was because they did not know about them. Similarly, nearly 40 per cent of people who said they didn’t use direct payments reported that it was because they did not know about them.
A personal budget is an indicative allocation of funding given to service users to meet their assessed needs. Service users can then agree with the local authority what the personal budget will be used for and who will provide the services. Alternatively, service users can take their personal budget as a direct payment and arrange to support themselves. Direct payments are cash payments provided directly to individuals or carers who then use them to arrange and pay for their own support services. For example, this money could be used to employ someone to help with support or as a payment to buy services or equipment. Under major changes to the SEN system that will be brought in by the forthcoming Children and Families Bill, the Government will be introducing combined education, health and care plans, and the option for accessing a personal budget, for all families of children and young people with identified SEN and disabilities. Personal budgets will not be obligatory, but parents will have the right to apply for one.
Help for parents From 2015, the SEN Consortium is planning to introduce SENDirect, a new brokerage service in England which it says will help families get the most out of personal budgets. The service will aim to support parents to understand how personal budgets work and what they can do with them, and provide tools to help families manage budgets effectively. It will also enable local providers to promote their services and understand more about the needs of children and young people with SEN and disabilities in their area. Jolanta Lasota of the SEND Consortium believes that personal budgets and direct payments should provide families with greater choice about and control over the services their children access. However, she is concerned that many parents do not understand personal budgets and that gaps in the market are creating barriers for families, preventing them from using the budgets in the ways they would like to. “Unless something is put in place that changes this, the Government’s emphasis on personalisation will be meaningless”, she says. The SENDirect project is funded by the Department of Health and the Department for Education. The SEND Consortium plans to pilot SENDirect with nine local authorities later this year, with a scheduled launch due in March 2015.
Many parents are unaware of funding options for their child's support.
SENISSUE66
More information on SENDirect can be found at: sen-direct.org.uk
www.senmagazine.co.uk
SEN NEWS
DfE school entry guidance for premature-born children The Government is asking local authorities to consider the school entry age of premature and summer-born children on a caseby-case basis, rather than applying a blanket admissions policy. The Department for Education (DfE) has published Advice on the admission of summer born children, which aims to clarify what rights parents have to decide when their child can start school. Most children in England start school in the September following their fourth birthday. However, campaigners have long argued that premature-born children may have specific developmental needs which can be addressed by delaying or deferring their school entry. The DfE document confirms that parents can apply for their child to start in Reception class in the term following their fifth birthday, if they are concerned that their child may not be ready for school. The Advice has been produced in association with Bliss, the special care baby charity, and has been informed by the experiences of parents who have tried to delay their child’s entry to school. Many parents say they had faced significant battles with local authorities or had received conflicting and inconsistent information depending on their local admissions authority. Rebecca Rennison of Bliss welcomes the DfE’s clarification of the current situation, calling it a “positive first step”. However, she argues that the Government needs to go further and review the school admissions code if all premature born children are to be allowed to start school at a time right for them. The document, Advice on the admission of summer born children, can be found by searching on the DfE website: www.education.gov.uk
£9k bursaries for SEN teaching Graduates looking to specialise in SEN teaching could be eligible for bursaries of up to £9,000, under plans announced by Business Secretary Vince Cable. The money will be provided by the Government to assist graduates with funding toward initial teacher training. The move is part of a wider Government scheme designed to help young people get the skills needed to get a job. Money to improve numeracy and literacy teaching to young people has also been announced by Mr Cable. Grants of up to £20,000 will be offered to maths graduates to encourage them to teach in further education colleges. There will also be £9,000 available for graduates teaching English. In addition, £1 million in grants will fund high-level specialist training for those already working with students with SEN, through continuous professional development (CPD). The Government says that this new package of support will help to equip teachers in the FE sector with the skills and confidence to help young people with SEN realise their full potential. www.senmaGAZINE.co.uk
Mental health wake-up call for schools Better information and support on mental health issues must be provided within the education system in order to combat depression amongst school pupils, says a report by the newly launched charity MindFull. It reveals that one in five children show symptoms of depression, and more than 30 per cent have thought about or attempted suicide before the age of 16. The report, Alone with my thoughts, includes a survey by YouGov which polled over 2000 young people. Nearly two thirds of those surveyed agree that adding information on mental health to the national curriculum and training teachers would be effective ways to tackle the mental health issues in the UK. Emma-Jane Cross, the charity’s founder, believes that young people are often let down or ignored when they try to communicate how they are feeling. “It’s unacceptable that so many are having to resort to harming themselves on purpose in order to cope, or worse still are thinking about ending their own lives”, she says. The survey also highlights the importance of peer support when tackling mental health issues. Of those respondents who said they spoke to someone about depression, most confided in a friend (57 per cent), followed by parents (54 per cent) and a face-to-face counsellor (32 per cent). Just two per cent of young people said medicine alone is the best way to treat mental health issues. The charity is calling for mental health to be embedded as a core theme in the national curriculum and for schools to provide access to counselling and mentor support for all young people who need it.
follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine
SENISSUE66
7
8
SEN NEWS
Top ten tips for SEN provision A new video aims to provide schools with the top ten effective characteristics of SEN provision. Produced by the London Leadership Strategy (LLS), an organisation run by heads and school leaders, the video highlights the importance of teacher expertise and collaboration in raising standards in schools. Recommendations in the video include a call for schools to prioritise leadership of SEN and ensure strong teaching and learning. Schools should invest in teacher development, enabling pupils to study a relevant and flexible curriculum. Schools are also charged with undertaking rigorous assessments to ensure precise identification of SEN and matching needs to appropriate evidence-based interventions.
Ofsted gets tough on pre-schools and nurseries Ofsted has announced a toughening up of early years inspections under which only provision that is “good” or better will be deemed acceptable for very young children. From 4 November 2013, a judgement of “requires improvement” will replace the current “satisfactory” judgement for all early years providers, as it has already for schools and colleges. Publishing the outcomes of the Good early years provision for all consultation, which sets out Ofsted’s proposals for early years providers, Sir Michael Wilshaw, Her Majesty’s Chief Inspector, announced that “good” will be the minimum standard expected.
The LLS is calling on teachers and school staff to drive the improvement agenda around SEN in schools. “We are currently ignoring our greatest resource in raising standards for children with SEND – teachers and school staff”, says David Bartram, Director of SEN at LLS. “We must quickly realise the opportunity for current teachers, SENCOs and inclusion leads to share their knowledge and good practice through school-to-school collaboration.”
As a nation, we spend around £5 billion a year on funded early education, but Ofsted believes that too many pre-schools and nurseries are not meeting an acceptable standard, particularly in the most deprived areas. “Early years provision is only as good as the quality of interaction between adults and children”, says Sir Michael. “The best providers understand the importance of teaching children through their play while also giving them structures and routines which bring order and security into their lives.”
The video was unveiled at a recent ministerial roundtable on SEN reform attended by MPs, headteachers and college principles. It is available on the LLS website: londonleadershipstrategy.com
Under additional changes to the inspection framework, “inadequate” settings are now likely to be re-inspected after six months, while those judged to “require improvement” will undergo re-inspection within a year. From November, pre-schools and nurseries requiring improvement will have a maximum of two years to achieve a “good” judgement or they will face the prospect of being judged “inadequate”.
David Bartram will discuss the LLS’s ten steps to effective SEN provision in an article in the next issue of SEN Magazine (SEN67).
News deadline for November/December issue: 09/10/2013 Email: editor@senmagazine.co.uk Tel: 01200 409810
SENISSUE66
Ofsted says it will take into account the potential impact of an inadequate decision on a case by case basis when the first non-domestic providers judged to “require improvement” approach the end of the 24 month period. Any decisions made will be taken in the best interests of the children and parents using the services inspected. The new inspection framework will be published in full in September, with the first inspections under the new system beginning in November. www.senmagazine.co.uk
SEN NEWS
Deaf awareness for special schools Special schools are to have access to a new resource designed to help them understand the needs of deaf children and young people with additional complex needs. Produced by the National Deaf Children’s Society (NDCS), the free booklet also aims to promote awareness of the issues facing deaf children in school. Deafness is associated with many medical conditions or syndromes and a significant number of pupils in special schools are deaf. Deafness presents a barrier to pupils acquiring language, communicating, making educational progress, developing socially and emotionally and also developing independence. The resource, which will be available in print and online from 27 September, is intended for anyone who works with deaf pupils in a special school. The aim is to increase understanding of the difficulties hearing impaired children with additional needs such as autism, learning difficulties and physical disabilities may face accessing education. Topics covered include, understanding deafness and how it impacts on a child’s ability to access teaching and learning, ensuring the effective use of hearing equipment, and creating a good listening environment. The booklet also aims to help teachers to understand how to communicate effectively with a deaf child and adapt teaching and learning strategies to ensure that the curriculum is accessible. There are around 45,000 deaf children and young people in the UK and the NDCS estimates that up to 40 per cent of them have additional health or educational needs, ranging from asthma or dyslexia to more severe disabilities like learning or physical difficulties or multi-sensory impairment. Even mild deafness can have a detrimental impact on a child’s progress in school, yet the charity fears that the needs of many pupils are going unrecognised and unmet. “Every deaf child should have the same opportunities as any other child”, says Judy Trayford, Additional Needs Development Manager at NDCS. The resource will include tips and suggestions of good practice and use case studies to illustrate the different issues involved. It will be available from the following link, which will go live on the 27 September: www.ndcs.org.uk/specialschools
Better access to work for disabled young people Young disabled people are being promised more support to help them gain the skills and experience they need to secure employment. Under changes to the Government’s specialist disability employment scheme, announced on 16 July, disabled people on traineeships, supported internships, work trials and work academies will, for the first time, get additional help through the Access to Work scheme. This provides funding towards the extra costs disabled people face in work, such as travel costs, specially adapted equipment or support workers. Recent changes also mean that businesses with up to 49 employees will save up to £2,300 per employee who uses the fund by no longer paying a contribution towards the extra costs faced by disabled people in work. Disabled jobseekers who want to set up their own business through the New Enterprise Allowance are also eligible for Access to Work funding. Government research suggests that nearly half (45 per cent) of those on the Access to Work programme would be unemployed if they did not receive support through the scheme. Information on the scheme, and how to access it in your area, can be found at: www.gov.uk/access-to-work
Inclusion support for teachers and SENCOs A new resource has been launched by Scope and the Department for Education (DfE) to help schools include children with SEN and disabilities in mainstream classes. Learning Together, an online tool, provides simple tips for teachers and SENCOs to help them support these children in the classroom. The DfE says that there are more than 1.6million children with SEN in schools, 779,665 in mainstream primary education alone. Of these, only 226,125 have a formal statement of SEN, which details the child’s needs and how they should be met at school. Recent research by the Nuffield Foundation suggests that many teachers and teaching assistants feel underprepared when it comes to supporting pupils with SEN and disabilities. When schools struggle to make inclusion work, the education and wellbeing of individual pupils can suffer greatly, and classrooms can be subject to severe disruptions. Learning Together was designed by Scope and funded by the DfE. Developed with the help of an expert panel of teachers and specialists, it includes practical tips and techniques for the classroom and information on impairments and their possible impact on pupils’ learning. The resource covers strategies for teaching at P levels, early year’s foundation stage and key stages 1 to 4 across all the national curriculum subjects.
A new resource aims to help teachers support deaf children.
www.senmaGAZINE.co.uk
Teachers interested in the resource should visit: www.scope.org.uk/learningtogether SENISSUE66
9
10
SEN NEWS
Childhood obesity targeted Children need to adopt active habits for a healthy lifestyle at an early age, if the growth in childhood obesity is to be arrested, says SkillsActive, the sector skills council for active leisure, learning and wellbeing. Activities must be enjoyable and sustainable, so that children carry them on throughout childhood and into later life.
Pregnancy supplement could cut risk of spina bifida A new supplement may help to prevent spina bifida, according to a study by Great Ormond Street Hospital’s Institute of Child Health (ICH). Women are already urged to take folic acid during the first three months of pregnancy to reduce the neural tube defects (NTDs) that lead to spina bifida. The new supplement includes nucleotides which appear to be able to bypass a genetic “blockage” present in some individuals which prevents them utilising folic acid effectively. Tests in mice with the new supplement resulted in an 85 per cent drop in the incidence of neural tube defects and scientists hope that a similar effect can eventually be proven in humans. Official data from the European Surveillance of Congenital Anomalies (Eurocat) shows there were 390 live births in the UK and Ireland of babies with neural tube defects between 2007 and 2011. A further 1,219 pregnancies ended in termination, often in well advanced pregnancies, where the baby was found to have a neural tube defect and possible other complications. The study has been welcomed by Shine, the UK charity representing people with spina bifida. Its CEO, Jackie Bland, said the new research was an exciting development in an area that was a source of incredible distress to parents. “We very much welcome the concept of a single pregnancy supplement in future which contains all the vitamins/chemical constituents proven, through research such as this, to reduce the occurrence of neural tube defects”, she said. The charity’s advice to women who might conceive continues to be that they should take folic acid at the correct dose. The Department of Health recommends that women take a daily supplement of 400 micrograms of folic acid (also known as vitamin B9) while trying to conceive and for the first 12 weeks of pregnancy. Spina Bifida and Hydrocephalus Awareness Week will take place across England, Wales and Northern Ireland from 21 to 27 October 2013. It will incorporate World Spina Bifida and Hydrocephalus Day on 23 October. The next issue of SEN Magazine (SEN67) will include an article by Gill Yaz of Shine on coping strategies for children and teachers relating to hydrocephalus and learning. SENISSUE66
The Children and Young People Statistics 2013, released recently by the British Heart Foundation, showed that 85 per cent of girls and 73 per cent of boys aged 13 fail to do the recommended one hour of physical activity per day. They also revealed that a quarter of children aged two to 15 spend six hours every Saturday and Sunday being inactive. The council’s Head of National Partnerships, Stephen Mitchell, believes that immediate action is needed to counter-act “the rising problem of childhood obesity in Britain.” The views of children must be taken into consideration to avoid a top-down imposition of activities, which may then be discarded by the child at the earliest opportunity. “The best professionals are the ones that have a diverse range of methods to encourage children to get active and more importantly, ensure they have fun doing it”, says Mr Mitchell. SkillsActive has launched Capre, the Register of Children’s Activity Professionals, as a way of regulating and accrediting those who work with children in physical activity. The aim is to ensure that teachers and parents have access to high calibre professionals with a track record of working effectively with children. The Register can be found at: www.capregister.org
Capital gets disability sports clubs Disability sports community clubs are being established across London to facilitate access to sport for those with disabilities and SEN. The clubs provide access to safe, active two-hour sporting sessions on a weekly basis for people with any disability aged 11 to 25. The first club’s are due to start in September in Wandsworth, Southwark, Westminster and Islington. The clubs are being organised by Disability Sports Coach (DSC), a registered charity working with schools, local authorities and other bodies to deliver coaching and events. Inspired by the success of the London 2012 Olympic and Paralympic Games, the organisation hopes to create a lasting legacy for disability sport by providing a community club structure throughout the capital. The sports of boccia, sitting volleyball and football will kick off the clubs in September, with racket sports to be included in the winter months. Athletics, archery, fencing, goalball and judo are also scheduled for inclusion in the scheme. The DSC plans to hold “Battle of the Boroughs” competitions between clubs. For more information, visit: www.disabilitysportscoach.co.uk/clubs www.senmagazine.co.uk
SEN NEWS
Food for thought on school meals School cooks, headteachers, business managers and others working to provide healthy food for children can now access a national online training hub. The Children’s Food Trust’s Learning Network provides information and learning on healthy children’s food. It offers e-learning courses on subjects such as increasing free school meal take-up, practical low cost improvements to dining spaces, and ways to get pupils and parents involved in school food. Courses to teach practical cooking skills and other subjects are due to be added later this year. The hub will also offer webcasts on topical children’s food issues, and a forum to share ideas with schools and catering staff around the country. Creation of the hub has been part funded by Ufi Charitable Trust, which works to improve vocational skills through innovative uses of technology. For more information, visit: http://learningnetwork.childrensfoodtrust.org.uk The Government has recently launched its School Food Plan, which aims to support headteachers to improve food in their schools. It is available at: www.schoolfoodplan.com
Lorraine Petersen bows out at nasen nasen, the UK association for special educational needs, has announced that Lorraine Petersen OBE will step down as its CEO at the end of October 2013. Mrs Petersen joined nasen as a volunteer in 1995. She held various positions before being appointed CEO in 2004. She has been responsible for heading-up the organisation’s strategic development and raising its profile in the UK and internationally. As an advocate for the rights of children with SEN, Mrs Petersen has been an influential voice on the conference circuit and in Westminster. She was awarded an OBE for services to education in 2009. Stephen Bajdala-Brown, nasen’s chair of trustees, said that Lorraine Petersen will leave “an incredibly positive and lasting impact on the organisation, and those it supports.” nasen is expected to announce a new Chief Executive in the autumn.
For the latest news, articles, SEN resources, CPD and events listings, visit:
www.senmagazine.co.uk www.senmaGAZINE.co.uk
Schools to get training on SLCN Education charity Achievement for All 3As and I CAN, the children’s communication charity, have announced a new partnership to assist primary and secondary schools throughout England to improve their pupils’ communication skills. Specialist achievement coaches will deliver a range of programmes to some of the 1500 schools already working with Achievement for All 3As. Programmes will include Talk Boost, an intervention for children aged four to seven years with language delay, Primary Talk, a programme that supports all primary children’s communication development as well as those with speech, language and communication needs (SLCN), and Secondary Talk, a programme for schools to support their young people’s communication development to improve behaviour and engagement in learning. “Communication is the foundation life skill and underpins all areas of children’s learning, including reading and writing”, says Sonia Blandford, founder and CEO of Achievement for All 3As. Poor language and social disadvantage are closely linked. Vocabulary at age five can predict whether children who experience social deprivation in childhood are able to buck the trend and escape poverty in later adult life. Research has also shown that children with poor oral language skills at age five can have a five-year gap with their peers by 14 years old. I CAN Chief Executive Virginia Beardshaw agrees that good communication skills are vital if children are to learn at school, make friends and achieve their potential. “In the average UK classroom, upwards of 50 per cent of children can have language delay and need additional support to access learning. We also know that ten per cent of all children, two to three in every classroom, will have long-term speech, language and communication needs and will need long-term support”, she says. SENISSUE66
11
CANCER CARE
SEN LAW
Children go “potty” for Marie Curie Cancer Care Thousands of children will raise vital funds for Marie Curie Cancer Care this year by growing the charity’s iconic yellow daffodil logo as part of the Mini Pots of Care appeal. Now in its ninth year, Mini Pots of Care is a creative and educational project for schools and groups, teaching children about science, nature and the work of Marie Curie Nurses. Last year, over 3,200 Schools, nurseries and organisations took part in the appeal which invites children aged between three and 11 to plant and grow beautiful yellow daffodils and fundraise for the charity. The children receive a free kit including daffodil bulbs to plant in the autumn and care for throughout the winter months, reflecting the work of Marie Curie Nurses, who provide free care to patients with terminal illnesses in their own homes throughout the UK. In the spring, children celebrate their daffodils in bloom by holding a Mini Pots of Care Fundraising Day when they have fun painting their pots, holding fundraising activities and learning about the work of Marie Curie. Free detailed lesson plans supporting Key Stages 1 and 2 of the National Curriculum for England and Wales and equivalent for Scotland and Northern Ireland are available online. Activity resources for youth groups are also available to download from the Marie Curie Cancer Care website. Register your school or group to take part by calling: 0845 052 4184 or visiting www.mariecurie.org.uk/minipotsofcare by October 4, 2013. To get help from the Marie Curie Nursing Service, talk to your GP, district nurse or discharge nurse. For more information visit: www.mariecurie.org.uk or call: 0800 716 146.
www.senmagazine.co.uk
SENISSUE66
13
14
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 Now Education Now is essential reading for those who work with children in a schools and learning environment. The magazine takes an in-depth look at education and will help you to understand why children’s earliest experiences are important to their behaviour and learning preferences. It can help to uncover the truth about how fear could be at the root of a child’s inability to cope at school.
Autism Anglia Alert Card The Autism Alert Card is available free to anyone with a diagnosis of autism, and is designed to give peace of mind when you are out and about. The card can be displayed if you or your child cannot easily give an explanation about autism. It has space for two emergency contact numbers. Supported in East Anglia by Essex Police and Suffolk and Norfolk Constabularies to the East, and by Bedfordshire Police and Cambridgeshire and Hertfordshire Constabularies in the West, the cards carry the Police logos so they are easily recognisable to the emergency services. Call: 01206 577678 or download an application form at: www.autism-anglia.org.uk
Autism education and care at Portfield Portfield School is a nonmaintained special school based in Christchurch, Dorset and managed by regional charity Autism Wessex. The school supports children and young people with autism and associated difficulties from age three to19, offering both daily education and flexible boarding packages of up to 52 weeks.
Education Now is packed full of features from some of the most respected and knowledgeable individuals and organisations.
Each student’s curriculum and care plan is individually designed to reflect their abilities and personal development needs. It is shaped to provide a learning journey to help prepare them for the opportunities, experiences and responsibilities of adult life.
You can order your copy from: www.adoptionuk.org/educationnow
To arrange to visit the school, call: 01202 573808 or email: enquiries@portfieldschool.org.uk
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 SENISSUE66
B Squared release iPad app B Squared have released their longawaited Connecting Steps iPad app. It connects directly to the server and allows teachers to assess, comment and review progress on the iPad. The app is available to customers using Connecting Steps V4 on the hosted service (where the company look after your data for you). The app can be downloaded from the Apple app store. For those interested in trialling the software, there is a demo available. For more information, contact B Squared on: 0845 4660 141 or email info@bsquared.co.uk www.bsquared.co.uk www.senmagazine.co.uk
WHAT’S NEW?
Working Creatively with SEND Pupils
Kidz up North
Aimed at teachers working with students with SEN and disabilities, the Teachers Event: Working Creatively with SEND Pupils will take place at Camden Arts Centre, London on 11 October 2013 from 10.30am to 4.00pm
Kidz up North is a free exhibition dedicated to children and young adults with disabilities and special needs, their families, carers and the professionals who support them. It will take place on Thursday 21 November from 9.30am to 4.30pm at EventCity, Barton Dock Road, Urmston, Manchester, M17 8AS.
This event combines practical activities and discussion, offering strategies for teachers to support students in discovering their potential through art and creativity. The event runs as part of Camden Arts Centre’s 12-year project, Get the Message, which brings together art galleries, SEN schools, pupils and families. The full-day event costs £50 (including lunch and refreshments). For more information and to book, visit: www.camdenartscentre.org/whats-on
With more than 120 exhibitors and free CPD seminars, it will feature advice and information on: funding, mobility, seating, beds, accessible vehicles, communication, sensory, bathing, continence, specialist schools and colleges, benefits, services, sports/leisure and more. To pre-order free visitor tickets or for more information, contact Disabled Living, Manchester: Tel: 0161 607 8200, email: info@disabledliving.co.uk or visit: www.kidzupnorth.co.uk
Specialist foster carers needed Cheshire East Council is looking for two highly experienced professional people who will become approved as specialist foster carers to provide the highest level of support and care for Josh (age 8), within their own home, until he is an adult. Joint fees are payable in excess of £45,900 per annum (plus an additional age-related disability fostering allowance of £164.78 p/w). Josh, who is endearing and likeable, has complex needs, limited communication skills and challenging patterns of behaviour. If you believe you can provide the care Josh deserves, contact: Judi Russell, Supervising Social Worker: judith.russell@cheshireeast.gov.uk or Jane Davison, Social Worker: jane.davison@cheshireeast.gov.uk Telephone: 01606 274332
The Springs Community Specialising in autism, Asperger’s and associated conditions, the Spring’s Community in St Mary’s Bay, Kent is a residential care home offering respite, short- and longterm stays and 365 day care and support for those aged 16 and over. It delivers person-centred care and support plans, focussing on promoting independence, social skills and the individual’s goals and aspirations. The Springs Community aims to provide stepping stones to a more fulfilling life. It offers opportunities for semiindependent living to help each individual achieve their highest possible level of independence. For more information, or to arrange a visit, tel: 01797 363 550, email: autism@thespringscommunity.co.uk or visit: www.cygnethealth.co.uk/locations/thesprings www.senmagazine.co.uk
SEN solicitors offer free advice Douglas Silas Solicitors, the nationally acclaimed experts specialising exclusively in SEN, have just re-launched their popular website. Now offering even more free information for parents about everything to do with SEN, there is also a new section for SENCOs. Douglas says: "Having advised parents successfully for nearly two decades, I know what a minefield SEN law is. Through our website or the personal help provided by my team, working together with parents to get an effective statement, we remain committed to supporting them through every stage as quickly as possible." For more information visit: www.SpecialEducationalNeeds.co.uk
Adopting in North London The North London Adoption Consortium (NLAC) is a partnership of five local authority adoption agencies (Barnet, Camden, Enfield, Haringey and Islington), the voluntary agency Norwood and PAC. The agencies work together to provide the best possible service for children waiting to be adopted and for those wanting to adopt. Working in partnership means that the Consortium is able to offer a greater range of choice for children and adopters. By sharing information about waiting children and approved adopters, it is able to find new families for children in a more efficient and timely manner. For more information, visit: www.adoptionnorthlondon.co.uk SENISSUE66
15
16
WHAT’S NEW?
Henshaws students celebrate at College graduation
Micro-communities that interact with the wider community
Twenty-eight Henshaws College students joined with friends, family and staff to celebrate their achievements at an uplifting graduation ceremony.
Home From Home Care delivers a clinician-focused service within a social care environment, supporting individuals with complex learning disabilities encompassing health and mental health.
Nicki Eyre, Managing Director for Education and Training, said: “All of our students have learnt skills and confidence to help them move on to the next stage in their lives. Independence is at the heart of everything we do, whether students are making their own meals or gaining employability skills. We are proud of each and every one of them.”
Within its registered micro-communities, the organisation builds properties for individuals enabling them to live by themselves or in small groups. Home From Home Care focus on in-depth assessments, transitions and core staff teams, ensuring familiarity, confidence building and greater predictability.
Henshaws College offers individual learning programmes for students with a range of learning difficulties and disabilities, specialising in visual impairment.
In keeping with its motto – “Created by Parents to Make the Difference” – the organisation aims to naturally promote relationships with families to ensure that anxieties expressed through challenging behaviours can give way to resocialising, remembering and happier more fulfilled days.
www.henshaws.ac.uk
www.homefromhomecare.com
Free places available for autism events Following the success of their autism events earlier this year, Hesley Group has added two further dates. Specifically aimed at professionals, the first will take place in Leeds on 16 October with Psychologist Peter Vermeulen offering an interactive training day on autism and relationships.
Integrex – the interactive specialists 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 multitouch ability.
A families and carers event will take place in Manchester on 24 October. Psychologist and author John Clements, European Lead on Therapeutic Crisis Intervention Angela StantonGreenwood, and Imogen Jolley of Maxwell Gillott Solicitors' Education Advice Team will come together to provide practical guidance for people on the issues which challenge them.
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.
For more information and online booking, visit: www.hesleygroup.co.uk/events/October2013
Tel: 01283 551551 or visit: www.integrex.co.uk
Autism families take centre-stage Anna Kennedy's new project, the Wear It For Autism Charity Fashion Show, is setting out to pamper families living with autism. People who either have autism themselves or who care for those living with the condition will be getting a full makeover and taking centre-stage in a super-stylish fashion event to be held at London’s Vinyl Factory on Tuesday 10 September 2013. Tickets are available from: lisa.robins.@thevines.org.uk You can find out more about this and other initiatives by Anna Kennedy at: www.annakennedyonline.com SENISSUE66
Lucid Recall Working memory is the brain’s temporary storage system, underpinning all cognitive activity. Working memory difficulties are associated with many learning and neurodevelopmental disorders. Lucid Recall is the new teacher-friendly computerised assessment of working memory, standardised for age seven to 16. Available in stand-alone and network versions, it takes less than 30 minutes and assesses the three components of working memory as well as processing speed. Results based on nationally standardised norms are available immediately. The teacher's manual contains advice on supporting children with working memory problems and classroom strategies for optimising learning and avoiding educational failure. For further information, visit: www.lucid-research.com www.senmagazine.co.uk
WHAT’S NEW?
Supporting families at Womaston Womaston is a small, 16-place, independent residential special school. It provides highly flexible, personalised programmes of education and support for young people aged 11 to 19 with complex needs, learning disabilities, behavioural issues and autism. The school works closely with parents and students to identify the best package of learning and support for each student and family, ranging from educational day placements and weekly, termly and full-time boarding to respite and holiday provision. With an emphasis on the outdoors, the school delivers an adventure learning curriculum that builds self-esteem and increases social interaction and life-skills development.
Sign up for the year’s biggest fingerspelling event The National Deaf Children’s Society (NDCS) will be holding the biggest annual Fingerspellathon for children across the country this October. Simon Says and Eye Spy are two of the many fun activities that children can join in with to learn to spell out words and phrases in the British Sign Language (BSL) alphabet whilst raising money to support NDCS. Now in its sixth year, this fundraising activity can also help to improve spelling and increase deaf awareness. Schools can sign up now at: www.ndcs.org.uk/fingerspell to access free resources and information.
For more information, email: referrals@macintyrecharity.org
New Makaton topic-based resources A range of affordable, topic-based resources which include Makaton symbols and signs in PDF format is now available. They include: • Makaton symbols and signs for topics such as time and seasons, international sports, and shapes • using Makaton symbols and signs to support activities such as sorting, creating weather charts, matching games and building a family tree.
Kinsale School welcomes new Head of Service Options Group has announced Mark Williams as the new Head of Service at the autism accredited and Estyn “Excellent” rated Kinsale School in Flintshire.
For more information or to request a catalogue, call: 01276 606760 or email: info@makaton.org
After 20 years of holding senior positions within the police force, Mark decided that he wanted to make a positive difference to the lives of children and young people with special needs by working directly with the services supporting them. He joins Kinsale School with extensive experience of running highly rated homes and schools.
To see the full range of resources, go to: www.makaton.org/downloads
For more information, call: 08442 487187, email: info@ optionsgroup.co.uk or visit: www.optionsgroup.co.uk
Bradford Council seeks adopters Bradford Council's adoption team is looking for people to adopt children with a range of disabilities or learning difficulties. The team welcomes enquiries from people regardless of their sexuality, relationship status, ethnicity or religion, as long as they are over 21 and can offer a stable home. The service is looking for families that can accept uncertainty about a child’s future development. Adopters also need patience, flexibility, resilience, a sense of humour and time to dedicate to caring for the child as s/he grows up. To find out more, contact Bradford Council on: 01274 434331 or visit: www.bradford.gov.uk/adoption
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
www.senmagazine.co.uk
SENISSUE66
17
18
WHAT’S NEW?
Open days at new ASD school LVS Oxford, the new school for children aged 11 to 19 years with autism and Asperger’s, will be hosting three open days ahead of its Autumn 2014 opening. They will be held on Friday 20, Saturday 21 and Saturday 28 September 2013 at the new school campus in Begbroke, Oxfordshire. Parents, children, education authorities and potential staff will be able to meet staff from the school including Director of Special Educational Needs Sarah Sherwood. The school is currently seeking SEN teachers and other specialists for recruitment. For more information and to register your interest, call: 01865 595170 or visit the Facebook page: “LVS Oxford.”
Interactive Moodlight for sensory rooms New from RM SpaceKraft for 2013 is the Interactive Moodlight. The Moodlight illuminates with four vibrant squares of light which can operate independently or together to create a stunning range of different colour combinations. With three modes of operation – automatic, sound responsive and switch controlled – the Interactive Moodlight is a strong, versatile visual tool creating many different moods in your multi-sensory room. The switch controlled mode can only be accessed by using a wireless switch box. For more information, visit: www.spacekraft.co.uk
www.lvs-oxford.org.uk
RNIB Pears Centre wins environmental award RNIB Pears Centre for Specialist Learning in Coventry has been presented with an award for Excellence in Environmental Improvement for 2012. RNIB Pears Centre was shortlisted for this award from The Bedworth Society alongside other charities, parks, organisations and facilities in the Bedworth area. Judges were impressed by the amount of natural light that floods into the buildings and the gently curving walls of the school. They commented on the high quality of the building and the amount of care that had gone into the design in order to achieve an environment that is spacious, sensitive and inspiring. rnib.org.uk/pearscentre
The Royal School for Deaf Children Margate and Westgate College “We educate and care for d/Deaf children and young people or young people with communication difficulties, who may have additional needs, for a positive future within work and their communities” The non-maintained School and College offer residential and day provision for pupils from four to 19, and from 19 to 22, years of age. Pupils and students are d/Deaf or have communication difficulties. Many have additional learning and physical disabilities, mental health issues and associated challenging behaviours. Communication modes include speech, BSL, SSE, PECS symbols and objects of reference. www.rsdcm.org.uk SENISSUE66
Safe solutions for wheelchair evacuation Swallow EMP Ltd has announced two new mobile products that can take wheelchair users in their own chairs up and down stairs at the touch of one button: the Super Trac TRE70 and the Stair Mate SA3. Both are operated by a single person. Access/evacuation of wheelchair users can be a major problem due to lift failure. An article in this month’s Safety and Health Practitioner (SHP) magazine, called Elevation, notes the following statement from Westminster City Council: Defects posing a danger to people by lifts must be notified; Westminster CC estimates that it receives 1000 notifications a year. www.swallowemp.com
Latest issue of Easy News is out now National disability charity United Response has produced the fourth edition of Easy News – the first ever newspaper designed specifically for people with learning disabilities. Featuring simple language and visual cues, this edition provides readers with a news round-up including stories on the murder of Lee Rigby, the latest benefit cuts, gig buddies, companies employing people with autism and many other topics. To download a copy of Easy News and to sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news www.senmagazine.co.uk
SEN RESOURCES
www.senmagazine.co.uk
SEN PLAY
SENISSUE66
19
20
point of view
Point of view: parent
The loneliness of parents Judith Hooper describes the sometimes heart-breaking reality of bringing up a child with SEN
W
e are at a party. The
bring over a cup of tea and stay for a
less fear, and confusion. No longer
children are running
chat, or the neighbour to whom I would
dependent entirely on the support of
around, just this side
turn after particularly painful encounters
an adult to get around, she can now
of chaos. My daughter
with medical professionals. But at
walk on even ground with a frame or
Rose holds my hand, wobbly on her feet.
times, the feeling of being separate, of
sticks, and is beginning to explore
If I let go, she will fall. The other parents
leading a life that others couldn’t quite
independent walking. She can talk, not
stand together, chatting and smiling over
understand, would overcome me, and
entirely comprehensibly to others but
their cups of tea. But Rose is happy by
there came a point when something
she is striving all the time to express
the pond, so there we are, on our own.
was cracking inside me. My husband
herself. I no longer need to spend
We are on a steam train in the
told other mothers how I was feeling
all my time organising appointments
country park, waiting to depart. As the
and things started to shift. There were
and contacting therapists, and have
driver passes our carriage, I sign to my
emerged into something that feels like
daughter, saying clearly “Man walking”
sunlight, like an animal reaching the end
– no more than two words, the speech therapist has said. We are in the twoword club. The other families are in the full-sentence club. We haven’t got entry to that yet. The door’s shut. Being the parent of a child who doesn’t fit can have an unexpected consequence: you don’t fit either. As
The feeling of being separate, of leading a life that others couldn’t quite understand, would overcome me
other mums celebrated their babies’
of hibernation. And I have developed a close friendship with another mother whose children have a disability. Thanks to her, I now have companionship. That shadowy door is known to her too, and that in itself is a comfort. The fact is that every human being knows what it is to feel loss. It is sometimes hard to admit it, but if your
milestones, I waited and, eventually,
child is disabled or has a chronic illness,
I realised I was waiting alone. I didn’t
knocks on the door. We received an offer
you – the parents – have suffered a loss
know, until it happened to me, how
of a weekly babysit, so that we could
of the life you expected to have as a
lonely that place could be. The fact that
go for an evening walk together. A few
family, of the ability to take health or
anyone walks or talks is, I now know, a
people – enough, though – reached out.
developmental milestones for granted,
miracle. And it is a miracle which most
The lonely moments still happen.
and of the assumption that your child
parents take for granted. But if your
That threshold between their world and
will grow up and fly the nest and do
child can’t share in it, you cannot enter
ours is still there, and probably always
their own thing. It is the loss, dare I
that world either, and you are standing
will be, but we feel the separation less
say, of normality. Your perspective on
on the other side of an invisible door.
acutely these days. For right or wrong,
everything is altered and nothing is quite
There were, thankfully, those who
this is partly because, little by little, our
the same again. Some people can go
reached across the threshold – people
daughter has, like a flower opening in
there with you and some people can’t.
for whom that door of separation didn’t
slow motion, gradually, painfully and
Thank goodness for those who can.
matter quite so much: the mum who
joyfully moved into a place that is more
noticed us stuck in the corner and would
bearable to the world – that causes
SENISSUE66
www.senmagazine.co.uk
point of view
Point of view: parent
Educate the educators Alison Cox makes a plea for better instruction and information on SEN for both teachers and parents
O
ur son, who is five, was identified by the school SENCO as having potential difficulties, mainly in the gross motor skills and personal, social and emotional areas. Having been in close contact with the school and outside agencies, we are now in the process of waiting for an appointment with a community paediatrician. Researching on the internet, I came across dyspraxia and have been told that I may be on the right lines. On this basis, I joined an online support group and was shocked by the stories from other parents and adults who are being ignored or fobbed-off with their concerns. We are fortunate in that our experience with my son’s school has been brilliant; the school has always been very open and up front about the process and the next course of action. I know through friendships with other parents, though, that this is not the same with every child, even within the same school. I went through teacher training and I only had a one hour of lectures on hidden disabilities; I came out not really knowing what to look for. It is my opinion that, whilst the Government is planning on reducing the numbers of teaching assistants (who have greatly helped my son) and cutting budgets, teachers’ knowledge of hidden conditions is of the utmost importance so that children with difficulties can be referred to the SEN team as soon as possible. Teaching assistants are a valuable resource who can help children who struggle with learning (in whichever www.senmaGAZINE.co.uk
area) to achieve; without them, many children would suffer. SENCOs are already stretched to the limit and it is physically impossible for them to observe all children in order to assess them. By educating teachers, both at initial training level and those already working within the education system, children with problems can be detected more quickly and given the help and support they need. As we are currently experiencing, waiting times to see educational psychologists, community paediatricians
I went through teacher training and I only had one hour of lectures on hidden disabilities and specialists can be extremely lengthy, so more of these key professionals are needed. There is much confusion amongst parents when it comes to SEN. Many do not even realise that each school has a SENCO. When they approach a class teachers they are often told that there is no problem and their child is just a “slow developer”, whilst others approach their GP simply to be referred back to the school. I believe that more needs to be done to raise awareness of the channels available to parents, if they have concerns about their child’s learning. Teachers also need better training to be
able to understand individual children’s needs and act appropriately. Teachers often also have poor knowledge of medical conditions, such as epilepsy or diabetes. I received no instruction regarding how to help children manage these conditions in my teacher training. Such knowledge is vital for teachers; it could save a child’s life. I would like to see more in-depth training on these issues for future generations of teachers but also, crucially, for those already working in our classrooms. Schools and local authorities need to provide much clearer information and guidance for teachers and also for parents, so that parents know what their options are, who to speak to if they have a concern and what the situation is regarding matters such as the school staffing hierarchy and the appeals procedure. I hope that, one day, our politicians will, instead of cutting budgets and staffing levels, invest in our education system and the medical profession to effectively identify and support children who need additional help at school. Many intelligent children, who could perhaps go on to become teachers or doctors themselves, are currently misunderstood or wrongly labelled when all they need is a bit of extra support to achieve their potential.
What's your point of view?
Email: editor@senmagazine.co.uk
SENISSUE66
21
22
safeguarding
Special protection Andrew Hall looks at how schools can guard against the abuse of some of our most vulnerable children
S
afeguarding children has
prescribed cautions after six years, or
been an important theme in
convictions after 11 years.
the decade since the Bichard Inquiry of 2004 which led to
Who is most at risk?
There are identifiable groups of children who are at greater risk of harm
the creation of the Criminal Records
A balance has to be struck between
Bureau – now superseded by the
ensuring the safety of all children, yet
Disclosure and Barring Service (DBS).
avoiding the moral panic that our young
training for staff and early support and
While child protection relates to young
people are haunted by adults who wish
intervention for children and families.
people who are at risk of significant harm
to harm them. In some ways, children
The groups considered at greater risk
or have been affected by it, safeguarding
today are safer than in the past. In the
include children who:
refers to the general obligation to keep
UK, the prevalence of physical and
all our children safe from harm. The gap
sexual abuse is declining, fewer children
between safeguarding the 14 million
are dying from assault or suicide (except
• have SEN
children in the UK and protecting those
in Northern Ireland) and the homicide
• are young carers
directly affected by harm or the risk of
rate is coming down (NSPCC Data). For
• show signs of engaging in anti-
harm is very broad. The NSPCC’s How
the vast majority of children and young
social or criminal behaviour
Safe Are Our Children report (2013)
people, the risk of harm is minimal and
indicates that around 800,000 children
“good enough” parenting and a sound
for example, with adults with
were victims of maltreatment in 2011.
education will see them learn to cope
issues around mental health,
with new situations and develop their
substance abuse or domestic
Until recently, the vetting of people working with children was strict and
own sense of security.
• are disabled and have specific additional needs
• live in challenging circumstances,
violence.
could involve several checks. Since the
There are, however, identifiable
It is hard to get a clear picture of how the
beginning of 2013, though, legislation
groups of children who are at greater
inter-relationships between these factors
has reduced the number of applications
risk of harm. The Working Together to
increase risk further, but the greater
to the DBS. Filtering rules now apply that
Safeguard Children (2013) guidance
the number of stressors, the higher the
remove from the DBS certificate certain
encourages agencies to provide
risk of harm. Sometimes, the ways in
SENISSUE66
www.senmagazine.co.uk
safeguarding
which we aim to support children can actually heighten the risk even further, for example, moving young people into the care system and into residential care.
Families can appear distrustful of support and can be difficult to engage
What can schools do?
environment that the child experiences. Managing young people with (BESD) can be very challenging for staff, who need to ensure that they deal with aggressive or violent incidents in a way that is in-line with high-quality safeguarding practice,
Understanding the risk factors behind
nine per cent of non-disabled children
and not overly dependent upon physical
child abuse enables schools to target
were victims, compared to 31 per cent
restraint or inappropriate verbal attacks.
those children and families at greatest
of those with disabilities. Small scale
Remaining highly professional during
risk and ensure that monitoring
studies suggest that a similar pattern
these incidents depends on excellent
processes are particularly robust for
would be found in the UK.
training, shared approaches and a
those pupils. An effective partnership
Children with disabilities and SEN
between the SENCO, designated
have an increased vulnerability to
shared ethos. For both groups of children, entry into
safeguarding officers and pastoral lead
abusive situations because they may
residential care is a possibility. Many
teachers should identify children and
need intimate care and may have
care settings are good or outstanding,
siblings with the highest risks on intake
cognitive impairments that prevent
and it is to be hoped that recent care
to the school and over subsequent
an understanding of appropriate
scandals may be a thing of the past.
terms. By linking the information on
adult behaviour. A lack of effective
However, it is important to continue to
the school’s SEN register, those with
communication skills to share concerns
be vigilant. High standards of quality
poor attendance, children who are
and a reliance on adults can also be
control, mentoring and supervision are
looked-after, children with multiple
important factors. The challenge for
important in maintaining safety. Without
exclusions and those who score highly
schools and care providers is to ensure
such safeguards, over-use of restraint,
on other risk factors, resources can be
that the need for privacy and dignity is
restriction of liberty and abusive
effectively focussed.
balanced by protection from harm.
punishment regimes are possible. In
For a number of reasons, families
In many cases, even children with mild
such settings, dangers might not only
struggling with these risk factors can
communication difficulties are not taught
come from staff but also from other
appear distrustful of support and
a sign or symbol vocabulary to allow
young people, and risk assessing the
can be difficult to engage. They may
them to make complaints or describe
mix of residents is crucial.
also respond poorly to school. Early
how injuries occurred. Independent
Safeguarding children and young
identification offers a period of time to
advocacy arrangements are often paltry.
people with SEN requires understanding,
build safe, positive relationships which
Leadership teams in special schools are
foresight and reflection. Keeping children
can prepare the way for coping during
often acutely aware of these issues, but
safe from harm in schools relies on all
more difficult times, when links with staff
the less ideal environments elsewhere
staff being able to recognise the raised
can become strained.
can sometimes allow good practice
risk factors, identify young people with
to slip, for example, because of an
the greatest levels of risk and create
Protecting children with SEN
over-reliance on a limited number of
focussed action plans that sufficiently
Two clear groups of pupils emerge with
carers. An annual audit amongst the
respond to their needs. Keeping open
the highest risk factors: children with
staff, perhaps anonymously, may raise
dialogue between staff and raising the
physical disabilities – particularly those
issues of concern about safeguarding
importance of safeguarding across the
who are non-verbal – and young people
and create a plan for improvement.
school is essential.
with social or emotional difficulties,
Children with behavioural, emotional
especially those with complex
and social difficulties (BESD) are
challenging behaviour.
particularly at risk of harm from both
Safeguarding Disabled Children
internal and external stressors. Internal
(2009) shared data from a large-scale
drivers that may lead to harm include
American study which found, in 2000,
a greater likelihood of risk-taking
that children with disabilities were
behaviours, poorer impulse control
around three to four times more likely
and angry or violent outbursts. External
to be victims of abuse than other groups
factors could arise, for example, from
of children. The research found that
the characteristics of the family and the
www.senmaGAZINE.co.uk
Further information
Andrew Hall is currently Associate Headteacher at a special school. He also provides training and consultancy on SEN, autism and safeguarding: www.successinschools.co.uk
SENISSUE66
23
24
BESD
Six of the best BESD Eileen Sheerin offers six top tips for managing young people with behavioural, emotional and social difficulties without confrontation
W
hen
we
refer
to
Identifying the issues
behavioural, emotional
When I began my teaching career in
and social difficulties
an inner city primary school that was
Ask yourself, what is the one thing I want this child to do this week?
(BESD), what exactly
in serious special measures, I had 33
do we mean? BESD is when a young
children in my class. This was made
person cannot manage her emotions,
up of 14 average-ability students, two
and is often anxious, scared and
potentially gifted and talented, 12 on
misunderstood. The young person may
school action, one with English as an
target and make this the only thing you
have had early life trauma, been a victim
additional language, two refugees,
pick them up for during that week.
of abuse or even suffered the effects of
and two who spent their time climbing
alcohol or drugs before she was born.
out of windows and generally causing
2: The last word
The first hurdle to overcome is
mayhem. This class was supposed to be
Being a teacher, parent or carer, you
recognising the problem in the first
the easiest of the three in the year group.
may always want the last word – and
place. Young people with BESD are
As a newly qualified teacher, I did
this can also be true of many young
often dismissed as being naughty and
not want to start putting young people
people with BESD. Competing for the
disruptive. They are usually the ones
out of the room; I wanted to be able to
last word can be a dangerous path to
stood outside the classroom and their
understand the students’ behaviour. I
go down, though, as the young person
parents may be told that it is their fault
began reading widely around the subject
could get stressed and angry, resulting
– that they’re not doing enough to
and soon found myself enjoying the
in a full blown argument. Adopt a phrase
discipline them.
challenge and wanting to do something
that signifies that you are not going to
for these pupils.
go any further with the conversation. I
After a few years, I moved on to a federation of schools for young people
use “end of” and my students now know that this is the end of the discussion.
with BESD. So, after a lot of studying
Yes, they may well huff and puff – and
and trial and error, what are the main
they might even swear at you – but walk
tips I can offer teachers, parents and
away and don’t engage any further.
carers when dealing with young people with BESD?
3: Remove the audience Young people with BESD may have
How to manage BESD
huge gaps in their education due to
Young people with BESD have varying
being sent out during lessons. When
degrees of challenge, capability and
they are in the classroom and feel that
lack of trust – and in some cases, they
they don’t understand what is being
can be very aggressive. So how can we
discussed, they may create a scene with
teach and help them?
the intention of being removed, so they aren’t shown up in front of their peers.
1: Pick your battles
Students must understand that not knowing something doesn’t make them “stupid”.
SENISSUE66
This can be difficult to overcome.
If you challenge every step put out of
The teacher needs to help the student
line, you will be on the young person’s
understand that she is not “stupid” but
case every minute of the day. Ask
has missed something in a previous
yourself, what is the one thing I want
class, and that the teacher will help her
this child to do this week? Set it as a
to catch up. www.senmagazine.co.uk
BESD
these were only short-term solutions. After reading up on different options and trying out a few of them, I started using positive behaviour strategies. If the student completed ten minutes of work,
Fidgeting can actually help some young people to concentrate
I would spend two minutes with him. If he did half an hour of work, he could
A strong pastoral system can also
sit at the end of my desk and work. He
be hugely beneficial. It can help ensure
desperately wanted my attention and
that clear, consistent messages are
by showing him that I would only give
communicated at home as well as
him my attention if he did the right thing,
school. It can also help to create a more
he soon began to realise how he could
positive environment where exclusion
earn this privilege.
is not the normal way to deal with difficult behaviour.
6: Changing the way Positive behaviour strategies can work well with some children.
By working together, teachers and
Some students with BESD can be
parents can establish clear messages
extremely disengaged and have huge
early on, show the young person that
gaps in their education. However, there
they are on her side and treat her based
It sometimes helps to use a distraction
is a way of turning this around and
on her needs, likes and dislikes.
tactic during the first part of the lesson.
making them want to come to school
Send the young person on an errand or
and participate.
Changing habits
give her a task to work on in the room,
The secret to this is to encourage
Yes, there are challenges when dealing
explaining that you will work with her
staff to get to know each young
with young people with BESD, but
on the first part of the lesson once they
person as an individual. Teachers and
they can be overcome. By monitoring
have completed the job.
other members of the team should be
and planning for difficulties before
dedicated to finding that chink in the
they happen, you can help to change
4: The fidget
student’s armour which would enable
behaviour, rather than simply manage it.
Young people with BESD are generally
them to get through to and connect with
Whether you’re a teacher, parent
unable to stay still. While it can be
her. Make sure that staff are trained in
or carer, there will be times when your
irritating when you’ve got someone in
the principles of nurture; introducing
patience is tested – but try not to rise
front of you who is constantly tapping
emotional literacy lessons can help this.
to it and follow some of these tips. If
or swinging on their chair, you need
you are consistent with these patterns,
to ask yourself if it is actually worth
the young person will soon understand
the argument that may occur if you
your boundaries and expectations
try to tackle the issue. It may seem
and, in turn, will respect and respond
counterintuitive, but fidgeting can
to you.
actually help some young people to concentrate. Not only this, but if you start to react every time a pupil is being restless, she will realise that this annoys you and will increasingly do it to try to get your attention.
Further information Eileen Sheerin is Headteacher of Ashcroft School in Greater Manchester, an independent special school for those with BESD. Ashcroft is part of the Together Trust: www.togethertrust.org.uk
5: Positive strategies One of the most difficult young people I have met in the past would constantly try to get my attention throughout lessons. I tried several ways to deal with him – including the broken record tactic where I repeatedly said “not this time” – but www.senmaGAZINE.co.uk
Staff need to find innovative ways to engage students.
SENISSUE66
25
26
ADHD
The boy from hell In the first of a series of articles, Alison Thompson provides a candid account of life with her child with ADHD
A
s a new parent, you map
causes ADHD but it is thought to be
out your child’s life. You look
mostly genetic – and not due to too
forward to his first steps,
much sugar or TV, or bad parenting.
My shins were constantly covered in bruises where he’d lashed out at me
his first word and his first
ADHD affects around five per cent
tooth. You picture him on his first day at
of children and, while some grow out
school, but you don’t visualise him being
of it – or more likely learn techniques to
excluded from that school. You don’t
help them deal with it – it is believed that
anticipate him getting so angry that he
around 60 per cent still have difficulties
problems. People with ADHD have a
hurts people. And you certainly don’t
in adulthood. People with ADHD have
much higher risk of substance abuse,
imagine having to take him to your local
difficulty focusing on tasks and can’t filter
depression and suicide than the rest of
police station to face assault charges,
out the background noise of everyday
society. It is believed that 30 per cent of
especially when your child is just ten
life; they are forgetful, badly organised
adult males in prison have a childhood
years old.
and find it hard to concentrate. They
history of ADHD, mostly undiagnosed and untreated.
Yet for me, and for thousands of
can be hyperactive and react in extreme
other parents, this kind of extraordinary
ways to simple things. They can also
scenario is just part of our very ordinary
be impulsive – doing before thinking
Daniel’s story
lives because we are parenting children
– because the part of the brain that
My son Daniel was diagnosed with
with attention deficit hyperactivity
manages the stop/go button doesn’t
ADHD when he was six, but it was
disorder (ADHD).
react to situations quickly enough.
obvious long before this that he had
With ADHD, the part of the brain that
The implications of these common
a problem. As a baby, he never slept
manages functions like concentration,
ADHD traits are frightening. Roughly 50
and as a toddler, he was the child who
impulsiveness, memory, focus and
per cent of children with ADHD will be
was constantly on the go, bouncing
distraction doesn’t get enough
excluded from school at some point – 11
around the house like a Duracell bunny,
stimulation, so these functions are
per cent more than once – and 80 per
knocking down the other children’s Lego
impaired. No-one knows exactly what
cent of kids with ADHD have academic
towers at nursery and getting into fights.
SENISSUE66
www.senmagazine.co.uk
ADHD
He was a charming, funny, lovable little boy, obsessed with his purple teddy bear and watching Only Fools and Horses on TV; for weeks he kept telling people to “Shut up, you tart”,
The tempers and rages returned and he began to fail in school again
to the police station to face possible assault charges. As I drove home from the police station with my ten-year-old son sobbing in the back of the car, a million thoughts
much to my horror. Yet he had a darker
went through my head. No-one in my
side too. He was easily distracted; I’d
family had ever been in trouble with
often have to prompt him to finish his
the police before. We weren’t a violent
meals, or I’d find him halfway through
family; we were pacifists, not fighters. I
getting dressed, one leg in his trousers
was shocked, scared, embarrassed and
and the other out, because something
disappointed by my son’s behaviour. I
had caught his attention. He found it
was terrified by what the future held for
difficult to concentrate on anything
him. All I could see was a life of crime
for more than a few minutes and was
and violence, court appearances and
impatient to the extreme. And when he
visits to see him in prison. I was close
got angry or frustrated, he would turn
to giving up.
into a pint-sized Incredible Hulk, and
Sometimes, though, things have to
woe betide anyone who got in his way.
hit rock bottom before they get better.
My shins were constantly covered in
The situation was so serious that the
bruises where he’d lashed out at me.
authorities took action. Daniel was
Our home was full of broken toys –
given a police warning, assessed for
victims of his rage.
a statement of SEN and placed in a
Daniel struggled in school too. He
special school – and it has been the
was a bright boy but he couldn’t sit
back into mainstream education, in a
making of him. Today he is a quirky,
still in class, couldn’t concentrate on
small village school that understood his
kind, intelligent teenager. He loves his
the work, couldn’t resist back-chatting
difficulties and was willing to support
computer, sports and playing the drums.
the teacher or pointing out when he
his needs. All was going well, for a time
He’s taking GCSEs and plans to be a
thought she was wrong. The tantrums
at least.
special school teacher, helping kids just
escalated both at home and at school
I’ve learnt that life with a child with
like him to overcome their challenges.
and eventually the school permanently
ADHD is never easy for long, though, and
I’m so proud of my boy, and of myself
excluded him, saying that this was the
soon the tempers and rages returned
for being there for him regardless of
only way he could get the help he so
and he began to fail in school again. The
everything he threw at me – sometimes
obviously needed.
more he struggled at school, the more
quite literally.
It turned out that the school had
frustrated he felt and the angrier he was
acted illegally. I did my research and
with himself. His behaviour worsened;
discovered that there was a lot of
it was a vicious circle with no respite.
support available, but the school had
One night, he lost his temper because
chosen not to explore it – they just
he’d dropped a pack of Yu-Gi-Oh! cards
washed their hands of Daniel. At that
in a puddle. Without the control to stop
point, I realised I had to be my son’s
and think about his response, he lashed
number one supporter, because if I
out at me with the metal tin he kept the
wasn’t there looking out for him, no-
cards in. He cut my head. As soon as
one else was going to do it.
he saw the blood streaming down my
The exclusion did have some positive
face he was remorseful and upset, but
results, though. Daniel was assessed
the damage had already been done. And
and diagnosed with ADHD. He was
things were no better at school. After
eventually given medication – yes, the
a meltdown of mega proportions, he
dreaded Ritalin – which mostly made
ended up in a situation where he lashed
a huge difference to his behaviour. He
out at teachers. A second permanent
got some one-to-one help and went
exclusion followed, along with the trip
www.senmaGAZINE.co.uk
In the next issue of SEN Magazine, Alison discusses how she learnt to manage Daniel’s challenging behaviour
Further information
Alison Thompson is the author of The Boy From Hell: Life with a Child with ADHD: www.theboyfromhell.co.uk
SENISSUE66
27
28
ADHD
SENSORY Advertisement feature
Addressing ADHD the Dore way Learning difficulties is a huge subject. It can be overwhelming for families to learn that their child has been labelled with ADHD (or dyslexia/dyspraxia). It can also be reassuring to hear of methods used by schools and families to try to address this learning difficulty. Dore has successfully worked with thousands of people who have learning difficulties associated with ADHD. Our unique approach is not another coping strategy. We offer a physical exercise initiative called the Dore Programme which is based on scientific research into how the cerebellum works. This is the part of the brain which is responsible for making day-to-day tasks become automatic. If the cerebellum functions inefficiently, tasks such as reading and writing are likely to be more difficult. The Dore Programme is being used as an SEN intervention in several schools across the UK, as well as by families. Some schools run the entire Programme themselves, whereas some work collaboratively with parents to facilitate the Programme. The involvement of parents is recognised as hugely beneficial – providing important two-way communication between the school and the family, fostering common aims and providing all-round support for the child. The symptoms of ADHD, dyslexia and dyspraxia often overlap. The Dore approach has supported many people with
SENISSUE66
such symptoms. The reported outcomes include: improved concentration, better coordination, increased self-confidence, more motivation for reading and schoolwork, improvements in reading and spelling scores, and greater social skills and sporting ability. The Programme focuses on how people learn and process information. It complements effective teaching and other traditional interventions, hence its popularity with UK schools. A parent recently commented: “Thank you Dore. My son had another parents’ evening in high school after completing the Dore Programme before secondary school. His secondary school teacher did not believe that he had ever had a problem!”
To learn more about the Dore Programme and to find out about our work with schools, visit www.DORE.co.uk or call us on: 0333 123 0100. Dore works with schools, families, adults and children throughout the UK and is the trading name of Dynevor C.I.C., a social enterprise which has owned the rights to the DORE Programme since 2009.
www.senmagazine.co.uk
30
professional collaboration
Working together Barbara Ball on how effective collaboration between services can make all the difference to young people with SEN and their families
G
ood collaborative practice works. The experience of the Early Support Programme has shown
that keeping the child and family’s priorities at the centre, and working as a team to produce a single plan
encompassing all disciplines, achieves great results for everyone concerned. The child benefits from getting the right services at the right time; family members have less stress, as their key worker ensures coordination of services, clear information and a single line of communication; professionals benefit
By working together, professionals can create tailored solutions for families.
from clarity of roles and avoidance of duplication of effort. It sounds simple,
way” to do things. Similarly, each plan
were as different as chalk and cheese.
and essentially it is. This same approach
will be different in content and perhaps in
Mohammed was lithe and active and
works wonders with children and young
format, reflecting the individual or group
would climb anything and run anywhere,
people of all ages, and indeed with
it is serving. The crucial elements here
regardless of danger. To keep him safe,
people of any age dealing with a range
are a genuine desire to work together,
the windows in the house had restrainers
of services.
empowerment of families by provision
and the garden fence had been built up
Aiming High for Disabled Children
of clear information and respecting their
so he couldn’t climb over it. He rarely
(AHDC) had many strands including
views, and an ability to work openly to
slept for more than half an hour at a time
early support, short-breaks, transition, and individual budgets. The SEN Green Paper of 2011 rightly brought all these strands together into one approach to SEN and disability (based on the early support model) and the Children and
and would move around and vocalise
Their mother was exhausted and at her wits' end
Families Bill is set to enshrine these
while awake, so his mother Rahima had him in her room to enable Mohammed to sleep. Altaf loved to eat, whether food or other substances, and the garden had been concreted over to prevent
ideas in law.
him eating soil and stones. He was
One of the Government’s fundamental
find creative and innovative solutions.
substantially overweight and would sit
stated aims is to empower families and
The following examples illustrate how
down and refuse to move, sometimes
disabled young people, giving them
these principles can be put into practice.
while crossing a road. Rahima was
more choice and control over their lives.
exhausted and at her wits' end, despite
This is not a new approach; families and
Mohammed and Altaf’s story
their excellent school and the 24 days a
professionals around the country have
Brothers Mohammed and Altaf, aged
year overnight respite and some holiday
been developing it for years, refining it
eight and seven, had severe learning
play days provided by social care. Short-
and adapting it to individual needs. Each
difficulties and autism and neither had
break funds allowed the children to stay
child is unique and there is no “right
any speech. In many ways, though, they
at school for an after school club once
SENISSUE66
www.senmagazine.co.uk
professional collaboration
a week, and some Saturdays at an
expressing himself. At school, he had
ASD scheme.
frequent tantrums and lashed out at
Their social worker became their key
other children. His learning plateaued
worker and in meetings with Rahima,
and a widening gap appeared between
the boys’ teachers, therapists and the
his attainment and that of his peers.
A single plan was drawn up based on the family’s priorities and educational objectives
school nurse a single plan was devised
The school referred Raphael to a
to meet their needs and Rahima’s. The
local speech and language therapist
social care funds were provided as an
who reported that she could not assess
three-day assessment of his seizures at
individual budget and pooled with the
him due to his behavioural issues, and
a specialist centre, whose link advisor
short-break funds. Rahima chose to
closed the case. The school felt that
accepted an invitation to the meeting.
reduce the overnight respite to 12 days
they could not manage his behaviour
With the team in place, there was
a year (one night a month), leaving an
or learning, and because the school
now a much clearer picture of Raphael’s
additional £12,000 – sufficient funds
was in a different local authority to the
needs and a single plan was drawn up
for the boys to attend the playscheme
family home, little support was offered.
including support at school, speech
every Saturday and for a sitter to be
His family applied for a statement
and language therapy, occupational
found for one overnight a week. The
of SEN and a draft statement was
therapy focusing on sensory integration,
boys attended the after school club
drawn up offering funding for a full-time
and sessions at a centre for cognitive
on different nights, and a worker from
teaching assistant to support Raphael in
development. The local authority agreed
an autism outreach service supported
class. Raphael’s parents were unhappy
to add all this to the statement with
Rahima to develop strategies for
with this and sought advice from an
all the evidence provided. Through
managing the boys’ behaviour and sleep
independent advocacy service. The
attending all sessions with Raphael
patterns at home.
school and family requested that he
and continued links with the specialist
The occupational therapy service
had funding for a specialist teacher or
teacher, the teaching assistant recruited
agreed to contribute half the cost of a
specialist teaching assistant and were
had a firm grasp of Raphael’s needs
soft surface in the garden; the remaining
supported by the advocacy service who
and was able to support him well at
50 per cent and play equipment were
suggested going to SEND tribunal. At
school. His behaviour improved, the
bought from the individual budgets. The
this point, the specialist advisory teacher
slide in his abilities levelled out and he
results of this joint working were better
for physical disability from the home
began once more to make progress.
health, less stress, better progress and
borough became involved and visited
The family and school felt they had
a much happier family, who can now go
the school. After observation and some
been heard and were delighted at
out together on excursions.
intervention with Raphael, and meetings
what had been achieved through truly
with the teachers and Raphael’s parents,
collaborative working.
Raphael’s story
it was agreed that a team around the
Raphael is a delightful five-year-old boy
child (TAC) meeting would be held with
Grace’s story
born into an orthodox Jewish family
the class teacher, SENCO, parents,
Grace has autism. When she was 16
who delighted in his intelligence,
specialist teacher and the advocate to
and attending a special school, her
excellent language and sweet nature.
discuss a way forward. The specialist
behaviour could be challenging at times,
When he was three and suffering with
teacher agreed to be the key worker
although she hadn’t received social work
pains in his leg, he was diagnosed
and coordinate the meeting.
support as she had not been considered
with Duchenne muscular dystrophy, a
At the meeting, it was agreed that the
“disabled enough” when first referred
progressive disease which results in
key worker would make new referrals
whilst at primary school. Grace’s
muscle degeneration, difficulty walking
to speech and language therapy and
progress was limited at school and her
and breathing.
occupational therapy and liaise with
parents were becoming increasingly
At first, the family found the diagnosis
the doctors at Great Ormond Street
stressed because of her demanding
difficult to accept, but a year later
Hospital. A Jewish voluntary organisation
behaviour which meant that they could
Raphael started having frequent seizures
was contacted to provide the therapy
never go out.
and was put on medication, which only
assessments quickly, and a date was
When she entered sixth form, she
had a limited impact on the seizures.
set for another meeting when all reports
began an ASDAN curriculum focusing
His behaviour changed: he became
were in. This date was postponed by
very challenging and he had difficulty
a couple of weeks, as Raphael had a
on self-help and independence skills >>
www.senmaGAZINE.co.uk
SENISSUE66
31
32
professional collaboration
alongside basic communication, literacy and numeracy. The school again referred her to social care and she was offered an individual budget and also given access to short-break funding. Family, school and friends helped Grace to put
This joined-up way of working provided a shortbreak for Grace and her parents
together a profile detailing her likes,
meeting with the parents, local voluntary agencies, social workers, schools and the manager of the continuing care team. It was clear at this meeting that funding was available from the social work team budget and the short-break budget, but that local agencies did not
dislikes and aims. During a person-
feel confident to arrange short-breaks
centred planning meeting, including
taken by school staff. Josie and Grace
social care, school and the family, it
then travelled to a different place every
Following the meeting, the coordinator
was decided to merge the two budgets
night of the week, with activities chosen
contacted a voluntary agency from
and provide an “extended school
largely by Grace – including swimming,
a neighbouring borough, which had
curriculum”. A single plan was drawn
where she could practice self-help skills,
extensive experience of arranging and
up based on the family’s priorities
and a specialised youth club where she
managing short-breaks for children with
and educational objectives. These
could learn to interact appropriately out
the most complex needs, who agreed to
included Grace being able to shower,
of school.
work in tandem with local agencies. A
for this group.
dress and undress independently, being
Grace was able to show her parents
holiday was organised to an accessible
able to recount events, and learning
her communication book and tell them
outdoor activity centre in Devon and a
to travel independently on known
about the day’s events before Josie left.
meeting was held to tell parents about
bus routes. They also included basic
This joined-up way of working provided
the opportunity. Far from leaping at the
money handling and development of
a short-break for Grace and her parents,
chance, Charlotte’s father and others
an exercise regime to reduce her weight
allowing them to spend quality time
voiced great concerns about letting their
and increase fitness.
with her sister, whilst building Grace’s
children go alone, even with experienced
All these skills were practised during
independence and skills at a far faster
carers; so the director of the voluntary
the school day, in the evenings and at
rate than could have been achieved at
agency asked if the parents would like
weekends. It was a 24-hour curriculum
school alone.
to go along too. Eventually, and with much preparation, 13 children – with
to match what might be provided in a residential setting. A teaching assistant,
Charlotte’s story
Charlotte’s and three other parents, two
Josie, experienced in working with young
Charlotte is a bubbly 15-year-old girl
siblings and 15 carers – went to the
people on the autistic spectrum arrived
with profound and multiple learning
centre for a four-day break. The trip was
at school shortly before the end of the
difficulties and complex health needs.
a huge success.
school day every day, and helped Grace
She attends a special school where her
Once again, a joint plan, drawn up
to write a home/school diary of what she
adoptive parents are active members of
by a team consisting of a consultant,
had done that day, illustrated by photos
the parents’ group. Although they were
social workers, the school, parents,
very happy with the school, they never
health, and local, regional and national
had a break from caring as local services
voluntary agencies, achieved a result
could not safely manage Charlotte’s
that exceeded everyone’s expectations
needs. They were offered overnight
and made a real difference to the lives
respite care from the social work team
of a vulnerable young person and
but did not want to send their daughter
her family.
away to be cared for by strangers. When short-break money became available, they were convinced that Charlotte would again be left out as there was nothing suitable for her. The Borough had organised an individualised shortbreak programme and the coordinator (a consultant working independently Charlotte and her father George tackle a challenge together.
SENISSUE66
who had wide-ranging experience of
Further information
Barbara Ball is a Director of ASEND, an SEN and disability assessment, advice and support service based in London: www.asend.co.uk
programmes in other areas) had a joint www.senmagazine.co.uk
Thursday, 21st November 2013 9.30am - 4.30pm
EventCity
Barton Dock Road, Urmston, Manchester, M17 8AS
www.kidzupnorth.co.uk One of the largest, FREE UK exhibitions totally dedicated to children and young adults with disabilities and special needs, their parents and carers and the professionals who support them.
Over 120 exhibitors offering advice and information on: funding, mobility, seating, beds, accessible vehicles, communication, sensory, bathing, continence, specialist schools and colleges, benefits, services wellbeing, sports and leisure and much, much more.
Visit the Funding Point where you can access information on alternative funding streams for equipment and much more. Develop your knowledge and understanding by attending the FREE CPD seminars on a wide range of issues. For professionals, certificates of attendance will be available to collect on the day to boost your CPD portfolio.
To pre order your visitors’ FREE entry tickets or for more information on any of our Kidz events contact: Disabled Living, Manchester on Tel: 0161 607 8200 or Email: info@disabledliving.co.uk
dyslexia
34
Dyslexia spells trouble with writing Emma Sumner, Vincent Connelly and Anna Barnett explore how spelling difficulties can constrain the writing of children with dyslexia
I
t is well known that children with
a number of related skills, such as
dyslexia struggle with writing in
spelling, handwriting, and vocabulary.
the classroom. While their obvious
When thinking of the many demands of
reading difficulties will have a part
writing, it is not surprising that children
to play in this, we know less about how
with dyslexia struggle.
Spelling demands are restricting the level of vocabulary these children can express
poor and hesitant spelling may constrain
Reports of slow handwriting by
the quality of written compositions
children with dyslexia exist, although
produced by children with dyslexia. We
research evidence is inconclusive. The
Teachers often express concern
recently carried out a research study at
Rose review (2009) suggested that some
that children with dyslexia limit the
Oxford Brookes University to investigate
children with dyslexia experience co-
vocabulary in their writing to simple
this area and found that children with
occurring motor problems. However,
words that can be more successfully
dyslexia produced handwriting at the
studies rarely assess general motor
spelled. Surprisingly, there has been
same speed as their peers but paused
skill or the influence of spelling ability
little previous research on this selective
for long periods due to poor and hesitant
on the rate at which handwriting can
written vocabulary.
spelling. This led to shorter and more
be produced.
poorly rated written texts and a slower
Testing writing skill
overall speed of writing.
Our studies compared a group of
Writing is a complex activity that
31 children diagnosed with dyslexia
requires coordinating cognitive,
(aged eight to ten years) with children
linguistic, and motor processes. Children
of the same age and year group, and
learn to write from a young age and
with another group of children of the
are expected to be able to integrate
same spelling ability (aged six to seven years). Children completed measures of cognitive ability, motor skill, reading, spelling, and writing. This confirmed the diagnosis of dyslexia and, interestingly, there were no differences in motor skill between the three groups. Children were asked to write a letter to a friend about their dream home. They had 15 minutes to complete the task, using an inking pen to write on lined paper placed above a digital writing tablet. The surface of the digital writing tablet recorded the co-ordinates of the pen to a laptop while the child wrote, so that the writing could later be analysed. In particular, the analysis
SENISSUE66
www.senmagazine.co.uk
dyslexia
examined execution speed of the pen
writing, often around spelling errors
and temporal characteristics, such
and within-words, reflecting a word-
as locating where the child paused
level problem. It was the time spent
while writing.
pausing (hesitating around spellings)
Children with dyslexia were found to write fewer words per minute than their peers
The written narratives composed
that accounted for the low productivity
by children with dyslexia in this task
scores shown for children with
were rated significantly below those
dyslexia. Again, a similar pattern was
produced by their same-age peers in
shown to the spelling-ability group,
clear, and could increase the motivation
aspects of ideas and development,
suggesting that spelling level constrains
to write. In fact, a study in the US
coherence, vocabulary, sentence
handwriting fluency.
found that spelling interventions have
structure, grammar, and punctuation.
Pausing frequently while writing
positive effects for written compositional
Children with dyslexia performed at
indicates a breakdown in the parallel
skills. However, work in this area
a similar level to the spelling-ability
processing of transcription, whereas
remains exploratory and needs to be
matched children, and spelling ability
typically developing children aged nine
further developed.
was shown to highly correlate with the
were able to transcribe (combining the
While some might suggest using
text quality ratings above.
act of spelling and handwriting) more
an aid to reduce the spelling demands
When children with dyslexia
fluently. The same-age peers paused
and transcribe ideas, this does not fix
composed the written narrative, their
less and thus composed more words per
the problem and remains only a short-
level of lexical diversity (a measure of
minute and overall. Statistical analysis
term solution. Writing is a crucial life
how varied the vocabulary use was) was
revealed that a large proportion of
skill to acquire throughout education
much lower than when they were asked
productivity was predicted by spelling
and thereafter.
to compose a similar narrative text
ability for children with dyslexia.
verbally. This implies that the spelling
These findings emphasise that if a foundational skill such as spelling is
demands experienced by children with
Practical suggestions
poorly developed, it acts as a constraint
dyslexia when writing are restricting the
The findings show that poor and
on other key processes (vocabulary
level of vocabulary these children can
hesitant spelling hinders the quality of
choice and rate of handwriting
actually express, compared to the verbal
the written texts produced by children
production) when producing written
task. In comparison, the same-age
with dyslexia. By using a digital writing
work. Support for spelling is therefore
peers showed a higher lexical diversity
tablet to analyse writing in more detail, it
important to allow children with dyslexia
in their written composition than in their
was possible to identify that the typical
to fully express themselves through their
verbal task.
slow writing associated with dyslexia is
writing and demonstrate their actual knowledge in written assessments.
Children with dyslexia were found
not always due to poor motor control
to write fewer words per minute than
and coordination. Thus, interventions
their peers, suggesting a slow rate of
that focus on practicing motor skills
productivity. However, the digital writing
to speed up handwriting might not
tablet delivers a more detailed analysis
always be beneficial for children with
of the execution speed of the pen when
dyslexia. As the root of the problem is
writing. This measure (cm per second)
spelling, time may be best spent trying
calculates the physical distance the pen
to increase spelling knowledge.
covered divided by the total writing time
By improving spelling, children with
(excluding any time spent pausing) and
dyslexia may become more confident
demonstrated that children with dyslexia
writers and may pause less while
were able to execute the motor act of
writing as a result. They could feel more
handwriting at the same speed as their
confident expressing their vocabulary in
peers, disputing the suggestion of slow
writing and not hold back on the more
handwriting due to poor motor control.
difficult spellings. Improving spelling will
Interestingly, the software used to
also allow working memory resources to
analyse the temporal characteristics of
be devoted to other aspects of writing,
the writing demonstrated that children
such as idea generation and structuring.
with dyslexia paused frequently while
The implications for text quality are thus
www.senmaGAZINE.co.uk
Further information
Dr Emma Sumner is a research fellow at Oxford Brookes University, where she co-authored the study discussed above with Professor Connelly and Dr Barnett. Sumner, E., Connelly, V., & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing: An Interdisciplinary Journal, 26, 991-1008. DOI 10.1007/s11145012-9403-6.
SENISSUE66
35
36
DYSLEXIA
SENISSUE66
www.senmagazine.co.uk
DYSLEXIA Advertisement feature
Reading and writing support for pupils just got better with Texthelp’s Read&Write Gold and iReadWrite! As schools start back for the new term, it is imperative that the right technology is in place to support the literacy needs of all pupils. Read&Write Gold is an easy-to-use toolbar that changes lives and makes reading and writing easier for pupils with dyslexia, literacy difficulties and where English is a second language. The software works on PC or Mac and can now be used in exams as a computer reader. Read&Write Gold can be used to scan exam papers into a digital format and the textto-speech voices can then read them aloud. If further access arrangements have been permitted (such as an exam reader or exam scribe), Read&Write Gold contains a spell checker and a homophone checker that will improve accuracy in written answers. Dyslexic pupils may also find it helpful to use the screen tinting as a virtual coloured overlay to help them focus on the text. Pupils also use Read&Write Gold at home for homework help and coursework support.
Read&Write Gold works well with Chrome and Firefox browsers. Just highlight the text and get 'Daniel' with his standard BBC-type voice to read it aloud. This is a very effective way of absorbing information and getting immersed in a topic.
Sally McKeown, an author and trainer on education technology and special needs writes about some of the tools in Read&Write Gold: “Whereas in Word the user really needs to get the first letter correct for the spell checker to have a chance of guessing the word, Texthelp's spell checker is accustomed to the sometimes bizarre combinations of letters. Even better, when it comes up with a suggestion, it will read aloud a definition and a sentence with the word in context. This is very useful for pupils with ESL who may be unsure of the exact word they want.
Texthelp have also developed an iPad app called iReadWrite which makes reading easier and writing more accurate when using an iPad. David Mitchell states “I find this app a great step forward for literacy support on the apple app platform. It's very easy to use with great features that assist dyslexic reader, writers. Having used the full PC and MAC versions this is the ideal solution for an apple app.”
“The prediction tool makes composing a much more fluent process as you don't have to type in every letter of each word.
“There are three dictionaries which come as standard: basic, advanced and web. The basic dictionary is just perfect for those learning English who can be bamboozled by having too much choice and those dyslexic learners who struggle with reading and may spend too long pondering definitions and not enough time writing. There is also the option of additional support in the form of a picture dictionary which uses Widgit Rebus symbols.” SENCO Sheila Bartin states: “Read&Write has become a whole school tool and is not just used by SEN staff. The software has promoted the independence of all our students.”
Brian Friedlander, blogger on Assistivetek.blogspot, says “Texthelp have done a tremendous job of creating an app that is both powerful and full featured of the iOS platform. I am very impressed with the feature set included.”
For more information on Read&Write Gold for your School, speak to a member of our schools team. Tel: 028 9442 8105 or email: schools@texthelp.com You can download a 30-day no obligation free trial of Read&Write Gold by visiting: www.texthelp.com and iReadWrite can be purchased from the Apple app store.
www.senmagazine.co.uk
SENISSUE66
37
38
DYSLEXIA
SENISSUE66
www.senmagazine.co.uk
dyspraxia
39
Coordinated support for dyspraxia If you want to help dyspraxic children, you have to support their parents, says Rachel Tucker (with Toby Lee) How many of us have been there; your beautiful child has reached three or four years of age. You’ve watched her grow from a newborn into the wonderful little person she is. But even though
Your child has a condition and you are completely in the dark about what it is
you may not have other children in the
That was me nearly four years ago – an emotional wreck. What followed was like a rollercoaster ride and I will be forever grateful to my mum and dad for supporting me through it. My daughter was labelled with global
family to compare her with, you can’t
she’s just a late starter you say (she
learning delay, something I didn’t believe
shake the suspicion that something is
didn’t walk until nearly 18 months) but
she had. I then talked to four different
not quite right. She fails to reach certain
she’ll be fine; you’re sure of it.
paediatricians and all that came across
milestones – like her speech isn’t as
Time passes and still those nagging
to me was negativity, which was very
developed as other children you meet
doubts persist. Maybe, as I did, you get
hard to take. Eventually, the fourth
and she doesn’t follow your instructions,
in touch with the health visitor and voice
one diagnosed dyspraxia. I remember
but it’s like a lack of understanding of
your concerns. For me, though, that only
breaking down with relief at her being
what you’re saying rather than just being
served to get a referral to a specialist
diagnosed; it was overwhelming.
disobedient. She is very clumsy and
who ultimately pronounced my child too
seems to be forever bumping into things
young to diagnose.
and falling over, leading to endless bruised knees and bandages. Maybe
Funnily enough, from the family history questionnaire, I was verbally diagnosed with it too. Thinking about
Finding a name for it
it, it made sense. I’m always bumping
Fast-forward to the start of school, to the
into things. I could never hop or skip as
first parent teacher meeting and being
a child, or master ice or roller skating
asked the question “Does anyone in
like my friends. I remembered all the
the family have dyspraxia?” You have
times my teacher thought I was just
absolutely no idea what they are talking
messing, when it was simply that I
about. Dyspraxia? You’ve never heard
didn’t understand.
of it before. The SENCO has picked it
Exam Papers were always a
up and explains what it is and how your
nightmare and even now I can’t fill in
child shows the symptoms and may well
forms or read a map. As an adult, when
have the condition.
I went to aerobic classes I had no co-
What follows is total devastation: the realisation that your nagging doubts
ordination, going left instead of right and feeling like a complete fool.
were right. But never in a million years
Rachel and her daughter enjoy time at the beach.
www.senmaGAZINE.co.uk
did you expect this; your child has a
The search for support
condition and you are completely in
I didn’t go private with my daughter, as a
the dark about exactly what it is, how
report from an educational psychologist
serious it is, how to cope with it and
was £500 and I didn’t have that sort of
what the future holds. You are now
money. Having got a diagnosis, though,
the parent of a child with a specific
at least I knew what I was dealing with
learning need.
>> SENISSUE66
40
dyspraxia
and I rose to the challenge. I set about finding out as much as I could about dyspraxia. Thankfully, the school was very supportive too and put everything in place for my daughter from the start. Through the school, I met other parents
I met other parents with dyspraxic children. It was wonderful to realise that I wasn’t alone
with dyspraxic children. It was wonderful to realise that I wasn’t alone.
relationship, which is so important. One thing I’ve drummed into my daughter is to tell the teacher when she doesn’t understand something, so the teacher knows she’s not messing and that she is trying. It’s an academic school and I’m happy
developmentally she’s about three years
about that; they push her, but at her own
I was looking at endless sites online,
behind, it doesn’t affect her socially. As
level. Recently, each child had to write a
trying to glean any information I could.
you’d expect, she’s not over-confident
page on a particular subject and present
Although there is a lot of information out
academically and she struggles across
it to the class. The teacher encouraged
there, I couldn’t find exactly what I was
the board. She loves Spanish, though,
my daughter to stand up and present just
looking for, nothing that answered my
and is one of the best pupils in the class,
two sentences rather than a full page,
many questions. I suppose, like every
as it’s taught visually and there’s lots of
though, which was very helpful.
other parent in the same position, I was
rhyming and singing, which is perfect
searching to see if I could find a magic
for her.
My daughter is improving at school all the time, and she’s very happy there.
wand – an instant fix – but I quickly
She had speech therapy for a while,
Every day brings new challenges and
realised that there is no such thing. The
though this stopped when she achieved
change. She still bangs into things and
Internet and social media just didn’t give
the target level. I believe she should
trips over thin air. She can’t coordinate
me what I was looking for and it was
still have it, but I try to do what I can,
swimming or ride a bike. Both she
hugely frustrating. So I made a decision
and now find the best way to help is
and I hate escalators. One thing she
to set up my own page on Facebook. It’s
by playing chart music CDs as she
does love, however, is her horse riding,
an awareness page for those who are
sings along.
which is a great help for her balance and coordination.
at the beginning of their journey. More
Her current school has played a big
than a year later, I’m proud to say that
part in supporting her. In Reception,
Today, I see dyspraxia as a positive
the site is flourishing.
tasks were broken down into a very
thing. Every little step forward is a huge
basic format for her. She has a corner
milestone; just recently she has learnt
Practical help
seat in class, which means less noise
to hop and do star jumps.
As for my daughter, she is now a happy,
and distraction. She has an outstanding
In the beginning I wanted to find a
loving eight-year-old. Even through
teacher with whom I have an excellent
cure but now I wouldn’t want a magic wand. She’s my little girl and I wouldn’t change her for the world.
Further information
Rachel Tucker established the Developmental Coordination Disorder (Dyspraxia) & Dyslexia Support group on Facebook, which provides information and support for parents. The group’s website is: www.aboutdyspraxia.com Toby Lee runs the Complementary Education and Training Centre, Dublin: www.dublin-cetc.com With love and the right support, Rachel has seen her daughter develop into a happy child.
SENISSUE66
www.senmagazine.co.uk
DYSPRAXIA
Participants wanted for study of motor coordination in children A study looking at training the eyemovements of children with movement coordination difficulties is being undertaken by researchers at the University of Exeter. The project is testing the benefits of an intervention that may help to improve motor coordination among children. Organisers are looking for children in south-west England to take part in the study. Participants should be aged between eight and ten years with developmental coordination disorder (DCD) or other motor coordination problems – although they don’t have to have had a formal clinical diagnosis. Children will have their motor coordination ability assessed using a clinically valid tool used in the assessment of dyspraxia/DCD, and will be provided with a training intervention. Parents will be provided with feedback regarding their child’s coordination ability. All children will receive £10 in Amazon vouchers for their participation. Parents should contact Dr Mark Wilson (tel: 01392 722891 or email: m.wilson@exeter.ac.uk) or Dr Sam Vine (tel: 01392 722892 or email: s.j.vine@exeter.ac.uk).
For information and support on dyspraxia, join:
Developmental Coordination Disorder (Dyspraxia) & Dyslexia Support on Facebook or go to: www.aboutdyspraxia.com
www.senmagazine.co.uk
SENISSUE66
41
42
school visits
ASD and school visits Khursh Khan on how to ensure that pupils with autism get the most out of school trips
S
chool visits can be enriching
will be visiting, and consider building
experiences for pupils. But
a lesson plan around it. For example,
many children with autism
if you’re going to Italy you could make
Start introducing the destination you will be visiting early on
rely heavily on a routine, so
pizzas, paint flags to decorate your
the prospect of change and the loss of
classroom with and play suitable music.
the everyday structure of school can
If visiting a museum, you could base a
be very frightening and disorientating.
lesson around the attraction’s theme and
prepare for a trip. Pupils can tick dates
The sensory overload is also sometimes
ask pupils to bring in an item commonly
off or cover them up and see how much
tough to cope with.
associated with the theme.
time is left until the trip starts.
teachers planning school excursions
Getting ready to go
stage whether the young person has a
for pupils with autism, whether they
Once the pupil is familiar with the place
restricted diet or is averse to some foods
are days out or longer-stay trips in this
that you’ll be visiting, talk about the date
because of sensory issues. Speak to
country or abroad.
of the visit and make a countdown chart
staff at the location and ask if they can
or calendar. Calendars are a great way to
accommodate any dietary preferences.
The following tips may be useful for
It is important to remember that
It’s also worth checking at an early
autism is a spectrum condition, which means that while all people with autism share certain difficulties, their condition will affect them in different ways. Not all these tips will be appropriate for every pupil with autism. They will need to be adapted depending on the individual’s support needs.
Introducing a destination It is crucial to start introducing the destination you will be visiting early on. If you’re planning a longer trip, it might be helpful to look at a map and familiarise the young person with the location. Google Earth can be particularly useful as it can provide a direct view on the ground. Research as much information as possible about the place or country so that the young person becomes familiar with it. Another useful thing to talk about is any borders that you might cross and the distance of the town, county or country from home, providing the student with a way to measure the journey. Pictures of key landmarks may also be useful. If possible, arrange a day in school when you focus on the place that you SENISSUE66
Themed lessons can help prepare pupils for the sorts of things they will see on a visit.
www.senmagazine.co.uk
school visits
Three weeks to go… Make a list of things to take and give this to the pupil: • bag for boot of the bus – clothes, shoes, toiletries
Unstructured leisure time can be difficult for a pupil with autism
• bag for the journey – books, games, pens, cool box for snacks
during the trip. It may help the pupil’s
on the way and perhaps a blindfold
understanding if his parents sign an
or earplugs to help with sleep in
agreement giving permission for you
noisy and unfamiliar places.
to assume this role. You can also arrange
Talk to the pupil about where he will sit –
a convenient time for the pupil to call or
for example, window or aisle? Is there a
Skype home.
reason why he shouldn’t sit near the loo?
In school, talk about what the rules
Does he want to sit next to someone or
for the trip will be; these should apply
on his own? Try to accommodate his
to all pupils. In some circumstances, it
wishes as best you can.
Understanding a child’s needs can help a trip go smoothly.
may be appropriate to give the young
The pupil can write down his answers
If you are staying away, rooming is a
person with autism a written contract
to these questions (or you could give
very important issue. It might be quite
and have a named person that they can
him a card with questions and answers
a challenge for a pupil with autism to
go to during the trip if they are anxious
already written on), then carry them
sleep in an unfamiliar room and bed with
about something. Social stories may
around during the visit, in case there
others present. Explain carefully what
also help.
are any problems.
this entails and try to place him with
Give out written information about
understanding pupils. Some children
the trip, including dates, times, modes
Leisure time
with autism may not be able to share
of travel, accommodation and contact
Unstructured leisure time can be
a room. If possible, the young person
numbers, if appropriate.
difficult for a pupil with autism, as he
could take a familiar duvet or pillowcase to help him settle.
may not know what to do with himself.
On the day…
Having books, Lego and other games
Arrive early to be waiting when the young
available may help a great deal. You
Two weeks to go…
person arrives, so there is no time for
could consider filling unstructured time
Talk about what you’ll be doing on
anxiety. Keep farewells brief and board
with walks and swimming. Down-time
the trip. It may help a pupil to make
the coach/transport as soon as possible.
can also be used to work on scrapbooks
an itinerary or diary with events and
Devise a worksheet or games that relate
and diaries about the trip, and to talk
excursions listed, so he knows what to
to the child’s particular interests or
about what went right about the day
expect at any given time. He can then
strengths to make the journey fun and
and what didn’t. Portable DVD players
tick off the events as they pass. If you
to alleviate any anxiety that he is feeling.
and Tablet devices with wireless internet
can, give the pupil a picture of the place
Favourite music on an MP3 player or a
access can be extremely useful in
you’ll be visiting, and where he will be
film on a portable DVD player may also
such circumstances.
staying (if appropriate), so that he can
help with the journey.
Every person with autism is different and some of these suggestions might
start to familiarise himself with it.
You’ve arrived!
work for some but not for others.
One week to go…
Once you’ve reached your destination,
Responding appropriately to the pupil
Meet with the pupil’s parents and check
you might consider asking the pupil
in front of you and their needs will help
over any medical issues or other vital
some questions:
you, and them, have a fantastic trip.
information. This is particularly important if you are staying away. Does he sleep with a small night light on? Does he need music to fall asleep? If the young
• what do you need to know in order to feel OK? • what can staff do to help your day go well?
person could be present at the meeting,
• what can you do if you are feeling
then that would be even better, as he
worried, stressed or overloaded?
will know that you are acting as a parent www.senmaGAZINE.co.uk
Further information
Dr Khursh Khan is Headteacher at the NAS Robert Ogden School: www.autism.org.uk/robertogden
• what should you do in emergencies? SENISSUE66
43
ICT and sen
46
Changing times Myles Pilling reflects on the changes taking place in how ICT is being used to support learners with SEN in the classroom
I
have been an ICT SEN advisor for
needs “fit in” to the class to be
many years, and this has put me
“like everyone else”. In some
in contact with some wonderful
cases, for example for those with
children and some wonderful
physical difficulties, they can
Thinking outside the box is needed in education, now more than ever
families. I have also worked with some
never be so. It is about seeing
great schools. However, the current
ways around problems, working
economic situation is impacting on the
with the pupil to find the right way
can take place, and that any potential
way we all do things. While previously
of working for them, and making
access difficulties can be identified and
the “expert” specialist would come in
the work accessible, by breaking
acted upon well in advance.
to provide a complete solution covering
it down into smaller steps.
assessment, provision and monitoring,
The class teacher has a key role in
Moving with the times
schools are now having to do ICT
this process to ensure that needs are
Thinking outside the box is needed
support with the help of the specialist
being met. It should never be left to
in education, now more than ever, as
SEN service of the local authority.
support staff to run the pupils’ learning
the Government is not likely to provide
In order to provide a good practise
objectives and manage day-to-day
any extra funding at a time like this. As
solution to meeting individual needs,
access to class activities. Key to this
with all things political, another kind of
schools need to have the following pre-
relationship is for the SENCO to make
bus will come along with yet another
requisites in place:
time for both the class teacher and the
completely different agenda to follow –
• effective SENCO management
support staff to meet at least once a
remember Every Child Matters? And the
• effective class teacher
term for medium-term planning. This
one thing pupils with additional needs
can ensure that pupils with additional
must have is consistency of approach
needs can have their needs considered
and continuity. These pupils require
ahead of time, that appropriate planning
more time to acquire skills; a fast-paced
management of support staff • on-going training for support staff • good, regular ICT technical support. Get the above right and the successful embedding of ICT in the classroom setting can take place. Effective SENCO management means taking an overview of support staff and their training so that key messages about support can be given. A support role is a complex one requiring the following factors: • empathy – the ability to see things from the pupils point of view • facilitation of the pupil’s ability rather than taking over and doing most of the work for them • differentiation rather than normalisation – not trying to make pupils with additional SENISSUE66
Differentiation can help match individual pupils’ needs to their ICT use.
www.senmagazine.co.uk
ICT and sen
Speech recognition and touch access are coming of age as computer interfaces important in assessing needs but where do they acquire the necessary skills and From touch screens to eye-gaze, the way users access ICT is changing rapidly.
knowledge of ICT? Around England, local authorities are moving from individual experts to working in teams. Training
teaching approach, coupled with a fast-
they can’t type. Yet this is a skill that
will be important for all concerned, and
paced curriculum to get through, would
can be taught, albeit slowly for some.
it is likely that technology suppliers will
be tantamount to disaster and could
While I understand the question many
have an important part to play in this.
increase the likelihood of exclusion from
people have about why children should
ICT offers so much potential to
mainstream settings.
use a nineteenth century method to
provide individual support that meets
So, with all these push and pull
access a twenty-first century tool,
the needs of pupils. Indeed, ICT support
factors at play, what can be done by
keyboarding will continue to be with
can be essential for many pupils with
schools to support their pupils with ICT?
us as long as there are keyboards. Many
additional needs. Using ICT can also
The “bring your own device (BYOD) into
mobile devices require a different kind
help with independent learning and
school initiative means that pupils can
of keyboard skill as words can be built
building the self-esteem of these pupils.
bring their own ICT into the classroom.
by sliding across the keys rather than
My experience suggests that it
Managed properly, and with the right
by pressing them. Speech recognition
is parents and school support staff
safeguards in place, this could be really
and touch access are coming of age as
who do the most to support pupils
effective. Things like acceptable user
computer interfaces (even on mobile
with individual ICT equipment. Class
agreements with parents, that clarify
devices) and they will become more
teachers, though, have the responsibility
the respective responsibilities, will be
and more important in years to come.
to ensure that they are in control of
needed to ensure that the process works
Pupils will interact with technology using
how pupils with additional needs use
for both home and school. Of course,
speech, touch and gesture movements.
ICT in their teaching and learning
such initiatives will give IT departments
A visit to a local computer or AV store will
programmes. Without good and regular
in secondary schools a headache to
reveal the speech and motion technology
ICT technical support, any individual
deal with. So maybe separate wifi
already being used on TVs. At present,
intervention can become redundant if it
systems will have to be used more
these technologies only work well in
isn’t working properly. With all the right
openly – many secondary schools
quiet, personal spaces, like the home,
elements in place, though, ICT can play
have multiple system of wifi available
but speech and motion technologies will
a big role in empowering pupils with
for students and staff. In addition, with
one day be used extensively in schools.
additional needs.
more cloud-based software being used,
Of course these new ways of
issues of connectivity and security will
interacting with technology will not suit
be increasingly important.
all pupils. Individual pupils need to be assessed for their suitability to certain
Making ICT work for pupils
technologies, and for how these will help
Another avenue to consider is effective
them to meet their needs. Certainly at
screening of pupils to ensure that they
a secondary level, we have to find out
possess the necessary skills and abilities
which technologies suit which pupils.
for using individual ICT equipment at
Having access to and understanding
school. By this, I mean the promotion
the latest technologies could prove to
of keyboard skills for all. Often, I meet
be a vital role for independent ICT SEN
pupils who cannot use ICT because
consultants. SENCOs will always be
www.senmaGAZINE.co.uk
Further information
Myles Pilling worked in teaching for over 30 years and is a specialist ICT SEN consultant: http://aas123.org
SENISSUE66
47
48
adoption
Meet the parents Children with SEN can be the hardest to place into adoption, yet they offer uniquely fulfilling relationships for families, writes Jane Elston
For parents Amanda and David, good preparation was central to successful adoption.
H
ave you ever thought about
of learning difficulty. They may have
adopting? Could you be a
missed out on some of their education or
mum or dad to a child with
find it difficult to learn and concentrate,
SEN, who will not have had
having experienced uncertainty and
the greatest start in life, giving them a
instability early on. They may have been
secure, loving and permanent home?
subject to a lack of care or neglect, or
It can be hugely rewarding to see how a child can benefit from a loving family environment
There is a desperate need for more
suffered physical, emotional or sexual
people to come forward to adopt.
abuse, as well as the impact of the
Across the UK, there are over 4,000
loss of their birth family. The majority of
time, start to overcome some of their
children who need to be adopted every
these children will have some emotional
difficulties and flourish.
year and this figure is expected to rise as
and behavioural needs relating to their
more children come into care. Disabled
early life.
Becoming an adopter
children and those with SEN are amongst
This may sound daunting, but many
Amanda and David have adopted a
those for whom finding a family is more
adopters report that caring for their
little girl with foetal alcohol syndrome
difficult. In fact, in some parts of the UK,
children has been the most important
(FAS) and attention deficit hyperactivity
such as Northern Ireland, this is one of
and meaningful experience of their
disorder (ADHD). They have also gone on
the largest groups of children who wait
lives. With the right support, many of
to adopt a little boy. Amanda explains:
the longest for a permanent family.
these children are able to reach their
“When we first started to consider
Some of these children may have
full potential. It may be challenging, but
adoption we did think about adopting a
particular needs due to their early
it can also be hugely rewarding to see
child with SEN. I think this was because
experiences. Many of those waiting
how a child can benefit from a loving
we were very aware that many of the
for new families have some degree
family environment and, with help and
children who are waiting for a forever
SENISSUE66
www.senmagazine.co.uk
adoption
family are born with the effects of exposure to drugs or alcohol whilst in the womb and we felt we had a lot to offer. “We did have concerns, but we had them more during the wait to meet our
Agencies look for adopters who can meet the specific needs of individual children
daughter as we knew she had FAS. Although we had met other adoptive parents with kids with FAS, we did not
the medical professionals were querying
really know what to expect. We were
attachment disorder. She has come on
also worried that she may not like us.
leaps and bounds. Initially we had to
“We were given lots of preparation
learn signing to communicate with her,
during adoption training regarding the
as she was a slow talker; now she is a
possible challenges of adopting a child
little chatterbox and is at mainstream
with extra needs and we also read lots
primary, which was not expected.
National Adoption Week
4 to 10 November 2013 If you think you could give a child or children a secure, loving and permanent home through adoption, you can find out more by visiting: www.nationaladoptionweek.org.uk or downloading the BAAF mobile app: www.baaf.org.uk/info/app
of books and articles. I have worked with
“With our son, who was ten months
special needs kids in the past so we
old when placed with us, we have been
were very aware of challenges we may
delighted by how well he has attached
have children, they will be included in
encounter. There is an adoption support
to us and his new sister. It has also been
the preparation process.
group held every two months which we
so rewarding seeing him develop from a
Amanda has some sound advice for
can attend and we can telephone social
baby into a talkative little two and a half-
those considering adoption: “Speak with
workers if we need help or advice.
year-old. The bond the children share
other adopters, if possible; we found
with each other is very strong and lovely
this most helpful. Also, you really need
to see”.
to consider things such as would you be
“The challenges are raising a little girl who has FAS and ADHD and ensuring that school is aware of her difficulties
prepared to maintain sibling contact, if
and making sure the correct support is
Support for families
this was an option. Initially the process
in place. Children with FAS and ADHD
If you decide to adopt there is a great
may feel lengthy, but once you are
can be very challenging. They may be
deal of help available and you won’t
approved and matched its all go”.
hyperactive, impulsive, and unable
be expected to go it alone. Many
Amanda also advises potential
to reason. Another big challenge is
organisations offer information and
adopters to “go on holiday, read books
ensuring that both kids are aware of
advice, and extra support to help meet
and relax as much as you can before you
their birth family backgrounds. Our son
children’s SEN can be available.
are matched with your child, as once this
has two birth brothers who are adopted
Children have a variety of needs and
has happened, relaxation is no more.
and we maintain contact. Our daughter
adoption agencies need a variety of
But it is totally worth it; adopting our
has ten birth siblings/half siblings and
families to care for them. There is no
children has been the most rewarding,
she has only recently met six of the
such thing as the ideal adoptive family.
loving experience.”
older ones for the first time. She has a
Most agencies are more interested in
very strong relationship with her birth
what you have to offer a child than your
brother who is nine, as he has been
marital status, whether you are gay or
adopted by her old foster carer. Our
straight or what your income level is
little boy is developing age appropriately,
– and being over forty is not a barrier.
but at birth he did require hospital
Agencies look for adopters who can
treatment for drug withdrawal, so there is
meet the specific needs of individual
always uncertainty.
children. Some children will benefit from
“But any challenges are totally
being adopted by a couple who already
outweighed by the rewards, which are
have children, whilst others may need
endless. With our daughter, the rewards
the one-to-one attention of a single
have certainly included how well she
person. Some children’s needs are best
has attached to us, especially as when
met where they are the youngest or only
we brought her home, aged 23 months,
child in their family. If you do already
www.senmaGAZINE.co.uk
Further information Jane Elston is from the British Association for Adoption & Fostering (BAAF): www.baaf.org.uk
SENISSUE66
49
50
ADOPTION
SENISSUE66
www.senmagazine.co.uk
ADOPTION
Name: Elijah Born: July 2012 Contact: annual letterbox with birth parents Legal Status: full Care Order and Placement Order Family Needed: a two parent adoptive or long-term foster family who can manage his complex and uncertain developmental needs. Elijah is a beautiful, happy baby boy who was born through a planned caesarean section. He spent the first eight months of his life in hospital as he has multiple and complex needs. He had daily visits from his foster carers since he was five weeks old and was recently discharged home to them where he is settling and making excellent progress. Elijah’s foster carers describe him as a spirited and beautiful little boy who is always smiling and interacts well with others. He is making lots of baby noises and enjoys his time on his play mat and has just learnt to use the straps to help him to roll onto his tummy, but has yet to learn to roll back again! Elijah has a number of medical needs, some of which are still being investigated and the possible impact on his growth and development are as yet uncertain. He has congenital deformity of the spine which may affect his future mobility. Elijah is currently fed via a gastro-PEG and all his medicines are also given the same way. His other main health need is: Pierre Robin Sequence (Cleft Palate) which will require surgery, but has caused some difficulties with his airways. However this has improved significantly. Elijah has made enormous progress and his foster carers say that he is a cheeky boy who is a fighter, a joy and delight to care for.
www.senmagazine.co.uk
If you would like to become Elijah’s family, please contact: Hing Ng Tel: 0208 753 5954 07875 878742 Email: hing.ng@rbkc.gov.uk
SENISSUE66
53
54
ATTACHMENT syndrome
Can’t learn, not won’t learn
Attachment problems can wreak havoc on a child’s education, but there is much schools can do to help, writes Nicola Marshall
A
ttachment
theory
has
been around since the late 1970s, when John Bowlby observed the importance of
the relationship between a baby and
More often than not, the thinking part of the brain is offline and inactive
its primary carer. This bond begins from as early as gestation within the
designed to work. The three basic
womb. When this bond is nurtured
sections of the brain develop from the
and developed, it sustains the baby
bottom up. When we’re born, the bottom
throughout its childhood and into
part of the brain, known as the Reptilian
adulthood. Whether a child has had
Brain, develops first. This part of the
“good enough” parenting to enable
brain is only interested in survival. It
her to function in relationships has a
is also where the “fight, flight, freeze”
long-term impact on her development.
mechanism originates.
When a child experiences abuse
The second section, known as the
and/or neglect in her early years, she
emotional brain, then develops through
very often develops a feeling of intense
repetitive, patterned interaction with
shame – with the conviction that she is
others. Finally, the frontal cortex – known
bad to the core of her being – instead of
as the thinking brain – develops. Here
is over-developed and over-stimulated
learning to trust adults and to feel safe
we do all our higher level functioning:
because of the constant threat of
in her environment.
creative thought, logical thinking,
danger. As a result, these children live
problem-solving and recognition of
in this part of their brain most of the time.
familiar faces.
This means that, more often than not,
Before we adopted our three children, I didn’t really understand just how
Pupils must trust staff, if they are to learn.
powerful and damaging the emotions
The critical fact about the brain is
the thinking part of the brain is offline
are for a child who has not experienced
that the reptilian brain and the thinking
and inactive. It’s not the case that they
the consistency of a loving environment.
brain cannot work at the same time.
won’t think, but that they can’t think in
I knew that children who had been
The reason for this is that when we are
that moment.
abused would feel unsafe around
in danger, for example when a car is
Our educational environments are
adults and may feel threatened in new
about to run us over, we don’t want to
riddled with stress triggers. Just think
situations. However, I under-estimated
stop and think about what we could do
about the amount of noise, the constant
the depth of the emotions involved
to address the situation rationally – we
change and the expectations that are
and how they permeate every area of
don’t have time for that. Instead, our
put on children. All of this means that
life – emotionally, physically, socially
frontal cortex shuts down, the reptilian
a child with a hyper-sensitive stress
and mentally.
brain fires up and we go into fight, flight
mechanism in their brain will find it
or freeze mode.
incredibly difficult to relax, to feel safe
How does it affect education?
For most of us, this experience is
We have to look at some of the physical
rare. For children who’ve experienced
Children who are looked-after,
aspects of trauma. Our brains are
a chaotic, unsafe and traumatic
adopted or still living in vulnerable family
complex and brilliant in how they are
environment, though, the reptilian brain
environments are prone to the effects of
SENISSUE66
and to be open to learn.
www.senmagazine.co.uk
ATTACHMENT syndrome
disturbed attachments. However, the symptoms of attachment difficulties can also be seen in other children who may have experienced a break in their early attachment cycle through
If they do not feel safe, they will not be able to learn
years or playing Lego and jigsaws with younger children. 3. Time in over time out. Most of the sanctions we have in our educational system revolve around
hospitalisation, bereavement or other
three areas: shame, loss and
significant life events.
rejection. When sanctions are understand. This child doesn’t really
used as punishment or behaviour
How to recognise a child with attachment difficulties?
have a strategy to cope, so they are
modification with children who are
very confused in their approach, being
already very familiar with these
Some of the main behaviours you may
sometimes withdrawn and quiet and at
feelings, it only compounds their
see are:
other times in-your-face and controlling.
sense of shame. Instead of pushing
These children can be the hardest to
them away from us we need to
• an inability to make and sustain
reach and need lots of understanding
bring them close. They need to be
• a strong self-reliance
and communication with parents
around trusted adults as much
• anger and shame-based
wherever possible.
friendships
as possible. Above all, children with attachment
behaviour, such as running away,
Helping children at school
difficulties need to know that the
• over-familiarity with strangers
There are some guiding principles to
experiences they’ve had in their early
• lying, stealing and self-harm
think about that will help you engage
years with adults do not necessarily have
• lack of concentration
better with these children:
to define their futures. The more positive
• memory and organisational
1. Relationships over curriculum.
the relationships they have with adults,
It is in previous relationships that
the better. Learning is not a priority for
things have broken down and,
them at the moment – getting through
as a result, these children find
each day, managing their anxiety and
new relationships difficult. They
connecting with others are.
hiding or lashing out
difficulties • lack of cause and effect thinking and poor impulse control.
Types of attachment problems
need to know that adults can be
There are three types of insecure
enough in our education systems
attachment styles that theorists talk
to learn. Staff need to work on the
about. The first style is known as
relationship with the child even if it
avoidant attachment. The basic drive for
means that the child misses out on
these children is to avoid being noticed.
the core curriculum at times. If they
They may be quiet and withdrawn, and
do not feel safe, they will not be
very compliant and helpful, even when
able to learn.
you don’t want or need help. They
trusted and that they can feel safe
2. Emotional age over
are fiercely self-reliant, as they have
chronological age. These children
developed a strong defence mechanism
are frequently operating at a much
that says, “I must meet my own needs”.
lower age emotionally than their
An ambivalent attachment style is
chronological age. Approach them
very different. The main aim for these
as you would a younger child,
children is to be noticed. They can’t
instead of trying to get them to “act
cope with being ignored and will do
their age”. Introduce structured
anything within their power to get your
times in their programme to give
attention. This is such a strong drive
them permission to act younger,
for them that it is like breathing. They
allowing them to construct those
can be very charming one moment and
essential development blocks that
then aggressive and controlling the next.
have been missed – for example,
Finally, a disorganised attachment style is probably the most difficult to www.senmaGAZINE.co.uk
Further information
Nicola Marshall runs BraveHeart Education, a consultancy supporting people working with vulnerable children. BraveHeart’s free e-book, Attachment and Trauma Issues in Educational Settings, is available at: www.BraveHeartEducation. co.uk/gift
being on playground duty with younger children, reading with early SENISSUE66
55
56
attachment and adoption
Forging a bond In the first of two articles, a parent explains how keeping her adopted siblings off school helped them develop positive relationships with all concerned
S
ix months ago, my partner
took a redundancy package from his
and I adopted three siblings
full-time job to become self-employed
under the age of six. We set
(with completely flexible hours and very
off on our adoption journey
little money).
We were uncertain about how they would react to the seismic changes unfolding in their little lives
with a clear view that we wanted two
We had built up a picture of the
children of pre-school age but, as can
children from their files as being very
happen, we fell for our children's lovely
resilient characters, and this was
little profiles in Children Who Wait. The
confirmed when we got to know them.
incidents. It seemed natural to us that
more we learned about them, the more
They were prepared for getting a new
the children should not start school
we became convinced that the match
mummy and daddy extremely well
straight away, given all the other huge
would be ideal.
by their social worker, and support
emotional and practical changes they
By the time we started the matching
from all the agencies involved has
would have to cope with. Our social
process, we had read everything we
been excellent throughout. We also
workers were supportive, and the
could lay our hands on about adoption
received great post-adoption support,
children's social worker found a report
issues. It seemed inevitable to us that
especially to help us through the difficult
called Family Futures that included a
our children would have such issues,
initial stages.
one line recommendation that children
and we were especially interested in
Our two eldest children were of
should be kept off for the first term to
attachment theory and what parents
school age, so helping them to integrate
help them settle – but there seemed
can do to increase attachment. During
into a new school was something for
to be very little in the way of research
the approval process, we had made
us to consider. Our eldest child had
or anecdotal reports to help us make
plans for us both to be actively involved
previously displayed some challenging
a decision.
and spend as much time and energy as
behaviour that required intervention
In the end, we relied on our instinct. All
possible with our children. This included
from the educational psychologist,
our reading about increasing attachment
a whole career change for Andy, who
and we were keen to avoid any further
made it seem counterintuitive to send
SENISSUE66
www.senmagazine.co.uk
attachment and adoption
the children off immediately to spend the
behaviour, but we know that they
majority of the waking day with someone
are checking out whether there
else. We were also very uncertain about
are beds for them. They were
how they would react to the seismic
moved (unavoidably) from their
changes unfolding in their little lives,
birth parents without warning,
and we feared the negative impact of
and fear they will be moved on
further incidents in a new school.
again in the same way • at the first sign of uncertainty
They were moved from their birth parents without warning, and fear they will be moved on again On a practical level, the children – like
Building attachment early on
or stress, our eldest will
many children in care – all initially
We kept all three children off school and
set-up house in the nearest
displayed abilities and emotional
nursery completely for the first half term,
rhododendron bush or cardboard
responses that were considerably
and introduced them very gradually
box, move her possessions into it
younger than their age. Having quiet
after the half-term break. Whilst the
and start calling her little brother
playgrounds, with only younger children
professionals involved were supportive,
“dad”. Her experience of adults
and few peers around, was ideal for
we faced criticism from some friends
is that they are unreliable and she
them to start building their confidence
and relatives, mainly that we would be
has had to fend for herself on
and abilities. This was essential for
unable to provide sufficient structure
many occasions. She is scared
increasing self-esteem and equipping
and stimulation for the children and that
of relying too much on anyone
them to survive the rough and tumble of
their education and social development
and the only constant presences
school playtimes later on. Our children
would suffer. We understood these
in her life so far have been her
were also absolutely petrified of water
concerns, but we felt that getting the
siblings. Moreover, siblings, not
when they arrived. Trips to the toddler
strongest possible attachment to us
parents, were the care givers
pool were initially traumatic, but were
was the only way our children could truly
in the birth home and she is
made easier by the fact that it was very
achieve their potential in the longer-term.
attempting to replicate this earlier
quiet on schooldays.
People may also have underestimated
modelled behaviour
how long we had waited to be mummy
• our children notice, and
It was also much easier for us as learner parents as we could build up our
and daddy, and just how prepared (or
comment, when we run out of
own confidence in being out and about
desperate) we were to get involved in
anything in the kitchen, such as
as a family. Looking after three small
some seriously active play and nurturing.
eggs, milk or cereal. This is not
children in a crowded playground on
just a mildly annoying habit, it is
your own is hard, and even more so until
by many people's assessment of our
Criticisms were often accompanied
also normal for children who have
you have developed the parental instinct
children as “normal”. Every time we
lived in a house where hunger
for what your children can safely do and
mentioned something our children had
was common and meals were
what is likely to trigger an emotional
done we got the answer: “oh that's
scavenged rather than served.
meltdown or all-out sibling war. These
normal, mine/all children do that”. In
For us, the underlying anxieties of our
triggers can appear random, but we
part, people were trying to reassure us,
children become clearer when their
found that they usually related to an
and we feel very lucky that so much of
behaviour is seen in the context of
aspect of past experience. Whilst you
our children's behaviour does indeed
their past experience. The books about
are working all this out, quiet facilities
look normal. The risk of accepting
attachment theory tell us that the basis
are a godsend.
this analysis is that it denies the very
of attachment lies in increasing feelings
It is often said that adoptive parents
different fundamental experiences that
of safety. We feel we do this best when
are blamed by the watching world for
our children (and probably all children
we try to understand the drivers behind
their children's challenging behaviour,
in care) have had, that are so often what
the behaviour, which can be complex
even though the causes of difficult
drives their behaviour. Here are just a
and require time (and sometimes
behaviour more often lie in the children's
few of examples:
professional help) to understand.
past or in their struggle to come to terms with their new situation. If the
• on arrival at a new house, our
onlookers also know that your children
everywhere as soon as possible,
The benefits of not being at school
especially upstairs. This may
We found many benefits to having the
appear to be normal nosy
children at home rather than at school.
as people are generally fascinated by >>
children like to look around
www.senmaGAZINE.co.uk
are adopted, the scrutiny can be intense,
SENISSUE66
57
58
attachment and adoption
Any care our children received in the birth home was from their siblings rather than from adults
to them (which they initially found difficult and hilarious by turns, but they now love) • we did theraplay-type activities, such as playing with a balloon or just playing silly games that made us laugh. These were initially very revealing about the sibling rivalry issues, and so dysfunctional
Spending time together early on promotes healthy attachment.
rather than from adults. This means that
they would doubtless have been
we have needed to put considerable
hilarious to observe
effort into re-shaping the sibling
• we tried to turn every activity into
relationships so that the children look
an opportunity to improve the
this concept. As new parents, we made
to us for nurturing and care rather than
children's attachments to us. We
mistakes with handling our children – all
to their siblings or other children. We
didn't succeed in this every time
parents make mistakes. However, it is
feel that our son, in particular, would
easy to feel harshly judged by others in
have immersed himself in relationships
Whilst the children weren't in school,
the early stages of a placement when
with his siblings and other children, at
we took a few cheaper holidays and
you are still finding your feet.
the expense of having to come to rely
long weekends away at the seaside, to
by any stretch, though.
We were told that looked-after children
emotionally on adults, if he had been at
make up for a lot of family holidays that
regress emotionally and behaviourally
school in the early days of the placement
we had missed. This quickly created
when they move to their forever families
rather than at home with us.
a store of positive memories, fun and
and, without this regression, children
shared experiences in a very short
can get “stuck” in their development or
Activities for attachment
period of time. These bucket and spade
find it more difficult to move forwards.
In terms of maintaining a structure to
moments are often the things that get
Our children regressed really well and
the day, we initially stuck very closely
us all through the inevitable bad days
for the initial period we did pretty much
to the routine and timings the children
and low points. It also meant we had
everything for all three of them, including
had been used to during their foster
lots of fantastic family photos that we
dressing, washing, feeding and toileting.
placement (minus the school, of course).
put on the walls around the house and
Moreover, we felt that taking time over
In place of school, we added in a lot of
in the children's bedrooms.
these simple acts was absolutely
new activities:
priceless in terms of attachment building
• we played lots of board games
and bonding. This would have been very
to help with the concepts of
difficult indeed if we had needed to get
taking turns, sticking to rules, and
all three out of the house for school and
winning and losing gracefully
nursery by 8.30am. Another side of their regression
• mealtimes are a big deal and we ate all our meals together as a
behaviour was that the children
family. We stuck to food that was
had some fairly spectacular public
familiar for the children, extended
meltdowns. Dealing with your five-
the menu slowly and tried to
year-old having a two-year-old purple
avoid food stress
screaming fit in public is never going
• we tried to have some outdoors
to be easy; quiet playgrounds make
time and exercise every day.
it easier to deal with these sometimes
The kids loved this and it really
frightening events. What’s more, they
calmed them down. We adopted
were also able to have the meltdowns
in the early spring and the
away from the school yard and the
weather was good, which helped
prying eyes of their peers and teachers. Any care our children received in the birth home was from their siblings SENISSUE66
a great deal • we read to the children every day,
In the next issue of SEN Magazine, we look at how, when the time came, the children’s school helped them to integrate and manage their behaviour and emotions.
Further information
The author has asked to remain anonymous. Her story has been supplied by Adoption UK, the national self-help charity run by and for adoptive parents and foster carers: www.adoptionuk.org The people pictured are not those mentioned in the article.
especially at bedtime, and sang www.senmagazine.co.uk
sturge weber
Sturge Weber syndrome A Sturge Weber diagnosis can be frightening for parents, but what can be done to help children with this rare condition? Lynn Buchanan explains all
S
turge Weber syndrome is an uncommon neurological condition which is usually characterised by a facial
birthmark called a port wine stain (PWS). The birthmark can be on one or on both
Children are often subjected to a barrage of tests, including lumbar punctures
Laser treatment is available to help lessen the redness of the PWS, and in some cases remove it. Laser treatment isn’t purely cosmetic, though; it helps to stop the skin with the PWS from thickening and growing nodules called
sides of the face and often appears on
blebs. If knocked, these blebs can bleed
other areas of the body. The syndrome
heavily, so laser therapy can help prevent
can be difficult to diagnose as it is rare,
sometimes it can take months for their
this. Parents are also often criticised for
and damage to the brain tends not to
strength to come back. These seizures
putting their child through laser surgery
be visible on early MRI scans.
are likened to mini-strokes.
by those who do not understand that
Seizures with the syndrome can
Often, when a child has tried every
it is not merely a cosmetic procedure.
commence any time, although they have
combination of drugs available, surgery
The syndrome also involves
usually begun within the first year. It can
is the only answer and many children
hemiplegia (a weakness of one side of
be a huge shock for parents when their
have a hemispherectomy. This is where
the body), hemianopia (loss of half of
child starts to have seizures as they
one side of the brain is removed or
the visual field) and glaucoma. If there
usually have no idea that the child has a
disconnected in order to try and stop
is a birthmark in the back of the eye,
medical condition associated with their
or reduce the seizures. Deciding to opt
the risks of glaucoma are high and it
PWS. The children are often subjected
for surgery is a lengthy and emotional
is vital that children are monitored and
to a barrage of tests, including lumbar
process; there are always the “what
treated as soon as possible to avoid
punctures, to try to find the cause of
ifs” when making the decision, but
losing vision in the affected eye/s.
the seizures. When the child eventually
seeing their child in a seizure for an
Behavioural and learning difficulties and
receives a diagnosis it can be frustrating
hour or more, and being in intensive
migraines are also common with the
if the consultant doesn’t know a great
care in hospital on a regular basis, often
syndrome. It is essential that children
deal about the condition; some parents
gives parents the strength to go ahead.
are treated by a multi-disciplinary team
have even been advised to Google
Surgery is not without risk, however,
in order to manage every aspect of the
information. This, of course, can be
and many children lose the use of one
syndrome effectively.
very shocking, as they usually come
side of their body after surgery. Most
School can be challenging for
across the worst case scenarios for the
parents feel it is a price worth paying,
children with Sturge Weber. Children
syndrome and see images of children
though, if it means their child will stop
in mainstream school often need extra
with severe PWSs, sometimes all over
having seizures.
support in the classroom. Bullying of
their body. It can be very frightening
children with a PWS is also common.
and isolating having a child with a rare
Schools need to ensure that they
syndrome and it is not just the public
nurture an understanding and supportive
that needs educating, it is also the
ethos.
medical profession.
Treatment and support
Further information
Treating seizures related to the syndrome is different to treating epilepsy; children are often left with a weakness on the opposite side of the body to the birthmark after a bout of seizures and www.senmaGAZINE.co.uk
Lynn’s son Alex recovering from his hemispherectomy in 1991.
Lynn Buchanan is a trustee of the charity Sturge Weber UK. More information on the syndrome and support available can be found at: www.sturgeweber.org.uk
SENISSUE66
59
60
choosing a school OR COLLEGE
Which school? Honesty is the key when selecting a school for a child with SEN, writes Deirdre Donegan
T
he crux of children’s education
their current school does not seem to be
is their needs. All children
offering the support necessary to meet
have particular needs,
their child's diverse needs.
There is no point in skirting around a child’s developmental or learning difficulties
but when do they start to
Each diagnosis can involve a very
become “special”? Some mainstream
wide range of potential difficulties for
independent schools cater magnificently
the child concerned, and this broad
for children with SEN. Sadly, this option
spectrum of need can compound the
comes at a price and, without state
problems parents face when choosing
funding, the cost is prohibitive for many.
an appropriate school. If a child has
find that experienced educational
For other children, a special school is
dyslexia, dyspraxia or dyscalculia,
consultants can be helpful, to liaise with
the answer but deciding which school
finding the right school can be relatively
schools and provide information and
to choose can be daunting.
straightforward, especially at primary
support which can uncover previously
Worried parents of children with SEN
level. As we move into the areas of
unexplored opportunities.
approach the schooling conundrum
autistic spectrum disorders, Tourette’s,
The private sector, for so long the
from a variety of starting points. Many
attention deficit hyperactivity disorder
preserve of an academic and somewhat
have armfuls of reports from educational
and physical disabilities, though,
remote section of quintessentially
psychologists, some have a statement
stigmas abound and it becomes
English society, has become more
from the local authority and others
more complicated.
inclusive. Over 25 per cent of pupils
even have funding (if they’re extremely
While a lengthy internet trawl
at independent schools now come
lucky), but many just harbour a niggling
may help you to discern the types of
from abroad and many schools pride
concern that all is not well with their
needs catered for in special schools,
themselves on the dozens of languages
child’s progress academically, socially
pinpointing a mainstream school that
spoken within their walls. Alongside the
or emotionally. They simply know that
may fit the bill is less easy. Some parents
increased needs of their international
SENISSUE66
www.senmagazine.co.uk
choosing a school OR COLLEGE
For some children, mainstream is not a feasible option
pupils, many schools have invested time, energy and resources in expanding their SEN departments. I liaise with many fabulous registrars who are fully prepared to listen, read reports and treat a child’s special needs with serious consideration and respect.
In 1978, the Warnock Report suggested that while 20 per cent
Understanding needs When searching for the right school for
Specialist support can work wonders for some children.
of children had some type of SEN, only two per cent required specialist provision. Despite having its vehement
a child with SEN, complete honesty is essential. There is no point in skirting
and the school will be able to organise
critics, this report revolutionised the
around a child’s developmental or
the use of a laptop and extra time in
way we view children with SEN and
learning difficulties; the facts will
examinations. In addition, it can also
threw the inclusion debate wide open.
eventually emerge and schools will be
be helpful if the school can be flexible
Previously, children with identified
justifiably irritated if there is deliberate
and children can drop a language,
special needs were defined by them;
obfuscation. My advice is to think
for example, in order to give them an
their labels were millstones around their
outside the box and try to present
extra lesson period to do homework
necks and tended to have a negative
the bigger picture. Focus on what the
or to have a one-to-one session with a
impact on their self-esteem. Today,
child can do and how they can make a
particular teacher. Sometimes, children
getting a diagnosis (a label) can be a
positive contribution to the school. The
have enough to face during the school
relief because it should lead to a child
creativity of a severely dyslexic child, the
day without having to learn a language
receiving appropriate help.
mathematical skills of a pupil with an
as well.
ASD and the sporting prowess of many
There are countless variables to consider, including practical, emotional
children with ADHD are all valuable
Specialist support
and social considerations, as well as
assets in any educational environment.
For some children, mainstream is not
educational issues. It is a tricky, stressful
When looking at a mainstream
a feasible option. There are wonderful
and uncertain business, but there are
school for a child with special needs,
special needs schools catering for
almost always solutions to the problems
it is important to look at the size of
difficulties in dyslexia, speech and
that emerge and, with guidance, parents
the special needs department and the
language, PMLD, autism, Asperger’s and
can find a school that suits their child.
number of teachers within it. This will
behavioural issues, to name just a few.
If a school doesn’t advertise its SEN
give an idea of how much emphasis a
These schools offer small classes and
provision, ask them about it. The school
school places on their special needs
support such as occupational therapy
has to want to support and educate your
support. Your child may need help within
and physiotherapy. They sometimes
child, and parents have to feel confident
the classroom from an assistant and it is
also provide psychological services
that the school is compassionate,
important to check whether this will be
within the school, without the need to
empathetic and highly capable of
available. Supervised homework time is
go elsewhere. Generally, the teaching is
meeting complex needs. Above all, the
invaluable so that a child who does not
excellent, the accommodation of a high
child must be happy and comfortable
understand certain issues is able to ask
standard, the food well thought through
in the environment in order to begin
for help. The department should also
and the staff friendly and welcoming.
to thrive.
have access to speech and language
Parents are often relieved to know
therapists, occupational therapists
that their child will receive targeted
and other specialist professionals. The
specialist support in exactly the area
special needs department needs to
required. Special needs schools are
liaise directly with the class teachers
very expensive, though, and fees can
or subject teachers so that if a child
range from £40,000 to £120,000 a year.
starts to fall behind, it is picked up
UK parents can apply for a statement
immediately. Children should also be
of SEN through the local educational
able to use laptops within the classroom
authority, but international parents have
if this is helpful to them at senior level
to pay the fees themselves.
www.senmaGAZINE.co.uk
Further information
Deirdre Donegan is an SEN consultant at Gabbitas Education, publishers of Schools for Special Needs, an annual guide to schools and other provision for children with SEN: www.gabbitas.co.uk
SENISSUE66
61
62
Choosing a School or College
SENISSUE66
www.senmagazine.co.uk
Choosing a School or College
www.senmagazine.co.uk
SENISSUE66
63
64
Choosing a School or College Advertisement feature
Specialist education, care and therapies for children and young people with complex needs and sight problems RNIB Pears Centre for Specialist Learning (formerly RNIB Rushton School and Children's Home) offers individually-tailored education, care, healthcare and therapies to children and young people with multiple disabilities and complex health needs who are blind or partially sighted, from pre-school up to the age of 19. Building on more than 50 years' experience, we offer a stimulating, creative, supportive and purpose-built environment for young people, enabling them to reach their full potential for learning, independence and fulfilment. Located in a pleasant residential area in Coventry with excellent transport links (near M6, M1, M42 and M69 motorways, major rail routes and Birmingham International Airport), the Centre is easily accessible from across the UK.
strangers. He could not communicate his needs and was staid and resistant to change, however minor. In the nine years Fabian has attended RNIB Pears Centre he has grown in confidence. He is now working as part of the class group and has made lots of friends. He enjoys regular telephone conversations and enjoys music and swimming. He enjoys his social life too. "Who’d believe that the boy other people told me wouldn’t mix well in society, has transformed into a polite and popular 17-year-old, who embraces a challenge. I am extremely grateful to RNIB Pears Centre. Fabian definitely benefits from the resources and specialist expertise this school has to offer." Jacqui, Fabian's mum
Fabian's story Fabian, 17, has autism and is registered blind. His obsession and challenging behaviour meant that he could not attend mainstream school, yet special schools did not feel that they could help Fabian either. However RNIB Pears Centre was different and was able to meet all of his needs. Before coming to school at RNIB Pears Centre, Fabian was an isolated child, who was fearful and angry in the presence of
Find out more
You can hear more about Fabian's and other young people's stories by watching our videos at: www.rnib.org.uk/pearscentre We welcome visits from parents, carers, other family members and professionals. To discuss places or arrange an informal visit, call: 024 7636 9500 or email: pearscentre@rnib.org.uk
VI and the case for special schools By Sheila Tallon: Principal, Royal National College for the Blind The idea that all students with a visual impairment (VI) should be taught in the mainstream is not new. Language like “segregation” and “discrimination” is used, with inclusion the solution. An article in the last issue of SEN Magazine (SEN65) promoted this view, discussing resources and methodologies for specialist teaching in the mainstream. With most students with a VI in mainstream education, the highest standards are certainly crucial, yet the article acknowledged that staff may not have time to modify materials for students with VI. It was also notable that the experts quoted were from specialist providers. Specialist provision for students with a VI remains an important option for the following reasons. VI is a relatively low incidence disability which presents with a wide range of symptoms and severity. Generally, teachers in
SENISSUE66
mainstream settings cannot match the expertise of those who work with VI students every day. Teachers must be responsive to the emotional consequences of sudden or developing sight loss, and alert to changes in the impairment. VI expertise plays a crucial role in supporting students in such situations. VI students are often excluded from sport and practical science activities in mainstream, while the use of learning support assistants can create barriers between students, teachers and peers. Mainstream education does not always prepare students with VI for transition to adulthood. Mobility and independence skills, for example, are key to finding employment or progressing to higher education, and these skills are part of the timetable at independent specialist providers (ISPs). The Government emphasises the importance of choice for students. Specialist education is essential in a mixed economy of provision where young people with a VI can choose the environment that works for them. Many ISPs willingly share the expertise they have with mainstream providers. Young people should have a say in their own future, with mainstream and specialist providers working together to ensure the best education is available, no matter what setting they choose. www.senmagazine.co.uk
ACCESS AND EVACUATION Advertisement feature
Access and evacuation: case studies and solutions Since Swallow Evacuation Mobility Products Limited was formed, we have found that more and more organisations, such as SEN schools, have a thirst for knowledge about solutions for access and evacuation issues. Facebook, Twitter, newsletters and forum groups can all provide a wealth of useful information to specialist personnel. What has become evident, TRE 70 at The Liverpool Liner Sir Bert Massey CBE though, is that people want independent, factual case studies with solutions. A lot of specialist equipment is available in the market place but many are just not aware of what’s available to them. There are also many sources of independent back-up expertise like NASHiCS, IOSH, NRAC and USHA. The following case studies show the type of issues that we at Swallow EMP Ltd come across on a daily basis.
to have an evacuation lift from the ground floor to the first and second storeys as its preferred evacuation option. Just one year later, four wheelchair-users (including a school governor) were trapped on the second floor as the lift had broken down and they could not use normal evacuation chairs. Although this was not a fire emergency, it was still an emergency as far as the four wheelchair-users were concerned. The only alternative to waiting for a lift engineer was to call out the fire service or carry the wheelchair users and their chairs downstairs. This situation highlights the fact that an evacuation plan and equipment should be put in place, as lifts break down all the time, regardless of fire. In this month’s Safety and Health Practitioner magazine, there is an article on elevation. It talks about lifts having to be taken out of service due to safety issues. Westminster CC had over 1000 reported issues of lifts being taken out of service in one year due to safety reasons. This quite clearly highlights the fundamental point that access and evacuation equipment that can carry all types of wheelchair users must be in place. It is not acceptable to rely on a lift or the fire service.
Access to the school of choice
Most organisations these days are familiar with the concept of “what if” evacuation chairs. However, it has become more and more evident that the normal type of evacuation chairs can become worthless for many different reasons – for example if a person can’t transfer out of their own chair or doesn’t want to use standard evacuation chairs, if a staff member can’t transfer a person into them, or if the evacuation chair was not designed for the fabric of the building. It doesn’t have to be a fire to be an emergency.
We received a phone call from a mother (Kate) asking about our products, as her disabled son (Jack) was trying to gain access to the school of his choice for Year 7. His sister was already at the school and his friends were also going to this school. We discussed the issues that Kate was having with the school and the authorities, and the barriers that she was facing. An email was sent to Kate detailing how the Super Trac operated, and the costs, features and benefits for Jack and the school. We also provided the option of the Stair Mate for use with non-powered wheelchairs. Kate then sent these costings to the school and both local authorities involved. We went to the school and demonstrated that the Super Trac worked with Jack's wheelchair and on the stairs and hallways. Everyone was happy with this. Months later, Kate was still facing an on-going battle with various interested parties who seemed more concerned with costs than the key issue – that of Jack being able to go to the same school as his sister and friends. Kate had to go to tribunal where, eventually, the judge questioned why it had gone so far and not been resolved far earlier, as clear solutions were available. Throughout, we supplied information to Kate, to assist her in the case.
Evacuation failure at a Barnsley SEN school
When is an evacuation chair not an evacuation chair
About Swallow Evacuation Mobility Products Limited For more information, visit: www.swallowemp.com, telephone: 0121 366 9275
Roughly three years ago, a brand new special needs school was built in Barnsley under the PFI initiative. The school chose
www.senmagazine.co.uk
SENISSUE66
65
66
CARE
SENISSUE66
BATHING
www.senmagazine.co.uk
asperger's syndrome
67
Bottoms up! Jennifer Cook O’Toole explains what Maria von Trapp and trapezoids can teach us about kids with Asperger’s
I
n the States, every Christmas Day brings the annual television network airing of The Sound of Music. While the house still smells of egg nog
and edelweiss (OK, balsam fir) Julie Andrews sings “Let’s start at the very
I was the consummate Aspie perfectionist, so “excellent” wasn’t good enough for me
notes and sheet music, but even at that point, every piece was reviewed and memorised without relying upon a piece of paper. These different approaches to music lessons embody the “where’s the
beginning/A very good place to start...”
beginning” dilemma: is the beginning of
And that makes sense – whenever
learning at the foundation, as in Maria’s
learning anything new, you start at the
then they add lyrics and lo and behold,
“Doe-a-deer” building blocks? Or, as in
beginning, obviously, and then you move
they have music.
the Suzuki Method, is the beginning a
on from there.
That’s one way to learn – adding up
complete whole, broken down only after
The challenge when teaching
specific examples to create a larger
we’ve learned to love the tune? The
or raising children with Asperger’s
whole, like assembling a mosaic of bits
answer, really, has more to do with who
(Asperkids) isn’t whether to start at the
of tile. It’s a bottom-up approach.
is learning and how they need to learn.
beginning, it’s in determining precisely where that beginning might be.
Traditional
education
and
authoritarian views of parenting, on
Teach how they learn
For example, the von Trapp children
the other hand, tend to favour a top-
Temple Grandin has noted that most
start their singing lesson by echoing
down, “because I said so,” concept-
individuals on the spectrum are usually
and then naming notes (musical building
first, details-later form of instruction. It’s
bottom-up learners. And I thoroughly
blocks): “When you know the notes to
how I learned to play the violin, via “the
agree. I would have wanted to learn
sing, you can sing most anything”,
Suzuki Method. We were taught almost
to make music using Maria’s building
Maria (Andrews) instructs gaily. And sing
immediately to play melodies by ear,
blocks, just as I began dance with basic
they do. They assemble the notes into
with great emphasis on memory. Much
phrases and the phrases into melodies,
later, we were introduced to written
www.senmaGAZINE.co.uk
>> SENISSUE66
68
asperger's syndrome
I knew I could tackle this challenge, I wanted the transcript that went along with it and I enjoyed pushing myself to learn new things (I still do). However, this class threw me completely. Suddenly, we were memorising
How do you ask for help when you don’t even know what’s confusing you?
seemingly random theorems about abstract rules which seemed unimportant
Mama-duck Jennifer with her three children.
and disconnected. For example, we read
liked and to experiment, to make every
that a trapezoid is isosceles if and only
kind of trapezoid she could. Knowing
if the base angles are congruent. OK,
from previous lessons that two opposite
well, I understood the words, and the
sides of a trapezoid had to be parallel,
little picture in the textbook looked right,
she began by using a “spacer” bar to
so, if they said so....But there was no
keep the distance between tops and
real learning happening.
bottoms equidistant (no following lines
Then, suddenly, we were expected
or tracing with rulers, she was building
positions and steps before pirouettes
to apply these random theorems in
it to be parallel). Then she filled in
and leaps.
real time when solving problems that
the sides.
Most neurotypical folks, however, are
didn’t look anything like the original
top-down learners; forget the notes and
instructional illustrations. I was lost and,
I asked my daughter to find any
sharps and things, you all want to start
worst of all, I truly didn’t understand
trapezoids where the non-parallel sides
with melody. Of course, neither way of
what I didn’t understand. And how do
were the same colour (length). Easy.
learning is right or wrong, unless, that is,
you ask for help when you don’t even
Then, I handed her a protractor and
we mismatch student and style. Then,
know what’s confusing you?
made my final request: would she please
boredom, frustration, and self-doubt
After she decided she was done,
measure the different interior angles in
Keep it practical
each trapezoid and jot them down in a
Asperkids depend upon us to teach
Skip ahead about twenty years. For one
notebook?
them in the way they need to learn.
year, I found myself homeschooling my
“Huh,” I heard her mutter a little bit
I should know. I’m an Aspie, I have
Asperkids, filling in holes where their
later. “Mom, take a look at this. Every
three Asperkids and I was a teacher.
genius-level IQ’s didn’t match with their
single time, the top angles are congruent
So this is a topic I understand intimately.
confidence or comprehension. By this
and the base angles are congruent
Like most people on the spectrum, I
point, I had already fallen in love with
too.” She’d made a discovery from
absorb information best by engaging
the Montessori method of learning
trapezoids, not from a textbook.
with it directly, noting specific, concrete
because of its basis in sensorial, first-
“What about the others, the ones
experiences, facts, and examples.
hand exploration of concrete materials.
where the nonparallel sides were
Then, I spot trends, notice patterns and
Children first encounter ideas by seeing,
different lengths?” I pushed, and she
develop a perception.
touching, and hearing three-dimensional
turned back to check.
take over the show.
Truth be told, I was powerfully
expressions of sophisticated concepts.
“Nope!” she decided. “Not in these.
fortunate in school; everything academic
After doing so, they independently and
The angle pairs don’t match anymore.”
came easily to me. Mind you, I was also
organically begin to make high-level
After just a few questions, she
the consummate Aspie perfectionist, so
connections, analyse ideas and question
was able to determine for herself that
“excellent” wasn’t good enough for me
possible patterns.
trapezoids are only isosceles if the base
– only “perfect” (in the most challenging subjects) would do.
One day, I brought out the geometry
angles are congruent, and vice versa.
stick box, which contained flat wooden
Twenty years before, I didn’t understand
This is why, at age thirteen, I
bars, colour-coded according to their
the same concept because it was
completely freaked out. As a high school
lengths. Each stick also had holes where
taught top-down from a book, and I
freshman, I had elected advanced
drawing pins could affix it to a cork tile.
couldn’t generalise that information. But
geometry for my math course of the
On this particular day, my Asperkid
my Asperkid got concrete, hands-on,
year, a bold placement that had to be
was building trapezoids. I told her she
bottom-up instruction and discovered
staff-approved. I wasn’t being arrogant;
might use any colour (length) bars she
the reality of geometry for herself.
SENISSUE66
www.senmagazine.co.uk
asperger's syndrome
Keep it logical
utterly lost when she feels as though
Those of us on the autistic spectrum
2+2 suddenly has to equal 5, and she
rely upon specific facts, examples
just knows that that’s not true.
and experiences to logically construct
Encourage first-hand encounters with the world through any means possible
absolutes. We start with fundamentals
Keep it real
– grammar, numerical patterns, music
Asperkids don’t easily generalise from
notation – and build up to bigger
one subject or experience to another;
pictures. Asperkids learn that way, so we
being told to clean off the counter in
adults need to teach that way. Because
the bathroom before washing it down
Asperkids aren’t typical, neither are the
doesn’t mean they will do the same in the
performance on stage. When the
patterns they observe nor the theories
kitchen, unless you say so. Our minds
musicians first read the new piece, each
they propose. That’s a good thing. If we
simply do not operate as yours do. So,
one learned her part. Then in rehearsal,
lived in a world where everyone arrived
for the sake of your students, clients or
the conductor probably pointed out
at the same conclusions, we would
kids, you have to operate differently too.
where common melodic themes would
be without creativity, problem-solving,
Encourage first-hand encounters with
emerge. Only the conductor, who held
or curiosity.
the world through any means possible;
the entire orchestra’s score, could see
Our bottom-up learning is also part
more experiences means more data to
the big picture. Everyone else could
of the reason for Asperkids’ amazing
assemble into those concept file folders.
see only what was directly in front of
ability to retain tomes of facts, but it
For example, forget lectures,
is also why they struggle with general
worksheets and tedious textbooks.
As an adult in the life of an Asperkid,
(seemingly obvious) principles. It is
Teach history through field trips to
you are a lot like that conductor. You
why Asperkids need to concentrate on
battlegrounds, by reading scans of
will have to point out some themes and
something until they have mastered it,
handwritten letters, listening to popular
connections that Asperkids cannot yet
rather than dabble casually at this and
music of the day online, experimenting
see. First, though, allow them to learn
that. It is why Asperkids need detailed
with authentic recipes, playing
their own melodies. Give them the
rules and plans of action rather than
historically-accurate games, reading
chance to experience and explore the
general suggestions, timetables,
real advertisements, newspapers and
world directly, to hear the music and to
or guidelines.
her eyes.
etiquette guides, and by exploring
absorb rather than simply memorise. Let
And, it’s why if particular experiences,
portraiture and photography. Interact
them create, develop and invent tunes
facts or examples don’t add up to the
with real things. Then discuss patterns in
that aren’t just stuck in their heads,
exact big picture you want to teach,
the resources (behavioural expectations,
but which begin in their wonderfully
there will be a locking of horns and a
cultural norms, popular trends), and
precocious hearts.
gnashing of teeth. Any Asperkid is going
finally, watch your Asperkid assemble
to be frustrated, confused, upset and
perceptions, mosaics, concepts. Think of Einstein and e=mc 2. Generalising to great degrees of abstraction is entirely doable for people on the spectrum, if they have the right start. Parents and teachers have to present numerous concrete examples of a concept in multiple settings to set imaginations whirring. Given enough concrete examples (how many depends on the individual, the age and the concept), the child will assemble a broader – and possibly brilliant – takeaway understanding. Remember those music lessons we discussed? Well, now imagine that a
Hands-on learning is great for many Asperkids.
www.senmaGAZINE.co.uk
symphony is about to get its debut
Further information Jennifer Cook O'Toole has Asperger’s syndrome and is the mother of three young children with Asperger’s: www.Asperkids.com
Jennifer is the author of Asperkids, The Asperkid’s Book of (Secret) Social Rules, The Asperkid’s Launch Pad and The Asperkid’s Not-Your-Average-Coloring-Book, all available from: www.jkp.com
SENISSUE66
69
asperger's syndrome
Positive thinking Julie Day reveals how an Asperger’s diagnosis has helped her turn her life around
I
was diagnosed with Asperger's syndrome as an adult in 2011. It was a relief because it explained my shyness and my behaviour as a
child at school and as an adult at work and home. Now I have this explanation,
I felt that my brain couldn't cope; it would shut down leaving me unable to concentrate
I am learning how to cope and make the most of my attributes. Here is how: When I was first diagnosed, it made
Communication
me very aware of my condition whilst
I now know that I find it hard to make
driving, and I felt that this made me a
friends easily because I have problems
worse driver. But now I believe that,
communicating with others. Realising
realising I have Asperger's, I have
this, I try to network and socialise more
become more aware of what is around
effectively in groups. I also find it hard
me. I recognise that I can't drive when I
to keep eye contact when talking to
am distracted by noises, so I never have
people, so when I'm in company I try to
the radio on. I also know that I have to
colleagues. Now I'm at home full-time,
look at the person talking to me without
concentrate on driving all the time and
I am learning that I don't have to have
appearing as though I'm staring at them
not let outside thoughts enter my mind.
lunch at that time, and it doesn't matter
(which is hard). Also, I tend not to look at
All in all, realising that I have Asperger’s
if I eat a few minutes later than planned.
people all the time that they are talking
has probably made me a better driver
Also, I don't have to work at a particular
to me, so I am learning to make sure
after all.
time after lunch. I know it is not worth
that I am looking like I'm listening all the time, especially with my mum.
Understanding her condition enables Julie to manage long-standing issues.
getting het up about.
Sensory overload
All in all, knowing that I have
Sometimes when I was at work, I felt that
Asperger's is making me a better
Tone of voice
my brain couldn't cope; it would shut
person. I feel calmer at home, and more
On regular occasions when I was
down leaving me unable to concentrate
relaxed when I am out and about and
working, my supervisor would tell
on anything. It would shut down the rest
whilst driving. Most importantly, I am
me off about speaking abruptly to
of my body too, so that I found it an
still learning all the time.
students. I know why now. I have also
effort to walk home from the station. I
done this with my mum. I am learning
have learnt to spot the signs of when this
to speak in a much calmer and softer
is about to happen, as my brain goes
tone to my mum. I know I still do speak
all foggy. When this happens, I just rest
abruptly sometimes but I am learning to
and go to bed for a while. It upsets me
spot when I do this, and to apologise
when this occurs but I am learning to
afterwards.
calm down when it does.
Driving
Routine
I learnt to drive and passed my test (at the
When I was at work, I went to lunch at
fourth attempt) when I was undiagnosed.
a certain time to coordinate with my
www.senmaGAZINE.co.uk
Further information Julie Day is a freelance writer of fiction and non-fiction about Asperger’s syndrome for adults and teenagers: www.julieaday.co.uk
SENISSUE66
71
72
asd and social interaction
No choice without understanding Young people with ASD need clear information and practical support to deal with the complexities of modern social interaction, writes Robyn Steward
L
ike most teenage girls, I
meant by a come on? How do you know
wanted a boyfriend. But most
when someone is coming on to you?
guys my age were either not
You also need to understand how to
interested or rejected me.
get out of situations. This doesn’t just
When I was 17, a guy told me: “I don’t
apply to romantic or sexual relationships
want to be your boyfriend because
but also, for example, to not accepting
you’re disabled, and there are some
drugs or alcohol if you don’t want them.
things I wouldn’t want to do for you”.
It’s all very well being told to “just say
What is meant by a come on? How do you know when someone is coming on to you?
I have Asperger’s syndrome, an
no”, but if you have spent a lot of time
need to learn the appropriate vocabulary
autistic spectrum disorder (ASD). In
building up a friendship with someone
to make themselves understood. It’s the
recent years, there have been many
and you don’t have many (or any
same as learning to say, for example,
initiatives to get kids with ASD into
other) friends, you are more likely to be
that you can only eat gluten free bread.
social groups. This is all well and
compliant because you don’t want to
If someone offered you a sandwich and
good, but you also need the input of
lose that person.
you just said “no”, when actually you
neurotypical people into these groups,
At school, sex education never really
just needed to say that you can only
to provide every-day information and
felt like it was for me. It didn’t seem to
eat gluten free bread, you are being
understanding that many young people
tell me what I needed to know. Nobody
denied a proper choice; no-one has
with ASD lack. So much that relates
told me that I could say “yes” to one kind
explained that you are gluten intolerant,
to social etiquette, for example, is
of sex (such as oral) and “no” to another
what foods have gluten in, and that there
very generational and geographically
(such as vaginal). They never told me
are gluten-free options.
location-specific, and it is very hard for
how to say “no” or how to make it clear
many of us to pick up.
what I was saying “no” to. Young people
A lack of this kind of understanding made me vulnerable. There are a lot of things you need to know when relationships are in the air. What is
SENISSUE66
www.senmagazine.co.uk
asd and social interaction
Spotting problems
understand the situation fully, doesn’t
It is important when working with people
mean that a predator won’t try and hurt
on the autistic spectrum to speak in
you. Sexual predators can attack adults
literal terms, particularly with those who
too, so these lessons are for life.
are expected to manage on their own.
Being called a reject or a retard every day is going to make you feel worthless
Indeed, many people with Asperger’s
Building confidence
probably won’t be eligible for much
Many individuals on the spectrum
support under current and forthcoming
may not be able to appreciate the
welfare reforms. Not everyone can have
consequences of their actions and
Without a thorough understanding of
a teacher or caring adult whom they can
those of others. They may struggle to
an individual’s diagnosis, professionals
trust and talk to, but everyone should
think a situation through. One thing
cannot make sure that they meet the
have the information about what is OK
that everyone in schools can do is to
specific needs of the young person
and what is not OK. This information
help each and every young person
concerned, and that they are involving
should span many areas of social and
to recognise their self-worth and feel
them effectively in the matter at hand.
personal life. Abuse can take many
confident about who they are, including
It is important not to breed
different forms and young people on
any disability or condition that is part
dependency in our young people on
the spectrum who are making their
of them.
the spectrum. We need to help them
way towards adulthood need to know about them.
This, of course, means that all
to become autonomous learners and
staff must acknowledge disability and
to ask questions without fear when
understand the ways in which young
they do not understand. Parents need
Financial abuse
people with particular conditions are
to accept that they might not always
It is important to understand that to
affected by how others treat them.
be the right person to answer these
be friends with someone you don’t
Being called a reject or a retard every
questions. Educators need to ensure
need to give him/her money. It is your
day by fellow students is going to
that they are creating an environment in
money, so you should choose what you
make you feel worthless. Staff need to
which all young people are encouraged,
do with it. While you may physically
understand the dynamics at work and
and given the skills they need, to make
have the cash that you could lend to
appreciate that all young people want
their own choices.
someone, you need to understand
to be accepted by their peers. Without
the real consequences of doing this.
this understanding, young people are
It may, for example, leave you without
left without the vital support they need,
the means to do your weekly shop.
and can be vulnerable to potentially dangerous situations.
Emotional abuse
I sometimes find that parents do not
It is not acceptable for someone to
want to tell their children about their
continually criticise you and call you
diagnosis. But Autism is part of you, like
names. If you have asked them to stop
your gender or sexuality, and it affects
and they do not, then this is bullying.
the choices you make, particularly
When you ask bullies to stop, they may
when things go wrong. It is also crucial
try and justify their actions, but this
that professionals are informed of
doesn’t make what they do OK
the diagnosis and what it means. For example, a doctor investigating for
Sexual abuse
possible psychoses may ask: “do you
There are lots of different kinds of sex.
hear voices?” If you’re a literal thinker,
You always have the right to say no to
regardless of psychoses, the answer is,
anything. If the person does not listen to
of course, “yes”: your own voice and
your choice, then this is sexual assault
those of people around you. But if the
or rape. There are also some people out
doctor understands your autism and that
there who are keen to pray on weakness.
you take things literally, she can ensure
Just because you are under the age of
that you are not misinterpreted, and
consent, or don’t have the capacity to
rephrase the questions appropriately.
www.senmaGAZINE.co.uk
Further information
Robyn Steward is a specialist Asperger’s trainer, consultant and mentor. She is the author of The Independent Women’s Handbook to Super Safe Living on the Autistic Spectrum (due out in September 2013). www.robynsteward.com
SENISSUE66
73
AUTISM
74
Small beginnings Parent Hazel Reeves reflects on the little things that make a big difference to the life of her daughter with ASD
I
felt quite experienced. I had worked with children and families for years in nurseries, schools and family centres, and then as a social
worker. However, nothing had prepared me for the twenty-four/seven challenge
It has taken me six years to learn not to ask my daughter questions after school
of living with autism. Guilt, sadness and
right or does something well. Talk via a puppet or favourite toy to reduce confrontation. Break down social learning into bite-size pieces; for example, “People like it when you say hello”.
overwhelming exhaustion marked the
changes we needed to make to help
pre-school years of my daughter’s life.
our daughter.
I didn’t know what to do.
Tell her when she gets something
Social learning does not come
Persevere and be patient.
Small ways to help transition
My youngest girl, Imogen, was
intuitively to a child with autism.
Change can make a child feel anxious.
diagnosed with autistic spectrum
Reading people is the hardest task of all.
She may not know what it is she is
disorder/Asperger’s syndrome when
Understanding what people are saying
meant to be doing, what is going to
she was three years old. She is now ten
and really meaning can make life hard.
happen next, where she needs to be or
and has a wonderful and unique way of
The small changes I describe here are
what she needs to have with her.
looking at our world.
based on my experience of daily life.
“You will teach her; she will learn”. These were the powerful words from the gentle paediatrician who fully diagnosed
Visual timetables can be used for daily routines and special
Small ways to help communication
events such as trips. You can use photographs or line drawings.
our daughter. Her words were my
Don’t fuss! It has taken me six
Talk through the timetable with
starting point to discovering the small
years to learn not to ask my
the child to make sure it makes
daughter questions after school.
sense to her, or get her to make it
Give one instruction at a time using as few words as possible. Use the child’s name first to get attention. Allow her to process what you’ve just said before repeating yourself. Check that the child has understood what you said. Sit alongside the child – it’s less
with you. Use a timer to show how long an activity will last. Give the child a special bag in which to keep all the things she might need. Let a puppet do the talking through transitions from one activity to another.
confrontational than being faceto-face. Don’t expect or demand eye contact.
stimuli differently to other children. They
and use them in learning and
may be over or under sensitive with their
conversation.
touch, balance, body awareness, sight,
can do.
SENISSUE66
Children with autism process sensory
Pay attention to special interests
Be clear about what the child Imogen (top) lets her older sister join her in her den once in a while.
Small ways with sensory sensitivities
Avoid expressions that can be taken literally.
hearing, taste or smell. My daughter likes certain textures to touch. There are foods she cannot tolerate because of the way they feel in her mouth and she likes www.senmagazine.co.uk
AUTISM
Routine jobs and tasks which are quiet and repetitive can restore an overwhelmed mind to overwhelm her and start to engulf us as a family, we reach for a reward chart. Keep reward charts simple, with attainable goals. Work out what it is that needs to change or be learnt, and break down the learning process into Imogen and mum Hazel sometimes use puppets to have a chat.
small chunks. For example: I stay in my bed all night and
to keep food separate on her plate. She
interpret faces, language and gestures
see mummy at 7am. After three
has a very high pain threshold.
or the stress bought on by sensory
nights (three stickers) there is a
Stress levels can affect
sensitivities. I have learnt that there are
reward of a special magazine.
sensory sensitivities.
times when taking a break is essential for
Then extend the length of time
my daughter. It gives her time to process
between stickers and reward.
space where she will be
all that has been going on around her
Repeated social learning that is
comfortable and not irritated by
and restores order to her overloaded
clear, instructive and engenders a
those around her.
mind. We make dens behind the sofa,
visual reward works. It may take
under the stairs and in the garden.
years to learn something but the
Give the child plenty of physical
If injured, don’t assume the child will cry, scream or ask for help.
Provide a tent that is just for the
rewards are huge for the child,
Teach her what to do if there are
child with autism. You could put
parents and siblings. What elation
visual signs such as a graze,
some sensory toys or paper and
we all felt when my little girl first
blood or swelling. An injury may
pencils inside. Give the child
slept in her bed all night without
only be felt hours later.
permission to use the tent and a
waking me several times to check
Some children have specific sensory feedback needs. They might fidget less if they sit on a cushion or feel more comfortable
way to access it and rejoin other children. Create a quiet work space for
that I was still there. Every small change we have learnt to make has benefited not only our
the child which faces the wall to
daughter but her sister, ourselves as
minimise sensory overload.
parents and her peers. We rejoice at
Some children will find certain
Routine jobs and tasks which
the small steps of progress that are
sounds painful. These might
are quiet and repetitive can
leading her to fully participate, in her
include the school bell or
restore an overwhelmed mind.
own way, at home, at school and in the
hand-dryers.
These jobs could be part of the
community.
sitting in a corner.
Certain smells may be hard to tolerate. If possible, remove the child from the source of irritation.
Small ways to take a break
structure of each day or used when needed. This will give a sense of purpose and order to taking a break.
Sometimes, the child with autism
Small rewards that celebrate success
becomes overwhelmed by people and
My daughter loves reward charts. She
busy environments. She cannot escape
likes to use stickers to visually measure
from the constant pressures of trying to
her success. When her anxieties threaten
www.senmaGAZINE.co.uk
Further information Hazel Reeves is mother to two daughters, one of whom is diagnosed with ASD, and the author of the children’s picture book series Roar the Little Dinosaur: www.roar-littledinosaur.com
SENISSUE66
75
76
autism
Womaston School is a small, independent special school for students with learning disabilities, complex needs, communication disorders and autism. Set in a fantastic rural location on the borders of Herefordshire and Powys, we deliver a non-classroom based ‘adventurous’ curriculum over a number of locations in and around the school and within the wider community. Learning is promoted through hands-on, motivating activities including pottery, computer studies, climbing, swimming, horse riding, gardening, walking, kayaking, music, and woodland exploration. We provide: • Full time education for students aged 11 to 19 years • Day placements and flexible residential packages from respite to 52 week • Private accommodation for up to 16 students and onsite overnight parent accommodation • A 22 acre campus comprising substantial woodland grounds, sports hall, hydrotherapy pool, sensory room, ICT room, cafe, life-skills kitchen, horticultural area, sensory garden, outdoor classrooms, nature trails • Highly individualised learning programmes tailored to meet the personal and academic needs of each student • Specialists in Occupational Therapy, Speech and Language Therapy, Behaviour Support, Music Therapy, Reflexology and Yoga • Supported transition to adult living through ‘My Way’
For more information or to arrange a visit, call us on 01908 230100, visit our website at www.macintyre-education.org or email us at referrals@macintyrecharity.org
SENISSUE66
“My son is in a home from home, such a welcoming place!” Parent 2012 “The difference in this young man is remarkable, it’s fabulous to hear about his progress and how much happier he is.” Local Authority 2013 “Behaviour is very good throughout the school” ESTYN April 2013 “Our son has come on leaps & bounds. He’s grown up, calmer, and his concentration has improved a lot” Parent June 2013 “All pupils become more confident and develop their communication skills” ESTYN April 2013
www.senmagazine.co.uk
AUTISM
www.senmagazine.co.uk
SENISSUE66
77
78
AUTISM
SENISSUE66
www.senmagazine.co.uk
82
british sign language
Give us a sign! Jon Hickman explores the benefits of using BSL with all pupils
I
have been using British Sign Language (BSL) as a visual learning tool in my science classes for the past year. As a kinaesthetic process,
it is an excellent way for visual and tactile learners to reinforce key concepts. The
Students feel more confident in being able to communicate with other people
has significantly improved since the introduction of BSL to lessons. People with dyslexia are often visual learners, so the use of BSL makes a lot of sense for them.
Teaching BSL
majority of signs are very logical and can be used as part of a sequence of
As part of school INSET, I have run a
vocabulary – such as cell, nucleus, cell
with other people, both adults and fellow
course for other teaching staff to see
wall and cell membrane. Recall of signs
students, using the new skills they
how I use BSL to improve literacy
is a useful prompt for vocabulary terms
have acquired.
and understanding of subject specific
and as a visual cue for a particular topic or an assist for an explanation.
Students who have autism and
vocabulary. This has led to me working
Asperger’s syndrome are able to
with a colleague on delivery of a lesson
The use of signs allows students
communicate more easily in social
about waves in physics; I taught
to express themselves and grow in
settings and often excel with the rules
my colleague the science signs for
confidence through an alternative form
and grammar of BSL. One student I
frequency, wavelength and amplitude.
of communication, as well as learn an
teach is intrigued by the differences
The students in the class were shown
important lifelong skill which they can
in word order in a sentence between
the signs and asked what they thought
use to communicate with people with
English and BSL.
they represented. Due to the visual and
hearing impairments. I also use it to aid
As BSL is a visual language, it can be
logical nature of the signs, the students
literacy by working on spellings with
a good antidote to the noisy classrooms
were easily able to decipher the context
students. This kinaesthetic method is
that can distract and distress many
and vocabulary for each sign. Through
an alternative way that students can
learners with SEN. It can therefore
teaching BSL to other staff members,
choose to remember key words, their
create a calm learning environment
there has been a lot of sharing of ideas
spellings and their contexts.
where the chance of sensory overload
and new creative practice.
The feedback I have received from
is significantly reduced. The use of
BSL is being used in primary schools
students has been very positive.
signing also helps students with specific
to improve literacy and numeracy skills
Students are always very engaged when
learning difficulties refine their motor
and I believe that it has much wider
learning new signs and using ones they
skills and coordination, as some signs
uses as a learning tool than have so far
have previously learned in conversation
involve a series of complex movements.
been identified.
or explanations to answers. By creating
A student I work with who has
visual clues, BSL helps learners to gain
severe dyslexia has picked up BSL
the context and a deeper understanding
rapidly and has used fingerspelling to
of terminology. It facilitates longer
improve written spelling and to cue for
periods of attention, is inclusive and
vowel and consonant digraphs that are
caters for all abilities.
tricky, such as “au”, “ou” and “ch”. By visually touching out the representative
BSL and SEN
letters, it appears to assist with short-
I run an after school BSL club which
term memory and sequencing problems
focuses on general conversation skills
commonly found in people with dyslexia.
and allows students of all backgrounds
The student is then able to transfer this
to integrate and express themselves
to written work, and enjoy story-telling
freely. Students say they feel more
and giving presentations using BSL.
confident in being able to communicate
The student’s attainment in science
SENISSUE66
Further information
Jon Hickman is a science teacher at Ferndown Upper School in Dorset: http://fernup.dorset.sch.uk
www.senmagazine.co.uk
SEN PUBLISHING
SEN books
A selection of useful books covering special educational needs ADHD
Can I tell you about ADHD?: A guide for friends, family and professionals Susan Yarney with Chris Martin (Illustrator) (Jessica Kingsley Publishers) Illustrated book introducing ADHD for children and others. www.jkp.com
The Boy from Hell: Life with a Child with ADHD Alison M. Thompson (CreateSpace Independent Publishing Platform) The story of a child with ADHD, as told by his mum.
www.theboyfromhell.co.uk
ADOPTION AND FOSTERING Ten Top Tips for Supporting Education
Eileen Fursland with Kate Cairns and Chris Stanway (British Association of Adoption and Fostering: BAAF) Supporting the knowledge and practice of workers and carers involved with looked-after children. www.baaf.org.uk
AUTISM/ASD
Asperkids: An Insider's Guide to Loving, Understanding and Teaching Children with Asperger Syndrome Jennifer Cook O'Toole (Jessica Kingsley Publishers) An insider’s view of Asperger’s from a parent, teacher and Aspie. www.jkp.com
GENERAL SEN
Everyday Challenges Activity Pack (SEN Press) Simple stories about teenagers rising to the challenge of everyday tasks that don’t always go according to plan. The Pack includes: six readers, six eBooks, 15 skills-related interactive activities, 46 worksheets and teachers’ notes. £139. SEN Press: life skills resources for 14 to 19 year-olds, reading age seven. www.senpress.co.uk
The Intensive Interaction Handbook Dave Hewett, Graham Firth, Mark Barber and Tandy Harrison (Sage Publications) A practical guide for those wishing to implement intensive interaction in their setting. www.uk.sagepub.com
The Practical Well-Being Programme: Activities and Exercises Penny Moon (Speechmark Publications) Introducing the holistic approach in education to a wider audience. www.speechmark.net www.senmaGAZINE.co.uk
LITERACY AND READING Flying Starters (Oxford Birkbeck Publishing) The authors’ aim is to provide books which are interesting, fun and accessible. Regular spelling patterns and simple sentence structures are used. The books, numbered 1 to 12 in order of difficulty, are short enough to read in one go. Detailed illustrations and a check-word list help reading and understanding. www.oxfordbirkbeck.com
Project X Code (Oxford University Press) Help for struggling readers. Transform the lives of your struggling readers with an intervention that’s proven to work. Project X CODE is the only reading intervention that embeds systematic synthetic phonics within a highly motivational character adventure series. Developed by a team of experts, Project X CODE is fully resourced with comprehensive lesson plans, easy-to-use assessment and progress tracking, plus free online PD support for teachers and teaching assistants, all designed to accelerate progress. To find out how Project X CODE can make a difference in your school, order a free preview CD-ROM at: www.oxfordprimary.co.uk
SCHOOLS AND COLLEGES John Catt’s Which School? For Special Needs 2013/14 (22nd Edition) Editor: Jonathan Barnes (John Catt Educational Limited) Guide to SEN provision at independent and non-maintained schools and colleges in the UK. www.johncatt.com
Schools For Special Needs 2013 Gabbitas Education (Kogan Page Ltd) Guide for parents with details of SEN provision at more than 2,000 special and mainstream schools. www.gabbitas.co.uk
SLCN Supporting Quiet Children: Exciting Ideas and Activities to Help “Reluctant Talkers” Become “Confident Talkers” Maggie Johnson and Michael Jones (Lawrence Educational Publications) An investigation into what lies behind children's shyness and reluctance to talk. www.lawrenceeducational.com SENISSUE66
83
SEN PUBLISHING
Dyslexia-friendly font for children’s book Mila Publishing, based in Geneva Switzerland, has released its first book, Maks and Mila on a Special Journey. The book uses a specially designed, award-winning font to make reading easier for children with dyslexia This is the first in an upcoming series of illustrated books which use the power of reflection and repetition to help children develop joy, compassion, gratitude, generosity and selfconfidence in their lives. Through uplifting narrative and positive reinforcement, the storylines are written to encourage ongoing child development in children aged between four and eight. The Maks and Mila book series comes with its own free iOS app, which adds to the storyline, empowers children to be creative and provides a unique platform for child development. Like the book, the free APP also features the special font that is designed to make it more accessible for children with dyslexia. More information can be found at: www.Maks-Mila.com www.senmagazine.co.uk
SENISSUE66
85
86
book reviews
Book reviews by Mary Mountstephen
The Homunculi Approach to Social and Emotional Wellbeing Anne Greig and Tommy MacKay Foreword by Rita Jordan Jessica Kingsley Publishers 96 pages £19.99 ISBN: 9781843105510 The “Homunculi” of the title refer to “little people” who are characterised as miniature agents with problem solving missions and special gadgets who live inside the brain. They are able to help out with distressing thoughts, feelings and behaviours, particularly for young children aged seven and upwards who are experiencing anxiety, anger or fear and who may have high functioning autism or Asperger’s syndrome. The authors share many years of experience in psychology and mental health and have produced this as a fun programme to be run flexibly over a ten week period. The book is a combination of theory/background and practical activities and it has many illustrations as well as a large poster with an outline of a skull with pictures of gadgets which can be used to create stories and cartoons. The authors use a number of worked examples to show how the programme can be used effectively to help children and teenagers use storyboards and other resources to build coping strategies. It is a creative way for them to develop social and emotional resilience through thinking skills and cooperative activities. The authors present the participants with typical problem scenarios and then provide basic scripted formats to work with. This is an interesting approach which will certainly appeal to some children and teens.
SENISSUE66
Full-Body Flexibility: Second Edition Jay Blahnik Human Kinetics 255 pages £13.99 ISBN: 978-0-7360-9036-0
This book provides an excellent overview of how to improve flexibility, strength and balance for the general population. This being said, there are many parts of the book which are applicable to specific populations and I recommend it for this reason. The book is divided into three sections and opens with a useful overview of all the stretches, whether they are active or passive, and where they are to be found in the text. In this second edition, the author has added a number of new stretches, divided into body regions, and has also provided stretches which will be invaluable for adults working in situations where they are likely to experience physical strains and stresses. The author has devised a three-step system which is well-illustrated with full colour throughout. The three steps help the participant to improve their stretching, combined with breathing techniques which promote a calmer and more clear-headed outlook. There are several stretch routines included which target specific types of audiences and which are all wellreferenced, with colour photographs, making it easy to select an appropriate routine and carry it out correctly. I was particularly impressed by the section on the neck, shoulders, arms and hands and I think these could be easily adapted for many populations. I would suggest that teachers look initially at the speciality routines at the end of the book for their own use and for use with children they work with. I believe that slow, focused movement patterns can be very effective both physically and emotionally when well executed.
www.senmagazine.co.uk
book reviews
Energising Brain Breaks: The Fastest Way to Keep Your Students Engaged David Sladkey Corwin Press: A Sage Company 55 pages, spiral bound £12.99 ISBN: 9781452268125
This is a small, pocket-sized book of ideas for teachers looking for ways to energise or wake up their students. The author, a high school maths teacher, has been using “Brain Breaks” since being introduced to them at a workshop run by Jean Blaydes, who is an internationally known author and consultant in the field of movement and learning. Sladkey is now working on a programme called Learning Readiness PE, which encourages students to participate in physical activities before their core academic classes. The brain breaks are divided into a number of sections covering individual, partner and group brain breaks. Each exercise is simply described and there is a photo to show it in action. At the top of each page is a brief description of the exercise and at the bottom of the page are either extension activities or points to note in terms of health and safety. A potential downside of the book is that there appears to be no real reason or rationale behind each exercise. In this respect, some teachers may find it difficult to explain why time is being spent on this and what it is intended to achieve, apart from a generalised “wake up”. Many of the movements are familiar, although some are linked to maths activities, which is an interesting concept. This book might appeal to those with an interest in active maths activities.
www.senmaGAZINE.co.uk
Smart but Scattered Teens: The “Executive Skills” Program for Helping Teens Reach Their Potential Richard Guare, Peg Dawson and Colin Guare Guilford Press 290 pages £11.99 ISBN: 978-1-60918-229-8 This book is aimed primarily at the parents of teenagers and it sets out to provide strategies and guidance on nurturing independence, organisation and peer pressure. It is written by well-respected authors in the field of attention disorders and follows on from the Smart but Scattered book focusing on younger children and pre-teens. The book is divided into three sections, with the first focusing on the teenage brain and the development of executive skills such as emotional control, task initiation, persistence and sustained attention. The authors use familiar (to parents) scenarios to illustrate their points and to clarify why some teenagers seem to struggle more than others. Parents are given guidelines on the identification of specific strengths and weaknesses in their child, and on identifying their own parenting style. Throughout the book, useful examples are provided and the layout encourages the reader to participate actively in completing quick checklists. In the following two parts, principles for improving executive skills are detailed, as well as modifications that can be made to the environment and coping with transitions towards adulthood. This book has much useful, practical and sensible information in it, and is a useful introduction to the field of executive function. While its target audience is primarily parents, I think it has much to offer a wider audience.
SENISSUE66
87
88
CROHN'S and colitis
Coping with Crohn’s and colitis Helen Terry on how to manage inflammatory bowel diseases at school
J
ust before Ryan Alderson was
young person and very painful, both
twelve years old, he became
physically and psychologically.
seriously ill with stomach pains,
Try to be alert to bullying from others
no apparent reason. Further adding to
What can schools do to help?
his discomfort, Ryan was suffering with
When it came to school and coping with
urgent diarrhoea which meant that he
the pressures of the classroom, school
school, don’t rush to send him
needed to be near a toilet at all times. As
work and his Crohn’s disease, Ryan was
home – sometimes he may be
a result of these debilitating symptoms,
lucky because his school provided him
able to continue after a rest
Ryan lost a great deal of weight and
with excellent support. Indeed, there
after three months, he was diagnosed
are many things that schools can do
either at home or in hospital,
with Crohn’s disease, one of the two
to make life easier for those with IBD:
encourage the class to keep in
sickness and exhaustion for
main inflammatory bowel diseases (IBD).
• let the child leave
• if a pupil with IBD is unwell at
• if he has to have time off,
touch, for example with cards
Every year, 10,000 young people
and return to the classroom
are diagnosed with Crohn’s disease or
discreetly without having to
ulcerative colitis, the other main form of
get permission whenever he
him to return to school before
IBD. Sadly, these lifelong auto-immune
needs the toilet
offering schoolwork. He may
diseases are on the increase in children,
• understand that he may arrive
teenagers and young adults. Although
late because of an urgent need
rare in children under the age of two, the
to use a toilet or because joint
incidence of these diseases increases
pains have slowed him down
and phone calls or by email • do not automatically wait for
be able to do some work at home • arrange a liaison teacher for the child/young person, their
substantially from the age of ten and
• be aware that a child with
increases further in young adults. There
IBD may need to take
are approximately five new cases per
medication during school
100,000 children under the age of 16
hours and/or need extra
about their child’s needs.
meal breaks
If possible, an individual health
each year. So primary school teachers may occasionally have a child with IBD
• respect the child’s
parents and other teachers to talk to • keep in touch with parents
care plan should be drawn up
in their school but secondary schools
embarrassment about the
for each child/young person,
are quite likely to have at least one pupil
condition and his need
which can be passed on as he
with the disease.
for privacy; the child should
moves up the school.
IBD symptoms fluctuate and periods of remission can be followed by acute flare-ups. Treatment for IBD often includes courses of drugs which can
decide how much other pupils are told • try to be alert to bullying from others
cause excessive weight gain, a moon-
• let the pupil judge for himself
face, spottiness and mood swings. Some
how much sport/PE or after-
children are treated by being put on
school activities he can join in
exclusive liquid diets, and they may need
• don’t exclude pupils with IBD
a feeding tube. Because of the nature of
from school trips; talk to them
the symptoms and the treatments, IBD
about their needs and try and
can be very embarrassing to a child or
arrange to meet them
SENISSUE66
Further information
Helen Terry is Director of Patient Information and Support, Crohn’s and Colitis UK: www.crohnsandcolitis.org.uk The charity has a dedicated microsite with tips and information for young people and children at: www.MeandIBD.org
www.senmagazine.co.uk
90
TES SEN PREVIEW
Come celebrate a world of SEN at the UK’s longest running SEN show
T
ES Special Needs London is back this autumn and it’s bigger and better than ever. Join us at the Business Design Centre, on 11 and 12 October 2013, as we celebrate 21 years of being 100 per cent dedicated to SEN.
Learn from professionals with SEN expertise, within the inspiring CPD seminar programme 32 leading SEN experts will come together to debate the issues, offer insight into the latest SEN research, and provide up-to-date training opportunities and practical ideas to take back to your classroom. Discover tools and strategies to support a range of special needs, from
SENISSUE66
Asperger’s to dyslexia, and autism to ADHD. Find out how SEN policy and practice is about to change and what the changes will mean for you; learn how to empower children to be resilient and think for themselves; hear about cyberbullying and SEND, and the vital information that anyone working with SEN pupils needs to know; discover six dynamic tried and tested strategies for effective behaviour management in the classroom; explore sensory ideas on a budget and advice on how such items can be used to support different areas of learning. With 48 seminars over the two days, you’re bound to find some that inspire you. Plus, as a special 21st birthday treat we are offering you the chance to save 21 per cent on the price of seminars. Simply
enter the code 21YEARS when booking your seminars to receive your discount (offer valid until 21 September 2013).
Explore thousands of resources The exhibition, running parallel to the seminar programme, will host over 150 suppliers, offering thousands of resources and services – assessment materials, visual aids, audiobooks, software, educational toys and games, multisensory supplies, maths and literacy resources, and so much more. Visitors will get the chance to try products for themselves, view demonstrations of the latest tools and benefit from free samples and exclusive show discounts. With so much on offer, you’re certain to find a wealth of fresh, exciting and creative special educational resources
www.senmagazine.co.uk
TES SEN PREVIEW
special educational needs show
and suggestions for classroom activities and lesson plan ideas – in fact everything you need for the new academic year.
Make the most of your visit with “My SEN Show” In celebration of our special 21st birthday, we are giving all those who register to attend the show the fantastic “My SEN Show” mobile app that will ensure you get the most out of your TES SEN experience, before, during and after the show. It is loaded with useful interactive tools like seminar timetables and the
exhibitor directory; you can search speaker profiles, locate exhibitors on the floorplan, plan your show agenda, find advice on getting to the venue and much more, all in the palm of your hand. With “My SEN Show”, you’ll experience SEN’s largest annual event in a whole new way. Register for free and you’ll be invited to download it, giving you access to: • My Diary View SEN Show events and select the sessions you are interested in to create your personal diary.
• My Exhibitors Search SEN Show exhibitors by category and add those of interest to your favourite exhibitor list. • My Speakers View SEN Show speakers and the sessions at which they are speaking then create your favourite speaker list. • My Connections Use My Connections to message and arrange meetings with other SEN Show Exhibitors and Visitors. • Event News Keep up to date on all the latest TES SEN Show news and buzz straight from Twitter and YouTube.
Register for free entry today TES SEN Show is more than just an exhibition; it is also an excellent networking and learning opportunity. That’s why the show has become the UK’s must-attend SEN event. This important free-to-attend event has all the resources, ideas, advice and CPD training to provide teachers, SENCOs, support staff and parents with the tools and skills to help all pupils achieve. Whether you are responsible for one or many pupils with special educational needs, you will find the support and the resources you require at the TES SEN Show 2013. Make sure you don't miss out on this vital event. Get your free fast-track entry pass and book your CPD seminars online. Don’t forget to use the special offer code 21YEARS to receive 21 per cent off CPD seminars (valid until 21 September 2013).
www.tessenshow.co.uk www.senmagazine.co.uk
SENISSUE66
91
92
tes sen preview
SENISSUE66
www.senmagazine.co.uk
tes sen preview
www.senmagazine.co.uk
SENISSUE66
93
ABOUT SEN MAGAZINE
94
Contribute to SEN Magazine
Please email your comments, press releases and article ideas to: Peter: editor@senmagazine.co.uk Please note that we cannot guarantee to include submissions in the magazine.
______________________________________
Subscribe to SEN Magazine
Get every issue of the UK’s leading special educational needs magazine delivered direct to your home or work place. See inside the back cover or contact: Anita or Amanda: 01200 409 800
subscribe@senmagazine.co.uk
______________________________________
Advertise in SEN Magazine
Want to reach budget holders and decision makers in all the UK’s special schools and large numbers of mainstream schools? Want to target SEN professionals, heads, teachers, SENCOs, parents and carers? For the best advertising packages contact: Denise: 01200 409 808 denise@senmagazine.co.uk ______________________________________
Free SEN Newsletter
The SEN Newsletter is sent out via email every month. It provides a round up of current SEN news, features and listings for CPD, training and events. To sign up visit: www.senmagazine.co.uk and click on "newsletter" or email: newsletter@senmagazine.co.uk ________________________________
SEN Magazine: keeping you informed and up to date SEN Magazine Ltd. Chapel House,
In the next issue of SEN Magazine: • dyslexia • PMLD • creative arts • professional support for teachers • spina bifida • yoga in schools • epilepsy • school SEN funding explained • autism • behaviour • ADHD • adoption and attachment • SEN provision Plus news, reviews, CPD and events listings and much more Follow us on
Join us on
5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk SENISSUE66
www.twitter.com/senmagazine
www.facebook.com/ senmagazine www.senmagazine.co.uk
RECRUITMENT
Public supports changes to teacher pay
A
majority of the British public support controversial plans by the Government to introduce performance-related pay in schools, a new poll by Populus has found. Education Secretary Michael Gove has announced that performance-related pay for teachers will be introduced in all schools in England and Wales from September. Heads will be given the freedom to abolish all pay increases based on length of service and link pay to performance based on appraisals. A total of 1,723 people were questioned in the poll, with 61 per cent believing that schools should be free to set the pay of individual teachers based on the quality of their performance. Just 28 per cent believe that two teachers in the same job with the same length of service should always receive the same salary regardless of their performance. The survey also asked what factors should determine what a teacher gets paid; 43 per cent said the quality of teaching should be determined by an annual appraisal process, while twenty nine per cent said it should be based on exam results of students. In contrast, just eight per cent of respondents believe that length of service is the most important factor and just seven per cent believe that ensuring parity with other teachers in the school should determine pay levels. The poll also found that 79 per cent of the public do not support plans by the two largest teaching unions to hold strikes later this year to protest about pay and conditions. A total of 36
www.senmagazine.co.uk
per cent said they did not support the strike action and a further 34 per cent believe that teachers should be banned from striking, like the Police, as they provide an essential public service. Just 29 per cent of respondents said they support plans for industrial action by the unions. Commenting on the poll, Rick Nye, Strategy Director at Populus, said that its findings "show strong public support for a move away from the automatic annual pay rises of the past towards performance related pay in schools".
SENISSUE66
95
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
Speech and Language Sciences MSc University College London
A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems.
Sounds of Intent training days In-house training packages for schools
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.soundabout.org.uk
Rebound Therapy for SEN 2013/14 HEADS is facilitating a number of rebound therapy training courses nationally in 2013/14. Visit the website for course dates and further information.
www.ucl.ac.uk
www.headstraining.co.uk
Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate
Inspection skills
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
www.senmaGAZINE.co.uk
In-house training package for schools
Designed for current and aspiring senior leaders of special and mainstream schools, this four day programme (two 2-day sessions) has proven success in developing a range of skills, including monitoring and evaluation. Led by experienced school inspectors and SEN experts, the programme will equip delegates to ensure school improvement policies are focused on outcomes and impact. The programme can be tailored to suit the needs of individual schools, chains or clusters.
SCERTS
Introduction & Application to the SCERTS Model Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder
2 DAY TRAINING COURSE 30-31 January 2014 ÂŁ245 Course Led by
Emily Rubin MS, CCC-SLP Director This training is most appropriate for: Educators, therapists, administrators, paraprofessionals and families Includes am/pm refreshments, light lunch. Autism Independent UK (SFTAH) 199-203 Blandford Ave. Kettering, Northants. NN16 9AT. Tel./Fax: 01536 523274 autism@autismuk.com Book on-line: www.autismuk.com
0117 311 5283
learning.tribalgroup.com
Lessons in observation: towards outstanding In-house training package for schools
This one-day course, designed for SEN teachers and aspiring middle leaders, aims to develop the skills of observing lessons and giving highquality feedback. Supported by footage filmed in special schools, the course can be tailored to suit the needs of individual schools, chains or clusters.
0117 311 5283
learning.tribalgroup.com
SENISSUE66
97
98
CPD and training Leading from the middle In-house training package for schools.
Designed for those who have or wish to have a strategic role in special schools, this twoday programme will enhance the monitoring and evaluation skills of middle leaders. The programme can be tailored to suit the needs of individual schools, chains or clusters.
0117 311 5283 learning.tribalgroup.com
MA In Education (Early Years) Centre for Research in Early Childhood
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
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
SENISSUE66
Strategies for Successful Special Needs Support Online
Strategies for Successful Special Needs Support is an introductory online course accredited by The College of Teachers at Certificate of Educational Studies level. The course is for teachers and others working with children with special needs and includes full tutor support. 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.
Various September and October
People First Education: ADHD Day 9 Sept: National College for School Leadership, Nottingham 30 Sept: Premier Inn, Watling Cannock 1 Oct: Holiday Inn, Hull Marina 3 Oct: Premier Inn, Albert Dock, Liverpool
Effective inclusion of learners with ADHD: A day course to enable successful inclusion of learners with ADHD. £175 + VAT
01427 667556 www.peoplefirsteducation.co.uk
Various September and October
People First Education: Dyslexia Day 20 Sept: The Big Sleep, Cheltenham 25 Sept: Lansdowne Hotel And Conference Centre, Norwich 26 Sept: Latton Bush Centre,
Contact for availability
Harlow
01427 667556
15 Oct: Swallow Hotel, Gateshead
www.peoplefirsteducation.co.uk
16 Oct: College of St Hilde and St Bede, Durham
Various September
Preparing for changes in the SEN law – An independent school’s perspective 10 Sept: The Royal York Hotel, York 11 Sept: Kings House Conference Centre, Manchester 17 Sept: Thistle Hotel, Heathrow 18 Sept: Eastwood Park, Bristol 19 Sept: Colmore Gate, Birmingham
The new arrangements for SEN, if all goes well, are planned for implementation 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: • offer up-to-date information • 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
Effective inclusion of learners with dyslexia: A day course to enhance the literacy skills of learners with dyslexia. £175 + VAT
01427 667556 www.peoplefirsteducation.co.uk
We take every care when compiling the information on these pages. However, details may change, and we recommend that you contact the event organisers for up-to-date information before you make arrangements to attend.
www.learning-works.org.uk
www.senmagazine.co.uk
CPD and training Various September and October
People First Education: Promoting Positive Behaviour for ASD and ADHD 27 Sept: Latton Bush Centre, Harlow 2 Oct: Premier Inn, Albert Dock, Liverpool 8 Oct: Swallow Hotel, Gateshead 10 Oct: The Meeting Room at Ashford Market
For learners with a range of needs including autism, Asperger syndrome and ADHD.
Various September to November
Profound and Multiple Learning Disability – engaging children in learning Various dates including, 20 Sept: Glasgow 10 Oct: Barnsley 10 Oct: London 14 Nov: Manchester
The course offers an overview
£175 + VAT
of areas of development,
01427 667556
assessing and measuring
www.peoplefirsteducation.co.uk
Various September and October
Autism Spectrum, An Introduction, Level 2 Various dates including, 10 Sept: Glasgow 7 Oct: Birmingham 8 Oct: Chorley 9 Oct: London
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
progress and communication as well as looking at practical activities for interaction and engagement. Concept Training Ltd
01524-832828 www.concept-training.co.uk
Various September to December
Implementing the Pupil Premium 25 Sept: Manchester 16 Oct: Bristol
01524-832828
www.concept-training.co.uk
26 Nov: London 5 Dec: Leeds
Various September to November
Practical and Effective Ways of Using MultiSensory Equipment Various dates including, 30 Sept: London 11 Nov: Taunton 14 Nov: Middlesbrough 20 Nov: Manchester
A practical "hands on" course to learn everything you need to know to get the most out of a multi-sensory environment. Learn what the multi-sensory concept is, how to use it and who can benefit.
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,
Concept Training Ltd
those in care and those from
01524-832828
service families.
www.concept-training.co.uk
www.capitaconferences.co.uk
follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine
Autism
T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children
3 DAY TRAINING COURSE 27-29 January 2014 £389 16-18 June 2014 £389
———————
Course Led by Prof. Gary Mesibov former Dir. Div. TEACCH This training is most appropriate for: Educators, therapists, administrators, paraprofessionals and families Includes am/pm refreshments, light lunch. Autism Independent UK (SFTAH) 199-203 Blandford Ave. Kettering, Northants. NN16 9AT. Tel./Fax: 01536 523274 autism@autismuk.com Book on-line: www.autismuk.com
www.senmaGAZINE.co.uk
SENISSUE66
99
CPD and training
100
7 September
18 and 19 September
Using the arts to improve parent-child communication
Naidex Scotland
London
Homecare, disability and rehabilitation exhibition, enabling you to touch, test and compare the latest 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.
Training day 10.00 - 5.30pm Cost: £144 The Centre for Child Mental Health
020 7354 2913
info@childmentalhealthcentre.org www.childmentalhealthcentre.org
11 September
Kidz Scotland Edinburgh
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.disabledliving.co.uk
14 September
Insecure attachment, trauma and loss: What to do and how to help
SECC Glasgow
www.naidex.co.uk
19 September
ABI/complex health/ PMLD open day The Children’s Trust, Tadworth
Free open day for professionals working with acquired brain injuries, complex health issues and PMLD. Find out about the Trust's residential and community-based ABI rehabilitation, transitional services for technologydependent children, continuing care and short breaks, and education for those with PMLD. opendays@thechildrenstrust.org.uk
25 September
A Death within Your School Community: “Let’s Talk About It” Wyboston Lakes, Bedfordshire
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 www.childbereavementuk.org/training
25 and 26 September
Scottish Learning Festival Glasgow
This one-day training course is aimed at professionals, parents and carers. It uses practical evidence-based strategies to teach social skills in a school or home setting. It provides an insight into the barriers and obstacles that may prevent children with high-functioning autism or Asperger’s from understanding and using social skills.
Childcare for children under five remains a critical policy priority area for government, with significant change being implemented, bringing new challenges, while economic 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.
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.ambitiousaboutautism.org.uk
www.neilstewartassociates.com
www.educationscotland.gov.uk/slf
London
Conference with attachment expert Sir Richard Bowlby 10.00 - 5.15pm Cost: £168 The Centre for Child Mental Health
020 7354 2913
info@childmentalhealthcentre.org www.childmentalhealthcentre.org
18 September
Teaching social skills to children and young people with high-functioning autism or Asperger's London
SENISSUE66
01737 365890 www.thechildrenstrust.org.uk
19 September
Sure Start and Early Years: Delivering Standards and Affordability London
Various October and November
Intensive Interaction with Janet Gurney: Building relationships with people who have profound learning disabilities and complex needs Various dates including; 3 Oct: Birmingham 12 Nov: Cardiff 13 Nov: Birmingham 25 Nov: Brighton
This course is intended to be a practical introduction to implementing interactive methods within day to day work with people who have profound learning disabilities and complex needs who may seem difficult to reach. Concept Training Ltd
01524-832828 www.concept-training.co.uk
Various October to December
Learning Outside the Classroom Various dates including, 7 Oct: Chorley 11 Nov: London 25 Nov: Manchester 9 Dec: Birmingham
This course covers outdoor teaching ideas across all areas of the curriculum for children and young people with a range of disabilities and learning difficulties. Concept Training Ltd
01524-832828 www.concept-training.co.uk
7 and 8 October
Inspection skills Bristol
Designed for current and aspiring senior leaders of special and mainstream schools, this four day programme (two 2-day sessions) has proven success in developing a range of skills, including monitoring and evaluation. Led by experienced school inspectors and SEN experts, the programme will equip delegates to ensure school improvement policies are focused on outcomes and impact.
0117 311 5283 learning.tribalgroup.com
www.senmagazine.co.uk
CPD and training 7 and 8 October
Sleep Practitioner Training Workshop Birmingham
As part of the Handsel Project's on-going sleep initiative to tackle sleep deprivation in families of children with disabilities, the organisation is running a two-day Sleep Practitioner Training Workshop in central Birmingham, The Workshop is for health professionals working with families of disabled children and is an introduction to the principles of sleep assessment and management. The training will be especially useful to professionals new to this area of practice. It provides a sound knowledge of sleep theory and will equip professionals with the specialist skills to apply this knowledge to families of disabled children. www.handselproject.org.uk
8 October
NAS conference: Autism and sensory processing in everyday life
11 October
People First Education: Visual Interventions and Social Stories Day Holiday Inn, Maidstone-Sevenoaks
Visual and auditory social and behavioural strategies for learners with ASDs, ADHD and related conditions. £225 + VAT
01427 667556
www.peoplefirsteducation.co.uk
11 and 12 October
TES SEN Show Business Design Centre, London
Celebrating 21 years of being 100% dedicated to SEN, the show will include VIP host, My SEN Show mobile app, birthday cake, special show discounts, prizes and competitions galore. Book before 21 September using code 21YEARS to receive a special birthday 21% discount on all CPD seminars. Register now for free show entry and to buy seminar tickets. www.tessenshow.co.uk
London
This conference will help to develop a greater understanding of sensory processing and difficulties with sensory integration. You will hear how to make school more autism-friendly and learn about interpreting sensory profiles to develop strategies for support in mainstream environments.
SEN MONTHLY NEWSLETTER Sign up at: www.senmagazine.co.uk
www.autism.org.uk/conferences
www.senmaGAZINE.co.uk
SENISSUE66
101
102
CPD and training 15 October
16 October
NAS conference: Autism and complex needs Birmingham
It is not uncommon for autism to be present alongside other conditions. This event will give insights into a range of issues, including ADHD, epilepsy, visual impairment and hearing impairment, and will discuss the challenge of autism and co-existing conditions in the classroom.
Henshaws College Open Day
Growing Together
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.
Prior’s Court, Newbury, Berkshire
Stourport, Worcestershire
Inspirational and intensive
Schools, other educational
course combining active
settings and community
learning sessions with direct,
groups are invited to explore
supervised experience working
how to engage people with
with students with autism in
nature, from window boxes
a structured setting. Led by
to community gardens, and
TEACCH trainers from Division
from local allotments to school
TEACCH and trainers from
farms. Presentations will
01423 886451
Prior’s Court with extensive
cover the future of community
training and experience
gardens and case studies from
with the TEACCH approach
a variety of successful projects
following more than seven
working with schools. There
years working with Division
will be discussion groups on
TEACCH.
securing land, horticulture and
3 day course also available.
animal care and training and
£1095 professionals/parents
support resources.
Prior’s Court Training &
£20 for schools and public sector
Development Centre
organisations, £10 for voluntary
01635 247202
organisations.
training@priorscourt.org.uk
heidi@farmgarden.org.uk
www.priorscourt.org.uk
www.farmgarden.org.uk
www.henshaws.ac.uk
follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine
SENISSUE66
23 October
TEACCH five-day course
Harrogate
admissions@henshaws.ac.uk
www.autism.org.uk/conferences
21 - 25 October
www.senmagazine.co.uk
CPD and training 28 and 29 October
Inspection skills Bristol
Designed for current and aspiring senior leaders of special and mainstream schools, this four day programme (two 2-day sessions) has proven success
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
in developing a range of skills, including monitoring and evaluation. Led by experienced school inspectors and SEN experts, the programme will equip delegates to ensure school improvement policies are focused on outcomes and impact.
0117 311 5283 learning.tribalgroup.com
14 November
ISC SEN Conference Park Plaza Victoria Hotel, London
The eighth in this prestigious series of conferences is aimed at SENCOs, directors
21 November
Kidz up North EventCity, Barton Dock Road, Urmston, Manchester
Free exhibition for children and young adults with disabilities and special needs, their families, carers and the professionals who support them. Over 120 exhibitors – develop your knowledge on equipment products and services. Free CPD seminars on a wide range of issues (certificates of attendance available to boost CPD portfolios). 9.30am - 4.30pm For visitors’ free entry tickets contact: Disabled Living
of learning, learning support
0161 607 8200
teachers and heads and
www.kidzupnorth.co.uk
info@disabledliving.co.uk
SMT members who wish to understand or improve the SEN provision in their schools. A range of knowledgeable and informative speakers will address a wide range of topics. www.iaps.org.uk/courses/detail/631/
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
29 November
Confident Parenting for Professionals 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.
Holiday Inn, Sheffield City Centre
This one-day course is for professionals, including teachers, social workers, educational and clinical psychologists, who work with parents of children with special educational needs. This course will train practitioners in the successful delivery of parental workshops, to empower parents of youngsters with learning difficulties to confidently manage their child. www.headstraining.co.uk
www.senmaGAZINE.co.uk
29 November
TACPAC Training Newcastle upon Tyne
Hadrian Education and Development Services are working in collaboration with TACPAC, a specialist organisation that deliver sensory alignment training nationally. This one-day training course is aimed at teachers, teaching assistants, occupational therapists, physiotherapists, care workers, child development centres, communication workers, speech therapists and health workers. www.headstraining.co.uk
9 and 10 December
21 March
Confident Parenting for Professionals Mercue Hotel, Edinburgh City Centre
This one-day course is for professionals, including teachers, social workers, educational and clinical psychologists, who work with parents of children with special educational needs. This course will train practitioners in the successful delivery of parental workshops, to empower parents of youngsters with learning difficulties to confidently manage their child. www.headstraining.co.uk
BES Asia Forum Kuala Lumpur, Malaysia
BES Asia Forum is a focused business event, concentrating on face-to-face meetings, seminars/workshops and discussions with key decisionmakers in the region. UK education companies will also have the opportunity to host a workshop. www.bes-asia.com
22 to 25 January
Bett 2014 ExCeL London
Bett is the global meeting place for the education technology community, bringing together 35,000 educators and learning professionals every January. See the latest technology and innovative solutions that inspire, in order to shape and improve the way people learn from the classroom to the boardroom. www.bettshow.com
7 February
Attention Deficit Hyperactivity Disorders Training Holiday Inn, Birmingham
24 - 26 March
ABILITIESme ADNEC, Abu Dhabi, UAE
The first MENA platform for the economic, social, educational and professional empowerment of people with disabilities. www.abilitiesme.com
4 April
Teaching social skills to children and young people with high-functioning autism or Asperger's London
This one-day training course is aimed at professionals, parents and carers. It uses practical evidence-based strategies to teach social skills in a school or home setting. It provides an insight into the barriers and obstacles that may prevent children with high-functioning autism or Asperger’s from understanding and using social skills. www.ambitiousaboutautism.org.uk
9 May
Some suggest that ADHD may affect up to five per cent of the school population, yet it is a much misunderstood condition that often attracts negative and unhelpful responses. This course seeks to address the balance and offer real and lasting solutions that will benefit pupils, staff and families.
An Introduction to Learning Disabilities
www.headstraining.co.uk
www.headstraining.co.uk
Marriott Hotel, Manchester
This one-day course will help learners understand more about people with learning disabilities. The course is aimed at all those working with children in schools, social care and social environments.
SENISSUE66
103
104
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
SENISSUE66
www.senmagazine.co.uk
sen resources directory
General SEN National Parent Partnership Network Network of local partnerships providing information, advice and support for parents and carers of those with SEN:
www.parentpartnership.org.uk
Home schooling
National organisation for home
www.communicationmatters.org.uk
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
Support for people with little or no clear speech:
PMLD
Action on Hearing Loss
SLCN
The Home Education Network UK (THENUK) educators:
105
Spina bifida Shine
Awarding body for the LOtC quality badge:
Information and support relating to spina
www.lotc.org.uk
www.shinecharity.org.uk
bifida and hydrocephalus:
Literacy
SLCN
For the latest news, articles, resources, cpd and events listings, visit: www.senmagazine.co.uk
ACE Centre Advice on communication aids:
www.ace-centre.org.uk
National Literacy Trust (NLT) Literacy charity for adults and children:
www.literacytrust.org.uk www.senmagazine.co.uk
Afasic Help and advice on SLCN:
www.afasicengland.org.uk SENISSUE66
106
eazine for special SthuebUK'sslecadrinib g mag
to a year (6 issues) educational needs - ÂŁ48.50 012 00 409800) tions please call (UK only. For international subscrip
Get every issue of SEN Magazine delivered direct to your home or work place. Simply fill in this form and send it to the address below. Contact details for delivery: Home q Work q Title ___________ First name _____________________________ Surname ____________________________________ Address ____________________________________________________________________________________________ Town _____________________________________________ County __________________________________________ Postcode _________________________________ Tel. (inc. STD)______________________________________________ Email _______________________________________________________________________________________________ Signature ___________________________________________________________________________________________ Which of the following categories best describe your involvement with special educational needs? SENCO Headteacher Teacher TA/classroom assistant Student
q q q q q
Parent q Carer q Therapist q Educational psychologist q Other (please specify) _______________________
How to pay By cheque: make your cheque for ÂŁ48.50 payable to SEN Magazine and post with this form to the address below. Bank or card payment: If you would like to pay by BACS or debit/credit card, please contact the office on: 01200 409800 or email: subscribe@senmagazine.co.uk
Invoice required q Invoicing details (If different from above) Contact name ______________________________________________________________________________________ Organisation ________________________________________________________________________________________ Address ___________________________________________________________________________________________ Town _________________________________________ County ______________________________________________ Postcode ______________________________ Tel. (inc. STD) _______________________________________________ Order number _________________________________ Signature ____________________________________________
Subscriptions, SEN Magazine, Chapel House, 5 Shawbridge Street, Clitheroe BB7 1LY Tel: 01200 409800 Email: subscribe@senmagazine.co.uk SENISSUE66
SEN66
Accounts/contact email _______________________________________________________________________________ If you do not want to receive our monthly newsletter, tick here q
www.senmagazine.co.uk