SEN Magazine - SEN66 - Sept/Oct 2013

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