SEN Magazine - SEN67 - Nov/Dec 2013

November • December 2013 Issue 67

Ten steps to effective SEN provision Giving learners the support they need

A tale of two sisters Growing up with an autistic sibling

Managing meltdown Top tips for coping with ADHD

PMLD • hydrocephalus • creative arts • peer mediation • managing healthcare adoption and attachment • dyslexia • SEN support for teachers • epilepsy yoga • school funding • SEN news, CPD, recruitment and much more...

November • December 2013 • Issue 67

Welcome Government reforms of the SEN system will start to take effect from the beginning of the next academic year. Professionals from education, health and care will be charged with working closely together to coordinate SEN support packages. Local authorities will have to publish a “local offer” detailing available support in their area, and the option of personal budgets will enable parents to take a lead role in the SEN process. We will also have a new SEN Code of Practice defining what special educational needs are and how they should be supported.

the simple fact is that these changes are coming. Up and down the country, schools, councils, charities, health and care providers, and parents will all need to understand and prepare for them.

This issue of SEN Magazine includes a number of articles to help keep you up to date with exactly what is happening to SEN and what it all means. You will find articles on the SEN Code of Practice (p.6), school funding (p.22), SEN reforms and support for teachers (p.26) and SEN provision (p.48).

The Government’s consultation on the SEN Code of Practice is open until 9 December, so whatever your interest in SEN, there is still time to have your say (see p.6).

These headline reforms will be introduced against a backdrop of wider policy initiatives which have already seen major shake-ups of exams and assessments, school funding and welfare benefits.

Don’t forget to visit: www.senmagazine.co.uk and join SEN Magazine on Twitter and Facebook to let us know what you think.

While opinion remains fiercely divided over how desirable the Government’s reforms are, and how well they will serve those with SEN,

Peter Sutcliffe Editor editor@senmagazine.co.uk

This issue in full 06

SEN news

14

What’s new?

20

Point of view

22

School funding for SEN

26

SEN support for teachers

30

Creative arts

32 PMLD 38

Independent education

42

Behaviour/peer mediation

46 ADHD 48

SEN provision tips

52 Hydrocephalus 54

Yoga in schools

58 Epilepsy 62

Adoption and attachment

69

Movement and literacy

70

Comprehension strategies

72

Managing healthcare

74 Dyslexia 80 Autism 91

About SEN Magazine

92

Book reviews

94

CPD, events and recruitment

104 SEN resources directory 106 SEN subscriptions

CONTRIBUTORS

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: 4 December 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

Helena Aikin Richard Aird Sarah Alderson David Bartram Roop Bhumbra Michael Chissick Anita Devi Sarah Driver Martha Evans Carly Hatcher Elaine Hook Stephanie Nimmo Elizabeth McClelland Mimi Mary Mountstephen Sarah Sherwood Nina Solomon Philippa Stobbs Alison Thompson Rona Tutt Gill Yaz

SEN Magazine ISSN: 1755-4845 SENISSUE67

In this issue

Creative Arts

22

30

32

PMLD

What’s happening to school funding?

62

New funding arrangements and their impact on SEN provision explained

26

Meeting the challenge of change

A brush with creativity

69

Demonstrably different

70

Delivering skills for life

72

Helping each other Promoting positive behaviour through peer mediation

46

Managing meltdown Top tips for coping with challenging behaviour and ADHD

48

Ten steps to effective SEN provision How schools can ensure learners with SEN get the support they need

52

74

54

Progressive posturing Using yoga to promote pupils’ social skills

58

Fit for purpose?

What all school staff should know about epilepsy

Comprehension is key

Parental guidance required

Teach how they learn What schools can do to meet the real needs of dyslexic pupils

80

A tale of two sisters Growing up with an autistic sibling

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!

Under pressure Strategies for minimising the effects of hydrocephalus at school

Moving with the times

Who should make decisions about a young person with ASD’s healthcare?

Why parents and LEAs should consider independent schooling for children with ASD

42

Home and away

How comprehension strategies can assist learners with reading

It is time to re-think provision for those with PMLD?

38

47

Can movement interventions improve literacy skills?

How a challenging art project helped students with cerebral palsy to express their identity

32

ADHD

Helping adopted children to integrate and manage their behaviour

Where can teachers find the support they will need to keep ahead of SEN reforms?

30

Nov • Dec 2013 • Issue 67

91

About SEN Magazine

92

Book reviews

94

CPD, events and recruitment

Your essential guide to SEN courses, seminars and events

104 SEN resources directory

48 SEN provision

62 Adoption and attachment

74 Dyslexia

In the next issue of SEN:

dyslexia • autism • post-16 options assistive technology • outdoor activities • Down syndrome hearing impairment • mobility behaviour • SEN around the world ADHD • CPD • recruitment • SEN news and much more...

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80 Autism

Visit us at:

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SEN NEWS

Draft SEN Code of Practice unveiled DfE seeks your views How will professionals meet new obligations?

A draft of the new SEN Code of Practice, providing statutory guidance on the provision of support for children and young people with SEN, has been issued by The Department for Education (DfE).

The Code will be introduced under the forthcoming Children and Families Bill. The new document, along with draft Regulations on how the Bill will be implemented, provides the clearest indication yet of the detail of the Government’s SEN reforms.

The DfE is now inviting the views of professionals working with those with SEN, charities, parents and all other interested parties as part of its consultation process on the draft Code and Regulations.

The SEN Code of Practice will apply to maintained schools, non-maintained special schools, academies, free schools and pupil referral units. The DfE says its Code will help these bodies to make effective decisions regarding children with SEN, though it will not provide prescriptions for what to do in individual cases. The document is also designed to help local authorities and schools make best use of the resources and expertise they devote to SEN.

Changing the system The Children and Families Bill, currently making its way through Parliament, will introduce a major overhaul of SEN provision.

Key changes will include the replacement of statements of SEN with combined education, health and care plans covering individuals from birth until the age of 25 years. Local authorities, health, education and social care services will be charged with working together to jointly commission provision for those with SEN. Councils will have to publish a “local offer” detailing available provision in their area and they will be required to consult with children and young people with SEN and their families in reviewing SEN and social care support. In addition, families will have a right to a personal budget giving them the option to control how money is spent on provision for their child or young person with SEN. Areas covered by the Code include the definition of SEN, parental responsibility and working partnerships with parents. It also looks at the role of SENCOs and how to involve pupils in assessment and decision making.

Working together The draft Code of Practice has been welcomed by education charity Achievement for All 3As, whose CEO, Professor Sonia SENISSUE67

The DfE says its new Code will help schools make SEN support more effective.

Blandford, said that “By focusing on children and young people’s outcomes through a single mechanism of assessment, the Code of Practice provides a platform for leaders, teachers, parents and carers, students and wider professionals to work together to improve the life chances of those identified with special educational needs.”

Lorraine Petersen, CEO of the SEN professional association nasen, praised the document for the clarity of its guidance, saying it is “...clear and concise (without being too short) and very easy to read and follow.” She expressed fears about certain elements in the Code, though, and cautioned that schools will need to offer high-quality support and continuing professional development opportunities to ensure that staff have “...the knowledge, skills and expertise to deliver personalised teaching for all pupils”.

The final version of the new SEN Code of Practice will come into force with the Children and Families Bill from September 2014.

Jane McConnell of IPSEA, the SEN legal advice charity, is concerned that the proposed changes under the Bill do not protect the existing rights of children and young people with SEN, many of whom may not be eligible for the new combined education, health and care plans. She believes that SEN reforms are being forced through because of the Government’s political agenda and has called on the DfE to consider delaying their implementation to “...allow time to get these changes right”.

The consultation on the draft SEN Code of Practice and regulations closes on 9 December 2013. For information on how to take part in the consultation and to download the draft Code and associated documents, visit: www.education.gov.uk/consultations www.senmagazine.co.uk

SEN NEWS

Councils gear up for new SEN system Children’s Minister Edward Timpson has written to the Directors of Children’s Services to clarify how the Children and Families Bill will be implemented.

Mr Timpson claims that the Government’s reforms, to be introduced in 2014, “will deliver a more simple, joined up system for the provision of education, health and social care for children and young people up to the age of 25”.

Dyslexia sector calls for changes to SEN reforms Many children and young people with SEN could suffer when the Children and Families Bill takes effect next year because their needs may not be recognised. This was the fear expressed by a group of Peers as they joined forces with representatives of the dyslexia sector recently to urge the Government to change the Bill to take account of those with mild to moderate needs, including those with specific learning difficulties (SpLDs) such as dyslexia.

Children and young people with mild to moderate SEN may not receive support under the proposed education, health and care plans because their SEN may not be deemed severe enough.

The campaigners say that as many as 1.4 million children could be affected and they are concerned that alternative provision, detailed by local authorities in their local offer, will not provide sufficient accountability for parents and pupils.

The call for action is being championed by former headteacher Lord Storey, who urged Peers to back amendments that have already been tabled for consideration, when he spoke at an October breakfast briefing in the House of Commons, organised

by Dyslexia Action.

Lord Storey said that many teachers lack the skills to identify and support children with dyslexia, leading to many of these children going undiagnosed and unrecognised in schools. Even though most, if not all, teachers could expect to teach children with dyslexia, there is currently no mandatory minimum level of dyslexia training that teacher training providers have to deliver.

“It really is not good enough that we have a teaching profession that is not universally trained to understand the issues”, he said.

A new policy report, endorsed by all the main dyslexia organisations in England and Wales, was launched at the briefing. It details arguments for amending the Bill and provides suggestions for effective practice. The report, Dyslexia and Literacy Difficulties: Policy and Practice Review, can be found at: dyslexiaaction.org.uk/bill www.senmaGAZINE.co.uk

The Bill provides the framework for reform, but local authorities will have overall responsibility for putting the reforms into practice.

The Minister is urging councils to prepare for implementation, though he acknowledges that many authorities have already been in touch with pathfinders in their area and Department for Education (DfE) contracted delivery partners to access support and advice.

Mr Timpson says he is keen to ensure that all parties involved get the help they need to make sure that the reforms are a success. He has asked the Directors of Children’s Services to complete an online survey detailing their progress towards implementation, the support they have already received and what additional support they feel they will need.

Additional funding of £9m has been announced to help local authorities prepare for implementation of the Bill.

Learning disabled young people need better support Young people with learning disabilities in Northern Ireland are not being supported adequately enough in their transition to adult life, according to a new research report by Queen’s University, Belfast.

Entitled Don’t Box Me In: Disability and Transitions to Young Adult Life, the report presents key findings about the experiences of learning disabled young people moving into young adult life in Northern Ireland, and the delivery of support services aimed at meeting their needs.

The report makes a number of recommendations for policy and practice, including the need for coordinated prompt access to a keyworker in adult services, and a more person-centred approach to transition planning that promotes the participation of disabled young people. It also calls for targeted support to address the emotional wellbeing of disabled young people in transition, and increased opportunities for social inclusion and community participation for disabled young people.

The report formed part of the launch of The Disability Research Network. Hosted by Queen’s, the new Network is designed to stimulate debate about disability issues and develop collaborative partnerships for future research, policy and practice initiatives between academics, policymakers, practitioners, community and voluntary sector organisations.

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SEN NEWS

Teachers fear for autism support Teachers in England believe that access to specialist autism support is becoming more difficult. More than a third (35 per cent) of teachers say families are finding it harder to secure appropriate provision for their child or young person with autism than they did a year ago. The majority of teachers (60 per cent) also feel that they have not received adequate training to teach pupils with autism.

These are the findings of a survey conducted for Ambitious about Autism’s Schools Report 2013. Looking at five key areas of autism provision, the Report assesses how schools are performing in terms of support at school, exclusions, bullying, achievement and outcomes.

The report also reveals a 6.5 per cent rise since 2012 in the number of children whose statement of SEN lists autism as a primary need.

The charity is calling for better training on autism for teachers.

“Given that 71 per cent of children with autism are educated in mainstream schools, providing teachers with the correct training to support pupils with autism is vital”, says Clare Bull, the charity’s Policy and Public Affairs Officer.

Ambitious about Autism also believes that the use of specialist autism tutors in some local authorities should be extended to all areas of the country.

The charity’s Schools Report 2013 is available from: www.ambitiousaboutautism.org.uk

Autism researcher wins Nobel Prize Thomas Südhof has been awarded the Nobel Prize in Physiology or Medicine. The work of the Stanford University academic is credited with advancing our understanding of brain chemistry relating to autism.

The honour was awarded jointly to Dr Südhof and two former Stanford colleagues, Professor Randy Schekman, now of University of California at Berkeley, and Yale University Professor James Rothman. The team were praised as generous and collaborative researchers.

Südhof was recognized for his role in discovering the machinery that regulates vesicle traffic, a major transport system within our cells. In particular, he received the award for his research in exploring how neurons in the brain communicate with one another across gaps called synapses.

"We'd like to understand how synapse communication leads to learning on a larger scale," he said on the morning the award was announced. "How are the specific connections established?

How do they form? And what happens in schizophrenia and autism when these connections are compromised?"

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Do autistic children look less friendly?

Children with autism are judged as being less friendly and less trustworthy by their peers because of their appearance, says a new study. Research published in the journal Autism suggests that typically developing children are less positive towards children with autism and form negative impressions after just a 30-second encounter.

Dr Steven Stagg of Anglia Ruskin University and psychologists at Royal Holloway, University of London investigated the initial impressions that typically developing children form when watching silent videos of children with autism.

The researchers mixed silent videos of typically developing 11-year-olds with videos of children with autism of a similar age. They then asked 44 school children, aged 11, who were unaware that some of the children they were watching had a diagnosis of autism, to rate the children in the video.

Children with a diagnosis of autism were rated lower on nearly all of the measures. Respondents rated the children with autism as less trustworthy than the typically developing children; they were less likely to want to play with them and less likely to want to be their friend.

“Poor expressivity has been documented in autism, but our research demonstrates that this can have a significant impact on forming first impressions”, says Dr Stagg. Many children with autism spend a great deal of time learning about facial expressivity but the study suggests that by the age of 11, their slower development in this area is already marking them out amongst their typically developing peers.

More than 70 per cent of children with an autism diagnosis currently attend mainstream schools, according to Department for Education figures. Research by the National Autistic Society shows that 40 per cent of children with autism have been bullied. Dr Stagg believes that schools need to work with typically developing children to educate them about autism and counter “the negative impressions that can be formed through a moment’s contact.” www.senmagazine.co.uk

SEN NEWS

Low incomes hit disabled children hard Some children and young people with disabilities and SEN do not have sufficient food or clothing and their families cannot afford to heat their homes, according to a new report. The research, published by the Office of the Children’s Commissioner, paints a stark picture of life for disabled children who are raised by families with low incomes.

“Social brain” found in newborn babies Scientists have observed that an area of the brain which responds in adults to social interaction also responds in babies who are just a few hours old. The discovery may open-up a new approach to the study of those at risk of developmental disorders such as autism from the first days of life.

Researchers from Birkbeck’s Babylab at the University of London and the Università di Padova, Italy observed that as little as 24 hours after birth the “social brain” can already tell the difference between social interactions such as playing “peek-a-boo” and non-social movement such as manipulating an object with an arm.

Previously, the earliest observations of brain responses to social human actions were in four-month-old babies, who had already had thousands of hours of face-to-face communication and could have learned to respond to these social stimuli through that human contact.

The study, published in the journal Nature Scientific Reports, also showed that the strength of the observed response to social cues increased significantly with the number of hours following birth, indicating that face-to-face interactions, even within the first few hours of life, play an important role in the development of the social brain.

All of the children in the study were classed as low risk for developmental disorders. Babylab researcher Dr Sarah Lloyd Fox says that the study improves our understanding of what brain activity related to social cues should look like in typically developing babies. “Eventually, we may be able to compare this to the brain activity of infants who are classed as high-risk for autism to see whether they display differences in these brain responses from birth”, she says.

If successful, the team hope that this kind of analysis could eventually lead to earlier diagnosis of autism.

News deadline for next issue: 4/12/13 Email: editor@senmagazine.co.uk

www.senmaGAZINE.co.uk

The lack of basic necessities for low income families is compounded by inadequate access to services, personal support and useful information, the report says. The welfare benefits that families of those with disabilities and SEN are entitled to do not cover the extra costs of raising a disabled child.

Although the majority of disabled children reported feeling supported by their families, their ability to experience independence and inclusion in the community was adversely affected by low incomes. At school, most children with disabilities said they were bullied and felt isolated and anxious.

Children's Commissioner for England Maggie Atkinson says the findings paint “a disturbing picture of the lives of many disabled children living in low income families.”

The report calls on the Government to establish an independent review of the adequacy of support for disabled children, and to ensure that the views of children with disabilities and SEN are reflected in legislation on welfare and tackling child poverty. The Government should also publish clear and reliable information about disabled children’s rights, and available service provision, and promote awareness of these rights through inspection and workforce training systems.

Local authorities should ensure that short-break provision for disabled children is effective in their area, and that disabled children from low income families can access play, sport, leisure and cultural opportunities, the report argues.

The Centre for Children and Young People’s Participation at the University of Central Lancashire produced the report, We want to help people see things our way, for the Children’s Commissioner.

Eleven disabled children and young people worked with the university and co-led the research that informs the document.

The report is available at: www.childrenscommissioner.gov.uk

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SEN NEWS

Sleep deprivation blights families of disabled children Nearly 50 per cent of parents of disabled children have health problems resulting from sleep deprivation, says a new report by the Family Fund.

More than a fifth of parents (22 per cent) also report having relationship problems due to lack of sleep, while 11per cent say they experience tiredness at work.

Humanoid robot engages kids with learning difficulties The engagement of children with profound learning difficulties can be significantly improved by using a humanoid robot as an educational tool, researchers have found. A team from Nottingham Trent University and the University of Nottingham found that engagement for pupils interacting with the autonomous NAO robot was up to five times greater than when they were in a standard classroom setting.

Five pupils aged nine to 17, with SEN including cerebral palsy, autism and developmental delays, were set individual learning objectives before being videoed as they interacted with the robot across a number of sessions. Their objectives included symbol recognition and task sequencing, number recognition, communication improvement, direction learning and understanding cause and effect.

Video analysis software was also used to measure the pupils’ level of engagement, goal achievement and the amount of assistance required by teaching staff.

The study measured engagement using an engagement profile scale created by the SSAT (The Schools Network) Complex Learning Difficulties and Disabilities project. It showed that for every pupil, engagement when working with the robot was higher than when they were working in class. The engagement of three out of the five pupils more than doubled on the engagement profile scale, with one pupil’s engagement rising from a score of four to 25, and another’s from six to 25.

“Engagement is thought to be the single best predictor of successful learning in children with intellectual disabilities and we have demonstrated here how robots can be used to increase engagement,” said David Brown, Professor in Interactive Systems for Social Inclusion at Nottingham Trent University.

The programmable NAO humanoid robot, produced by Aldebaran Robotics in France, is more advanced than robots used in similar studies, with capabilities including speech, speech recognition, sitting, standing, walking, dancing and playing sound files.

The results of the pilot study were presented at the 2013 Interactive Technologies and Games (ITAG) conference, held in Nottingham in October.

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Sleep problems are thought to affect more than 70 per cent of disabled children, compared with 25 per cent of non-disabled children.

The research looked at the impact of sleep difficulties on over 2,000 parents and carers raising disabled children across the UK. While over 93 per cent of those surveyed say they are up in the night with their children, nearly a third have not sought professional support for the problem.

The charity spoke to parents about their experiences. Purabi from Croydon described caring for her ten-year-old daughter Rhea who has severe cerebral palsy, is tube fed, is ventilated at night and has drug resistant epilepsy resulting in strong seizures throughout the day and night. Purabi described herself as being too tired to have a life of her own or perform basic tasks like cooking a healthy meal. “I have been so tired some days, I have not felt safe to drive up to Rhea’s appointments, too tired to speak clearly, some days feeling like a zombie”, she said.

According to the charity, parents feel they are often not listened to or believed when they talk about sleep difficulties. Parents also want their concerns to be acted on at an early stage and for regular long-term support to be provided, rather than just a single consultation.

The charity’s report, Tired all the time, can be found at: www.familyfund.org.uk

Samantha Cameron puts the kettle on for SEN charity The Prime Minister’s wife Samantha Cameron hosted a breakfast for professional working mothers of disabled children at Downing Street in October, as she helped launch charity Contact a Family’s new ambassador programme.

Mrs Cameron and the group of 12 high flying mums talked about family life with a disabled child, and the charity’s initiative to get supporters to invest in the future of families with disabled children.

By pledging their long-term financial support, ambassadors will be invited to learn more about the work the charity carries out and see the impact their contribution makes.

“The money raised through our ambassador programme will have a huge impact on our work by enabling us to broaden and strengthen our essential services”, said Srabani Sen, Chief Executive of Contact a Family. www.senmagazine.co.uk

SEN NEWS

Funding available for grass roots disability sport Organisations are being invited to apply for a share of £8 million of National Lottery funding to develop sporting opportunities for disabled people.

SEN support takes its toll on grandparents Grandparents are feeling the strain of helping families support children with SEN, according to a survey by the charity Netbuddy and Gransnet, a social networking site for grandparents.

More than 85 per cent of grandparents say they provide essential support to their offspring who have children with SEN, and over 95 per cent of parents support this view. Roughly ten per cent of grandparents report that they provide more than 40 hours of childcare per week.

However, despite being highly involved in the care, many grandparents say they find the experience difficult, with 30 per cent saying they don’t feel confident caring for their grandchild all the time, and 44 per cent saying that they only partly understand their grandchild’s condition. Nearly half say they spend more time with their grandchild with SEN than with any of their other grandchildren.

Over 90 per cent of grandparents and parents surveyed believe that there should be more professional support for grandparents of children with SEN. While many are positive about the effects of the support they provide, grandparents also seem to be concerned about the consequences of parenting a child with SEN for their own offspring. One respondent said that “Although I grieve for all the things my grandson will never be able to do, the pain of seeing my daughter hurting so much is terrible.”

For the latest news, articles, SEN resources, CPD and events listings, visit:

www.senmagazine.co.uk www.senmaGAZINE.co.uk

Sport England will be channelling £7 million of its Lottery allocation through the Inclusive Sport fund and a further £1 million into a new disability equipment fund called Get Equipped.

The money is being made available to grass roots organisations as part of Sport England’s investment of more than £157 million on programmes and projects to increase the number of disabled people playing sport through its legacy programmes and its Youth and Community Strategy.

Disabled people are only half as likely to play sport on a regular basis as those without disabilities and Lisa O’Keefe, Sport England’s Director of Insight, believes it is imperative to build on the increased awareness created by last summer’s Paralympic Games. “We need...to make sure the opportunities and the equipment are there for those disabled people who want to take part in sport”, she says.

Applications to the Inclusive Sport and Get Equipped programmes close on 2 December 2013. Details of both schemes, and how to apply for funding, can be found at: www.sportengland.org

Pupils urged to learn CPR The Resuscitation Council has sent every secondary school in the UK a DVD aimed at educating younger people about the benefits of learning and, if necessary, practicing cardiopulmonary resuscitation (CPR).

The interactive DVD, LIFESAVER, details the techniques of CPR and is supported by a lesson plan to aid discussion of the issues raised.

An estimated 60,000 people each year in the UK have an outof-hospital cardiac arrest and less than ten per cent of these people normally survive. However, the Council says that if a bystander is able to start CPR before medical help arrives, this could more than double a person’s chance of survival.

“Most people are not aware that 80 per cent of cardiac arrests occur in the home, meaning that you could save the life of a family member or friend by learning CPR”, says Dr Andrew Lockey, Honorary Secretary of the Council.

The DVD initiative was timed to coincide with Europe’s first Restart a Heart Day on 16 October 2013.

LIFESAVER is also available free online and as iOS and Android apps. For more information, visit: www.life-saver.org.uk SENISSUE67

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SEN LAW

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WHAT’S NEW?

What’s new?

Acorn takes over Wakefield’s Meadowcroft School Acorn Care and Education have acquired Meadowcroft School in Wakefield, a co-educational day school for up to 60 young people with social, emotional and behavioural difficulties.

Natalie-Jane Macdonald, Acorn’s CEO, said: “We are delighted that Meadowcroft School is joining Acorn Care and Education. We have a strong network of high quality special needs care and education facilities in England and this acquisition is an opportunity to expand our presence in Yorkshire. Everyone at Acorn Care and Education is looking forward to working with all young people, staff and customers of Meadowcroft.”

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.acorncare.co.uk

www.bsquared.co.uk

The Interactive Jungle

RNIB Pears Centre sponsors new SEN academy

Apollo Creative has launched its latest multi-sensory room system, The Interactive Jungle. It transforms movement into sound, light, image and video, and works with traditional multi-sensory room equipment such as LED bubble tubes and fibre-optic light sources.

The Interactive Jungle is powerful on the inside but amazingly simple on the outside, with drag and drop software. If the jungle isn't the place for you, the technology allows hundreds of different themes to be created to suit your needs.

To see how Apollo Creative turn an ordinary sensory room into a fully interactive jungle, visit: jungle.apollocreative.co.uk

RNIB Pears Centre for Specialist Learning has joined together with Three Spires School in Coventry converting the school into a special educational needs (SEN) academy on 1 September 2013.

This partnership is the first of its kind in the UK, where a disability charity sponsors an SEN academy.

RNIB Pears Centre, graded "Outstanding" by Ofsted, has taken over the management of RNIB Three Spires Academy and will be supporting the delivery of improvements there.

RNIB Three Spires Academy caters for children aged three to 11 with moderate learning difficulties and additional disabilities. www.rnib.org.uk/pearscentre

BDA International Conference The British Dyslexia Association International Conference 2014 is a high profile conference with the key aim of linking academic researchers with practitioners. It will be held over three days from the 27 to 29 March 2014 at the G-live conference centre in Guildford.

The conference will cover all aspects of research related to dyslexia, including identification, theoretical views, intervention and support for children, students and adults. This international event presents cutting-edge academic research, good-practice strategies, topical symposia, workshops, interactive poster sessions, and keynote lectures by world-leading experts including Professor Usha Goswami and Professor Brian Butterworth. http://bdainternationalconference.org SENISSUE67

SEN solicitor gets Outstanding Achievement Award Douglas Silas Solicitors, the national legal firm specialising exclusively in SEN, have announced that Douglas was recently given the first ever Outstanding Achievement Award at the Modern Law Awards to recognise the innovative way that he has helped thousands of people through his website.

Douglas says: "I am very touched both personally and professionally to get this award. It serves as public acknowledgment from my peers of the work that I do and also recognises that parents of children with SEN always need access to specialist legal advice."

For more information, visit: www.SpecialEducationalNeeds.co.uk www.senmagazine.co.uk

WHAT’S NEW?

Escape to freedom Easylink UK are renowned for supplying quality items at affordable prices and this new offering is no exception.

The MPPL-MSKIT (£59.00) is a simple wireless PIR that transmits an alarm signal when a person walks into the detection beam. It’s great for advanced warning of someone approaching and for exit doors.

If a PIR is not suitable, the MPPL-DCKIT (£61.00) is a simple door switch transmitter which sends a signal to an alarm pager when a door or window is opened. Both have a range of over 100m and provide good battery life.

For more information, telephone: 01536 264 869 or visit: www.easylinkuk.co.uk/page92.html

Henshaws College shares accessible website code Henshaws College is inviting people to adapt its suite of accessible websites to support people with disabilities to access technology independently.

ACCESS: Technology allows users of assistive technology to search for images or videos, to give independent feedback and to access personal email accounts. The source code for the College’s successful YouTube search is now free to download, as Assistive Technologist Mike Thrussell explains: “Now anyone can use the ideas within the site to meet their own needs, for example by creating specific features to support their learners. Through sharing the code, we want more people to benefit from the technology we’ve developed.” http://accesstechnology.org.uk

Something Special prize draw Children love having fun with Mr Tumble and Friends. They can peep through colourful board books, count and lift the flaps and create silly scenes with sticker books. Interactive and playful, the books feature phrases from the popular CBeebies TV series, as well as Justin Fletcher himself.

Visit: www.egmont.co.uk for more information about the series.

For your chance to win a fantastic bundle of Something Special books, email: tellus@egmont.co.uk with “Something Special Prize Draw” in the subject line.

One winner will be picked at random on 6 January 2014. Full terms and conditions are at: www.egmont.co.uk/competitionterms

Hesley Group’s new independent specialist colleges The Hesley Group has two new independent specialist colleges offering highly professional, flexible and individualised, multi-disciplinary education, care and therapeutic support, for up to 52 weeks per year, to young people with complex needs, behaviours which challenge, learning disabilities and autism, in transition to adulthood.

Building on over 20 years experience, the two colleges, based in South Yorkshire, are easily accessed from around the UK. They provide ready access for young people to a wide range of rural and urban-based opportunities, enabling life skills development and greater independence and preparing a foundation for community living. www.hesleygroup.co.uk

Free epilepsy smartphone app

New regulation of play therapy

Epilepsy Society has developed an app that aims to enable people to manage and improve their own health via their phone.

The epilepsy smartphone app contains seizure management tools, including a seizure diary, as well as vital first aid information. It is now available to download on both iPhone and Android phones.

Providing therapy for pupils with social, emotional, behaviour and mental health problems has been a tricky area for many schools. How can parents and Ofsted be assured that the therapist is safe and effective? Having a clear DBS/CRB check doesn’t go far enough.

Epilepsy Society is the UK’s leading provider of epilepsy services, which include a comprehensive range of care services for adults with epilepsy who also have associated and additional complications, including physical and learning disabilities, brain injury and autism.

These problems have been eased now that play therapy has become regulated through the Play Therapy UK (PTUK) Register of Play and Creative Arts Therapists, which assures the quality of practitioners under the new Professional Standards Authority’s AVR scheme: www.playtherapyregister.org.uk

For more information, visit: www.epilepsysociety.org.uk or call: 01494 601 300. www.senmagazine.co.uk

The PTUK web site gives details of training for school staff to meet the requirements of the Register: www.playtherapy.org.uk SENISSUE67

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16

WHAT’S NEW?

Adopters wanted

Supported living at Larkstone

The London Borough of Hounslow is recruiting prospective adopters for children aged 18 months upwards and sibling groups. It is looking for both single and two-parent adopters.

When a young person reaches adulthood, the move away from the family home or residential college can be a very daunting. Larkstone’s supported living team offers advice, support and information to young people, their family, carers and commissioners on a range of issues – including housing provision, daytime activities, employment, care and personal budgets and benefits – to help them choose the right support and care package to meet their current and future needs.

Some of the children waiting for adoption placements have had painful experiences: loss, rejection, neglect and abuse.

The Borough is looking for people who are understanding and have the time and tolerance to help children come to terms with their past experiences.

If you feel that you can be a permanent carer to children who may have experienced early childhood trauma, call: 0208 583 3437 or email: adoption.duty@hounslow.gov.uk

Individual, tailored packages are available from a few hours a week right up to 24/7 care, either in the family home or as a tenant in rental accommodation. www.larkstoneliving.co.uk

Document accessibility on the move iansyst Ltd have announced azzapt, a service for anybody who needs quick, easy access to their documents in different formats. azzapt is especially helpful for people with dyslexia or a visual impairment. azzapt enables users to convert documents automatically to alternative formats such as PDF and MS Word Docx (with font/colour changes), audio or ePub, and makes documents available from any computer, tablet or smartphone. Cloud storage integration via Dropbox allows documents to be autosynchronised and stored securely. azzapt was jointly-funded by the Department for Business Innovation and Skills and the Small Business Research Initiative, and managed by JISC TechDis. Visit: www.azzapt.com

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

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

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

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.

Integrex’s innovative, immersive sensory rooms provide stunning audio-visual interactivity through a series of original, programmable software applications. A dedicated, experienced team provides bespoke software and hardware, full support and training for all SEN environments. Contact Integrex to arrange a demonstration of their innovative, interactive systems.

Tel: 01283 551551 or visit: www.integrex.co.uk SENISSUE67

Specialist SEBD provision at Clarence High Clarence High School is a specialist SEBD school and children’s home offering both 38- and 52-week residential care, as well as day placements, in a therapeutic setting for boys and girls aged nine to 19 years. The School enhances the social, emotional, behavioural and academic development of its students to foster success in their lives.

Ofsted recently confirmed that the School’s strategies are working by commenting that “students are highly valued as individuals. Consequently, they develop high levels of confidence and self-esteem and this empowers them to achieve well”. www.clarencehighschool.co.uk www.senmagazine.co.uk

WHAT’S NEW?

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

Rosy and Bo: a breath of fresh air for SEN families New online shop RosyandBo. com features gifts and lifestyle products for families of children with SEN. Launching at the end of October, it is brimming with handpicked products, expert tips and great ideas for family life.

Uniquely, RosyandBo.com features products from special needs and mainstream sellers, and has the vision to see how this diverse collection can enhance the lives of all families.

Rosy and Bo customers can shop from different sellers through one checkout. A gift list allows parents to choose suitable products, so family and friends can buy the perfect gift. www.rosyandbo.com

Assess maths proficiency with new KeyMaths3 UK Forthcoming this academic year is KeyMaths3UK, an untimed, normreferenced measure of essential mathematical concepts and skills. It is designed to give specialist teachers and SENCOs the tools they need to assess maths skills of students aged six years to 16 years 11 months who may be struggling, and assist in intervention planning.

Autism’s Got Talent hits the road The hit show Autism’s Got Talent is due to take to the road for the first time on Saturday 16 November at Baston House School in Bromley. The new Autism’s Got Talent Roadshow, which is produced by Anna Kennedy Online, brings together a diverse group of people who are all on the autistic spectrum to raise awareness of autism and show everyone just how talented they are.

The show is open to all but ticket numbers are limited. For tickets, call Lisa Robins on: 01895 619736 or email: lisa.robins@thevines.org.uk annakennedyonline.com

KeyMaths3 provides extensive, in-depth coverage across the full spectrum of maths concepts and skills including: basic concepts (conceptual knowledge), operations (computational skills) and applications (problem solving).

UK

You can watch a video introducing KeyMaths3UK at: www.pearsonclinical.co.uk/KeyMaths

iOS 7 switch access Rapid Stages 7 to 9 launch in October For older children still just a little behind in their reading, the brand new Rapid chapter books from Pearson Primary will motivate and excite. Part of the much loved and proven Rapid catch-up programme, the books cover Stages 7 to 9 and contain exciting stories, play scripts, fiction and non-fiction all together in one “real” book format. They are age appropriate, curriculum ready, have boy and girl appeal and are beautifully illustrated and dyslexia friendly.

To check out a book online or to buy, go to: www.pearsonschools.co.uk/rapidchapterbooks www.senmagazine.co.uk

For all Apple devices running iOS 7, APPlicator now provides comprehensive scanning via switch control to apps, iBooks, music, internet browsing and photography.

With a new “Home” switch function, four switch sockets and an on-screen keyboard deployment feature, APPLicator is the most comprehensive and versatile switch access device available.

J-Pad, the unique joystick interface with comprehensive switch access to all iPad features, now includes an additional mode for fast set-up of iOS7 Switch Control.

To find out more, visit: www.pretorianuk.com/applicator SENISSUE67

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WHAT’S NEW?

An important step towards independent living

Multidisciplinary autism therapy from Skybound

The third phase of Prior’s Court’s provision for young adults has now opened. Six young adults with autism and moderate to severe learning difficulties have recently moved into self-contained flats in one of the purpose-built cottages on the 54-acre grounds in Hermitage, Berkshire. Key areas of focus are on independent living skills, vocational skills, choice making and advocacy and generalisation of skills. Along with maximising the learning potential and life skills of all the young adults, the provision aims to equip them with the skills they need to achieve a successful transition to adult life.

Skybound Autism Therapies provide intervention programmes which can include any combination of applied behaviour analysis, verbal behaviour, speech and language therapy, occupational therapy and positive behaviour support. These programmes are tailored to individuals’ needs and can be delivered through a variety of service delivery options. Skybound work with individuals of all ages.

www.priorscourt.org.uk

Latest Easy News out now National disability charity United Response has produced the fifth edition of Easy News – the first ever newspaper designed specifically for people with learning disabilities.

Featuring simple language and visual cues, this edition gives readers a news round-up of stories covering Prince George, the war in Syria, Scottish independence, the Government's plans to get more disabled people into work and more.

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

Skybound are hosting a three-day Social Thinking Conference with Michelle Garcia-Winner in Bristol, UK in June 2014. For further information and to make a booking, visit: www.skyboundtherapies.co.uk Campbell Farm, South Dairy, Wiston, Haverfordwest, Pembrokeshire SA62 4BD. Tel: 01437 751261.

Email: info@skyboundtherapies.co.uk

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

Open days showcase LVS Oxford LVS Oxford welcomed over 230 visitors to its open days in September. Local residents, parents, jobseekers, representatives from LEAs and autism specialists all visited the new school which will be based in the former Priory in Begbroke.

Teachers, HR staff and students from LVS Hassocks were on hand to answer their questions.

Sensory room stars on Channel 4 A state-of-the-art wireless sensory room, donated to a Sussex family by multisensory company Experia, was the star attraction on a recent episode of Channel 4’s Double Your House for Half the Money, hosted by Sarah Beeny.

LVS Oxford opens in September 2014. For more information or to visit the school, call: 01865 595170.

Experia were asked to donate some equipment for the show. However, they were so impressed by the family’s fund-raising efforts to create a better environment for their daughter, who has quadriplegic cerebral palsy, they decided to give them a fully loaded sensory room instead.

Mother Vicki Thorne said she was “totally blown away with the sensory room”.

www.lvs-oxford.org.uk

www.experia-innovations.co.uk

On 20 September, local MP Nicola Blackwood also called in to pledge her support and meet Director of SEN Sarah Sherwood, CEO Jim Brewster and Hassocks student Liam Pope.

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20

point of view

Point of view: consultant

Gifted and misdiagnosed Elaine Hook makes a plea for better understanding of gifted and talented children

L

abelling any child is unhelpful; if we are not careful, the label we give is self-prophesying, only serving to reinforce itself. Labelling is disrespectful. I am not talking about the use of stickers or name badges. There are times when giving a name badge or sticker is useful to keep our children safe or give praise for a “wow” moment in their learning and development, but the use of labelling as a way of diagnosing or categorising a child, I believe, is not the way to go.

Working with gifted and talented young children and youths, I come across labels all the time and while some families and individuals find this useful or comforting, many do not. To the child or young person it can have detrimental long-term effects and even lead to lack of confidence, underachieving and depression.

It is very common for highly able children to have characteristics, traits and quirks that mimic or overlap with other needs or disorders. This can easily lead to the misdiagnosis of conditions such as ADHD, ODD, OCD, autistic spectrum disorders and even bipolar disorder.

There is a constellation of characteristics that are common to gifted and talented children and many of these children show at least eighty percent of these characteristics most of the time, although some will show more. Many of these characteristics will carry over into adulthood and are mostly representative of social and emotional behaviours. Of course, there are some children who will be twice exceptional (2E), who are intellectually gifted but also have SEN. Their gifts and talents SENISSUE67

must be acknowledged and catered for alongside their special needs.

Children and young people of high ability often display subtleties of language and have large vocabularies, use complex and adult sentence structures, display high levels of curiosity and ask endless questions, and have unusual memories enabling them to retain complex information effortlessly. They often teach themselves to read or write, have an imaginary friend and a quirky sense of humour. They

Many gifted children and young people find themselves out of step with their peers and do not fit in have long attention spans and excellent concentration skills when working on a subject that interests them, but cannot stay focused when bored. They often have higher level and divergent thinking skills and can debate like an adult on difficult subject matters, such as poverty, racism or politics.

Highly able children often develop “out of sync”, or asynchronously, and therefore tend be socially and emotionally immature but cognitively way beyond their chronological age.

Many gifted children and young people find themselves out of step with their peers and do not fit in, which can lead to

teasing and bullying and in some cases a very lonely existence. Asynchronous development can cause confusion for the child in question, the family and professionals.

If misunderstood or misdiagnosed, highly able children can dumb down, underachieve and become depressed.

Universal characteristics of gifted children and young people include intensity and sensitivity. These children tend to be obsessive and pedantic about almost everything, to the point that they have “excessive personalities”.

Research has taught us that children of higher intelligences are more likely to have inborn insensitivities that result in a heightened response to stimuli around them; this is referred to as overexcitability. Consequently, their reactions, feelings and experiences tend to far exceed what one would normally expect.

Encouraging children socially and emotionally, to love to learn and to fit in to society is far more important than finding a label that may hinder them for the rest of their lives. It is imperative that we acknowledge that the misdiagnosis, or labelling, of highly able or twice exceptional children is inappropriate, and can affect them even more strongly when intelligence levels increase beyond IQ 130. Intensity and sensitivity is still the most overlooked and misunderstood characteristic of gifted and talented children today.

Further information Elaine Hook is a freelance education consultant.

www.senmagazine.co.uk

point of view

Point of view: parent

Turning it around Sarah Alderson describes how her son’s autism has changed her life for the better

I

t wasn't until Elliot’s second birthday that I knew for sure that something wasn't right. He was still crawling and was late in all areas of development.

Elliot finally walked at 26 months but, at the same time, he seemed to regress. He stopped talking. He lost all the words he had learnt and he quickly began to isolate himself from the world.

He became so distant that I couldn't reach him. He used to hide in a corner of the living room with his eyes shut and his hands over his ears. I had no idea what was wrong or what I could do to help.

On the day that a doctor mentioned autistic spectrum disorders (ASD) I felt like my heart had been ripped out. Within seconds, it seemed like all the hopes and dreams I had for my son were gone.

But I thought of all the things that Elliot did – hiding under sofas, his lack of eye contact and interaction, and the strange way he played with toys – and it all made sense.

I cried when I got home, wondering what I had done wrong through his pregnancy. Nothing prepared me for the pain, anger and sadness that I felt.

During the weeks that followed, autism became painfully real. I remember Elliot hiding in the corner of the room spinning the wheels of a car up close while all his nieces and nephews played happily together. At parties, he would drop to crawling to study the floor and carpets. It was all too easy to imagine how isolating and sad his life, and our lives, would be.

I did not know where to look or who to turn to. I had no friends with www.senmaGAZINE.co.uk

autistic children so I went on the internet to research.

Then the appointments started and soon afterwards, I had them coming out of my ears: hospital visits, doctors, therapists of all kinds, CAF, TAC, nursery staff, outreach workers and health visitors. I was so tired.

Elliot became more distant and was fixated on creating and following lines, spinning wheels, spinning himself or watching the washing machine go round. At first, I was upset that he didn't play normally, but through my research I

I started to blame myself and nothing prepared me for the pain, anger and sadness that I felt began to understand why: it was a way for him to deal with stress and anxiety and to block out any uncertainty. If he was feeling overwhelmed, he would repeat a motion or follow lines on the floor. These were his ways of coping with everyday life.

A big part of our family life now is planning and preparing Elliot for the day ahead. We have introduced picture and photo cards to show him where we are going next, while using sign language, visual communication techniques and iPad apps to improve his communication skills and to help him progress.

That fateful doctor’s appointment was two years ago and little did I know

how Elliot's autism was going to change my life for the better. I never imagined that I was going to learn like I’d never learnt before, that I would be stronger and more confident than I ever had been and that the diagnosis was just the start of my journey.

I now run a support group and meet up with parents and children regularly.

I also run a world-wide awareness support page. I am a full-time mum and carer, autism advocate and voluntary parent representative at my local children’s centre.

Being an autism parent is hard and it has pushed me to my very limits. But I believe that we are all special in our own way. How else could we handle a life that is altered so quickly and so completely and still stay strong and focused.

Further information Sarah Alderson runs the Autism Storms and Rainbows page on Facebook.

What's your point of view?

Email: editor@senmagazine.co.uk

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SCHOOL FUNDING

What’s happening to school funding?

Philippa Stobbs and Martha Evans look at recent changes to school funding arrangements and their impact on SEN provision

I

n April 2013, the Government

provision for all pupils in the school

made changes to the way that

including pupils with SEN.

funding is provided to schools.

While they will affect how

Element 2: the school’s

schools provide for pupils, the funding

notional SEN budget

changes do not change the legal

Every school receives an additional

responsibilities of schools and local

amount of money to help make special

authorities for children with special

educational provision to meet children’s

educational needs (SEN).

SEN. This is called the notional

The Government is also making

Every school receives an additional amount of money to help make special educational provision to meet children’s SEN

SEN budget.

changes to the SEN system. The changes, currently set out in the Children and Families Bill, will not start to happen until September 2014.

Until then, the current SEN framework, the law and the SEN Code of Practice all stay in place.

The new school funding system and SEN Funding is agreed locally and is given to schools under three main headings:

Key facts: what the changes mean • The school funding arrangements changed in April 2013.

• Support for your child with SEN should not change because of the funding changes.

• School and local authority responsibilities for SEN have not changed.

Element 1: an amount of money for each pupil in the school Schools get most of their funding based on the total number of pupils in the school. Every pupil in a school attracts an amount of money. The amount varies from one authority to another. There is usually more funding for each pupil in a secondary school than in a primary school. In 2013, all secondary schools, including academies, are getting at least £3,000 for each pupil and all primary schools are getting at least £2,000 for each pupil.

This is the core budget for each school and it is used to make general SENISSUE67

Secondary schools receive a core budget of at least £3,000 per pupil.

www.senmagazine.co.uk

SCHOOL FUNDING

When funding is delegated to schools, they can spend it in the way that they think is best up funding to meet the cost of that provision. Where the local authority agrees, the cost is provided from funding held by the local authority in their high needs block.

Element 3 is provided by the local authority for an individual pupil who has a high level of needs and schools are Where a pupil’s needs cannot be met through core and notional budgets, schools can apply to LEAs for more money.

expected to use this funding to make provision for that individual pupil.

Special educational provision is

reputation for teaching children with

Academies

anything that is provided to meet a

SEN. Where this does happen, the

Academies3 are funded through the

child’s SEN that is “additional to or

school can ask the local authority for

Education Funding Agency, not through

different from” provision made for

additional funding.

the local authority. Academies get the

all children. The local authority must

The government has recommended

same level of funding for each pupil as

make sure that the special educational

that schools should use this notional

local authority schools in the same area;

provision specified in a statement is

SEN budget to pay for up to £6,000

their notional SEN budget is worked out

made for the child. For a child at School

worth of special educational provision to

in the same way and they can get top-

Action or School Action Plus, the school

meet a child’s SEN. Most children with

up funding from the local authority in

must use its “best endeavours” to make

SEN need special educational provision

the same way. Academies do get extra

sure that special educational provision

that comes to less than £6,000.

funding, but this is not related to SEN;

is made to meet a child’s SEN. Schools

Element 2 is called the notional SEN

it is for services that academies have

must also follow the SEN Code of

budget because no-one tells schools

to buy for themselves, services that are

Practice which advises them to involve

exactly how they should spend their

provided by the local authority for local

parents in decisions about how their

money. When funding is delegated

authority maintained schools.

child’s needs are met.

to schools, they can spend it in the

The amount in this notional SEN

way that they think is best. However,

budget is based on a formula which

schools have a duty to identify, assess

Impact on special educational provision

is agreed between schools and the

and make special educational provision

Changes to the SEN framework will

local authority. The formula usually

for all children with SEN, and the local

not be made until September 2014

gives more money to schools that have

authority has a duty to set out what

and, even then, they will be phased in

more children on free school meals and

schools are expected to provide from

over a period of time. School and local

more children who are not doing as well

their delegated budget.1 This information

authority SEN responsibilities remain the

as others in English and maths. This

must be published on the local

same until then and the school funding

provides a good guide to how many

authority

website.2

changes do not change them.

children with SEN a school is likely A small number of schools may find

If it can show that a pupil with SEN

School responsibilities for special educational provision

that they have many more children with

needs more than £6,000 worth of special

Schools must “use their best

SEN than expected. This might happen

educational provision, the school can

where, for example, a school has a good

ask the local authority to provide top-

endeavours” (do their best) for children >>

to have.

www.senmaGAZINE.co.uk

Element 3: top-up funding

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school funding

with SEN and they must “have regard to” the SEN Code of Practice. This means that they must follow it unless they can show that something else would work better. In addition, Ofsted will check on how well children with SEN are

Schools are responsible for provision for all children with SEN who do not have a statement

Local authority responsibilities and statements For a child with a statement, changes to special educational provision can only be made by amendment to the child’s statement. Parents have a right

learning and how much progress they

of appeal if they do not agree with the

are making.

changes that the local authority wants

Schools are responsible for identifying

Changing SEN provision because of

and making special educational

school funding changes is not in line

Changes are usually made following

provision for all children with SEN who

with the SEN Code of Practice or with

an annual review meeting and a

do not have a statement. They discuss

schools using their “best endeavours”.

recommendation to the local authority.

to make.

this with parents. Following a review,

If the local authority wants to change

provision may need changing and there

the statement without an annual review,

might be a number of reasons for this.

parents can request a meeting with the

It might be that:

local authority to discuss the changes

• the child’s needs have changed • the school has new information about the child’s needs

the local authority wants to make.

The point at which a child might need a statutory assessment or a

• the child’s needs have been met

statement remains the same. A statutory

• targets for the child’s learning

assessment can be requested by the

have been reached • targets for the child are not being reached • there is new evidence about the child’s progress

parent or by the school. Funding for the provision specified in a statement comes from the local authority’s high needs block, along with funding for the first £6,000 worth of provision from

• the school has a better idea about

the school’s notional SEN budget. The

how to meet the child’s needs

school will continue to provide this when

• discussion with the parents shows that a different approach

they receive top-up funding for a child with a statement.

might work better.

Footnotes

Key facts: sources of funding for SEN support To meet their needs, children with SEN are entitled to: • core provision from the core funding which is for all children in the school (element 1) • up to £6,000's worth of extra provision, funded from the school’s notional SEN budget (element 2) • extra provision funded by top-up from the local authority’s high needs block.

SENISSUE67

1. The Special Educational Needs (Provision of Information by Local Education Authorities) (England) Regulations 2001, SI 2218. These can be found on page 189 of SEN Code of Practice.

2. These requirements will continue when the SEN reforms are implemented. Provision from schools’ delegated budgets will form the core of the local offer which local authorities will be required to publish.

3. This includes free schools, City Technology Colleges and University Technical Colleges.

Further information

Philippa Stobbs is Assistant Director at the Council for Disabled Children. Martha Evans is Senior Programme Lead at the Anti-Bullying Alliance.

For information and advice about school funding issues and the local arrangements, contact your local parent partnership service.

Details can be found at: www.parentpartnership.org.uk

www.senmagazine.co.uk

26

sen support for teachers

Meeting the challenge of change With a major overhaul of the SEN system due to take effect next year, Rona Tutt looks at where teachers can find the support and information they will need to keep ahead

T

his is a time when children

to know what the changes are likely to

and young people with SEN

be, then to be aware of how children’s

and disabilities are very much

needs are changing, and finally to know

in the spotlight because of

how to access the many sources of

the Children and Families Bill, which is

support, information and training that

currently going through Parliament. This

are available to schools and teachers.

heralds the biggest shake up of the SEN

Schools are seeing an increasing number of pupils with complex needs The first indication that a major rethink

system for over 30 years. It brings with

What is being reformed?

was planned was in October 2010,

it both challenges and opportunities:

The current SEN Framework began to be

with the publication of a Green Paper:

challenges in the form of getting to grips

put in place as a result of the Warnock

Children and Young People With Special

with yet more change in schools and

Report (1978), which introduced the

Educational Needs And Disabilities – Call

opportunities in seeking new and better

term “special educational needs”, and

for Views. (Both Green Papers and White

ways of supporting pupils with SEN. At

the 1981 Education Act which followed

Papers generally precede Bills). This

the same time as the SEN Framework

it and brought about the statementing

was followed by a consultation paper,

is being altered, there are additional

procedures. Subsequent legislation has

Support and aspiration: a new approach

challenges caused by a population of

added to the SEN Framework, including

to SEND, which was published in March

pupils whose needs seem to be getting

the requirement to have an SEN Code

2011. For over a year, all seemed to go

ever more complex. So what can those

of Practice, but there has been no

quiet, apart from the work of 20 SEN

working in education do to prepare for

complete overhaul of the system –

Pathfinders which had been set up in

the changes? To start with, it is important

until now.

different areas of the country to pilot some of the proposed changes.

Further information about the SEN pathfinders is available at: www.sendpathfinder.co.uk

Following this seeming hiatus, three events happened in the same week.

The first was the mention of the Children and Families Bill in the Queen’s speech to Parliament in May 2012. The second was the publication of a follow up document, Support and aspiration; a new approach to SEND – Progress and Next Steps. The third was a government reshuffle, which led to Sarah Teather MP being replaced as Minister for SEN by Teachers will need more support with SEN as changes to the system take effect.

SENISSUE67

Edward Timpson MP. www.senmagazine.co.uk

sen support for teachers

Whereas all the documents before the Bill referred to SEN and disability (SEND), the Bill only refers to SEN. Various amendments have been put forward to try to change this. These are

There are two new government-funded online SEN training resources

some of the main headlines in Part 3 of the Bill which covers SEN:

27

SEN and Parental Confidence (2009).

Lamb decided that the key was to have better trained teachers. This resulted in materials set at Masters level covering the five areas Lamb felt were most essential for teachers to know about.

than the exception. There is now a

These are:

• education, health and care plans

newer category of complex learning

• autism

will replace statements of SEN

difficulties and disabilities (CLDD) to

• moderate learning difficulties (MLD) • behavioural, emotional and social

and go up to the age of 25

recognise this. In addition, there are

• local authorities must produce

newer conditions being recognised,

a local offer setting out what

such as foetal alcohol spectrum disorder

• specific learning difficulties (SpLD)

provision is available for children

(FASD) and pathological demand

• speech, language and

and young people with SEN

avoidance syndrome (PDA). More

• parents will be offered a personal

rare syndromes are being identified

budget to pay for the additional

and there is a significant surge in the

support their child needs

number of children who are being born

• parents will be offered mediation before going to a tribunal.

very prematurely, but who are surviving.

On the whole, the earlier babies are born

In addition, a new SEN Code of Practice

the more likely they are to have special

will replace the current version. The

needs and/or disabilities.

difficulties (BESD)

communication needs (SLCN).

Advanced training materials for autism, dyslexia, SLCN, BESD and moderate learning difficulties can be downloaded at: www.advanced-training.org.uk

The other major resource originated

Government released a draft of this Code on 4 October and is now seeking

Sources of support

from the Salt Review (2010). Toby Salt

the views of interested organisations and

As the complexity of children’s needs

was asked to look at improving the

individuals as part of its consultation on

increases, the more important it becomes

supply of teachers for pupils with severe

the Code. This consultation closes on 9

for staff to understand how to adapt

learning difficulties (SLD) and profound

December 2013.

the curriculum and the environment to

and multiple learning difficulties (PMLD).

The Bill is expected to become an Act

provide more personalised pathways

Also feeding into the materials was the

early in 2014 and to be implemented,

for pupils who need them. Happily,

work of The CLDD Research Project

along with the final version of the SEN

there is a growing number of training

(2009 to 2011) led by Barry Carpenter.

Code of Practice, from September 2014.

courses and sources of support

This is a huge resource of 16 modules,

available. Chief amongst these are

each one set at four levels, so that there

Changing needs

online training materials. The Inclusion

is something to suit everyone.

As if all the changes to the SEN

Development Programme (IDP), which

Framework were not enough, schools

has been around for some time, has

and other educational settings are

been refreshed. It covers modules on

seeing an increasing number of pupils

speech, language and communication

with complex needs. Not only are

needs (SLCN), dyslexia, behavioural,

more pupils being diagnosed with

emotional and social difficulties (BESD)

conditions such as autism, attention

and autism.

deficit hyperactivity disorder (ADHD), specific language impairment (SLI) and specific learning difficulties (SpLD) – which include dyslexia, dyscalculia,

The Inclusion Development Programme (IDP) can be accessed at: www.idponline.org.uk

dyspraxia and dysgraphia – but more are being diagnosed with co-existing conditions. Autism and ADHD is just

There are also two new government-

one example of this. Indeed, the point

funded online SEN training resources.

has been reached where it is thought

The first of these originates from Brian

that co-existence may be the rule rather

Lamb’s report, The Lamb Inquiry –

www.senmaGAZINE.co.uk

Training materials for teachers of learners with severe, profound and complex learning difficulties can be downloaded from: www.complexneeds.org.uk As the first stage of providing an SEN Gateway to act as a one stop shop, the Department for Education has supported nasen in hosting the IDP, Lamb and complex needs materials: www.nasen.org.uk

>> SENISSUE67

28

sen support for teachers

Both these online materials are designed

to non-members and will generally be

ways, including: looking at magazines

to be interactive and include activities,

pleased to welcome everyone to their

such as the one you are reading now;

video and audio clips of effective

training events.

visiting other classes in your school

practice, links to websites and a wealth

There are also many organisations

or in neighbouring schools; attending

of practical resources that can be printed

large and small – and, in many cases,

courses, conferences and SEN events;

off and used.

national and regional – that specialise

or exploring the internet including

in particular aspects of SEN.

accessing online training. Thinking

In addition, there are the three Trusts, all of which are sources of information, resources, support, and training: • The Autism Education Trust • The Communication Trust • The Dyslexia-SpLD Trust.

They were set up by the previous government, but have had continued

about different ways of extending Links to SEN organisations can be found in the Resources Directory at the back of this issue of SEN Magazine and at: www.senmagazine.co.uk/ resources

support from the present one. They

your knowledge and your expertise is essential, as no-one has invented more hours in the day, in order to give you more time to become an even better teacher. The demands on staff in schools and other educational institutions are immense.

are well worth exploring, as they

There are a number of large-scale

And, of course, it is not just the SEN

bring together the work of a range of

annual events dedicated to SEN. The

Framework that is changing, but the

organisations and their websites are

TES special educational needs show

curriculum, its assessment, the exams

constantly updated.

takes place each autumn in London,

system and much else, including

while nasen Live generally takes place

educating a population of pupils who

in Bolton in the spring. Such shows have

may require a different approach to

large exhibitions of SEN resources, as

some of the pupils you have taught

well as an extensive programme of

before. Keeping up to date is a major

seminars and workshops, all focusing on

issue, but remember that you are not

different aspects of SEN. The amount of

alone and no-one can know everything.

information and practical advice you can

The teaching unions, other professional

gain in a day makes a visit thoroughly

bodies and the wealth of materials now

worthwhile. You are likely to leave at

available in various forms are all there

the end with carrier bags full of leaflets,

to help you. If the new SEN Framework

catalogues and items you could not

succeeds in making families feel they are

resist buying.

part of the process, if education, health

There is an expectation that teachers will increase their knowledge throughout their school career Professional support Most teachers belong to one of the

In addition, there is a very wide range

and social care really do learn to work

main teaching unions. Although many

of conferences, exhibitions, seminars

together, and if, somehow, staff can

teachers may have joined a union

and training events across the country

find the time to increase their range of

primarily to have access to legal advice

covering all areas of SEN.

skills, then we will be well on the way to

and support should they need it, do not forget that the unions are also a source of information on all aspects of education. They publish magazines, articles and online information to help teachers keep up to date and to prepare

improving the experience and outcomes For details of CPD, training and events relating to SEN, see page (94) of this issue of SEN Magazine or visit: www.senmagazine.co.uk/cpd

for those who learn differently or with greater difficulty than their peers.

for any changes.

Further information

Unions also run courses and conferences, some of which are geared towards learning more about

Keeping ahead

how to teach pupils with SEN. So it is

Nowadays, there is an expectation that

worth keeping an eye on the website

teachers will increase their knowledge

of the union to which you belong and,

throughout their school career. There

indeed, other union websites as well,

is also a recognition that professional

as they all have areas that are open

development happens in many different

SENISSUE67

Dr Rona Tutt OBE is a former headteacher and a past President of the National Association of Head Teachers (NAHT): www.ronatutt.webspace. virginmedia.com

www.senmagazine.co.uk

TIMES TABLES

PRETORIAN

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It has been carefully thought out and developed to be used in schools for small groups of children or the whole class, and also for individuals at home with their parents and friends. Hundreds have already been sold all over the UK and USA. It is ideal for statemented and underachieving children where a slower more intimate approach is better suited. All children really enjoy using this tactile method because there is nothing to write down, no computers are involved and there is no boring chanting – just a single numbered card, which they are in control of, to choose and place in the correct position.

Visit: www.ko-box.com for full details and a demonstration or call: 01706 875517 for personal service. www.senmagazine.co.uk

SENISSUE67

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creative arts

A brush with creativity Helena Aikin reveals how a challenging art project helped students with cerebral palsy to examine and express their identity

I

Students were encouraged to express their feelings, hopes and desires

n May 2012, I was invited to

life-size self-portrait using their hands

teach an art workshop to people

or other parts of their bodies along

with cerebral palsy at CIRIAC, a

with a range of tools including brushes,

special education day school in

sponges, paint, glue, fabric, magazine

Guadalajara, Mexico. Many of the 30

cut-outs, wool, string, beads, feathers

students who signed up for the course

and hair extensions. The idea was to

were in wheelchairs and had severe

give them the chance to experiment

motor and speech impairments. Their

with different art materials and to portray

ages ranged from six to 30 and their

themselves creatively. Students were

Discovering identity

individual needs differed greatly. None

encouraged to use their imagination

The students were delighted with

of them had any previous experience

and sense of humour to express their

my proposal and enjoyed the task

with art, having been considered

feelings, hopes and desires. The starting

immensely, even though it was quite

too physically impaired to cope with

point was their body silhouette on a

demanding for many of them in

artistic activities.

piece of cardboard in a position of their

terms of sustained physical effort

choice, which they could then fill in using

and concentration. They all produced

the art materials available.

attractive and original artwork which,

This was also my first time teaching art to people with cerebral palsy, so I decided to wait until I actually got to know

As there was no art room available,

without being realistic portrayals,

the students a little before planning any

I turned the school garage into a

resembled them quite closely at a

activities. I was deeply touched by the

temporary workshop where students

symbolic level.

enthusiasm they showed at the prospect

came and went in groups of three or four.

As a follow-up activity, their language

of doing artwork. Realising how hard it

Luckily, I had the help of two assistants

teachers invited the students to talk

was for many of them to express their

in charge of moving participants to the

about their work and their experience

emotions and ideas, I decided to do a

floor and helping them according to their

in the workshop. In many instances,

rather challenging project with them: a

mobility issues.

they had depicted themselves in their

SENISSUE67

www.senmagazine.co.uk

creative arts

I am consistently surprised by how imaginative we human beings are when given the chance results. I always apply this principle in my workshops and I am consistently surprised by how imaginative we human beings are when given the chance.

Second, many educators have a very limited idea about what art is, believing that it basically consists in Students responded well to physical challenges that some believed would be beyond them.

making faithful copies of objects or subjects. These students might not be able to draw accurate lines, but they are

favourite place or doing an activity they

Although the atmosphere of the

incredibly creative when allowed to mix

really enjoy – or thought they might

workshop was relaxing and playful, I

colours and experiment with different

enjoy if they were able to do it. Even

believe that the participants were also

textures. Third, all of them felt highly

though they had access to attractive

working at a deeper level, as this task

motivated – possibly because apart

collage material, such as feathers or

is usually an invitation to introspection

from getting a break from their daily

hair extensions, paint was definitely

and self-discovery. Interestingly, while

routine, they were offered something

the most popular medium and some

the younger students were mostly

new and challenging. They were, without

of them refused to use anything else,

concerned with confirming their

exception, greatly satisfied with their

arguing that the rich tempera colours

identities – some of them even named

work – so much so that at their request

we were using allowed them to express

their pictures using phrases like “this

I was invited back to teach another

their ideas and emotions best.

is me!” – the older ones talked mostly

art workshop, this time focussing on

about their challenges and goals, which

abstract painting and sculpture, with

in some instances they depicted using

equally positive results.

different colours and textures.

The school’s plan for 2014 is to

The artwork resulting from the

open a permanent art workshop where

workshop was exhibited at CIRIAC

students can experiment with different

sponsors’ annual fundraising event, and

materials and even develop long-term

used to illustrate calendars, greeting

projects for local and international

cards and bookmarks.

exhibitions.

Changing expectations Many people, including teachers and parents, were surprised at how well the participants had coped with activities which are generally thought to require highly developed hand-eye coordination.

In my view, there are three main reasons for their success. First, students were allowed to try out the materials without The opportunity for self-discovery was embraced by participants.

www.senmaGAZINE.co.uk

any pre-conceived ideas about their

Further information

Helena Aikin is an artist, linguist and educator. She teaches art workshops to people with a variety of conditions, including visual impairments, cerebral palsy and learning difficulties. She currently works at the University of Castilla la Mancha, Spain: www.helenaikin.com

ability to cope or expectations regarding SENISSUE67

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32

PMLD

Demonstrably different It is time for a change in special educational provision for those who have profound and multiple learning difficulties, says Richard Aird The UK is the only country in the world to use the term learning difficulty to define a specific category of disability or SEN. Children and young people who are assessed as having learning difficulties are further categorised into one of the sub-categories of moderate, severe, or profound and multiple learning

It is not unusual for parents to question why a school is “wasting” their child’s time teaching P levels

difficulties (PMLD). This article is about provision for children and young people who are assessed as having PMLD.

same age” or “prevents or hinders them

Unfortunately, there is no definition of

from making use of educational facilities

PMLD that is sufficiently widely accepted

of a kind generally provided for children

that can confirm emphatically whether,

of the same age.”

or not, a person has PMLD. This lack

This simplistic definition of learning

of an agreed definition makes it difficult

difficulty has done little to help rationalise

for determining the best pedagogical

the debate about inclusive education

approaches and how outcomes should

which has continued to impact on SEN

purpose. Despite the efforts of many

be evaluated, measured and moderated.

provision since the late 1980s. The

talented teachers and the pressure

The learning experience should be personalised for each learner with PMLD.

These characteristics can be in all

impact on the PMLD sector is probably

for pupil performance standardisation

sorts of combinations, with the depth

best represented by the 15 years spent

exerted by Ofsted and HMI, it is still

of different types of impairment varying

trying to make the first three P levels of

not unusual for the parents of children

significantly between individuals and

the National Curriculum properly fit for

with PMLD to question why a school is

often subject to marked changes in

“wasting” their child’s time teaching P

impact during different stages of a

levels, instead of addressing the things

person’s life. Some characteristics might be associated with a specific genetic condition, whilst others might be concomitant and have no association with a child’s primary diagnosis of disability. Characteristics might be innate, whilst others might be acquired over time from environmental sources.

These complex characteristics are difficult to reconcile with England’s relatively simplistic definition of learning difficulty, as stated in the SEN Code of Practice (2001), as something which “prevents or hinders them from making use of educational facilities of a kind generally provided for children of the SENISSUE67

What is PMLD? Generally speaking, those with PMLD are usually described as having an assortment of complex characteristics which might include: • profound neurological and cognitive impairment • multiple physical impairment • multiple sensory impairment • profoundly impaired communication • obsessive stereotypies/ challenging behaviour • complex health difficulties that can be life-threatening or life-limiting.

they feel really make a difference to their child’s life. There are also many teachers who have also asked such questions over the past 15 years, especially when they have watched the wellbeing of pupils deteriorate because of inadequate therapeutic and clinical provision with no apparent accountability on the part of other service providers.

Winds of change Since 2004, England has witnessed a continuing increase in its PMLD population,

which

is

currently

approaching a 30 per cent rise. It is important that provision for these www.senmagazine.co.uk

PMLD

complex learners is reappraised,

from the largely standardised to the

especially as some of these children

profoundly personalised.

The rationing of speech and language therapy, physiotherapy and occupational therapy is a serious issue

and young people are now also included

I believe that emerging legislation

in the new, closely allied category of

can assist schools to develop PMLD

complex learning difficulty and disability

provision that is as “profoundly

(CLDD) which the Specialist Schools

personalised” as those idiosyncratic

and Academies Trust1 reports as

characteristics of their most complex

presenting a particular pedagogical

learners. The Children and Families Bill

challenge. In 2011, the Secretary of

describes how the education, health and

State for Education stated his intention

social care needs of disabled children

to “remove the bias towards inclusion”2

and young people will be defined within

outside of traditional school hours. A

and this unambiguous statement should

a “single plan” which families may

flexible workforce can do much to

be regarded as a prompt for teachers

then refer to when they commission

facilitate an effective 24-hour curriculum

to consider developing provision for

services on behalf of their child. Given

whilst also providing reliable, quality

PMLD that is far more holistic in scope

the long experience which many special

assured, short-break respite services.

than that represented by the first three

schools already have in multi-agency

The changing role of local authorities to

P levels. With the opportunity also for

working, this new legislation should be

become “commissioners” of services,

schools to convert to academy status

immediately appealing, particularly to

rather than providers, means that some

and enjoy more curriculum autonomy,

schools that have already established

services that are immediately relevant to

teachers should feel increasingly

good quality extended school services.

PMLD learners will be put out to tender,

empowered to consider whether there

Effective delivery of multi-agency

giving schools the opportunity to bid for

are more effective ways of promoting

provision can be facilitated by aligning

contracts and deploy extended school

whole child progression than that which

education, health, social care and

services to improve outcomes for pupils

can be achieved solely by the historical

voluntary services within extended

and their families.

practice of re-visiting the earliest

school provision and it is strongly

stages of P level curricula. The need

recommended that schools invest in

Re-defining the workforce

for schools to reappraise provision for

such developments. As academies can

The Department for Education’s new

PMLD would also be in keeping with

work free of local authority constraint,

Teachers Standards (2012) include a

what Hargreaves3 described some

these schools can now employ staff on

number of references to distinctive

time ago as the need for schools to

flexible, year round contracts to provide

SEN approaches, so it is essential that

transform their teaching approaches

quality assured support to PMLD pupils

teachers working in schools catering for PMLD have the necessary skills and understandings to undertake their job effectively. There are new online training materials available to assist with this4, but online, modular learning must not be a substitute for high-quality training.

Other opportunities, such as School Direct, can empower individual schools to resolve the long standing deficit in SEN trained teachers by including initial specialist teacher training as a core activity within their programmes of continuing professional development.

The new Teachers Standards also state that teachers must “develop effective professional relationships with colleagues, knowing how and when to

Educators need to take advantage of new technology and new approaches to learning.

www.senmaGAZINE.co.uk

draw on advice and specialist support”, >> SENISSUE67

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PMLD

but, as is well known, the rationing

training and extend to initial specialist

of speech and language therapy,

teacher training ought to be featuring

physiotherapy and occupational therapy

strongly in school improvement plans

has been a serious issue for many years

Life’s journey for PMLD learners can be a lonely, confusing and painful experience, sometimes of a relatively short duration

will be no injection of additional NHS

Re-defining teaching and learning

resources in response to the rising

Aird and Aird5 have long advocated the

PMLD population. If the standard of

need for specialist curricula in response

PMLD provision is to improve, therefore,

to the complex needs and learning styles

schools need to consider how such

of PMLD learners and some schools

deficiencies can be addressed. High-

have developed excellent materials for

• planned learning opportunities

quality training and flexible career

use with these pupils. There is insufficient

should incorporate the careful

structures for non-teaching staff are

space here to describe distinctive PMLD

deployment of teaching

absolutely essential for promoting what

pedagogical approaches in detail, but it

resources with consideration

Carpenter (2010) described as trans-

is possible to summarise what provision

as to how the use of specific

disciplinary ways of working – that is,

for PMLD ought to feature:

resources can augment impaired

and it may be safely assumed that there

school staff who are suitably skilled and

• curriculum content should

empowered to undertake tasks that

incorporate academic,

might historically have been assigned

developmental and therapeutic

Life’s journey for PMLD learners can

to health or social care professionals.

learning matter that is clearly

be a lonely, confusing and painful

There is ample opportunity for schools to

referenced to diagnostic

experience, sometimes of a relatively

progress their non-teaching staff through

assessment criteria in areas such

short duration, so it is essential that the

incremental foundation degree courses,

as wellbeing, sensory, cognitive,

current legislation is used to reappraise

enabling them to acquire accredited

communicative, physical, social

PMLD multi-agency working. There is a

therapeutic and clinical competencies

and emotional function

troubling tendency for different service

function and/or facilitate access to learning.

that can support the education, social

• the personalisation of learning

providers to engage in the “start again

care and health management of

should be a key feature within

syndrome”6, that is, not recognising

children and young people with PMLD.

curriculum delivery and used

assessment findings recorded by other

Establishing programmes of continuing

to ensure curriculum relevance,

providers, but instead initiating a new

professional

breadth and balance on an

cycle of assessment which often only

individual basis

replicates existing intelligence and delays

development

that

encompass undergraduate specialist

• staff should be absolutely

Having a trans-disciplinary approach

person’s preferred learning style,

to PMLD provision, in which school

competent in the use of any

staff have the accredited competencies

distinctive approaches/resources

to undertake, supplement, and interpret

and skilled in the observation and

holistic assessment findings, could do

recording of pupil response

much to help overcome this tendency

• learning objectives should be

and also provide an effective key

carefully targeted and broken

SENISSUE67

worker role.

down into small, formative steps

Over the years, much has been

to promote incremental learning,

written about the need for a key worker,

as well as summatively to record

but rarely has there been inter-agency

and evaluate pupil progression

agreement about how to empower

• curriculum delivery should

Staff should understand each child’s preferred learning style.

the delivery of important provision.

familiar with each child or young

such a person, or about which key

be hands-on and sufficiently

player should be held to account when

enjoyable and multi-modal to

service provision is not of an acceptable

provide memorable experiences

standard. We currently have the bizarre

and motivate pupils to investigate,

situation in which teachers can be held

experiment and be curious

to account for a PMLD learner’s failure www.senmagazine.co.uk

PMLD

Evaluating PMLD practice When preparing to reappraise their provision for PMLD, schools might find it useful to undertake some self-evaluation and assess their current provision against a small set of performance indicators. Answering the following questions may help schools to understand how they are doing.

1: How well does the school’s current provision identify and satisfy a PMLD learner’s needs for: • curriculum breadth and balance in holistic terms?

• health, enjoyment and wellbeing?

• social inclusion?

• an individual learning style?

2: To what extent does the school ensure its resources and facilities are useful for: • empowering progression within each child or young person’s learning targets?

• augmenting a learner’s impaired function?

• providing access to learning and social inclusion?

• facilitating good health and wellbeing?

3: To what extent does the school ensure that its workforce: • has clear role definitions in which individual staff are suitably empowered to fulfil their particular roles?

• has the knowledge, understanding and skill to work in a transdisciplinary way to ensure that an individual’s holistic needs are addressed effectively?

• has clear lines of supervision and accountability?

• has the opportunity to promote best practice, participate in continuous training and secure career progression?

• can provide flexible, out of school hours services?

4: To what extent do the school’s extended services: • consider familial needs?

• enhance multi-agency provision and accountability?

• ensure that transition between different phases in an individual’s life are seamless and result in good outcomes?

• promote social inclusion?

to make one National Curriculum level

accountability on the part of other

progress per year, but no obvious person

service providers.

to hold to account should that same

Quick self-evaluation guides (such

person’s physical and/or mental health

as the one above) can help schools

begin to deteriorate. Having a single

reappraise their PMLD provision

plan covering people from birth to 25

and ensure that it is as profoundly

years ought to mean a single point of

personalised as their most profoundly

accountability. Because schools have

disabled learner. No doubt there

the greatest amount of daily contact

will still be room remaining in any

with the greatest number of learning

redefined provision for P level curricula

disabled children and young people, I

because there is definitely a place for

believe that schools should undertake

such provision; it just needs to know

an overarching trans-disciplinary role

its place.

Key workers can take an overview of each child’s care and support.

References

1. Carpenter, B. (2010), A vision for the 21st century special school (Specialist School and Academies Trust).

2. Department for Education (2011), Support and aspiration: A new approach to special educational needs and disability.

3. Hargreaves, D. (2006), Personalising Learning 6: School Design and Organisation (Specialist School and Academies Trust).

4. Department for Education (2012) Training materials for teachers of learners with severe, profound and complex learning difficulties.

5. Aird, R. and Aird, K. (2006), Distinctive Pedagogy and the Development of Specialist Curriculum Matter in the Education of Pupils who have Profound Multiple Learning Difficulties, The SLD Experience 46, 15-19.

6. Brandon, M., Belderson, P., Warren, C., Howe, D., Gardner, R., Dodsworth, J. and Black, J. (2008), Analysing child deaths and serious injury through abuse and neglect: what can we learn? (DCSF).

Further information

Richard Aird OBE served as the Headteacher of four special schools, most recently at Barrs Court Specialist (SEN) School and College in Hereford. Now retired, after 30 years of headship, Richard continues to work as an independent consultant and lecturer in SEN: www.sensibleconsultancy.co.uk

and be empowered to quality assure www.senmaGAZINE.co.uk

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PMLD

EVENTS

Advertisement feature

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TRA joins ABILITIESme

SEN high on the agenda at IIC show The IIC Show is a mixed ability/disability exhibition taking place in Manchester (14 and 15 February 2014).

In the SEN Zone, education professionals and end users will be able to explore what is currently available on the market and take part in CPD accredited seminars dedicated to SEN. Attendees will hear how to prepare schools for inspection and how to use funding effectively, while finding out about the latest policies and practises.

TRA, the United Arab Emirates Telecommunication Regulatory Authority, has recently signed in as a National Telecommunication Partner for ABILITIESme. In its capacity as a regulatory body, HAAD ensures excellence in Abu Dhabi by monitoring the health status of the population. TRA along with the Ministry of Social Development launched project Echo of Silence in November 2009, aimed at enabling people with hearing and speech disabilities to achieve integration within their communities by providing them with advanced technologies and training programs.

At this free-to-attend event, visitors will be able to view and trial innovative software and other products, enabling them to consider the newest available technology for their students.

TRA will be present at ABILITIESme on 24 to 26 March 2014 within the Government section in Hall 11 at Abu Dhabi National Exhibitions Centre.

www.iicshow.co.uk

www.abilitiesme.com

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38

independent education

Delivering skills for life Sarah Sherwood on why parents and LEAs should consider independent schooling for children with ASD

Y

oung a

people

diagnosis

on

with the

autism spectrum need learning opportunities in

environments that recognise the

challenges they face on a daily basis and provide them with strategies to manage their anxieties; with so many students having a comorbid diagnosis, there is a need to constantly evaluate the learning experiences they receive. The additional expertise which occupational therapists and speech and language therapists can provide is essential in ensuring an approach

Preparing students with ASD for employment is a vital part of the education process.

to learning that fully meets the diverse needs of individuals with an autism

Innovation in practice

and Asperger’s related conditions.

spectrum diagnosis.

Autism is thought to affect around

Through a structured environment

Employability and the skills for

700,000 people in the UK – that’s 2.5

and an approach that develops

independent living are a priority for

million family members who deal with

their independence and confidence,

individuals on the spectrum. Current

autism in one way or another.2 This

students can be equipped with the

research shows that only 15 per

means that a remarkable number of

skills needed for employment and

cent1 of young people with an autism

students in the UK need extra support

dealing with the complexities of

spectrum diagnosis are in sustained, full-time employment. This statistic needs to be changed. Joint working with parents is paramount in achieving the best outcomes for young people on the spectrum. Without open communication and discussion with

day-to-day life.

Children on the autism spectrum require a different approach to learning

Children on the autism spectrum require a different approach to learning; this primarily involves a structured routine and some one-on-one time with teachers. In a mainstream school, integrated children with SEN support

parents it is not possible to gain their

often only receive an hour or so a day

support, respect and trust – all of

from the early years and all the way

of SEN schooling; for the rest of the

which are vital in supporting children

through until school leaving age.

day they spend their time with the

to move forward in their learning.

has

other students and teachers who are

The only way to ensure that these

come a long way since the years of

often unaware of the imperative to,

needs are met is through considering

institutionalisation. Many independent

or are simply unable to, change their

alternative options to integrating young

schools have developed new and

behaviour or teaching style according

people on the autism spectrum in

innovative approaches to helping

to the child’s individual needs. Just as

mainstream schools.

students diagnosed with autism

every human being is different, the way

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Independent

provision

www.senmagazine.co.uk

independent education

autism manifests itself in individuals is

amount of funding and is placed

highly unique. The well known saying

either in a maintained school or in an

in autism circles – “when you’ve met

independent school.

One in five children with autism have been excluded from school, many more than once

one person with autism, you’ve met

The primary choice is for children to

one person with autism” – effectively

be assigned to a mainstream school,

highlights the very individual and

where a few also receive the help of

unique presentation of each person

a learning support assistant (LSA).

on the spectrum. These differences

The child attends classes with the

can include being unable to interpret

other students and will receive an

body language or facial expression,

hour or two of face-to-face time with

and, increasingly, exclusions. In the

taking a literal understanding of verbal

designated SEN teachers. Additionally,

UK, one in five children with autism

language, and displaying signs of

for each new school year, children

have been excluded from school, many

anxiety, paranoia, and in extreme

must start from scratch. This becomes

more than once3.

cases, aggression.

problematic for those on the autism spectrum as they have to readjust all

Pressures on funding

Meeting needs

over again, which takes time. While a lot

Creative solutions must be found

Over the years, local authorities and

of children develop a relationship with

that not only address specific

schools have worked together to

their LSA where they feel comfortable

autism requirements but also look

enable those on the autistic spectrum

and relaxed – a difficult task for many

at providing a measurable return on

to receive the assistance and help that

children on the autism spectrum – it is

investment; LEAs should consider

they need. At present, the majority of

incredibly difficult if not impossible for

funding independent provision which

children with autism go to mainstream

the child with autism to begin to feel

has the capacity and capability to

schools. Some students do well;

comfortable with a new teacher each

educate young people with ASD and

however, there are some that do

year. What’s more, if children are being

help them develop life-long skills to

not. This creates a burden not only

moved to classes where teaching staff

improve their employability. Though

on the schools, but also on parents

are not fully understanding of the types

independent specialist schools have

and society as a whole. LEAs are

of interventions that can help pupils

been overlooked by LEAs in the past

in charge of assessing children and

with autism, this can exacerbate the

due to the need for extra funding, what

deciding where they fit in with regards

problems faced. Pupils can become

these schools achieve in educating

to special educational needs. Once

uncomfortable in class, often leading to

and preparing students for the future

assessed, a child is given a certain

loud and angry outbursts or withdrawal

offers a greater return in the long run.

The success of specialist schools means that fewer young people with autism become unemployed adults, reducing stress on parents and the support needed from the state. In the short term, they may not appear to be financially viable; however, in the long term, the use of independent centres is a financially viable option for LEAs, not least because they better provide children with SEN with the life skills to become independent.

Furthermore, the number of parents seeking support for their child overwhelms many LEAs, with some turning away children because there are just too many who need their

Specialist schools can take a more flexible, person-centred approach to learning.

www.senmaGAZINE.co.uk

support. As distressing as this is for >> SENISSUE67

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40

independent education

families, it is also a drain on school and LEA budgets. In the 2009/2010 school year, LEAs spent £313 million on special educational needs, whilst the schools SEN budget accounted for £1,456

million4.

With this much money

The success of specialist schools means that fewer people with autism become unemployed adults

financial and practical support for their children. This adds to the pressures on both LEAs and schools. An inclusive policy, therefore, is not always best for pupils with autism. A solution is needed that reduces the burden on

being invested in finding additional

both schools and LEAs and improves

support for those with special

the educational experience of these

educational needs, and clear issues

children.

in existing provisions, an alternative

job5.

solution needs to be created. Funding

also found that 28 per cent of adults

Utilising independent specialist

is delegated to schools and there is an

with autism surveyed in 2012 still

schools is essential in ensuring that

expectation that the school meets the

lived at home with their parents 6.

young people with a diagnosis on the

needs of its pupils. The local authority

The truth is that these adults have

autism spectrum receive the care and

may contribute more where schools

a huge amount to contribute, if they

education that they need. LEAs will

appear to have done all they can

are given the opportunity. As schools

benefit from considering independent

reasonably do to support children with

are unable to provide children with

schools as an alternative to mainstream

SEN. However, there is a need for clear

autism with the necessary skills to

schools because of their ability to

understandings of what the schools

transition into the world of work, they

prepare students for future employment

and local authorities are expected

grow up needing constant support

and greater independence. This really

to achieve.

from their parents and many need

is a partnership approach, not only

The National Autistic Society

to claim benefits. Schools and local

providing a genuine focused benefit to

Looking to the long-term

authorities share the responsibility of

children and families but also providing

Despite the significant sums spent

finding funds to support children on

a rewarding career for SEN specialists

by LEAs and schools on supporting

the autism spectrum. Often, this leads

and an additional resource base for

children with autism in mainstream

to confusion on the part of parents,

LEAs.

education, success levels in transition

who are not clear about where the

from school to employment are

funds are coming from. Furthermore,

extremely low. According to Ambitious

when a particular case has been

About Autism, 68 per cent of adults

denied funding, parents often seek

with autism do not have a full time

legal aid to help win the battle over

Footnotes

1. Rosenblatt, M., I Exist: The message from adults with autism in England, London: NAS (2008).

2. Baird, G. et al., Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: the Special Needs and Autism Project (SNAP), The Lancet (2006), 368 (9531), pp210-215.

3. Reid, B., Great Expectations. London: NAS (2011).

4. Bolton, P., Local Education Authority Spending, House of Commons Library (2010).

5. Finished at School: Where next for young people with autism? Ambitious About Autism (2011).

6. Bancroft, K., Batten, A., Lambert, S. and Madders, T., The way we are: autism in 2012, National Autistic Society (2012).

Further information Sarah Sherwood is Director of Special Educational Needs at LVS Hassocks and LVS Oxford (opening September 2014): www.lvs-oxford.org.uk Successful transition is more likely when schools can nurture individuals’ interests.

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CHILD SAFETY Advertisement feature

Peace of mind with Locuro mobile phone tracking

W

e have all been there – that sinking feeling when the kids are off on a trip, that irrational, but oh so real, feeling of impending doom. And it’s a feeling that is often so much worse for parents of children with SEN, even when they know that the care and support they are getting is the best.

Locuro is a mobile phone tracking product designed especially for school trips. While it wasn’t developed specifically for SEN schools, it does tick a number of very welcome boxes.

Locuro enables authorised parents – those with children on a particular trip – to log on from any internet enabled device and follow their child’s trip live online.

For those who suffer anxiety when their children are away, those who feel a little guilt at looking forward to the respite, and those who simply want to see what their children are up to, the ability to join in live without imposing on their child’s independence is proving to be a real hit.

As well as live tracking, which is overlaid onto satellite mapping, the trip organisers can upload photos and video.

The photos can also have text and/or audio messages added.

Safety and reassurance This parental peace of mind is good news for parents but it is also good news for the school, as it significantly reduces the level of calls from parents. Locuro handsets also enjoy the full support of the dedicated 24/7 Emergency Response Centre (ERC), located in Lincolnshire, which is staffed by former RAF staff who provide high levels of professionalism and care.

Staff continuously scan the world’s newswire services looking for incidents that could harm or hinder trips. When they come across an incident, they set up an electronic exclusion zone; if a handset is inside this zone or subsequently enters it, an alert is sent to the handset to warn trip staff, and controllers then

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make contact if the advice goes unheeded.

While they are on the lookout for major incidents, they are also keeping an eye out for incidents that would worry them as parents. Looking at a major fear for parents – the coach crash – the chances of our children being involved are infinitesimal, but it can prove to be an incredibly stressful couple of hours waiting for the good news that your child’s trip was not involved. When the controllers see such an incident, they ring fence the entire country, if abroad, or a smaller area in the UK. A complex algorithm then determines if each individual trip could have been involved. When the answer is a clear “No”, a personalised text message is sent to the parents of every pupil on each cleared trip; it even confirms how far away from the incident the trip was and asks parents not to call the school.

The ERC also provides the "Incident Communications Hub" (ICH). Should a trip encounter a problem, the teacher or helper controlling the Locuro handset can communicate directly with the ERC. Upon receiving the call the Controllers first task is to bring the school SMT/SLT into the call – effectively a conference room.

The controller has the contact details for all parents of pupils on the trip and can communicate with parents by text, email or voice to the SMT/SLT's express requirements. The ICH is a free optional function and can really speed the communications process up in the event of an incident.

Locuro is available at just £30 plus VAT per month and it even has a built in fundraising opportunity that not only covers the cost of Locuro, but can also raise ongoing funds through the PTA. The £30 covers the handset, all UK data, four weeks of roaming data and 40 minutes of voice calls per month, and there is no minimum contract.

For more information, see Locuro’s video at: www.locuro.com

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behaviour/peer mediation

Helping each other Carly Hatcher explains how a peer mediation project helped mainstream and special school pupils to manage their behaviour

A

ll school staff have to

peer mediations from a previous case

spend time resolving and

study at a US Elementary school were

managing conflict amongst

later found to be exhibiting more positive

their pupils. Conflict is often

behaviour around school, for example,

accompanied by oppositional behaviour

showing respect and responsibility.

and flared tempers, and it can be a

Other research undertaken by

challenge to de-escalate situations and

Harjusola-Webb, Parke, Hubbell and

encourage pupils to make friends.

Peer mediation encourages pupils to be more accepting of others’ thoughts and emotions

Bedesem (2012) and Johnson, Johnson,

The first step of the process involves

Peer mediation is an intervention

Dudley and Burnett (2002) suggested

the two mediators asking each disputant

which aims to reduce conflict amongst

that pupils who take on roles as peer

in turn for their account of the problem.

pupil groups by teaching pupils conflict

mediators are more empowered to

Step two involves peer mediators

resolution skills which help them to

self-regulate their own behaviour and

repeating back what each disputant

mediate disputes in a way that is positive

promote positive behaviour to peers.

has said. This encourages active

(Stacey and Robinson, 2000).

Peer mediation sessions aim to

listening. In step three, mediators ask

In addition, such training encourages

actively engage students through

disputants to say how they feel in turn,

pupils to take ownership of their

role play, circle time games and other

shifting the focus from the incident to

behaviour and helps them to develop

activities. A common approach is

emotions and removing the nature of the

their social and emotional learning;

for students to learn how to mediate

conflict. In step four, the peer mediators

peer mediation teaches pupils about

disputes using the five-step peer

ask the disputants to each suggest a

emotions and provides them with the

mediation process first developed

solution. This provides an opportunity

skills and tools to help detect and

by Stacey and Robinson. The peer

for disputants to take ownership of ideas

distinguish between different emotions.

mediation process begins when two

and consider those of the other child. The

This is important in enabling pupils to

peer mediators lead disputants to a safe,

final step in the peer mediation process,

understand their feelings and regulate

neutral environment in school where the

involves the peer mediators asking the

their own behaviour.

five step process is followed and rules

disputants to agree on the solution they

are explained.

have reached together; this teaches

Avoiding conflict There is a wealth of research which examines the efficacy of interventions in managing behaviour and developing emotional literacy. Recent research, including studies carried out and reviewed by Lane-Garon, Yergat and Krawlowec (2012), suggests that peer mediation interventions encourage pupils to be more accepting of others’ thoughts and emotions.

Research has also established links between peer mediation interventions and promoting positive behaviour. In 2012, Lane-Garon, Yergat and Kralowec reported that users or “disputants” in SENISSUE67

Working together to solve a problem.

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behaviour/peer mediation

Teachers noted improvements in the way students behaved towards each other

The relationship between the two schools had also strengthened. Through regular contact, there were now more opportunities for exchanges of ideas and teaching skills.

Emotional development positive changes in pupils’ behaviour

As this project shows, peer mediation

and self-esteem. “Peer mediation has

can be effective in empowering children

taught me confidence, communication

with additional needs; it can have a big

and how to respect”, said a participant.

impact in terms of helping pupils to take

Pupils from both schools were much

ownership of a situation and accept

more confident and able to distinguish

responsibility for their role in mediating

between appropriate and inappropriate

disagreements. In addition, pupils can

behaviour following the intervention.

learn to distinguish between behaviours

There were reports from pupils that

and, often, to self-regulate their own

the intervention had helped them to

behaviour. This example has also shown

pupils how to reach a compromise and

regulate their temper and understand

the efficacy of peer mediation in helping

promotes working cooperatively.

other people’s problems.

pupils to develop social skills and raise

Using resources to develop emotional literacy.

The process can be adapted and

Teachers also noted improvements

put into practice through the use of

in the way students behaved towards

resources and role plays of hypothetical

each other. “[Peer mediation has] built

help to promote inclusion and form

scenarios, where pupils practice the five

her confidence and she knows more

partnerships between different school

step process.

about what is appropriate behaviour”,

settings. This encourages all involved

said a teacher, describing the progress

to embrace equality and diversity and

made by one pupil.

better understand additional needs.

It is important at all stages that safety guidelines for peer mediation are adhered to. For example, peer

Furthermore, staff reported an

mediators must only mediate in school

increase in prosocial behaviour; pupils

for low-level disputes.

were more helpful towards adults and their peers after the intervention, and

Peer mediation in special schools

were more able to sympathise with

Peer mediation has recently been used

positive social exchanges and improved

to promote a partnership between

behaviour around the schools.

their peers; this had resulted in more

mainstream and special school pupils on the Isle of Wight. Though many aspects of the intervention, including the five-

their self-esteem.

What’s more, such initiatives can

References

Harjusola-Webb, S., Parke Hubbell, S., and Bedesem, P., (2012). Increasing Prosocial Behaviours of Young Children with Disabilites in Inclusive Classrooms using a Combination of Peer-Mediated Intervention and Social Narratives. Beyond Behaviour, Winter, 29-36.

Lane-Garon, P., Yergat, J., and Kralowec, C., (2012). Conflict Resolution Education and Positive Behavioral Support: A Climate of Safety for All Learners. Conflict Resolution Quarterly, 30(2), 197-213.

Johnson, D.W., Johnson, R. T., Dudley, B., and Burnett, R. (2002). Teaching Students to be Peer Mediators. Educational Leadership, 50(1), 10-13.

Stacey, H., and Robinson, P., (2000). Let’s Mediate. London: Sage Publications.

step process, remain the same, the resources and method of delivery (using visuals and modifying language) were adapted to suit the range of additional needs exhibited by the pupils.

Following the training, pupils from

Further information

both schools had forged new friendships

Carly Hatcher is Assistant Psychologist at Bridges for Learning CIC, an independent, not for profit educational psychology service on the Isle of Wight: http://bridges4learning.co.uk

and most pupils identified this as the most enjoyable aspect of the training.

“Now I am a peer mediator, I hope that I can help other children”, said one child.

Six months after the training, an evaluation questionnaire reported www.senmaGAZINE.co.uk

Making resources for peer mediation.

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BEHAVIOUR Advertisement feature

Acorn’s autumn harvest of amazing achievers

T

he Autumn Term is being celebrated across Acorn Care and Education schools with a rich harvest of academic success stories. 19 pupils at five different schools achieved more than 200 points in exams equivalent to more than five GCSE passes at Grade C. A pupil at Belmont School in Lancashire is embarking on the higher tier GCSE in mathematics, having passed his first GCSE in maths when he was in Year 8 at the age of only 13. The extraordinary success was made even sweeter for Paul with an incredible mark of 92 per cent.

Paul’s Mum said: “He’s been interested in numbers since he was little and when he went to Belmont the teachers picked up on it. We’re so proud of him.”

“I’m really pleased,” said Paul, “and I hope it will set me up for university when I leave school.”

Belmont School Principal, Mike Stobart, is delighted with Paul’s performance. “Professionally and personally, I am extremely proud of Paul’s achievements and I am delighted for him. He is a model pupil, pleasant, polite and respectful, who achieves success in all areas of the school both academically and socially. He is an excellent role model for other students.”

Crookhey Hall School in Lancashire celebrated some of the group’s highest achievers, with 23 students going on to college placements and full-time work.

Jimmy, who spent a significant time out of education before coming to Crookhey, is now on a Level 2 catering course.

“Coming to Crookhey Hall School has given me the confidence to be myself both in school and when out with my mates,” said Jimmy, who has ambitions to become a head chef.

Headteacher Robin Adams said: “The commitment and enthusiasm of the staff to ensure the best possible outcomes for the young people in our care is critical to their successful outcomes. The class of 2013 did tremendously well; the class of 2014 are on target to do even better.”

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At Waterloo Lodge School, near Preston, every Year 11 pupil was offered a place at college starting this term. They are now studying subjects as diverse as sports science, construction, ICT, social care, hairdressing and vehicle maintenance. One pupil accepted a full-time job instead.

Waterloo Lodge also funded one teenager to take a refereeing course in his own time, with a goal to earn money as the “man in the middle” whilst he’s studying at college.

The Grange Therapeutic School in Rutland was another school where all Year 11 boys secured college placements, making it one of the highest achieving year groups in the school’s history. The School said it was confident that each one of them was prepared for a successful, independent life.

Underley Garden School in Cumbria celebrates its achievements each year with a poignant graduation ceremony.

All pupils have barriers to learning, including some with extreme learning difficulties and complex needs and some on the autistic spectrum.

Principal Robert Sankey said: “I want ceremonies like this to confirm to our children that they are achievers. Today is a celebration of all those achievements.”

45 courses offered Across Acorn Care and Education’s group of schools, there are more than 45 different courses offered, including 17 GCSE courses, BTECs in catering and hairdressing and six horticulture qualifications. Other exams cover subjects from fisheries management to functional skills, and from construction to crafts.

Mike Robinson, Managing Director of Acorn said: “These achievements are rewards for the young people and should be a celebration for them, their families and the professional support teams around them.”

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PLAY

BEHAVIOUR

Advertisement feature

Sunken Trampolines put bounce back into the playground A trampoline in a playground environment sends shivers down the spines of most principles and health and safety staff – with children climbing up ladders and falling off, children having to clamber in and out of the netting and becoming frustrated and agitated, and children going under the trampoline during its use. Then there is the inability to use it with a child with mobility issues, and the high maintenance from a time and cost point of view of keeping the safety netting and enclosure serviceable; the list goes on and on.

Sunken Trampolines have worked since their inception to alleviate these issues. They have been working with schools and care institutions across the UK to provide them with a safer and more amenable asset to their play areas which provide a recreational platform but also facilitate the addition of rebound therapy to their portfolio of treatments and therapies.

The sunken trampoline has become popular in special needs schools and is becoming increasingly popular in mainstream schools, partly because the trampoline is a piece of apparatus that virtually all people, regardless of their abilities, can access, benefit from and enjoy. www.senmagazine.co.uk

Paul Kay from Rebound Therapy says, "An issue that all special needs schools have, if they do not have a purpose built rebound room, is having enough hall time available to provide all the rebound therapy sessions they would like. Halls are used for dinners, PE and other lessons and so time on the trampoline is limited." A sunken trampoline solves this issue.

Joel, Director of Sunken Trampolines, says, “We are now finding many special needs schools are opting for a sunken trampoline for the added safety and ease of access for the children.� Sunkentrampolines.co.uk build all their sunken trampolines to detailed, precise standards so as to ensure maximum safety and enjoyment.

Joel also goes on to point out that it is important, when having a sunken trampoline installed, to know that its maintenance is also covered in the service provided. This is why, due to popular demand from schools, they also provide a service and maintenance contract to fit the needs of the establishment.

For further information on how a sunken trampoline can benefit your organisation, contact either Joel or Angus at Sunken Trampolines. Examples of their work and contact details can be found on their website: www.sunkentrampolines.co.uk More information about Rebound Therapy and staff training courses can be found on their website: www.ReboundTherapy.org SENISSUE67

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ADHD

Managing meltdown In her second article about parenting a child with ADHD, Alison Thompson shares her top tips for coping with challenging behaviour

C

oping with a child who

Consistency

has any special need that

You need to be as consistent as possible

impairs his behaviour can

in managing your child’s behaviour. Set

Don’t punish a behaviour one day and let it go the next

be stressful, emotional

the rules, make sure your child knows

and hard work. My son Daniel was

what kind of behaviour is and isn’t

diagnosed with ADHD when he was

acceptable and be consistent. Don’t

six, following a permanent exclusion

punish a behaviour one day and let it go

time your child misbehaves or breaks

from primary school. His behaviour was

the next, as your child will just become

the rules take an object out of the jar. At

incredibly challenging at times. He found

confused. You might find it useful to list

the end of the day or week convert any

it impossible to focus or concentrate

the unacceptable behaviours on a poster

objects left into pocket money or small

for more than a few minutes at a time

on the wall. If you give consequences for

treats. Somehow, being able to see the

– unless it was on his games console.

bad behaviour then make sure you are

starting total and watch it decrease

He threw tantrums of epic proportions

prepared to enforce them – and enforce

seems to be more effective than trying

when he couldn’t get his own way or

them quickly. A child with ADHD will not

to add to a chart.

was tired or frustrated. He could be

remember what they did wrong if the

aggressive and violent, lashing out at

punishment doesn’t happen till later,

Ignoring silly behaviours

anyone or anything in his path. Yet when

or the next day.

Many ADHD behaviours are annoying

he was calm he was happy, caring, funny

more than anything else and the best

and a pleasure to be with. What we

Reverse reward charts

way to deal with them is often to ignore

needed was a range of tools that would

If you find that traditional sticker-type

them completely. If you ignore things like

encourage his positive side and manage

reward charts don’t work with your child,

talking in a silly voice, walking in circles

his more unwelcome behaviours. The

try the reverse method. Fill a jar with

and banging toys together, you may find

following are some of the techniques

objects – we used glass beads but they

that your child will lose interest and stop

we have found useful when dealing with

could be anything really – and every

more quickly.

the challenging behaviours we lived with every day.

Routine A firm routine is one of the most important things you can put in place to help your child. In my experience, kids with ADHD don’t cope well with change and are at their best when they know what to expect, so having set times for daily activities is essential. Make a poster that outlines your daily routine: breakfast, getting washed and dressed, playtime, dinner time, bath time and so on. Use pictures if you need to. Talk your child through it so he understands what will happen and when, and then stick to it as far as possible.

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Being left on his own can help the child to calm down, but make sure the location is safe.

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ADHD

help, the more out of control and angry he is likely to get. Often just backing away and giving him space is enough to avoid a complete meltdown. However, it’s not always possible to leave a child alone to calm himself, either because

Learn the signs that your child is heading for a meltdown and try to deflect it

the location is not safe or there are other people around who could get hurt. In these cases, do whatever you

Children with ADHD can prove inflexible when changing activities.

Giving praise

can to remove your child to a place of

results. I’ve learned that it’s best to

safety or, if that’s not possible, just try

ignore some things, in some situations;

to keep people away as much as you

my son knows that while he can get

can. Better still, learn the signs that your

away with some things at home, they’re

child is heading for a meltdown and try

not acceptable in other settings.

to deflect it. Find some way of changing

Dealing with challenging behaviour

what’s going on to see if you can avoid

is never easy but having a variety of

an explosion. It doesn’t always work,

techniques and tools at your disposal

but distraction can be very effective in

does make a difference. Try to

the right circumstances.

understand that there is nearly always a

Giving praise has so many benefits. Apart

reason why your child is behaving badly;

from helping children’s self-esteem, it

Dealing with inflexibility

you may not be able to see the trigger

shows them the difference between

Children with ADHD often find it difficult

or understand how important it is to

good and bad behaviour, helps to set

to go from one activity to another and

them but just knowing there is one helps.

boundaries and rules and reinforces

this can cause meltdowns. Giving

Once you begin to understand that your

the behaviours that you do want to see.

them a countdown can make a huge

child isn’t misbehaving deliberately but

Praise your child for everything that goes

difference to how they manage change.

is responding to something that’s upset

right, however small. Be specific with

For example, when you arrive at the

him – however silly that thing might be

your praise – don’t just say “Well done”

park tell your child that you will be there

– it’s easier to deal with. Each day is a

or “That was good”; point out exactly

for an hour, then remind him you’ll be

new one, so don’t linger on your child’s

what it was that went well. When your

leaving in 30 minutes, fifteen minutes,

past behaviour.

child misbehaves, always make it clear

ten, five and so on. This way, your child

that it is the behaviour you are angry or

will have time to switch their brain from

In the next issue of SEN Magazine,

disappointed about, not the child.

one activity to another and will be more

Alison looks at how Daniel coped with

willing to cooperate.

mainstream schooling, the drawbacks

The distraction method

of home tutoring and his success at

When a child gets into a loop of disruptive

Choosing your battles

or defiant behaviour, sometimes all it

When you have a child with ADHD, it

takes is something to distract them

can seem that your entire day is spent

momentarily because that gives their

reprimanding him. If you punished

brain the chance to switch from one

your child for every single bit of bad

pattern to another. Try changing the

behaviour, he would probably spend

subject completely, agreeing with the

most of his life in time out. I’ve learned

child, having a tantrum of your own (not

to pick my battles carefully. For example,

recommended in the supermarket) or

while I’ve never been happy with my

throwing something completely random

son using bad language at home, it

into the conversation.

is the lesser of many evils compared to some of the other behaviours he’s

Handling meltdowns

shown. Focus on the behaviours that are

The best thing to do when a child has

the most worrying and work on those

a meltdown is to leave him to calm

first. Taking on too much at once will just

down, because the more people try to

weaken your resolve and have slower

www.senmaGAZINE.co.uk

special school

Further information

Alison Thompson is the author of The Boy From Hell: Life with a Child with ADHD: www.theboyfromhell.co.uk

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48

SEN PROVISION

Ten steps to effective SEN provision David Bartram looks at what schools can do to ensure that learners with SEN get the support they need

T

oo many children with SEN and disabilities are not making the progress they should be. SEN is still seen

as a “special issue� when, in fact, it is a pressing issue in most classrooms around the UK. There is clearly no quick fix when it comes to SEN support but there are a number of teaching, learning and management strategies that can positively influence the development of children with SEN. For the past four years, members of the SEN team at London Leadership Strategy have visited a large number of schools and SEN departments.

Interventions must be carefully matched to the needs of the individual pupil.

This article introduces what we have identified as the top ten characteristics of effective SEN provision.

1: Coordinate provision and use a clear system of referral It is important to ensure that the provision of SEN is not duplicated.

Know what your team is doing, who they are doing it with and why they are doing it

resources with other local schools, can be beneficial.

It is important not to rely solely on external SEN consultants to develop expertise. Most of the answers to establishing outstanding SEN practice

Putting in place several interventions

already sit within the system. However,

at once can make it difficult to measure

we all need to get better at sharing

the impact of individual interventions.

information on what works.

Where possible, try one intervention at

but a surprisingly large number of

a time and measure its impact.

schools don’t take the time to select

4: Use resources efficiently

their interventions based on evidence

The aim is to improve and develop the

and outcomes.

offer for all pupils in order to reduce, from

Full and cohesive support for students with SEN comes from a shared understanding; know what your team is

the start, the number of children who

doing, who they are doing it with and

3: Develop on-site expertise

need help with their learning or behaviour.

why they are doing it.

The reduction in SEN services available

Where children need increased support,

via the local authority means that it can

time-limited small group intervention

2: Use effective evidenced based interventions

be more difficult for schools to access

can sometimes be all that is needed to

appropriate services and funding.

help them make progress. Use highly

It makes sense to use interventions

Building a team of skilled practitioners

personalised programmes when and

that have a track record of success,

on-site, and where necessary pooling

where appropriate.

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www.senmagazine.co.uk

SEN PROVISION

It is not necessarily the volume of

own development. Parents have to

resources that makes the difference

trust schools to put in the appropriate

to outcomes for children, but the way

provision for their child. This trust must

resources are targeted and implemented.

be earned and this starts with excellent

Too many SENCOs spend too much

communications and transparency

of their time working in an administrative

regarding provision.

capacity. High-quality administrative support allows them to work far more strategically.

9: Ensure strong teaching and learning

Parents have to trust schools to provide appropriate provision for their child. This trust must be earned

High quality teaching is the foundation

and inclusion leads to share their

5: Use rigorous assessment to precisely identify SEN and match interventions to individual needs

for progress for all children. It is believed

knowledge and good practice through

that the difference between poor

school-to-school collaboration.

teaching and highly effective teaching

Changes in SEN provision are

is just under half a year’s extra progress

coming but schools are struggling to

The right interventions cannot be put in

for most students (Machin, Murphy and

engage with this because of the massive

place if the child’s needs have not been

Hanushek, 2011).

overhauls taking place in the wider

correctly identified. It is important to take

When children don’t make the

the time and engage the appropriate

expected progress, the first port of

Interventions used in SEN should

professionals to do this.

call should be to assess the quality of

be measured by their impact on

classroom teaching before assuming a

children’s attainment, just as they are

child has SEN.

for all children. Wellbeing, happiness,

Too many schools use interventions based on their current offer, rather than

education system.

drilling down into the precise needs of

Make sure you provide a relevant

attendance, low exclusion rates and

the child and then personalising support

and flexible curriculum and invest in

freedom from bullying are, of course,

around them.

teacher development. A curriculum that

all important measures, but we must

addresses the needs of all learners,

place emphasis on attainment levels

6: Track and monitor the students’ progress across different subjects

particularly around points of transition,

also. We have to start aspiring for each

can have a significant impact on

and every one of our children and

attendance, punctuality and behaviour,

young people.

Look for patterns of progress across

as well as on academic achievement.

SEN groups and curriculum areas. This can help to inform strategic decisions

10: Prioritise leadership of SEN

regarding interventions and collaborative

SEN leaders play a critical role in

working alongside subject areas and

supporting children, establishing the

individual teachers.

ethos and approach to SEN within the school and ensuring that SEN has a

7: Evaluate the impact of interventions and adjust provision accordingly

high profile. Without strong leadership

Know what works and what doesn’t.

to. Have high expectations and ambition

Use academic data to do this, but

for all children.

in this area, the individual needs of all children are not recognised and listened

don’t ignore other key indicators, such

The purpose of collating these

as improved attendance and reduced

strategies is not to highlight weaknesses

exclusions or behaviour data.

in SEN provision in UK schools but to promote the positive and easily

8: Work with pupils and parents

accessible routes to improvement that,

The Lamb Inquiry of 2009 highlighted the

in the main, already exist in the system.

importance of schools communicating

We are currently ignoring our

openly, frequently and honestly with

greatest resource in raising standards

parents and children with SEN.

for children with SEN – teachers and

Pupils must be given the opportunity

school staff. We must quickly realise

to have a voice and invest in their

the opportunity for teachers, SENCOs

www.senmaGAZINE.co.uk

Further information

David Bartram is Director of SEN for London Leadership Strategy, Assistant Headteacher at Lampton School and works for Challenge Partners and a number of academy chains.

At a recent ministerial roundtable on SEN reform, David unveiled a video highlighting the top ten effective characteristics of SEN provision, as described above. londonleadershipstrategy.com

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50

SEN RESOURCES

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www.senmagazine.co.uk

SEN COLLEGE

www.senmagazine.co.uk

PLAY THERAPY

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52

hydrocephalus

Under pressure Gill Yaz explains some common effects of hydrocephalus and suggests strategies for minimising their impact at school

H

ydrocephalus describes a set of conditions in which fluid at the centre of the brain becomes trapped,

causing damaging, sometimes even fatal, pressures inside the head.

Although the pressure can be controlled with surgical implantation of a shunt, or by an operation to divert the fluid around the blockage, many people with hydrocephalus live with cognitive impairments, which are often subtle but have a profound impact on their lives.

Congenital hydrocephalus is found in around one in 1,000 babies, but hydrocephalus can also be acquired through meningitis, head injury or tumours. It is also a complication in some very premature babies, who are prone to brain haemorrhages in the early days.

Pupils with hydrocephalus often need to block out external stimuli in order to concentrate.

Many of the cognitive problems seen in children with hydrocephalus

been processed, the lesson or story may

child finds difficult, choose a quiet place

stem from foetal brain development

have moved on to the extent that the

with plain walls if possible, to allow

differences, with further problems

child can no longer follow what is going

attention on the material. Children with

caused by high pressures, such as in

on. This leads to reduced concentration,

hydrocephalus may also find it difficult

late diagnosis or shunt malfunction.

as there is now little to hold the child’s

to pick out relevant information. For

Executive function problems – with

attention. Pacing instructions to allow

example, they may not realise a teacher

difficulties sustaining attention,

time for one piece of information to sink

is addressing them too, when talking to

monitoring behaviour and picking

in before going on to the next will usually

relevant information from amongst other

help. Check that the child is clear about

stimuli – together with subtle language

what she needs to do before starting the

impairment, can pose real difficulties as

task, and fill in any gaps.

the children begin school, but can be

In order to pay attention, the brain

dismissed as eccentricity, immaturity

needs to suppress unwanted stimuli,

or “naughtiness”.

leaving only the stimulus that requires

It may take longer for information or instructions to be assimilated

attention. If this blocking is affected,

Support at school

all sounds and visual stimuli from the

Children with hydrocephalus often have

environment will be treated equally by

the whole class. Using the child’s name

delayed processing of information,

the brain; children chatting or moving

beforehand can focus attention. Busily

especially verbal. It may take longer

about, or brightly-coloured art on the

presented worksheets, or word search

for information or instructions to be

classroom walls will make concentrating

type activities may be harder to manage

assimilated; by the time information has

hard. For new subjects, or areas the

than simpler presentations.

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www.senmagazine.co.uk

hydrocephalus

Short-term memory deficits may mean that children require repetition of information. They may find that having material presented visually or kinaesthetically, as well as verbally,

Children often think they have completed tasks when they haven’t

reinforces the memory. In addition, active engagement, such as repeating

Children may need guiding towards activities they can excel at.

instructions aloud, enables more of

understanding that some teachers may

the brain’s functions to be used to

permit certain behaviour, but others

remember. Working memory problems

won’t. They may argue with teachers

may result in children not being able

as they would with peers, not picking up

to manipulate information mentally

that the situations are different. Anxiety

whilst performing a task, for example,

is common, and advance notice for

remembering a story whilst trying to

changing activities, preparation for new

Memory and recall

write it down. Reducing the physical

activities, and support over unexpected

Short-term memory and episodic

component (the handwriting) can

changes can all be of benefit.

memory can both be affected by

result in improvements to the creative

The ability to learn to recognise letters

hydrocephalus. Children with affected

content, and word processing or voice-

and words, and write them by hand, may

episodic memory can rapidly forget

recognition programmes can help,

be quite good. However, problems may

events, or forget the order they

especially in external exams.

appear in Key Stage 2 when the child

happened in. Together with an affected

Using prompts and key words

begins to read to learn or understand

sense of passing time, children often

can help recall; “Can you remember

content, or write to record, rather than

think they have completed tasks which

yesterday’s lesson on climate Change?”

to practice forming words. The child’s

they actually haven’t. For example,

will be more helpful than, “What did we

comprehension may not be as good

they may be adamant they have done

do in geography yesterday?” Helping

as it appears from their vocabulary;

their homework, but may actually be

students record key words needed for

subtle effects of hydrocephalus on

remembering homework completed

homework completion will save a lot of

language development can be checked

some time ago, rather than that most

anxiety when they come to recall the

by a speech and language therapist,

recently set. Gaps in the recollection

lesson later that day.

and many of those with the condition

of events may be filled with inaccurate

have benefited from speech and

details; the bigger the gaps, the more

Making sense of the situation

potential for error. Understanding this is

Children with hydrocephalus may find

Children with hydrocephalus often

helpful as children with hydrocephalus

it difficult to monitor their performance

struggle with abstract concepts; maths

are sometimes labelled as “fibbers”,

against their goals, for example,

is full of these, and if language is affected

implying that they have made a decision

assessing whether the homework

too, this may have an impact on learning.

to tell untruths when imperfect memory

they’ve

the

Opportunities to pour, measure, weigh

constructs are to blame.

instructions. This also applies to asking

and feel, can support the understanding of these abstract representations.

produced

follows

Understanding episodic memory is

for help; the student may not recognise

also useful in supporting students to

that she needs help, so extra vigilance in

identify their strengths and weaknesses,

class may allow intervention which helps

which is essential for making wise

her succeed. Students may also need

subject and career choices. Episodic

help to plan and organise their day, their

or autobiographical memory helps

belongings and longer assignments.

build a sense of self, piecing together

Visual timetables and colour coding of

memories of our successes or struggles.

equipment and classrooms can help

Students with hydrocephalus may opt

reduce anxiety and help them to cope

for subjects for which they show little

with unexpected changes.

aptitude or liking in order to “crack it”, or

They may find it difficult to

prove a teacher wrong, and need guiding

monitor their behaviour or adapt it to

towards subjects that they can excel at.

changing situations, for example, not

www.senmaGAZINE.co.uk

language therapy.

Further information

Gill Yaz is Health and Development Manager at Shine, which supports those affected by spina bifida and hydrocephalus. The charity’s Tips for Teachers DVD provides advice on minimising the impact of hydrocephalus at school: www.shinecharity.org.uk

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yoga

Progressive posturing Michael Chissick explains how one special school is using yoga to promote pupils’ social skills as well as their physical development

I

Yoga can help with children’s development, especially for those who can be harder to reach

n March 2012, children’s yoga was

Reinforcement is a key factor in the

introduced to pupils at Cambridge

programme; yoga postures should be

Park Special Needs Academy in

repeated over several weeks so that

Grimsby as part of the integrated

children become more at ease with them

weekly timetable. At a training day at

and their skills and confidence improve.

the school, staff observed and joined

By making the programme fun,

in the sessions as I demonstrated how

children are encouraged to get out of

to teach yoga to whole classes across

their chairs and into the relevant posture.

both primary and secondary sectors.

If it continues to be fun, they will want

Body control

In this article, I will describe the model

to stay in the posture. Children can also

Posture work can produce marked

used for training staff and look at the

be supported to get involved in the

improvements in flexibility and

impact of the project on pupils.

programme and make choices about the

coordination, as well as contributing

The model can be used by class

activities, for example, by choosing from

towards improving general health.

teachers and teaching assistants with

posture cards dangling from an umbrella.

Social skills

no previous experience of yoga. The

A sense of achievement is also

structures, activities and postures are

important for engaging children and

A structured yoga programme can

simple to learn and safe to teach. The

yoga is great for helping children to see

encourage skills such as waiting,

approach is suitable for most children

progress as they develop their skills

listening, speaking, helping each other,

with special needs across all key stages,

and understanding.

taking turns and following rules.

including children who are in wheelchairs

Benefits of yoga

Sensory awareness

A highly structured approach is vital.

The benefits of yoga for the body

The vestibular system tells us if we are

Initially, children are seated on chairs

and fitness are many and various,

moving or still, while our proprioceptive

in a circle rather than on mats. Visual

but yoga can also help with children’s

system provides awareness of our

timetables and posture cards are used

development, especially for those who

body’s position in space. In many

to keep verbal input to a minimum.

can be harder to reach.

children with ASD, for example, these

or are unable to stand independently.

systems do not function effectively.

Practising yoga postures can help to regulate these dysfunctions.

Yoga in action It is important that yoga teaching is well-organised and uniform across the school. For example, high-quality posture cards should be used, and each class should have its own resource bag and mobile visual timetable. Yoga should be taught with pace, energy and enthusiasm to ensure that pupils remain engaged.

It is essential for staff to be involved Pupils demonstrate the Proud Horse posture.

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to fully encourage children, lead by www.senmagazine.co.uk

yoga

Pupils are encouraged to see yoga skills as life skills

six sessions, Darren progressed from refusing to remove his shoes or sit on a chair to taking off his shoes, showing that he wanted to be chosen by sitting on his chair and joining in the relaxation.

Looking forward Some students are now beginning to look beyond the initial yoga programme Children stretch out on their mats for the Dragonfly posture.

towards longer-term goals. Staff have been encouraged to progress gradually

example and in some cases assist the

“I use my loud clear voice to give

from chairs to mats for some of the more

child in the posture. By taking part in

instructions” (communication skills).

able, older classes. Where appropriate,

the activities, staff can also develop

“I have the confidence to lead the

increasingly challenging postures have

the confidence they need to start

group” (social skills).

been introduced, along with some

leading the programme. Staff could be

“I enjoy the physical challenge”

simple yoga breathing techniques. New

encouraged to join a regular adult yoga

(physical skills).

games that further develop social and

class to deepen their knowledge and

physical skills are being explored. Pupils

understanding of yoga whilst broadening

Similarly, pupil comments revealed how

are encouraged to see yoga skills as

their repertoire of postures.

yoga games and relaxation time helped

life skills.

Staff should be invited to develop

them develop social skills:

their own ideas and approaches to add

Staff are also continuing to grow in confidence as they develop more skills

into the programme. For example, staff

“I realise that I cannot always be chosen.”

and understanding and introduce new

at the Grimsby school had introduced

“I am waiting to take my turn.”

elements into the lessons.

the idea of “hero posture”, giving

“I can sit still and listen to instructions.”

The example of this school clearly

children the choice of a hero, such as

“I am trying to be quiet during relaxation.”

shows that yoga, delivered in this way, can make a significant contribution

Batman, Catwoman or Superman, and the choice of a song to accompany

Who can benefit?

towards helping pupils achieve personal

the posture.

Clearly, the majority of pupils were

targets and develop their physical and

benefiting from and enjoying their

social abilities.

Impact on pupils

regular yoga sessions. It took some

When I returned to the school after a few

pupils between three to six sessions

months, staff reported that most children

for them to become engaged with the

were engaged in the programme and

programme, while for others this was a

enjoying their yoga sessions. Staff were

more immediate process. The true test of

using yoga to help pupils meet their

the efficacy of the project, though, was

individual targets in terms of social

to assess the degree of engagement

and communication skills, as well as

and participation from pupils who are

physical achievement. For example,

generally resistant to physical (or any)

some children took turns at taking on the

activities, both new and established.

role of leader in the “sun game” activity,

One such pupil, Barry, had progressed

leading classmates through a series of

from only watching activities to sitting

postures in an exact order. Pupils noted

in a chair independently and joining in

some of the benefits they felt:

some of the activities. Similarly, over

www.senmaGAZINE.co.uk

Further information

Michael Chissick runs Yoga at School and has been teaching yoga in education for 18 years. He is the author of Frog’s Breathtaking Speech and Ladybird's Remarkable Relaxation: www.yogaatschool.org.uk

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epilepsy

Fit for purpose?

Do schools do enough to help pupils with epilepsy? Nina Solomon explains what every staff member should know about the condition

A

recent survey by Young

to-day basis, have an understanding of

Epilepsy revealed that most

the condition. Sadly, this often is not

people have little accurate

the case.

knowledge about epilepsy

Many people try very hard to do the

and don’t know what to do to help

right thing but end up doing the exact

someone having a seizure. This may

opposite. For example, young people

be because epilepsy presents itself in

with epilepsy are often excluded from

so many different ways.

activities such as swimming or attending

Many people try very hard to do the right thing but end up doing the exact opposite

Stemming, as it does, from the

school trips because of concerns over

problems can usually be avoided; if a

brain, epilepsy is a complex condition

health and safety. This approach just

few simple precautions are taken, there

in which seizures are the symptom of an

leads to the individual being isolated and

is no reason why a young person with

underlying disorder. But seizures present

can have a serious impact on their self-

epilepsy cannot participate in all the usual

in over 40 different forms, so knowing

confidence and mental health. A young

activities their peers enjoy and this helps

one person with epilepsy doesn’t

person with epilepsy is four times more

no end with their personal development.

necessarily give you the complete

likely to have a psychological condition

picture of what epilepsy can be like.

such as depression than someone with

When an emergency occurs

For children and young people with

another common long-term health

It is important that those in daily contact

epilepsy, it is vital that those around

condition like diabetes and they are 50

with children know what to do should

them, particularly the professionals in

per cent more likely to underachieve at

a seizure occur. With one in every 200

education who support them on a day-

school. The truth is that some of these

children being diagnosed with epilepsy,

What to do if someone has a convulsive (tonic clonic) seizure

Seizure first aid.

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1. Move any hazards out of the way.

2. If in a dangerous position, such as in the middle of the road, move the person to a safer place. This is the only time the person should need to be moved.

3. Loosen tight clothing around the neck.

4. Put something soft under the person’s head.

5. Be calmly reassuring and let the seizure run its course.

When the convulsions have stopped, place the person in the recovery position and stay in attendance until s/he is fully alert.

www.senmagazine.co.uk

epilepsy

Steps in rescue management for children with epilepsy

Giving buccal midazolam as emergency medication.

it is likely that there will be one child with epilepsy in every primary school and five in every secondary school. Getting the right care and support for these children is crucial.

A seizure is not normally a medical emergency; the vast majority of seizures are self-limiting and stop after two to three minutes without treatment. There are occasions when prolonged seizures may occur, and the longer a child has been having a seizure, the harder it is to stop. It is therefore usually a good idea to treat a convulsive seizure with emergency medication (also known as

1. Note the time when the seizure started.

2. Clear the area to allow the child to move freely and safely.

3. Administer rescue medication according to the child’s emergency protocol (usually after five minutes in convulsive seizures).

4. Reassure and monitor the child.

5. Call an ambulance if the seizure continues for five minutes after giving rescue medication or as directed in the IHP. 6. Be calmly reassuring.

When the convulsions have stopped, place the person in the recovery position and stay in attendance until s/he is fully alert.

rescue medication) after five minutes,

A lot of schools used to call for an ambulance every time a child had a seizure Act 2010, has been instrumental in encouraging schools to improve their support for children with epilepsy.

The Act states that schools must make reasonable adjustments so that those with disabilities do not suffer a substantial disadvantage. It requires schools to take positive steps to ensure that disabled pupils can fully participate in the education that they provide, and that pupils with epilepsy can enjoy the other benefits, facilities and services available to their peers.

It is heartening that many schools are now seeking training for their staff, not only in how to give emergency medication, but also about epilepsy in

as prescribed by the child’s doctor, to

hospital. In most cases, this was entirely

general. Many of the staff are unaware

prevent it developing into a condition

unnecessary and resulted in the child

of the overall impact that epilepsy, and

known as status epilepticus. This is

missing more school. However, schools

the medication taken, can have on an

a medical emergency and carries the

with the right training and awareness

individual. Appropriate training can alert

associated risks of serious health

managed seizures without resorting

staff to potential difficulties and suggest

consequences such as brain damage

to calling an ambulance and simply

ways to ameliorate those difficulties.

or organ failure.

allowed the child to sleep following the

Research shows that emergency

seizure before returning to lessons.

With more and more schools writing and implementing an approved epilepsy

medicines, given when a generalised

Midazolam is also widely used as

policy, which includes raising awareness

convulsive seizure has lasted five

emergency medication for prolonged

and the provision of training, the outlook

minutes, may stop seizures turning

seizures. As it is given buccally, schools

for many children with epilepsy will be

into status epilepticus. Two emergency

may be more prepared to arrange

brighter. Educating staff and children

medicines are midazolam and diazepam.

training to administer this drug, and with

about this condition can only help to

Midazolam is given buccally (into the

an approved individual healthcare plan

address the stigma that many of these

area in the mouth between the cheek

(IHP), schools may be more confident

children still experience.

and the gums). Diazepam is given

to support children with epilepsy in

rectally.

this way. The advantages of giving

Rectal medication was the only

midazolam buccally are that it is more

option available 20 years ago, yet many

dignified for the child and there is a

school staff were reluctant to give a drug

much better chance of giving the correct

rectally because it seemed so socially

amount of drug.

unacceptable.

Instead, a lot of schools used to call

A duty of care

for an ambulance every time a child had

The Disability Discrimination Act (DDA)

a seizure, and the child was carted off to

2007, now superseded by the Equality

www.senmaGAZINE.co.uk

Further information

Nina Solomon is an Epilepsy Specialist Nurse with the charity Young Epilepsy: http://youngepilepsy.org.uk

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epilepsy

Advertisement feature

New epileptic seizure alarm for people with special needs Medpage Limited has designed and manufactured nocturnal seizure monitors since 1996 and can rightfully claim to supply the top selling seizure monitor in the UK, the Medpage MP5. The MP5 has proved to be a reliable “guardian angel” for over 20,000 families and care establishments by providing reliable seizure detection and peace of mind for carers.

There has always been a requirement for a monitor to detect the more difficult seizures – tonic phase, myoclonic seizures and seizures where only light twitching occurs. Medpage Limited is proud to announce the introduction of the MP5-ULTRA. The ULTRA is a world apart from any other monitor of its type as it can rapidly recognise and identify seizure movement, differentiating from normal sleeping movements. This is achieved with advanced patented sensor technology and sophisticated computer software.

The Medpage MP5-ULTRA uses a sensor under the patient’s mattress to monitor movements during sleep. With digital sensitivity adjustment, digital permissible movement control and tamper proof controls, the ULTRA is well equipped to provide the ultimate seizure monitoring solution. There are four user selectable monitoring modes that include: airflow mattress, tonic/clonic, cluster, and inactivity (no movement). The MP5-ULTRA can also SENISSUE67

be personalised to suit the particular seizure requirements of the patient. This is a free service that is available when ordering an ULTRA. The ULTRA is supplied with two alarm pagers and can be connected directly to a nurse call system or a disbursed community alarm, such as Chubb, Tunstall or Tynetech. The ULTRA is suitable for patients of any age and weight. The ULTRA can be used on most bed/mattress types including memory foam and airflow mattresses.

Medpage Limited is a BSI accredited company to ISO 13485:2003 for the design and manufacture of epileptic seizure monitors. For further details of the MP5-ULTRA, telephone: 01536 264 869 or visit: www.medpage-ltd.com 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

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ADOPTION and attachment

Home and away In the last of two articles, a parent explains how school helped her adopted children to integrate and manage their behaviour

W

hen we adopted our

days off for us to reconnect with the

three children, we

children. The school suggested that a

kept them all at home

flexible approach that was responsive

for the first ten weeks.

to how the children were coping (or not)

We were concerned about potential

individually would be better than sticking

attachment issues and we believed that

to a fixed timetable, and this worked

the children, who were all siblings under

really well.

The message was that there was someone who would look after them at school

the age of six years, would benefit from

We were impressed by the school’s

forging the strongest possible bond with

commitment to the importance of

us. Indeed, if either one of the school-

social and emotional development of

age children had been having more

individuals both in class and during

difficulty settling in, we would definitely

breaks. Before the children visited

before the children’s first school visit, to

have kept them off school for longer.

school for the first time, they produced

say hello and talk about what happened

Initially, the school had been keen

books for our children with photos of

at school. Meeting their teachers left

for the children to start earlier, but they

their teachers, some classmates, their

them excited and happy about the

took our wishes on board and, when we

coat pegs and some of the activities

prospect of going to school. The

felt the children were ready, the school

they would do. We went through these

message was that there was someone

was fantastic in helping them to feel a

with the children before the first visit and

who would look after them at school and

part of things. At the outset, we agreed

talked with them about the hopes and

this was particularly important as their

a timetable that built up their time in

worries they had. Both teachers and

fear of separation and abandonment is

school gradually, and included some

classroom assistants visited us at home

understandably strong.

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www.senmagazine.co.uk

ADOPTION and attachment

We feel we have walked, and still walk, an attachment tightrope

The role of class teachers

Settling in full-time

The class teachers did a great job of

Just before the end of the summer term,

noticing when our children were showing

both our children completed two full

signs of reaching emotional overload

weeks at school. Before school broke

in class and allowed them time in the

up, we got contact details and arranged

classroom “play zone” to help prevent

play dates over the summer with some

their emotions from bubbling over. They

classmates, so there would be familiar

also assigned buddies to the children to

faces in the classroom come September.

help them get familiar with the classroom

We also kept them in touch with school

rules and routines. We sat in class

work over the summer by getting them

with our children for the first few weeks,

to read to us regularly and doing lots of

of adoptions that disrupt each year. We

which we feel was very important

art and even writing and maths projects.

do feel that we have walked, and still

By the time the two eldest began at

walk, an attachment tightrope where a

in terms of promoting their attachment to us; we weren't just leaving them to get on with it in a terrifying new environment, we were there with them, and they

their new school, the children: • made great eye contact with us (which was a big deal)

small wobble could quite easily lead to us losing our footing if we don't handle it in the best way we possibly can.

were so grateful it made us cry. As

• looked for us when we were out,

It is clearly not always possible for

they got used to the classroom,

and often sought us out in social

adopters to give up work for any length

we reduced our presence quite

settings, or when hurt or in need

of time and we wouldn't want the ideas

gradually, leaving them for longer and

of help

we have shared to deter anyone from

longer periods.

Being in the classroom environment

• could play well together as a

adopting a child or children. First and

sibling group for reasonable

foremost, all children need the stability

also gave us a lot of valuable information

periods of time without

that only a loving permanent home can

about how school worked, which helped

our intervention.

give. We were lucky in that we were at a

us to identify some of the emotional

They were also openly and genuinely

point where we could sort out our lives

danger signs, practical issues and

affectionate towards us by this stage,

in order to share the care in the early

situations that might have resulted in

and this continues to grow. Much of

months of placement. We simply share

a meltdown if not tackled. The children

the emotional behaviour, oppositional

our experience here in case it is of some

initially had problems with basic social

outbursts and excessive sibling rivalry

help to others.

skills in school; they avoided eye contact,

we had read about in files and witnessed

We would, however, wholeheartedly

ignored questions directed at them

during introductions also dissipated

recommend taking as much time as you

and zoned-out or completely blanked

quickly over the initial few months. They

possibly can with your children, and

their classmates rather than interact

were, in short, ready to face the new

don't worry about keeping them in the

with them. Being on-hand helped us to

challenges of going to school.

school routine if it doesn't feel right for

recognise these issues and help them

After a wonderful summer break

you or for them. These early times are

to start forming friendships, take the

spent mostly at home, we expected

precious and we have precious shared

lead in saying hello and goodbye, and

there to be some struggles in getting the

memories for the future.

remembering names. It led us to talk

children back to school, but they have

to our children about social norms and

flourished, and we have not had a single

how our behaviours can make other

day where there have been significant

people feel.

difficulties in getting them to school,

The school tended to attribute these

so far. In terms of attachment, we have

socialisation issues to the length of time

had issues and will continue to do so.

the children had spent out of school. Our

Some things just are not solved that

view is that these socialisation issues

easily and there may be no “solving”

would have been present regardless of

them at all. However, after six months,

the timing – and would in all likelihood

all three children behave in a happy and

have been much worse earlier in the

confident way.

placement, given the extent of the

It is still very early days and only time

change the children were already having

will tell how everything turns out for us

to deal with.

all – especially given the high number

www.senmaGAZINE.co.uk

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 children pictured are not those discussed in the article.

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ADOPTION

Advertisement feature

Adopt UK Child Adopt UK Child is a digital adoption profile featuring service. Utilising 17 years of experience, it was set up by an adoption social worker/manager.

The service uses an evidence-based methodology to reduce the delay experienced by many children waiting for adoption families. All social workers at Adopt UK Child are HCPC registered.

Adopt UK Child applies a sophisticated content management system that keeps all information, including a child’s profile, exceptionally secure. Child profiles are also anonymous. Child profiles are featured within 24 hours of Adopt UK Child receiving them; we do not have three-week publishing cycles.

We specifically focus on featuring children who tend to wait the longest. Adopt UK Child places a strong emphasis on speeding up family finding for siblings, BME children, children who have complex backgrounds and children with special needs.

In addition, Adopt UK Child uses the latest technology to audit each child’s profile to help social workers track and evidence family finding; this enables social workers to evaluate how effective the family finding process is. We also provide an adoption app which increases the level of activity towards family finding. www.senmagazine.co.uk

What separates Adopt UK Child from other adoption featuring agencies is that demographically we target a wider and more diverse audience. This means that the potential number of people viewing a child's profile is increased by an additional 200 per cent. (Average audience 200,000 per month – figures 2012/2013).

Local authorities can feature their children’s profiles that have a placement order on the Adopt UK Child website. Children who are in final care proceeding can be featured on Adopt UK Child with anonymous text and without photographs. This strategy allows us to reduce delay and commence family finding at an earlier stage.

For more information, please contact us at: info@adoptukchild.org.uk or visit: www.adoptukchild.org.uk SENISSUE67

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ADOPTION

Seeking a permanent family for Alicia DOB: September 2007 Alicia is six years old and of dual heritage. Her mother is white British and her father is of black African origins. Alicia has been raised in a way that reflects both cultures. She is a non-practising Christian.

Alicia is said to thrive on one-to-one interaction and can be very affectionate. Alicia is described as a playful, inquisitive and very creative child. She currently likes playing with her play kitchen and her dolls. Alicia loves music and currently likes One Direction. She has a good sense of humour and can be funny. Alicia gets along well with other children and the foster carers’ pets. She is a lively child who sometimes needs a lot of adult reassurance.

At times, Alicia can also be strong willed. However, her foster carers have reported that she responds well to clear and consistent boundaries.

Emotionally, Alicia is described as an anxious child who does not express her feelings easily. In her current placement, she has become more open about her early experiences and she engages in conversation if she is encouraged. Alicia is aware of her plan of adoption and has said she wants a “forever family”.

Alicia is best placed with a family where she is the youngest or the only child. She gets on better with older children and her emotional needs are such that she needs one-to-one emotional support.

Alicia needs a family who can help her to express her thoughts and feelings. She is likely to benefit from being provided with explanations about her dual background.

For further information please call Azra Jabbar on: 0208 583 6395 or email: azra.jabbar@hounslow.gov.uk

I am looking for a permanent family for Alicia – a family which is resilient, caring, patient and understanding – which can provide her with the love and security that she needs and support her with any later life issues that may arise as a result of her early childhood trauma.

SENISSUE67

www.senmagazine.co.uk

Movement and literacy

Moving with the times Elizabeth McClelland argues that movement interventions can help improve literacy skills for children with SEN Received wisdom would say that the

similar to "listening to a non-native

only thing which will improve reading

speaker speaking your language with the

skills in children with SEN is literacy

stresses in the wrong place", according

teaching. However, recent developments

to Professor Usha Goswami.

in cognitive science suggest that it may

This is reinforced by Martina Huss

be time to reconsider this perspective.

and colleagues who suggest that

One of the most exciting new ideas

accurate perception of rhythm may be

in cognitive science is “embodied

critical for phonological development

cognition”. This concept states that

and consequently for the development

our bodies are an integral part of

of literacy.

Accurate perception of rhythm may be critical for phonological development My own research suggests that incorporating physical rhythmic activities

our cognitive resource, so that body

It is also becoming clear that

does have a significant impact on literacy

movement and sensory input to the

exercise brings wider benefits beyond

for children in the lowest 20 per cent of

brain provide an essential element in

improvements in health. Phillip

the ability range. I realise, though, that

problem solving and other cognitive

Tomporowski and colleagues suggest

there are challenges to the full-scale

tasks. For example, researchers have

that exercise performed on a regular

adoption of this kind of intervention

shown that minute muscle movements

basis for several weeks alters brain

because it involves a radical approach

in the hands are a fundamental part of

functions that underlie cognition and

to literacy learning that appears to

language comprehension.

behaviour. Adele Diamond and Kathleen

go against current thinking – the idea

When we think and solve problems,

Lee showed that the ability to think, plan

that fluency in reading is produced by

we use many of the same parts of the

and act in children aged four to 12 could

phonics instruction.

brain that we use to plan movements.

be developed through physical as well

However, there is a growing body of

Perhaps if children learned to control

as cognitive activities, so long as the

evidence from the academic world to

movement in a particularly well-

physical activities involved incremental

suggest that movement interventions

organised fashion, then their problem

steps which gradually increased

could have a very important role to play. I

solving might also improve.

the challenge and which included

think it is vital that we challenge our own

repeated practice.

preconceptions about such approaches

Rhythm and reading

The practice of relaxation exercises

and consider them for our work

There is growing support for this

and mindfulness also appears to

supporting the literacy development of

hypothesis in research into the origins

positively improve aspects of academic

our youngsters.

of reading difficulties. According to the

performance. Secondary school

academic Dana David, rhythmic ability at

students who were taught self-relaxation

age six is strongly linked with children's

exercises performed significantly better

ability to rapidly put a name to a picture,

in orthography tests than controls,

word identification and phonological

according to Günter Krampen.

awareness, and this is true at least up to age 11.

Reading fluency

The underlying link between rhythm

Joseph Torgeson has shown that

and literacy is that it is essential to be

reading fluency is controlled particularly

able to hear the rhythm in speech before

by visual memory of known words, not

progressing to phonemic awareness

phoneme awareness. Here is another

and reading. The effect of poor rhythmic

area in which motor and visual practice

ability is to produce an experience of

may offer a new tool to help support

spoken language for a child which is

reading for the child with SEN.

www.senmaGAZINE.co.uk

Further information Dr Elizabeth McClelland is a former Oxford University researcher and the founder of Move4words, a not-for-profit classroom sensory training programme: www.move4words.org.uk

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comprehension strategies

Comprehension is key Anita Devi looks at how comprehension strategies can assist learners with reading

resources to support the teaching

I

acknowledged that “…it is an

of phonics. This was supported by the

obvious truth that the goal of reading

DCSF (and later the DfE) endorsement

is comprehension and that skilled

checklist insisting that all reputable

reading involves understanding as well

providers demonstrate that their

as decoding text. In short, learning to

resources met the necessary standards.

read progresses to reading, effortlessly,

foundation from which they operate to

Shortly to follow suit were a number of

to learn. The teaching of beginner

further their learning.

strategies to support the development

readers requires an understanding

In this model, the five main

of comprehension. In this article, five key

of the processes that underpin this

strategies that can be used to improve

ideas are presented on how to develop

progression”.

comprehension of text are:

n 2006, the Simple View of Reading

revised Ofsted Framework (September

advocated by the Rose Review led

2012).

to an explosion in the market of

The Rose Review’s final report

comprehension (a star-based approach)

It is important to remember that we learn to read so that we can read to learn

• visual representation of the

Star-based approach to enhancing comprehension

• emotional appreciation of the text

The learning of reading is not a

All five methods listed below assume

• relevancy of information

precise science and it is important for

a basic level of vocabulary knowledge.

• organisation of information

practitioners to remember that we learn

Therefore, if you are unsure of whether

• working to expand existing

to read so that we can read to learn.

this is the barrier, it is better to start

Therefore, a key element of the process

by introducing vocabulary through pre-

is the motivational jump from “I need

teaching. Exposure to vocabulary using

to know this” (curiosity) to “I can use

a methodological approach will enable

Visual representation of the situation/text

this to find out more” (confidence and

learners to make cognitive connections

This strategy will help the learner

application). This aspect of learning

between segments of knowledge,

visualise either the overall picture/punch

cannot be underplayed and forms a

therefore building up not just their

line and/or sequential steps in a story.

significant part of the emphasis on the

speed of processing but also the wider

This is sometimes referred to as “gist

and how to combine this with learning in phonics.

situation/text

knowledge base through creativity.

reading” or “skim reading” and involves a rapid read to gain the overview. Either a structured or unstructured framework is provided for the learner to draw a representation of what s/he thinks is happening/has happened. The drawings can be very basic (such as stick men or simple shapes). The main focus is the order and/or associated links in the text. Differentiated activities can be developed to include thought/speech bubbles, as well as the expressions of the characters. Other variations include a whole class map of the activities – a collaborative comprehension approach.

A star-based model for developing comprehension skills.

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This technique can also help to clarify www.senmagazine.co.uk

comprehension strategies

the contextual setting of a text by

implies something more than its basic

encouraging learners to elicit key

meaning. For example, the text may say:

environmental descriptors. Puppets and

“He was just about to have his dinner

more concrete objects of reference are

when …” Although not explicitly stated,

helpful for children who struggle with the

the word “dinner” implies evening time.

coordination of drawing. It is important

The time of day is inferred from other

to stress that there is no right or wrong

information. Again, inferred information

as this is an interpretative exercise.

should be organised appropriately.

Encourage the learner always to move to a more independent and selfreliant approach

In the context of non-fiction texts, bubble diagrams (single and double) can

Step 3: A third colour could be used to

memory and more useful in developing

be used to record initial thoughts and

identify deductive text. Simply put, this

associative links for comprehension.

compare concepts. The size and type of

would involve highlighting text which

Again, using different colours,

the framework provided can be a help

states what it is not. For example, “The

this method could be used to clearly

or hindrance to encourage pupils to jot

scientist insisted the footprint did not

demonstrate what the learner has learnt

down their views. Some children prefer

belong to an animal or human”. From

at different stages of the journey.

whiteboards so they can rub out and try

this, the reader can deduce that the

In using any of these strategies, it

again; others like post-it notes. Some

story will develop to include some form

is important to consider the level of

children work best with large pieces of

of alien creature, although this is not

independence of the learner and to

paper and others like materials such as

explicitly stated. This approach helps

encourage the learner always to move

a sand tray. Ask the children what they

to develop scanning skills.

to a more independent and self-reliant

would prefer and observe how this helps

approach. Peer assisted learning can,

Organisation of information

in the first instance, be used to support

This is a key skill and pulls together

this. Through dialogue about how to

Emotional appreciation of the text

the other strategies. Various visual

learn, students become better skilled

representations can be used here, such

at using their own learning strategies.

This approach helps to develop

as mind maps, flow diagrams, bubble

In this article, I have sought to share

emotional intelligence. The learner

charts and sticky-notes. The essential

five practical strategies for developing

focuses on what the characters are

ingredients for any visual representation

comprehension skills in students. None

feeling and what s/he feels as the reader.

are consistency, personalisation and

of the strategies are age-dependent,

Again, various visual representations

a systematic approach. Consistency

though necessary adaptations will

can be used to illustrate this or an

requires the learner to over-learn the

need to be made depending on the

emotions chart can be presented to

visual representations and connections

age, interest, ability, background and

the learner for her/him to use to select

until they are embedded. Personalisation

motivation of the learner. Of course,

the appropriate emotion.

involves developing individualised

this list is by no means exhaustive.

them express their understanding.

The choice of emotion should be

symbols and representations, which

followed by a discussion about what

have meaning to the learner. For

actions in the text link to that specific

example, a triangle shape may be

emotion. For example, “anger” – he

used to represent “change”. Finally, a

stomped off. “Joy” – she started singing.

systematic approach will encourage the learner to ask the six key questions:

Relevancy of information

what, who, where, when, why and how?

This strategy involves three steps and

A die representation or spinner can be

the targeted use of highlighter pens.

used to turn this activity into a game.

Step 1: initially, the learner is encouraged simply to highlight important information

Working to expand existing knowledge base

and then organise this information.

Begin with what the learner already knows. Encourage the learner to express

Step 2: using a different colour

this is in a visual format. Visual memory

highlighter, the reader marks text which

tends to be stronger than linguistic

www.senmaGAZINE.co.uk

Further information

Anita Devi is on the advisory panel for nasen and Epilepsy Action, and is a founder member of the British Association of Assistive Technology. She has experience in school leadership, policy development, academia, consultancy and training: www.AnitaDevi.com

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managing healthcare

Parental guidance required Stephanie Nimmo asks why the NHS considers her son to be an adult when he can’t and doesn’t want to make decisions about his healthcare

I

have four children. Their current

Theo is now considered to be an

ages are 16, 14, 11 and eight.

adult by the National Health Service.

In the eyes of the law, my eldest

This means that he is treated in adult

This is the boy I found getting dressed to go to school with a 40 degree temperature and swine flu

child is in a grey zone, hovering

services, is expected to make his own

between adolescence and adulthood. I

decisions on his health care and does

have recently discovered that the years

not need to have his parents involved

between 16 and 18 mean different things

in these matters. This is fine if you are

depending on what you are looking at.

a very mature, sensible 16-year-old

When Theo turned 16, he proudly

who can make doctor's appointments,

always asks me to speak on his behalf.

reeled off the list of all the things he

conduct discussions about your

If the GP asks him how he is feeling, he

could now do, such as ride a moped,

health, get yourself to hospital

will normally reply with "fine" or "eergh"

buy a lottery ticket, drink alcohol if it

appointments and make decisions about

– which is not great when you are trying

is with a meal and fly a glider. That

treatment plans.

to get to the bottom of allergy triggers

was all interesting, but what about the

But what if you are a 16-year-old

and why he has developed asthma,

other stuff – the stuff we really didn't

with high functioning autism and an

severe skin rashes and what appear

think about until it started to impact on

ever worsening problem with allergies

to be food sensitivities. All medical

his life?

that is seriously affecting your quality

correspondence is now addressed to

of life? What if the fact that you have

him and he is expected to manage his

autism means that it's hard for you to

own appointments and discuss his own

differentiate whether you are feeling ill

results. But this is where it all unravels;

or depressed or angry or tired? What

Theo is still in compulsory full-time

if you can't recognise the onset of

education, in a school which does not

symptoms because you are just not

allow the boys to have mobile phones.

programmed to?

He cares more about the latest AMA on

This is the boy I found getting

Reddit than whether his allergies will

dressed in his school uniform to go to

respond better to an elimination diet

school with a 40 degree temperature

or antihistamines.

and suffering from swine flu. This is

So what do you do when one part

the boy who frequently asks, "did I eat

of your child's life is still very much

today?" because he just does not have

under your care – for example, if he is

the hunger cues we have.

unwell in school, I have to go and get him as he is not allowed to travel home

At 16, Theo is happy to let his parents oversee his health needs.

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Speaking up

on his own – and another part of his

I had a call yesterday afternoon asking

life is completely and utterly removed

me to give a message to Mr Theo Nimmo

from your parental influence?

– “could he call our GP practice please”.

When I thought about the impact of

When we go to the GP, though, Theo

transition, I was more concerned with

freezes; he can't make eye contact and

Theo's move from full-time education www.senmagazine.co.uk

managing healthcare

There were no transition discussions, careful preparations or plans for what Theo wanted

not need a power of attorney for us to retain a right to know, but Theo has Asperger’s. He can present as a bright, capable young man but asking him to Theo busy at one of his favourite pastimes, building a computer.

have a conversation about his health or proactively seek out help from a stranger would be completely alien to him; these

into higher education and how he would

for his healthcare needs over the next

are skills for life that he needs to learn

manage moving to a less structured

couple of years.

and practise before being thrown in at

academic framework. I did not really

We have sat down with Theo and

consider health needs; I just assumed

discussed what he wants, which is to

We will always be there for all of

that I would still be responsible for his

get his allergies sorted. What he doesn't

our children, regardless of their ability,

health care until he was 18 and leaving

want is to have to deal with the people

but there's a fine line between being

school – but apparently not.

who will help sort them out, to organise

an interfering parent and an advocate.

the deep end of NHS services.

There were no transition discussions,

the appointments or to have to speak to

Daisy will need us to be her advocate

careful preparations or plans for what

doctors – not yet at least, but maybe in

100 per cent of the time for as long

Theo wanted and what he needed.

a few years. At the moment, just getting

as she is here. Theo's journey to full

Like many other young people who are

his head around his A level studies and

independence will take a little longer

high functioning and physically able, he

dealing with day-to-day life is enough

than his other siblings and our role is

moved from being a child to being an

for Theo. So he has agreed that it would

to provide that safety net for him until

adult on the day of his birthday. I know

be a good idea if we draw up power

he is ready to run free.

things will be different with my daughter

of attorney for his health and social

Daisy. She has Costello syndrome and

care. This would enable him to give

will not be able to live independently or

legal permission to us, his parents, to

manage her own care; she will always be

continue to advocate and act on his

totally dependent on me. For cases such

behalf on decisions relating to his health

as Theo’s, though, surely there should

care until such time as he feels he would

be a gradual easing from dependence

like to take this on, at which point the

to independence. It's probably true

document can be revoked.

of most teenagers, but with a lifelong

We think that a good time for this will

neurodevelopmental condition, maybe

probably be when Theo leaves school

the line is not black and white, as the

and, hopefully, goes on to university.

NHS expects.

This gives us two years to help him manage the transition.

Making plans

As I write this, I can hear people

So what do you do in this case?

shouting "but what about his rights to

Well, thank goodness (once again) for

confidentiality?" and I understand this

charities and the voluntary sector; a

absolutely; if this were one of my other

call to a leading autism charity helped

children, I would want to respect their

us formulate a plan with Theo aimed at

right to visit our doctor and discuss

helping to manage a smoother transition

things without us knowing. They will

www.senmaGAZINE.co.uk

Further information

Stephanie Nimmo is mother to four children, one diagnosed with Costello syndrome and another with Asperger’s syndrome.

She blogs about her parenting experiences at: www.wasthisintheplan.com

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dyslexia

Teach how they learn Sarah Driver looks at what schools can do to identify and meet the real needs of dyslexic pupils

E

very class, like every pupil,

children with dyslexia. However, over

is different. But unless it is

half said they had received no formal

very unusual, it will include

training about dyslexia during their initial

children with dyslexia.

teacher training. Nine out of ten admitted

With up to ten per cent of people

having dyslexia, on average three

that their training amounted to less than

Children with dyslexia can find themselves written off as stupid or lazy

half a day.

pupils in every class of thirty will have the condition. For some, the condition

The price of failure

costs the country an estimated £2.5

will be so severe that alarm bells will

The results of failing to provide the

billion each year. By the age of 37,

ring. For others, the difficulties might

right support for dyslexics can be

each illiterate pupil costs the tax-payer

be relatively minor or the child might

devastating. Children with dyslexia can

an extra £45,000 through school,

have learnt to disguise it. This can make

find themselves written off as stupid or

unemployment support and the criminal

it more likely that their condition may

lazy. Without the skills to participate in

justice system. The sad fact is that as

not have been identified and prevent

lessons, they can become demoralised,

many as two out of every five people in

the child receiving the help they need.

and are far more likely to be excluded from

prison suffer from dyslexia.

But even if the condition is suspected,

school or leave without qualifications.

It doesn’t have to be this way. After

it does not mean children will get the

In many cases, this blights the rest of

all, we know a great deal more about

right support.

their lives. Being unable to read or write

dyslexia. We know that it has nothing

This is not because of any lack of

properly makes getting and keeping a

to do with intelligence. We also know

interest from teachers themselves. A

job much harder, particularly in today’s

that most dyslexics can be helped with

recent survey by the Driver Youth Trust

employment market.

their literacy challenges. Research has

(The Fish in the Tree, 2013) found that

But it is not just the individual, of

consistently shown that the earlier the

teachers overwhelmingly agreed that

course, who suffers. Poor literacy,

intervention, the greater the likelihood

they should have the skills to help

of which dyslexia is a major cause,

of success.

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dyslexia

I know about this from my own family.

point for schools. Dyslexia screeners

My husband is dyslexic, as are three of our

often indicate areas of difficulty and

children. The condition has not prevented

can be a quick way of clarifying the key

my husband forging a successful career.

challenges a pupil may be facing.

With the right support, my two eldest

But an assessment, although

children are now at university and one

essential, by itself achieves very little.

is studying English. The tragedy is that

What is needed is for teaching to be

many children are missing out on this

matched to the learning needs of the

support in the classroom.

child. All too often, children with dyslexia

What is needed is for teaching to be matched to the learning needs of the child

are simply presented with books or

understand how the words on the

Time for change

worksheets beyond their reading level

written page fit together, can make a

The best answer, of course, is to

or asked to fill a blank page with writing.

huge difference.

provide better information and training

With a little creativity, though, they

There are other tools that schools

for teachers when they are at college

can be helped through their difficulties.

may consider. Some children are likely

themselves. There have been big

Teachers need to discuss how words

to benefit from reading rulers, which

improvements in recent years but when

work with their pupils and how to keep

provide a coloured film to place over

70 per cent of providers report that they

key spelling rules at the front of their

print which helps to make the text more

still spend less than a day with their

minds by involving the whole class.

distinct. Some schools will plan for

students on dyslexia-specific training,

Suggesting inventive ways to

pupils to write on buff coloured paper

remember the spelling of certain words

as well to minimise the visual stress they

There is a growing movement which

can also be effective. For example, the

may be experiencing.

is lobbying the Government for all initial

word “was” can be remembered by

Above all, schools need to be willing

teacher training courses to include a

using the phrase “whales and seals”.

to abide by the principle of “notice and

module on SEN, including dyslexia.

Displays around the classroom can

adjust”. As Neil MacKay (the originator

SENCOs should also have a mandatory

reinforce messages and rules which

of the dyslexia-friendly schools concept)

minimum level of training around

pupils with weak memories have a

put it, “if a child won’t learn the way we

the support of children with literacy

tendency to forget.

teach, then teach the way they learn”.

there is a long way to go.

difficulties. Until recently, some SENCOs received little or no special training.

The blank page of an exercise book

Together we can make a huge

can be dispiriting. Better responses can

difference to the lives of children with

But while these long-term changes

be gained when children are asked to

dyslexia and, in doing so, help them fulfil

are put in place, what can teachers and

complete sentences using word banks

their potential to the benefit of us all.

schools do? How can they spot children

full of relevant phrases. Younger dyslexic

with dyslexia in their classrooms and,

pupils respond particularly well to writing

more importantly, how can they help

tasks when asked first to draw their

provide the support needed?

understanding in picture boxes.

Practical solutions

which enable pupils to immediately hear

The first step for many teachers is

the sentences that they have chosen to

improving their understanding of

produce can be very effective. Electronic

dyslexia. While it is commonly known

support has made tremendous

that dyslexia hinders an ability to read

differences to dyslexic students young

and write, there is less awareness that

and old and needs to feature as early

it can affect memory and concentration,

as possible in the dyslexic pupil’s

as well as numeracy. Typical symptoms

educational career.

Similarly, the use of ICT programmes

include difficulties in phonological

Reading progress can be supported

awareness, verbal memory and verbal

by dyslexia friendly books written

processing speed.

by popular and current authors.

Identifying signs of dyslexia and

Audiobooks, too, should be available.

beginning discussions with key staff

And reading, of course, with a skilled

and parents is an essential starting

educator who can help the child to

www.senmaGAZINE.co.uk

Further information

Sarah Driver is the founder of the dyslexia charity the Driver Youth Trust: http://driveryouthtrust.com Sarah would like to acknowledge the input into this article of Sally Bouwman, Network Lead Teacher for Dyslexia with ARK Schools: www.arkschools.org

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DYSLEXIA

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DYSLEXIA

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DYSLEXIA Advertisement feature

Independence in exams with Read&Write Gold Sheila Robson, Exams Manager at Priestnall School in Manchester, talks about how computer reader software Read&Write Gold is making pupils more independent and saving the school money.

What is your role in the school?

As Exams Manager I facilitate all the exams in the school and make any necessary arrangements for the students.

How was Read&Write Gold introduced to the school?

The software was purchased by our school SENCO. We’ve been using it for exams for over a year now, since the release of JCQ’s “ICE” book for conducting exams (which for the first time allowed the use of a computer reader in the English reading section of GCSE exams). Prior to this, a student who had a reader couldn’t have this section read out to them which meant that even if they could answer the questions, they couldn’t access this text.

When do pupils start using Read&Write Gold?

Read&Write Gold is being introduced to our pupils early, so they are familiar with it when it comes to doing their exams.

The younger the pupils are when they start using the software the better they are able to adapt to it. Our Nurture group are actually using the software from Year 7, so by the time they come to using Read&Write Gold in the exams it is their normal way of working.

How has the software been rolled out in exams?

I got all our Year 10 and 11 pupils together and we started trialling Read&Write Gold. We then went on to use it with one of the year groups, who had already been familiar with the software, in all their science exams.

How did you ensure that pupils only have access to the permitted features in the software?

We use the Teacher’s Toolkit in Read&Write Gold to control what features the students can access during exams, in accordance with the exam conditions. Pupils also use headphones during the exams so the information remains completely confidential and other pupils are not disturbed.

What was the main reason behind using Read&Write Gold instead of a human reader in the exams?

We noticed that students prefer using Read&Write Gold because it allows them to be totally independent. Many pupils who told us they don’t want a reader are happy to use the software.

They are far more focused; they sit with their headphones on and get to read their work at their own pace, repeating text www.senmagazine.co.uk

back to themselves however many times they wish (where they might feel embarrassed asking their reader to repeat things).

The pupils don’t feel under pressure or feel they have someone looking over their shoulder when they are working. We have also noticed a reduction in the number of behavioural problems as a result of this.

"It allows students to be totally independent" "Providing great cost savings to the school"

What are the benefits to the school of using Read&Write Gold instead of human readers?

We have a large number of human readers in the school (over 26 in Year 11). Quite often, schools provide one or two human readers per row in exams and it means that pupils have to put their hands up if they need help (which many don’t feel comfortable doing). Those that need more help will have someone sitting next to them, so this means a large number of trained staff are required. Sometimes this means that teaching assistants have to be taken out of the classroom to assist pupils in exams. Using Read&Write Gold instead means a reduction in staff required during exams, which provides great cost savings to the school.

For more information on using Texthelp’s Read&Write Gold as a computer reader in exams, email: exams@texthelp.com, tel: 028 9442 8105 or visit www.texthelp.com/uk/exams

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autism

A tale of two sisters Growing up with an autistic sibling can be tough, but through the best and the worst of times, 17-year-old Mimi never lost faith in her sister Lucy

H

aving a sister who has severe learning difficulties is way different to what most

people

would

imagine. As the younger sibling, I have

I do not need pity but I do need understanding and acceptance

never known anything else and I have never wished for anything different.

we went swimming. We were like any

People often say things like: “I’m

other siblings at my school.

amazed you never sound frustrated”

My parents had the balance just right;

or “Why do you go home from boarding

Lucy and I were treated as equals but

school every weekend?” Of course, I do

had our totally different needs catered

sometimes feel frustrated, but never for

for. Lucy listened to loud music with the

long enough for it to stick in my memory.

blinds drawn to hide her from the ever-

I am incredibly close to Lucy and I hope

menacing weather that she feared so

that this article will give you a glimpse

much, and I had my animals that kept

of what it has been like to grow up

me busy for hours on end.

alongside her.

As I got older, I started to think it all

Lucy is 21 and I am 17. Lucy

through a lot more. The realisation hit

has severe autism as well as

me when my new housemistress for

multiple disabilities but she does

senior school asked me: “how will you

not have an exact diagnosis. She

tell your new friends about Lucy?” It

has very little understanding but has an

had never occurred to me before that I

incredible memory, so she recognizes

would have to explain things to people;

everyone and everything she has seen

at my prep. school, everybody knew

before, knows everyone’s name and

and loved Lucy, so it was not an issue.

has a very broad vocabulary. This often

The idea of telling my new friends was

makes her appear much more able than

daunting, as I wanted to explain Lucy

she actually is. She needs 24-hour care,

just right; I wanted to portray her in

she cannot wash or dress herself and

the best light. Suddenly I became very

she is dangerously obese – through no

protective of her.

fault of her own.

As I made new friends, explaining about Lucy was the hardest thing. When

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Growing together

was the right time? It would have been

At the start, I wasn’t really questioning

easier to have had a sign on my head

about Lucy. I never fully realised that

that said “I have a severely mentally

she was different. Sometimes, we

handicapped sister. I love her but it does

would have to return home early from

mean my life is different. I do not need

holidays as she was anxious, or hospital

pity but I do need understanding and

trips would be made as she had had a

acceptance.” My friends are amazing,

seizure. All in all though, we had fun

though, and Lucy loves to feel she has

together, we drew pictures together and

friends in them too. It’s great when www.senmagazine.co.uk

autism

she drops me off at school and comes into the boarding house to say hello to everyone; the whole house becomes a warmer place once she is there.

I was devastated to walk into my room to see my new skirt cut up

Keeping it real Our lifestyle is tailored around Lucy; my

think one of the main reasons is that I

parents need to be highly organised.

missed Lucy and my parents.

Every day is a challenge for Lucy as she

People often tell my parents that they

suffers from huge anxiety of the unknown

must “let Mimi be free and have a life.”

and the weather too. Everything has to

But they have never held me back. It

be put away; Lucy might easily call 999,

has always been my decision to come

draw on my homework, try makeup on

home in term time. I will always want

the furniture or cut clothing to shreds.

to go home and I will always be there

These are only puerile issues but they

for Lucy, as she is always there for me.

emphasise Lucy’s lack of understanding.

I believe that what is needed now

She does not do such things maliciously;

is a convergence of compassion and

she is simply trying things out.

science. We need to understand more

As a child, I was devastated to walk

scientifically about complex mental

into my room to see my new skirt cut

disabilities so that we can be better

up or my book torn. Really, though,

equipped to follow a process of thinking.

such occurrences have taught me a lot

I often cannot work out how Lucy feels

about life. Trivialities like this really do

and I know that how I care for her is

not matter, especially when measured

sometimes not the best method at all.

against the distress of sitting in hospital

I still want to learn.

waiting for Lucy to wake up from a traumatic seizure.

Lucy has made our family so close

I know for certain, though, that compassion and patience are needed. At a societal

and we support each other so much.

level, awareness needs to be

Now that Lucy is older, we understand

raised and campaigning must go on.

the sort of care she needs. We used to

Lucy is particularly lucky as she has

try to encourage her to fit in as “normal”,

two loving parents, and me too, who will

as we thought this would be best for

always fight for her. Some people with

her. Looking back, though, I believe that

learning difficulties are not so fortunate

this is why she would cut or tear things

and their best interests may not always

up – she would be confused, frustrated

be considered. Those who cannot fight

or frightened. She cannot express her

for themselves need us to fight for them.

feelings appropriately, so she needs us

They deserve it just as much as anyone

to root for her all the way. She needs to

else but they cannot do it alone.

be understood and to have advocates fighting for her in this hostile world; this is what she has how.

I started to board at school last year, as I really needed to concentrate on my A levels. I found it tough to settle in because I have always loved to be at home. It is a safe place with no

Further information At the request of the author, all names have been changed.

judgment, where Lucy is happy and where we can be a family. I would go home every weekend and, in truth, I www.senmaGAZINE.co.uk

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AUTISM

Larkstone Place

For Adults with complex needs ***** 16 Larkstone Terrace, Ilfracombe, Devon, EX34 9NU Tel: 01271 322819 Larkstone Place is a care home service without nursing situated in an expert conversion in Ilfracombe, North Devon. With individualised packages of care for adults with additional needs, it offers service users a very desirable lifestyle encompassing care.

Using a person-centered approach, we specialise in catering for adults with complex conditions, including: • learning difficulties and neurological disorders • autistic spectrum disorders • mental health needs • physical disabilities • sensory impairment • acquired brain injury.

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Care staff

Our staff are carefully recruited and referenced. They undergo full training and receive ongoing supervision and support from the management team. The emphasis is on creating a friendly and caring atmosphere whilst delivering professional 24-hour care to all service users.

Transitional services

At Larkstone Place we can offer a transitional care package which is highly individualised. We work with service users to enable them to achieve the best possible quality of life, to become more independent and to move on to supported living.

Creative and practical workshops

Service users have the opportunity to enjoy a varied activities programme designed to encourage social skills and develop new abilities. Activities include arts and crafts, baking, nature walks, photography, painting and decorating, gardening and music workshops.

www.senmagazine.co.uk

AUTISM Advertisement feature

Stanley Road Cheadle Hulme, Cheshire, SK8 6RQ t: 0161 610 0100 e: info@seashelltrust.org.uk

www.seashelltrust.org.uk Registered Charity No. 1092655

Seashell Trust transforms the lives of the most vulnerable and disabled children and young people in our society.

Therapy is integrated into school, college and care and is provided by our onsite therapy team. We are a person centred organisation with a strong focus on the development of communication skills across the curriculum, and with expertise in enabling all children and young people to develop self-advocacy skills. We have a highly skilled workforce of teachers and support staff including qualified intervenors who work across the Trust.

Royal School Manchester Royal School Manchester is a 60-place, non-maintained residential special school for children and young people with low incidence disability which includes students with: severe and profound learning difficulties; communication difficulties and additional complex needs including ASC; hearing impairment; visual impairment; multisensory impairment and sensory processing difficulties.

learning venues accessed by the use of college transport and on public transport.

Care at Seashell Trust Seashell Trust offers families and young people very individual and personalised packages of residential care, which can include: • weekly, termly and 52-week placements • short-break placements for students attending Royal School or Royal College, Manchester • short-break facilities and after school clubs for young people not attending Seashell Trust • bespoke care service packages which meet the needs of individual families.

Coverage of the curriculum is based on individual need and we support pupils with an individualised approach to learning.

We have small class groups and excellent staffing ratios. Our teaching staff hold mandatory qualifications in MSI, VI, HI and autism and support for teaching and learning is delivered by staff trained to NVQ Level 3.

Royal College Manchester Royal College Manchester is an independent specialist day and residential college with capacity for 60 students aged 19 to 25 with complex low-incidence special education needs involving a combination of cognitive, physical, sensory and behavioural disabilities.

We are unique for our focus on and specialism in communication and offer three programmes: multi-sensory support, autism support and an entry level programme. Onsite, our campus has inclusive sports facilities and students use community

www.senmagazine.co.uk

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AUTISM

Kisimul School Woodstock House Woodstock House is an independent special school providing exceptional residential care and awardwinning education for children and young people aged eight to 19 with severe and complex learning disabilities, autism, global developmental delay and associated challenging behaviour.

Individual personalised education programmes are based on the National Curriculum and incorporate speech and language therapy, occupational therapy (sensory integration), aromatherapy, music therapy and educational psychology.

Our adult homes provide a safe and consistent environment helping service users gain independence and integration into the community.

Please contact: T: 020 8335 2570 F: 020 8335 2571 Kisimul School Woodstock House, Woodstock Lane North, Long Ditton, Surrey KT6 5HN

Cruckton Hall

Cruckton School offers education on a residential or day basis to boys aged seven to 19 years who have been diagnosed with an autistic spectrum disorder, providing a warm, structured, caring learning environment. The school specialises in educating boys with Asperger’s syndrome and associated co-morbid presentations, vulnerabilities and/or challenging behaviours and providing continuing support throughout the boys’ school career, into further education and beyond.

Cruckton Hall’s strengths lie in its consistent record of success, in both academic and social spheres, the quality and experience of the staff team and the positive measurable outcomes for all the students.

Placements may be on a day basis, weekly, termly, full 52-week residential, for respite care overnight, at weekends and during school holidays.

Please contact: T: 01743 860206 F: 01743 860941 Cruckton Hall School, Cruckton, Shrewsbury, Shropshire SY5 8PR

www.kisimul.co.uk email: referrals@kisimul.co.uk

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Advertisement feature

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We are designers, manufacturers and installers of Sensory and Soft Play rooms Request our new 5th edition catalogue via our new website: www.totalsensory.co.uk Contact us on 01702 542231 or email info@totalsensory.co.uk

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AUTISM Advertisement feature

Flexible and creative solutions for individuals with autism Lighthouse Healthcare operates six hospitals and three care homes in England and Wales and provides specialist services to adults with learning disabilities, autism spectrum conditions (ASC) including Asperger’s syndrome, mental health problems and personality disorders.

By recognising the diverse range of needs presented by people with autism and the challenges they face in everyday life, Lighthouse’s services have been designed to provide flexible and creative solutions for individuals who have often struggled to cope in previous services.

The Woodhouse in Cheadle is one of Lighthouse Healthcare’s specialist hospitals for ASC and provides a safe and secure environment with two dedicated ASC units. Treatment programmes on these specialist units are supported by an experienced multi-disciplinary team made up of clinicians skilled in the assessment and treatment of individuals with complex presentations. The teams include a consultant psychiatrist, consultant clinical psychologist, occupational therapist and speech and language therapist.

From pre-admission assessment through to the point of discharge, Lighthouse Healthcare provides a clear care pathway for individuals with complex needs. Each care programme identifies and supports the individual with their

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particular issues around communication, sensory difficulties, social interaction, physical healthcare and any behavioural difficulties.

The core component of Lighthouse’s individualised care pathways are; a pre-admission assessment, an autism personal profile, a 24-hour plan of care/support, a risk assessment, a health action plan, a communication profile and directory, a flexibility of thought profile, sensory profiling, special diets, a focus on wellbeing (physical, social, psychological, emotional, and spiritual), promotion of continuity and consistency, activity planning (occupation, leisure, education, relaxation, and education), sexuality and sexual awareness and behaviour support.

Individuals with an ASC may also be supported by Lighthouse Healthcare’s other mental health and learning disability services depending on their individual needs.

Patients and their families are able to access these services via Lighthouse’s specialist clinicians for advice and support around ASC at any time.

For more information about Lighthouse Healthcare’s specialist autism services, please call: 0844 4172980 or visit: www.lighthouse-healthcare.co.uk

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In the next issue of SEN Magazine: • dyslexia • autism • post-16 options • assistive technology • outdoor activities • Down syndrome • hearing impairment • wheelchairs/mobility • behaviour

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book reviews

Book reviews

by Mary Mountstephen

Visual Supports for Visual Thinkers: Practical Ideas for Students with Autistic Spectrum Disorders and Other Special Educational Needs Lisa Rogers Jessica Kingsley Publishers 224 pages ÂŁ29.99 (including CD) ISBN: 978-1849059459

Music, Language and Autism: Exceptional Strategies for Exceptional Minds Adam Ockelford Jessica Kingsley Publishers 272 pages ÂŁ17.99 ISBN: 978-1-84905-197-2 Ockelford is a composer, performer

This book sets out to explain

and academic. He also plays a

how visual supports can help

major role in charities that support

children and students on

music provision for children with

the autistic spectrum and it

complex needs.

provides a sound background

In this book, he writes about

in theory and research, and

his route to working with children

links to practice. The author

with autism and the ways in which

explains in simple terms

music can be used as a strategy

how emerging themes from

to support communication and

research tell us more about how those with ASD and

social development.

other SEN process information presented visually. This is

He opens with an explanation of three main theories

then linked to how this information can be used to improve

about the causes of autism and links this to theories about

day-to-day functioning, communication and other aspects

language development. This section of the book is well

of everyday life.

illustrated to support readers’ understanding of quite

The approach is highly practical and the accompanying

complex concepts.

CD has blank templates to support teachers and therapists

Ockelford then looks at music, language and

in integrating this approach into their practice. Clear

communication and describes how music can be used

explanations are given of each type of visual support and

to support different types of language, to convey feelings

the reader is given a structure to work to which ensures

and to promote social bonding.

that the approach is implemented effectively.

There are some fascinating insights into the use of music

Areas covered include the ways in which the classroom

to develop a dialogue with pupils with severe impairments

is laid out, strategies to develop communication (which

and to enable them to use music as an alternative to

are also relevant for those with non-verbal disorders) and

verbal communication. In the closing chapter, Ockelford

visual supports to practice and develop social skills and

considers some of the practical consequences of working

express feelings.

with children with unusual musical potential in the context

An important resource for teachers and therapists

of pervasive developmental delay.

looking for ways to improve their provision, the book also

This is an interesting book which would appeal to those

provides a range of charts and other visual prompts which

who have an interest in linguistics and music and who would

help to clarify behaviour expectations and the teaching of

like to understand better why some young people on the

social rules.

autistic spectrum are so fascinated by music.

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www.senmagazine.co.uk

book reviews

Assessment of Learners with Dyslexic-Type Difficulties Sylvia Phillips, Kathleen Kelly and Liz Symes SAGE Publications 324 pages £29.99 ISBN: 978-1-4462-6023-4

This book is aimed at those training to be specialist teachers of learners with dyslexia, as well as SENCOs and classroom teachers.

It is intended to complement the authors’ book Teaching Literacy to Learners with Dyslexia and thus to provide a wraparound package of assessment and intervention.

The book is divided into four parts plus two comprehensive appendices with tests and a glossary of associated technical vocabulary.

This is a well researched and well presented text which provides the reader with a great deal of background information about different types of assessment. The authors cover the assessment of all main literacy skills as well as processing skills and mathematics. Each chapter opens with an overview and is subdivided into short, manageable sections. There are observational record sheets and the chapters conclude with a summary, follow up activities, further reading and references.

The book will be of significant use to all teachers who need information and guidance on how to assess for a purpose; the authors provide step-by-step instructions of how to do this. Examples are provided to illustrate their points and any technical language is clearly explained.

A section on writing an assessment report will be invaluable to teachers as it provides a template covering all relevant aspects of the process.

I agree with Dr Gavin Reid that this book is a “must have” for schools.

www.senmaGAZINE.co.uk

Your Child’s Motor Development Story: Understanding and Enhancing from Birth to Their First Sport Jill Howlett Mays Sensory World (Future Horizons) 180 pages £19.50 ISBN: 978-1-935567-32-5 This book has been written for parents and early years practitioners to help them understand how best to help children develop motor skills.

The author is a mother of three and an occupational therapist specialising in sensorimotor activities and development.

The book documents the development of a child’s movement from birth up to when they start formal sports. I was particularly interested in the activities which can be integrated into everyday activities such as nappy changing and informal movement play.

Mays explains in detail the reasons why activities such as crawling are so important and how the ability to visually attend and write are linked to physical activities.

The book concludes with a section on the importance of unstructured outdoor natural play and the importance of “learning through doing”. Mays stresses the importance of children aged three to eight having opportunities for play without adult-directed intervention, so that they can develop independent play skills.

This is an important book because it shows the reader how early physical activities can be more than just fun – they can help the child’s development regardless of any learning differences. It provides an excellent range of activities and explanations and I recommend it. I can imagine parents reading this and then rushing off to try out the recommended activities.

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CPD, events and recruitment 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.

RECRUITMENT

Opportunity knocks Reform of the SEN system could make this the perfect time to consider a career in the sector, says Roop Bhumbra

T

he planned changes to

one, with a focus on entry-level roles

SEN in England have been

for mainstream teachers and teaching

described by commentators

assistants. Effective support at entry

as the biggest shake-up for

level will, in turn, help drive retention

30 years. Where there is change, there

and encourage teachers to progress.

Extra training will be an important issue for all SEN staff

is opportunity. The reforms, along with

But what does a successful

a shortage of SEN teachers, means that

recruitment strategy look like? At

to see the differences between special

now could be a good time to look at

Severndale Specialist School in

needs in a mainstream setting and a

teaching in SEN.

Shrewsbury a series of taster days have

special needs school before”, she says.

Up to 20 per cent of schoolchildren

given trainee teachers the chance to get

Following the session, Tiffany is now

in England are identified as having SEN,

a real hands-on experience of life in a

considering teaching children with SEN.

but numbers of specialist teachers have

specialist school.

The school plans to continue running

dropped, partly because of a lack of

The school has around 300 pupils,

taster days, while using a number of

dedicated SEN training. With many

aged between two and 19 years, and

other initiatives to tackle recruitment

headteachers due to reach retirement

50 teaching staff. It needs to take on

and staff management. For example,

age in the next ten years, a succession

five new teachers a year. However,

newly qualified teachers are given

gap has opened up.

Headteacher Chris Davies says that

the opportunity to access externally

The measures included in the Children

recruitment became problematic, with

accredited training and development

and Families Bill, which should become

low numbers of applications, along with

that can lead to a Masters degree.

law next year, will have a big impact

poor quality candidates.

The demand for SEN teachers is

on those working in the sector. Health,

The taster days, though, have helped

set to continue and the opportunities

education and social care services will

the school to turn things around. “We

available in the sector could make

be charged with working together to

put on some training that they wouldn’t

this a very attractive option for those

meet the needs of children and young

get as part of their initial teacher training.

considering a career in SEN.

people with SEN. This cross-over will

We decided it must be an attractive thing

mean that staff with experience of

for them to come and spend a day with

working across all three sectors should

us”, says Davies.

be in great demand. Those working in

On the taster days, students took

SEN may also need to demonstrate

part in two different sessions, one based

greater flexibility and experience –

around meeting the needs of children

more of an emphasis on counselling

with complex behaviours, and strategies

and mentoring skills already seems to

to deal with them, and a second looking

be in evidence – and extra training will

at language and communication

be an important issue for all SEN staff.

strategies. Participants were also given a

While SEN is often thought of as a

chance to chat to teachers at the school

difficult and challenging area to work

and then work as part of a team with

in, it can be hugely rewarding and there

pupils in the classroom.

are excellent opportunities developing within the sector.

Tiffany Smith, who trained at Birmingham City University, took part in one of the sessions. “During placements

Recruiting for the future

we had the opportunity to experience

For education providers, a successful

special needs in a mainstream setting,

recruitment strategy will be a long-term

but we have never had the opportunity

www.senmaGAZINE.co.uk

Further information

Roop Bhumbra is National Director of recruitment company Hays Education: www.hays.co.uk/education

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CPD Rebound Therapy Staff Training Courses

Sounds of Intent training days

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.

In-house training packages for schools

01342 870543 www.reboundtherapy.org

Speech and Language Sciences MSc University College London

A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems. www.ucl.ac.uk

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

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

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

Partners in Learning course for teachers and support staff Partners in Learning is a modular BTEC course developed between RNIB and the Open University, using a blended learning approach of face-to-face training with online study and discussion activities. The course is designed to increase your understanding of visual impairment and its impact on learning. It encourages you to identify key factors in effective inclusion and to reflect on how to promote these in the educational context in which you work.

www.abdn.ac.uk

www.rnib.org.uk

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

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The NAS can offer in-house and open access training to suit your timetable and learning outcomes. www.autism.org.uk/training

Working with the Autism Spectrum (Theory into Practice) Edinburgh

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

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

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

www.crec.co.uk

www.autism.org.uk/training

www.rnib.org.uk

MA In Education (Early Years)

Centre for Research in Early Childhood

Understanding visual impairment in children and young people

autism@abdn.ac.uk

University of Aberdeen

This is a distance learning course aimed at any sighted learner who supports individuals using Braille, such as parents, teachers, teaching assistants and support workers. It provides tuition in how to read and write contracted English Braille.

NAS Training and Consultancy

www.rnib.org.uk

This is an online course, designed to support the training needs of professionals and parents in order to improve the quality of learning opportunities available to children and young people with visual impairment. The course looks at how visual impairment affects children and young people, issues of growing up and learning with a visual impairment and what provision is available to support them. This course is available on a regular basis and leads to an RNIB certificate.

Autism and Learning - PG Certificate/Diploma/MEd

RNIB Certificate in Contracted (grade 2) English Braille

www.senmagazine.co.uk

CPD and recruitment Certificate in Understanding Autism in Schools

Learning Works Advanced Diplomas

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.

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

www.autism.org.uk/training

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

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

Online

research and collaborate with

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.

others.

www.collegeofteachers.ac.uk

Level 4 CPD Certificate in Dyslexia in the Classroom

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

Online

strategies they need to support

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.

children with autism.

dyslexiaaction.org.uk

www.concept-training.co.uk

www.senmaGAZINE.co.uk

www.autism.org.uk/webinars

Various dates

Autism Spectrum, An Introduction, Level 2 Various venues

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

Concept Training Ltd

01524-832828

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CPD and training Various dates

Intensive Interaction (Phoebe Caldwell) Sensory Issues And Communication Using Body Language Various venues

This course uses film and discussion to look at the different sensory experience of children and adults with Autism. Learn how their understanding can be helped through visual, auditory and physical interventions.

Concept Training Ltd

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

Various dates

Practical and Effective Ways of Using MultiSensory Equipment Various venues

Various dates

People First Education: ADHD Day

Makaton Foundation Workshops

Various venues

12 Nov: Premier Inn, High Fishergate, Doncaster 14 Nov: Premier Inn, Albert Dock, Liverpool 20 Nov: Swallow Hotel, Gateshead 5 Dec: Latton Bush Centre, Harlow

Portland Academy, Sunderland

Effective inclusion of learners with ADHD: A day course to enable successful inclusion of learners with ADHD. £145 + VAT

www.ascenttrust.org

This course considers the reasons why people behave in certain ways and looks at the best and most proactive ways of achieving behaviour change for an individual.

Groups of needs are examined and gaining new skills are considered through the use of case studies.

Concept Training Ltd

01427 667556

01524-832828

www.peoplefirsteducation.co.uk

www.concept-training.co.uk

Play for People on the Autism Spectrum Various venues

Concept Training Ltd

01524-832828

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

www.concept-training.co.uk

Supporting people on the Autism Spectrum in Producing Written Work Various venues

It is not uncommon for people with autism to experience difficulties in completing written tasks. This course is suitable for anyone who works with children, young people or adults, in an educational setting.

Concept Training Ltd

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

Various dates

Learning Outside the Classroom Various venues

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.

Various dates (as required)

People First Education SEN INSET training Effective, personalised, in-house training delivered by experienced, qualified and approachable trainers.

Contact for availability.

01427 667556 www.peoplefirsteducation.co.uk

Various November and December

People First Education: Dyslexia Day 15 Nov: Premier Inn, Albert Dock, Liverpool 19 Nov: Swallow Hotel, Gateshead 21 Nov: National College for School Leadership, Nottingham 26 Nov: Regency Hotel, Cheltenham 27 Nov: Holiday Inn, Hull 3 Dec: Latton Bush Centre, Harlow 4 Dec: Holiday Inn, Croydon

Effective inclusion of learners with dyslexia: A day course to enhance the literacy skills of learners with dyslexia.

Concept Training Ltd

£145 + VAT.

01524-832828

01427 667556

www.concept-training.co.uk

www.peoplefirsteducation.co.uk

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November 2013

Various dates

Learn about play types and their importance, how it feels to be on the autism spectrum and different ways of observing and recording play behaviours.

Various dates

7 November

Positive Ways of Changing Behaviour

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.

01524-832828

Various November and December

6 November

Henshaws College Open Day for Professionals Harrogate

Henshaws College provides specialist further education for students aged 16 to 25 with a range of learning disabilities, physical and sensory impairments. Professionals are invited to visit the fully accessible campus, meet specialist staff and find out what the college could offer a young person you support. Open Days must be pre-booked. admissions@henshaws.ac.uk

01423 886451 www.henshaws.ac.uk

6 November

Code of Practice for Community Equipment: Clinical and Professional Responsibilities Birmingham

This CECOPS approved training course is for anyone involved in the commissioning, provision or clinical aspects of community disability equipment. It is applicable in all areas of care, such as health, social care, special schools, care homes and homecare. Courses will run on a regular basis at various locations across the UK.

This course consists of four twilights, 3.30 to 6:30. It includes workshop manual, a book of signs 1 and a certificate of completion.

7 and 8 November

Workshop A: Introduction to ABA This workshop provides an introduction to applied behaviour analysis (ABA) and its relevance to autism education. Participants will understand how behaviours are learned, explore the implications of this for children and young people with autism, and understand how the principles of ABA can be applied to enable learning. www.ambitiousaboutautism.org

9 November

Creative interventions with children: what works for whom London

Conference including “PACE” model with international expert Dr Dan Hughes, Neurofeedback, Life Story Work, CBT, EMDR. 10.00 - 5.15pm Cost: £168 The Centre for Child Mental Health

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

9 November

Diagnostic Assessment: Confidence in Your Tests Southampton www.patoss-dyslexia.org

12 November

Behaviour Management Training Portland Academy, Sunderland

events@disabilitynorth.org.uk

A practical approach course that deals with the day-to-day and more challenging issues in classrooms and with learners.

This course is for anyone who faces challenging behaviour.

www.disabilitynorth.org.uk

www.ascenttrust.org

£135 plus VAT.

0191 2336714

www.senmagazine.co.uk

CPD and training 13 November

The Importance of Vocabulary to Learning and Literacy and Specific Intervention for Secondary and Continuing Education London www.patoss-dyslexia.org

14 November

RNIB conference: Independent learning - Skills for life in a modern world London

A one-day conference featuring leading practitioners, students and industry specialists on how new technology is transforming the lives and learning of children and young people with visual impairment and challenging established attitudes and practices in educational support. The conference will also consider how transferring control from adult to learner can promote the emotional wellbeing of children and their successful transition to adulthood. www.rnib.org.uk

14 November

ISC SEN Conference Park Plaza Victoria Hotel, London

15 November

Inaugural National Conference for Teachers of English working in Independent Prep Schools Gerrards Cross, Buckinghamshire

For teachers of English and literacy, literacy coordinators, heads of departments, SENCOs, learning support staff and literacy tutors.

To receive details of the conference, register your interest by contacting: info@learning-works.org.uk

16 November

Enabling Children To Speak About Feelings Through Music And Movement London

Training day 10.00 - 5.30pm Cost: £144 The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org www.childmentalhealthcentre.org

20 November

Quality 1st Teaching: Grammar, Punctuation and Spelling Manchester www.patoss-dyslexia.org

20 November

NAS conference: Pathological Demand Avoidance London

The eighth in this prestigious series of conferences is aimed at SENCOs, directors of learning, learning support teachers and heads and 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.

PDA is a lifelong disability that affects boys and girls equally.

This conference will give you a greater understanding of PDA and an opportunity to discuss strategies and techniques that will help you support people with the disorder, both at school and at home.

You’ll hear an overview of educational strategies and presentations on approaches to managing behaviour and issues with communication.

www.iaps.org.uk/courses/detail/631/

www.autism.org.uk/conferences

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.senmaGAZINE.co.uk

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CPD and training 20 November

Code of Practice for Community Equipment: Clinical and Professional Responsibilities London

This CECOPS approved training course is for anyone involved in the commissioning, provision or clinical aspects of community disability equipment. It is applicable in all areas of care, such as health, social care, special schools, care homes and homecare. Courses will run on a regular basis at various locations across the UK. £135 plus VAT.

0191 2336714

21 November

Making a Difference - Understanding and Supporting People with Autism Glasgow

One-day conference.

0141 428 3483

carolyn@medicacpd.com www.medicacpd.com

25 November

Accessing social care support while your child is in education

This seminar covers the law around accessing social care for children with a disability, whilst your child is in education. www.ambitiousaboutautism.org

events@disabilitynorth.org.uk www.disabilitynorth.org.uk

20 - 22 November

Asia Education Expo 3013

26 November

Building Confidence and Resilience in Children and Young People

Singapore

A one day conference.

The inaugural Asia Education Expo 2013 will showcase the industry's latest technology and ideas for all stages of learning and instruction to develop holistic learning, while bringing together the sharing of best practices in academia, industry, leadership and education practice. The event will focus on three areas: learning technology, learning content and pedagogic strategies.

0141 428 3483

www.aex.com.sg

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).

carolyn@medicacpd.com www.medicacpd.com

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

30 November

Enabling Children To Speak About Feelings Through Sandplay London

Training day

10.00 - 5.30pm Cost: £144 The Centre for Child Mental Health

020 7354 2913

December 2013 4 December

Code of Practice for Community Equipment: Clinical and Professional Responsibilities

14 December

Enabling Children To Speak About Feelings Through Emotional Literacy Games And Exercises London

Training day

Manchester

10.00 - 5.30pm

This CECOPS approved training course is for anyone involved in the commissioning, provision or clinical aspects of community disability equipment. It is applicable in all areas of care, such as health, social care, special schools, care homes and homecare. Courses will run on a regular basis at various locations across the UK.

Cost: £144

£135 plus VAT.

0191 2336714

events@disabilitynorth.org.uk www.disabilitynorth.org.uk

6 December

Commissioning Children's Services London

A one-day national conference showcases emerging and wellestablished best practice in commissioning services that achieve excellent outcomes for children and young people.

With dramatic changes to children’s services and health departments since April 2013, this event investigates the future of joint working with partners and covers essential topics including; delivering sustainable services through early intervention, embedding personalisation into children’s services, engaging service users and providers in the co-design and production of services, effective working between local authorities and clinical commissioning groups and the practicalities of integrating commissioning. www.capitaconferences.co.uk

The Centre for Child Mental Health

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

January 2014 8 January

Positive behaviour management This one-day training course offers a range of practical evidence based tools for supporting positive behaviour in children and young people with autism. www.ambitiousaboutautism.org

15 January

Introduction to the Autism Spectrum Disorder (ASD) for Educational Professionals NVQ Level 3 Portland Academy, Sunderland

This 30-hour course is accredited by OCN, facilitated by professionals who are currently working in the field.

Aimed at professionals, it is also suitable for those caring for someone with ASD. www.ascenttrust.org

22 - 25 January

Bett 2014 ExCeL London

info@disabledliving.co.uk

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.

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.kidzupnorth.co.uk

www.bes-asia.com

www.bettshow.com

9.30am - 4.30pm For visitors’ free entry tickets contact: Disabled Living

0161 607 8200

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info@childmentalhealthcentre.org www.childmentalhealthcentre.org

9 and 10 December

BES Asia Forum Kuala Lumpur, Malaysia

www.senmagazine.co.uk

CPD and training February 2104

28 January

3rd National Conference for Able, Gifted and Talented Denham Grove, Uxbridge

With an ever increasing focus, from both government and inspectorates, on the abilities and achievements of particular groups of pupils, it is vital that all schools ensure that they meet the needs of their most able and talented pupils. This conference provides an ideal opportunity to learn and to share.

To receive details of the conference, register your interest by contacting: info@learning-works.org.uk

30 January

School exclusions: know your rights Exclusions - both lawful and illegal - are incredibly stressful time for parents, carers and children alike. Find out how to prevent it happening for £10.

6 February

Improving child protection thresholds for intervention, tackling neglect, and multi-agency working London

Guests of Honour: Stephanie Brivio, Assistant Director, Child Protection Policy Division, Department for Education and Anji Parker, Principal Officer (Social Care), Ofsted. www.westminsterforumprojects.co.uk

11 February

The future for teacher pay, conditions and teaching standards - implementing performance-related pay London

Guest of Honour: Marcus Bell, Director, Teachers and Teaching, Department for Education.

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 £245 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

www.westminsterforumprojects.co.uk

www.ambitiousaboutautism.org

30 - 31 January

Moving & Handling People: Empowering Practitioners – Inspiring Improvement London

Pre-conference New Products Evaluation Workshops 29 January.

CPD accredited conference with plenary/concurrent sessions, Open Forum and practical interactive workshops considering moving and handling issues/solutions in acute/home/social care environments for adult/ paediatric/bariatric clients.

Comprehensive exhibition, Professional Resource Centre and New Products Poster Gallery. Numerous networking opportunities. One year’s free access to information portal of equipment for m & h p. 2010 Delegate rates + 3 for 2 offer & early booking discounts available.

12 - 14 February

Three-day Structured Teaching course Prior’s Court, Newbury, Berkshire

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

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

www.dlf.org.uk/mhp

www.senmaGAZINE.co.uk

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CPD and training March 2014 4 and 5 March

The National Autistic Society's Professional Conference Harrogate

This annual two-day conference is a unique opportunity for professionals to discuss best practice and share learning. Hear the latest information from experts in the field of autism and learn from case studies illustrating best practice. Education stream highlights: using technology in mainstream and specialist schools; contemporary applied behaviour analysis: critical skills for teachers; sensory diets in the classroom; engaging parents: understanding parental psychological barriers.

Early booking will end Friday 22 November. www.autism.org.uk/conferences

13 and 14 March

VIEW Conference 2014 Birmingham

The largest conference of its kind in the UK for VI education professionals offers an opportunity for networking with colleagues and getting the latest on policy changes. This year the conference is moving to the Strathallan Hotel, in Birmingham to accommodate a larger number of attendees. www.viewweb.org.uk

18 March

Next steps for improving children and young people's health London

Guests of Honour: Dr Maggie Atkinson, Children's Commissioner for England; Dr Jackie Cornish, National Clinical Director for Children, Young People and Transition to Adulthood, NHS England; Dr Ann Hoskins, Director for Children, Young People and Families, Public Health England and Christine Lenehan, Co-Chair, Children and Young People's Health Outcomes Forum and Director, Council for Disabled Children. www.westminsterforumprojects.co.uk

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20 and 21 March

Special schools - specialist and alternative provision conference 2014 Hinckley Island Hotel, Leicestershire

Themed “Implementing the changes; improving outcomes”, the programme will cover the issues and developments that are currently affecting special schools and mainstream schools with specialist provision. Keynote Speakers will include Professor Barry Carpenter OBE and Dean Beadle. www.naht.org.uk

20 - 22 March

The Education Show Birmingham NEC

Leading education training and resources events. Source the latest resources with access to over 350 education providers offering exclusive show offers and discounts. Bring your whole school for a day of free seminars and training. Choose from over 120 sessions presented by fellow educators.

Hear from and speak to leading education bodies and associations. www.education-show.com

21 March

Positive behaviour management - Ambitious about Autism This one-day training course offers a range of practical evidence based tools for supporting positive behaviour in children and young people with autism.

27 - 29 March

7 - 11 April

BDA International Conference

TEACCH five-day course

G-live, Guildford

Inspirational and intensive course combining active learning sessions with direct, supervised experience working with students with autism in a structured setting. Led by TEACCH trainers from Division TEACCH and trainers from Prior’s Court with extensive training and experience with the TEACCH approach following more than seven years working with Division TEACCH. Three-day course also available.

This Conference brings together the leading academics from around the world, presenting the latest research, topical symposia and workshops alongside poster session and keynote addresses from leading academics. http://bdainternationalconference.org

April 2014 4 April

Ascent SEN Conference “Achieving and Maintaining Excellence” Stadium of Light, Sunderland

This conference builds upon last year’s success by exploring what excellence means and how it is achieved and maintained, through keynotes and practical workshops. Full details at: www.ascenttrust.org

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.

Prior’s Court, Newbury, Berkshire

£1195 professionals/parents Prior’s Court Training & Development Centre

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

May 2014 8 May

Special Educational Needs and Disabilities implementing the Children and Families Bill London

Guest of Honour: Stephen Kingdom, Deputy Director, Special Educational Needs and Disability, Department for Education. www.westminsterforumprojects.co.uk

SEN MONTHLY NEWSLETTER Sign up at: www.senmagazine.co.uk

www.ambitiousaboutautism.org.uk

www.ambitiousaboutautism.org

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

www.senmagazine.co.uk

CPD and training 16 and 17 May

27 and 28 June

17th Annual SEND Residential

The Autism Show

Alexandra house, Swindon

The Autism Show is for the growing community of parents, carers, professionals and individuals on the autism spectrum who all too often don’t know where to turn for answers. At The Autism Show you will find: leading professionals and high profile parents; new strategies, approaches and services discussed in The Hub; individuals on the autism spectrum speaking about their experiences; free confidential advice provided by specialist professionals; inspirational performances from individuals on the autism spectrum in Autism’s Got Talent; 100s of specialist products and services; innovative sensory products and sensory Integration equipment to try out.

Next year is a very special event with changes to the format of both the Friday and Saturday programmes that aim to improve the conference experience by providing greater choice and access to experts.

Full detail of the conference available at: learning-works.org.uk

June 2014 9 - 11 June

Social Thinking with Michelle Garcia-Winner Bristol

Social Thinking conferences are designed for professionals and parents who are working with individuals experiencing social communication challenges.

Book Online: www.skyboundtherapies.co.uk

Manchester

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.autismshow.co.uk

Spetember 2014

13 and 14 June

The Autism Show London

The Autism Show is for the growing community of parents, carers, professionals and individuals on the autism spectrum who all too often don’t know where to turn for answers. At The Autism Show you will find: leading professionals and high profile parents; new strategies, approaches and services discussed in The Hub; individuals on the autism spectrum speaking about their experiences; free confidential advice provided by specialist professionals; inspirational performances from individuals on the autism spectrum in Autism’s Got Talent; 100s of specialist products and services; innovative sensory products and sensory Integration equipment to try out.

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. www.disabledliving.co.uk

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

www.autismshow.co.uk

www.senmaGAZINE.co.uk

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sen resources DIRECTORY

SEN resources directory Information, advice and support for all things SEN...

ADHD ADDers.org Information and support forum for those affected by ADD/ADHD:

www.adders.org

Bullying

Dyspraxia Foundation UK

Bullying UK Support and advice on bullying:

Dyspraxia advice and support

www.bullying.co.uk

www.dyspraxiafoundation.org.uk

Childline National Attention Deficit Disorder Advice and support for those suffering from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD:

Cerebral palsy

www.addiss.co.uk

Autism/ASD Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

www.aspergerfoundation.org.uk

Autism Awareness Forum for sharing experience/advice for those affected by ASD:

www.autism-awareness.org.uk

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

www.scope.org.uk

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

www.downs-syndrome.org.uk

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

The Down’s Syndrome Research Foundation UK (DSRF)

National Autistic Society (NAS)

www.dsrf-uk.org

Help and information for those affected

by ASD:

www.autism.org.uk

Charity focussing on medical research into Down syndrome:

Dyslexia

Research Autism

Charity dedicated to reforming attitudes and policy towards bullying:

Epilepsy Action Advice and information on epilepsy:

www.epilepsy.org.uk

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

www.youngepilepsy.org.uk

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

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

Child Brain Injury Trust Supporting children, young people, families and professionals when a child has acquired a brain injury.

www.childbraininjurytrust.org.uk

The UK Government’s education department:

www.researchautism.net

Anti-Bullying Alliance (ABA)

Epilepsy

Department for Education (DfE)

Charity focused on researching interventions in autism:

Bullying

Dyspraxia

www.education.gov.uk

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

Learning disabilities charity:

www.mencap.org.uk

www.bdadyslexia.org.uk

Dyslexia Action

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Charity providing services to those affected by dyslexia:

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

www.beatbullying.org

www.dyslexiaaction.org.uk

www.nasen.org.uk

www.anti-bullyingalliance.org.uk

Beat Bullying

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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:

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Spina bifida Shine

Awarding body for the LOtC quality badge:

Information and support relating to spina

www.lotc.org.uk

www.shinecharity.org.uk

bifida and hydrocephalus:

Literacy

SLCN

For the latest news, articles, resources, cpd and events listings, visit: www.senmagazine.co.uk

ACE Centre Advice on communication aids:

www.ace-centre.org.uk

National Literacy Trust (NLT) Literacy charity for adults and children:

www.literacytrust.org.uk www.senmagazine.co.uk

Afasic Help and advice on SLCN:

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