SEN Magazine - SEN69 - March/April 2014

March • April 2014 Issue 69

Feeding the senses Opening up communication in the sensory room

ADHD: fact and fiction What every teacher needs to know about ADHD

Moving on

How to plan for a successful transition Tourette’s • learning outside the classroom • play therapy • anger management music • performing arts • healthy eating • accessible vehicles • dyslexia • autism pathological demand avoidance • SEN news, CPD, recruitment and much more...

March • April 2014 • Issue 69

Welcome The importance of a multi-sensory approach to supporting children and young people with SEN has long been recognised. In many of today’s special schools, multi-sensory environments are playing an increasingly important role at the heart of learning and life-skills development. In this issue (p.76), two therapists look at how sensory rooms are being used to help young people with autism improve their communication and social interaction, and to enhance the curriculum.

ADHD is a subject that always seems to arouse strong opinions. Although it can wreak havoc on a child’s education, many school staff do not fully understand how it affects pupils and what they can do to help. On page 26, two ADHD specialists separate the fact from the fiction to provide a useful guide to ADHD management in the classroom. You will also find a call from an experienced practitioner for a re-assessment of how we support those with ADHD (p.29).

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

Also in this issue, we have two special features.

Our transition feature (p.40) includes articles on supporting young people with complex needs into adult services, as well as two pieces looking at different aspects of the difficult move from primary to secondary school.

In our autism feature (p.83), a mother describes the person-centred support that made all the difference to her daughter with autism, while an expert on pathological demand avoidance syndrome explains what everyone should know about this important, but often forgotten, autistic spectrum disorder. We also take a look ahead to April’s World Autism Awareness Day. Elsewhere, you will find articles on Tourette’s (p.22), learning outside the classroom (p.32), anger management (p.54), performing arts (p.56), music (p.58), dyslexia (p.72) and much more.

For the latest from SEN, join us on Twitter and Facebook, or visit: www.senmagazine.co.uk Peter Sutcliffe Editor editor@senmagazine.co.uk

Subscription Administrator Amanda Harrison amanda@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry - www.flunkyfly-design.com design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 2 April 2014 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

This issue in full 06

SEN news

14

What’s new?

20

Point of view

22

Tourette’s syndrome

26

ADHD

32

Learning outside the classroom

38

Play

40

Transition

51

Fostering and adoption

54

Behaviour

56

Performing arts

58

Music and SEN

64

Healthy eating

66

Accessible vehicles

70

Book reviews

72

Dyslexia

76

Multi-sensory environments

82

About SEN Magazine

83

Autism

97

Pathological demand avoidance syndrome

100 Recruitment 102 CPD and training 112 SEN resources directory 114 SEN subscriptions

CONTRIBUTORS Shama Ali Lana Bestbier Sarah Chapman Andrew Cleaton Annie Clements Jon David Margaret Duncan Sandra Dunsmuir Suzie Franklin Adam Frost Jackie Horne JoAnn Hurst Georgina Jackson Geoff Kewley John Maskell Fiona Minion Mary Mountstephen Steve Rowan Neil Rutterford Beverley Samways John Steward Jeff Thomas Ruth Wadman Jonothan Wright

SEN Magazine ISSN: 1755-4845 SENISSUE69

In this issue

Tourette's

22

22

32

LOtC

“But Miss, I’ve got Tourette’s!”

56

Tourette’s in the classroom and how schools can help

26

What teachers need to know about ADHD

58

Living with being “wrong”

64 66

The confident gardener

41

46

Minibuses: a buyer’s guide Second time around How a girl tagged as “stupid” found the strength to overcome her dyslexia

76

Feeding the senses Opening up communication and social interaction in the sensory room

Transition feature Time to move on

83

What do pupils, parents and teachers think about transition?

86

Autism feature Getting personal A mother reveals how a person-centred approach has helped her daughter with autism to thrive

Planning for transition 92

World Autism Awareness Day Gearing-up for April’s global fund-raising and awareness event

Making the change Supporting young people with complex needs into adult services

54

72

It’s not about talking

How to prepare children with SEN for the move to secondary school

48

Food: it’s the real thing

What to look for and what you need to know

How play therapy can help pupils who have emotional, behavioural and mental health problems

40

Close encounters of the musical kind

Why don’t we feed healthier meals to our children?

Horticulture is perfect for pupils with SEN, says Chelsea Gold Medal winner Adam Frost

38

“Two households, both alike in dignity…”

Using music to engage children with SEN and enrich the curriculum

Should we re-examine how we support young people with ADHD?

32

59

Music

The story of a unique collaboration between a special school and Shakespeare’s Globe theatre

The facts, the fiction and the way forward for ADHD management

29

Mar • Apr 2014 • Issue 69

97

Avoiding the subject Pathological demand avoidance syndrome: what is it and why does it matter?

Your anger - your choice How to understand poor anger management in young people with SEN

Follow SEN Magazine on

Visit us at:

www.senmagazine.co.uk

Join SEN Magazine on

26 ADHD

40 Transition feature

76 Multi-sensory environments

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!

70

Book reviews

100 Recruitment 102 CPD, training and events

Your essential guide to SEN courses, seminars and events

112 SEN resources directory

83 Autism feature

In the next issue of SEN: play • autism • managing behaviour numeracy • speech, language and communication • fostering ICT in the classroom • respite care/ holidays • sport • home education cycling • dyslexia and much more...

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SEN NEWS

Schools are illegally excluding children with autism Charity calls for an end to “informal” exclusions Parents suffer because schools can’t support their children Four in ten children with autism in England were illegally excluded from school during a 12-month period, according to a new survey carried out by the charity Ambitious about Autism. If applied to all of the nearly 80,000 children in England estimated by the Department for Education to have autism, this could equate to more than 28,000 illegal exclusions.

The research shows that many schools do not have the right knowledge, skills or resources to support children with autism, which often leads to exclusion procedures that break the law. Typically, this can mean requiring parents to collect their children from school at short notice, refusing to allow children to take part in social activities and school trips, asking parents not to bring their children into school, or placing a child on a part-time timetable.

While schools do have a legal right to formally exclude a child, this should only be used as a last resort, for example, to ensure the safety of the child, staff or other pupils. If a child is formally excluded, it is vital that decisions are made in partnership with the family and the local authority, focussing on the child’s best interests. A clear plan for the child’s continued education should also be agreed as soon as possible.

Over 500 parents and carers of children with autism responded to an online survey on exclusion, which informed the charity’s report, Ruled Out: why are children with autism missing out on education?

Forty per cent of pupils with autism were illegally excluded in one year, claims a new report. One in ten parents whose children were illegally excluded said it happened on a daily basis. Nearly a third (30 per cent) of parents reported being asked by schools to keep their child at home, which is a form of illegal exclusion.

Over half of parents (51 per cent) reported that they had kept their child out of school because they feared the school was unable to provide appropriate support.

“It is shocking so many children with autism are missing out on education”, said Jolanta Lasota, Chief Executive of Ambitious about Autism. “All schools are legally bound to provide quality full-time education to all pupils, including children with autism.

Asking parents to collect their children early or putting them on part-time hours is against the law and fails to address the underlying need for schools to make reasonable adjustments to include children with autism.”

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Forty per cent of pupils with autism were illegally excluded in one year, claims a new report.

Ms Lasota believes that illegal exclusions can also affect a child’s family life; the pressure of having to collect their child from school can put a strain on parents’ working lives, severely impacting on their financial situation and sometimes making work impossible. She called on all schools “to build their capacity to support children with autism and not use exclusions as a way of managing their special needs.”

The report was presented at a House of Commons reception hosted by Graham Stuart MP on 11 February. Speaking at the event, Dami Benbow, Youth Patron for Ambitious about Autism, said “You can judge a society based on how it treats those who are different…No more children with autism should be disenfranchised from education.”

The charity has launched a 12-month Ruled Out campaign, calling for every school to have access to a specialist autism teacher, to build capacity among school staff and to support children with autism to learn and achieve. It also calls on local authorities to provide effective support and full-time education for all children and young people with autism in their local offers, which detail the SEN support available in each council area.

To read the Ruled Out report and for more information on the campaign, visit: www.ambitiousaboutautism.org.uk/ruledout www.senmagazine.co.uk

SEN NEWS

Shortage of BSL courses is putting deaf people at risk A national charity is calling for more education providers to offer British Sign Language (BSL) courses, following recent reports that a London hospital failed to provide a deaf couple with an interpreter during the traumatic birth of their son.

Signature, a charity for deaf and deafblind people, says the lack of communication new parents Hulusi Bati and Nadia Hassan received at University College Hospital, London, during the birth of their child has brought into sharp focus the issues suffered by deaf people. Hulusi and Nadia were denied access to information that a hearing patient would have received, causing uproar within the wider deaf community.

Recent reports suggest there are 800 registered interpreters for 25,000 BSL users in the UK. According to a 2012 report by Our Health in Your Hands, two out of three NHS patients who have asked for an interpreter at a hospital appointment have not received one.

“There is a common misconception in the public sector and

Tackling the mental health “time-bomb” A new campaign is seeking to galvanise a mass movement for change in children and young people’s mental health.

A recent poll by YoungMinds found that a third of children and young people don’t know where to turn to get help when they feel depressed or anxious, while half of children and young people have been bullied.

other industries that all deaf people are able to lip-read or use the written word”, says Jim Edwards, the charity’s Chief Executive. “However, deaf people who have BSL as their first language often have no knowledge of the English language.

There is a presumption that family members may be able to act as interpreters; this is rarely the case. A registered, suitably qualified BSL/English interpreter should be provided. There have been several incidents where relatives who have no experience in interpreting have made crucial mistakes, causing further problems for deaf patients.”

This can also put family or friends acting as interpreters in traumatic positions. In 2009, Matt Dixon had to interpret for his terminally ill deaf father in a medical setting, causing severe distress to him and his family.

“There are many examples of deaf people being put at risk because they are not given the interpreters they need to communicate with doctors, nurses and other public sector professionals. These cases clearly illustrate the vital need for more independent, professionally trained BSL interpreters and the demand for more organisations to ensure that their staff are qualified in BSL”, says Mr Edwards.

With more than ten million people in the UK living with some degree of hearing loss, the charity is calling on education providers, such as further education colleges and schools, to offer BSL courses to break down communication barriers and to increase the number of people in the UK who have the skills to effectively communicate with deaf people. www.senmaGAZINE.co.uk

The charity says that young people are growing up in a “toxic climate”. It is calling for improvements across a range of issues that young people reported were the biggest problems they face. The top five most important issues to young people were sexual pressures, bullying, school stress, access to counselling and unemployment.

The poll found that one third of children and young people don’t know where to turn to get help when they feel depressed or anxious while half of children and young people have been bullied.

The YoungMinds Vs campaign was launched, at an event at the House of Commons hosted by MP Paul Burstow, to coincide with the charity’s twenty-first birthday. The campaign is being backed by the Leader of the Opposition Ed Miliband and singer Frankie Sandford from the Saturdays, who both spoke at the event, along with the Minister in charge of Youth Policy Nick Hurd.

Lucie Russell, Director of Campaigns at YoungMinds said we are sitting on a “mental health time-bomb”, with young people experiencing a continuous onslaught of stress at school, bullying, sexual pressures and bleak employment prospects. “Every day we hear about the unprecedented toxic climate children and young people face in a 24/7 online culture where they can never switch off”, she said.

As part of the campaign, a young activists’ network is being formed and participants will deliver training to healthcare and childcare professionals and run local mental health task groups.

Young people will be given the opportunity to directly influence local structures and influence how mental health services are run. The campaign is also enlisting hundreds of Young Media Champions to lead media and online campaign work.

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SEN NEWS

Ofsted starts no notice behaviour inspections The Chief Inspector of Ofsted has initiated a rolling programme of unannounced visits to schools where standards of behaviour are giving cause for concern.

Sir Michael Wilshaw has vowed to tackle what he calls “a culture of casual acceptance” of low-level disruption and poor attitudes to learning which he believes is holding back too many of England’s schools.

New technology could aid social interaction in autism Interactive computer-generated characters are helping children with autism to improve their social skills and learn to interact better with people.

While many parents fear the incursions of video games and related activity into children’s leisure and learning, scientists at Heriot-Watt University are using similar virtual environments to connect with children with autism. An innovative eyetracking technology has now created real time experience of interaction between a child and a computerised character, which allows a child with autism to understand how visual signals aid understanding.

Dr Thusha Rajendran of Heriot-Watt University, Edinburgh has been working with colleagues from the University of Strathclyde on eye tracking systems that can read where a child’s eyes go and trigger the computerised character to follow the child’s gaze. This gives the impression that the character is really responding to where you look. The hope is one day to create a virtual character who will always respond to the child with autism, encouraging the kind of social interaction that is often very difficult for these children.

“Earlier studies have found that children with autism can use our interactive systems, always with the help of a carer or teacher, to help the child concentrate better and crucially learn the basics of social interaction”, says Dr Rajendran. “Our work ties in to the broader debate about children and technology by showing how it can benefit people who are currently excluded from mainstream society.”

The team is now undertaking practical research in a school environment working with New Struan School in Alloa. Eventually, they hope their technology will be commonplace equipment in the classroom. It is part of what Dr Rajendran calls “welfare technology”, a concept that has been developed in countries such as Denmark to enhance the lives of those with disabilities.

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Ofsted’s Annual Report, published in December, showed that 700,000 pupils were attending schools where behaviour needed to improve. Sir Michael said polling of parents regularly showed that good discipline and behaviour in the classroom was their number one concern – but the issue was often much further down the priority list of schools themselves.

The behaviour inspections were introduced within a week of their formal announcement. Schools are selected for the one-day unannounced visits on the basis of parental concerns as well as evidence gathered from previous inspections. “Parents want to send their children to schools where they can be confident in the knowledge that behaviour is good”, said Sir Michael.

During the visits, inspectors look at a wide range of evidence to reach a judgement on the standards of behaviour in the school. This includes assessing the culture of the school and how pupils interact with each other and with staff. Inspectors observe pupils’ behaviour in the classroom, between lessons, during breaks, at lunchtime and after school. They also speak directly to teachers and pupils to see how incidents of poor behaviour are addressed.

The behaviour inspection reports will be published on the Ofsted website and made available to parents.

If Ofsted finds that a school is effectively tackling poor behaviour, this will be made clear in the inspection findings. Where there is evidence that behaviour remains a problem, this may result in a full inspection being brought forward.

News deadline for next issue: 2/4/14 Email: editor@senmagazine.co.uk

www.senmagazine.co.uk

SEN NEWS

Communication should be a human right, say campaigners The Royal College of Speech and Language Therapists has joined an international coalition calling for worldwide decisionmakers to recognise communication as a basic human right.

The professional body for speech therapy in the UK and Ireland has teamed up with fellow speech, language and hearing organisations to launch the International Communication Project 2014 (ICP 2014). The Project aims to raise awareness of the importance of communication and the critical difference that communication professionals can make. It also aims to build speech and language therapy capacity in countries where it is sparse.

NHS blasted for autism diagnosis times A new survey suggests that the average waiting time for initial diagnosis of autism in children is five years. Conducted by autism campaigner Anna Kennedy OBE, the survey also revealed that medical professionals may only encounter between one to five children on the autism spectrum during their training.

The survey results point to a lack of autism-specific instruction for most health professionals, with training amounting to a maximum of just one day as part of a short module on child psychology. This lack of training can be very detrimental to those with autism, as early intervention and a thorough understanding of the condition are essential to providing the right kind of support.

"The petition and survey were the result of many frustrated parents, who contacted me via social media and my website, querying the waiting times and delays in autism diagnosis”, said Mrs Kennedy. “The survey received 150 responses in two days and 2000 in two weeks. And the results were very defining."

The autism campaigner also believes that the guidelines on autism set out by the NHS are unclear. At the recent launch of her petition calling for consistency in the diagnosing of autism, she called on all medical professionals to work together to overcome this problem and improve diagnosis times. “Barriers also need to be broken down between professionals and parents”, she said.

Following a meeting in February with officials from the Department of Health (DoH) and a representative from the National Institute for Health and Care Excellence, Mrs Kennedy reported that the DoH was in agreement with her regarding the inconsistency of healthcare training and autism. “What we really need is for what we are all saying at the bottom of the system, and what people at the top are realising, to filter through to those actually carrying out diagnoses”, she said. www.senmaGAZINE.co.uk

ICP 2014’s Universal Declaration of Communication Rights is a petition that outlines the debilitating effects of communication disorders and pledges public support for the millions of people worldwide who experience them.

In the United Kingdom, speech, language and communication needs are the most common type of need among students in the English SEN system in state-funded primary schools. In the United States, around 40 million people are estimated to have communication disorders.

Campaigners are planning a range of activities and events to raise the profile and status of communication disorders and disability with international health bodies and policy makers.

In a joint statement, the founding ICP countries emphasised that they are committed to having ICP 2014 cast a light on the importance of communication health to quality of life. They are also encouraging countries from across the globe to participate in the Project.

ICP 2014 is a collaboration between professional organisations for speech and language therapists in the United States, Canada, Ireland, New Zealand and Australia.

For more information, visit: www.communication2014.com

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SEN NEWS

GCSE improvement for deaf children Figures issued by the Department for Education in January show that GCSE attainment levels for deaf young people in England have improved. In 2013, 43 per cent of deaf young people achieved five GCSEs (including English and maths) at grades A* to C, compared to 37 per cent of deaf children in 2012.

However, 57 per cent of deaf children are still failing to achieve the Government’s expected benchmark of five GCSEs at grade A* - C, compared to just 30 per cent of children with no identified special educational need.

Help for parents on developmental delay A new guide to help parents worried about their child’s development, or who have been told their child has developmental delay, has been published by the charity Contact a Family.

The booklet, Developmental Delay, includes a pull-out poster to help parents recognise key skills most children develop between birth and five years of age, and to encourage them to consult their health visitor or GP if they are concerned their child isn’t reaching these developmental milestones. The charity also hopes that the poster will be displayed in GP surgery waiting rooms and early years settings and clinics.

The guide contains information on what parents can do if they think their child has developmental delay, how a child is assessed for developmental delay, support available to parents, and tips from other parents.

The charity’s Head of Advice and Information, Anne Brook, believes it can be difficult for health professionals to identify what is causing a child to have developmental delay or predict how it will affect a child once they are older. “Some families can wait for years for a diagnosis for their child. Some will never get a diagnosis and others will be diagnosed with a rare condition”, she says. “Parents can be left feeling isolated and alone and find it difficult to get support for their child. Parents can become impatient with doctors and other health professionals if they don’t understand why it is taking a long time for them to get a diagnosis for their child.”

Developmental Delay is the latest publication in the charity’s About Diagnosis Series, which also includes Living with a rare condition and Living without a diagnosis. Guides in the series are free to download from: www.cafamily.org.uk SENISSUE69

While welcoming the rise in GCSE pass rates, Danni Manzi of the National Deaf Children’s Society expressed concern at the continuing attainment gap between deaf children and those without a hearing impairment. “Deaf children are still underachieving compared to other children throughout their education, despite the fact that deafness is not a learning disability. There is no reason that deaf young people shouldn’t achieve the same GCSE results as their peers. More needs to be done to address this issue urgently before longer term and lasting damage is done”, she said.

Do teaching assistants make a difference?

Teaching assistants feel they have a positive effect on children displaying challenging behaviour, and believe that without their support many of these children would be excluded from mainstream school.

This is the finding of a study on the role of teaching assistants (TAs) in primary schools, conducted by Dr Gemma Handelsman for Hertfordshire County Council and presented at the British Psychological Society’s Division of Educational and Child Psychology annual professional event in January. The research aimed to gather the views of TAs regarding their role in supporting children displaying challenging behaviour and identify factors that help and hinder TAs in this role.

“The number of TAs in mainstream schools has almost tripled over the last decade and the number of children displaying challenging behaviour included in these schools has also increased significantly. Consequently more TAs are used to support these children, but little research has explored this aspect of their role”, said Dr Handelsman.

The new research, which used group interviews and an online questionnaire, suggests that many TAs are positive about their impact on children's development, their inclusion in school and their relationship with individual children. TAs say they listen to the children and help them identify their strengths. However, they were less certain about their long term impact. The findings further suggest that TAs would benefit from more opportunities to develop their understanding of children’s behaviour, and national and local SEN processes, through training and support. www.senmagazine.co.uk

SEN NEWS

Dress Up and Dance for cancer

Toddlerlab to join ASD study Researchers studying the early development of autism and other behavioural conditions at Birkbeck, University of London’s “Babylab” are to be supported by colleagues at a new laboratory designed to study toddlers.

Research at the £3.7m Wohl Wolfson Toddlerlab will aim to increase the understanding of developmental disorders, potentially generating a programme of interventions for people with autism.

To date, Babylab scientists have lowered the age at which differences in brain development can be detected to just six to eight months. Researchers place passive sensors on babies’ scalps to register brain activity, while babies engage in games and other everyday behaviours. However, current facilities are not designed to study toddlers, who require more space as they carry out various daily activities, including walking and playing.

Using wireless technologies, the new lab will enable the advanced study of brain development for children from 18 months to three or four years in an environment simulating familiar surroundings for toddlers. Studying brain activity during sleep will also be possible, thereby providing data about how sleep impacts on child development.

Professor Mark Johnson, Founder and Head of Babylab’s Centre for Brain and Cognitive Development, is leading the development of the Wohl Wolfson lab. “The more we understand the early signs of autism, and how they unfold into the full syndrome over the first years of life, the better we can target support services and help children and their families. The research conducted at the Toddlerlab promises to change the lives of people with autism”, he said.

Returning to schools and nurseries across the UK on Friday 20 June, Dress Up and Dance is a national fundraising initiative and awareness campaign from Macmillan Cancer Support. The dance event, which asks children to don dancewear in return for a £2 donation to the charity, raised over £92,000 in 2013, with more than 900 schools taking part.

Once registered, schools receive a Dress Up and Dance toolkit which includes fun and educational activities to ensure that the event ties in with the National Curriculum and Early Years Foundation Stage. The toolkit includes teaching materials and activities to help plan a dance event, as well as a DVD featuring Strictly Come Dancing star Lisa Riley. On the day, children are invited to follow the dance moves on the DVD to create a simple dance number.

“Dance is a fantastic way to connect with primary school children, and is such an accessible way to ensure that children of all ages engage with fundraising to support those affected by cancer”, says Lynda Thomas, Director of Fundraising at Macmillan.

All the money raised will go towards the charity’s work providing medical, financial, practical and emotional support to the two million people currently living with cancer in the UK. For more information on Dress Up and Dance or to register, visit: www.macmillan.org.uk/dressup

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

www.senmagazine.co.uk

The new lab is due to open in spring 2016. www.senmaGAZINE.co.uk

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WILLS AND TRUST

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AUTISM CONFERENCE

www.senmagazine.co.uk

CONFERENCES/TRAINING

SEN LAW

SCERTS

Day1-2 Introduction & Day 3 Formal Assessment/Advanced to the SCERTS

Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

———————

2 or 3 DAY TRAINING COURSE 23-25th June 2014 £350 Day 3 only. 25th June £145 ———————

Course Led by

Emily Rubin MS, CCC-SLP Director This training is most appropriate for: Educators, therapists, administrators, paraprofessionals, & families Includes am/pm refreshments, light lunch.

Autism Independent UK (SFTAH) 199-203 Blandford Ave. Kettering, Northants. NN16 9AT. Tel./Fax: 01536 523274 autism@autismuk.com Book on-line: www.autismuk.com

www.senmagazine.co.uk

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WHAT’S NEW?

What’s new?

Building Families that Last

B Squared release iPad app

Many children wait in the care system for a family that can offer them the love and commitment they need. With help from Families that Last, you can become that family.

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.

Adopters come from all walks of life. Families that Last are interested in your ability to look after children and they promise to be with you every step of the way, supporting families throughout their lives. Families that Last build and support families to change the lives of children through adoption.

For more information, call: 0300 456 2656 or visit: www.familiesthatlast.org.uk

The Interactive Jungle 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

Autism Anglia Alert Card This Card is available free to anyone with a diagnosis of autism and is designed to give peace of mind when you are out and about. The card can be displayed if you or your child cannot easily give an explanation about autism and it has space for two emergency contact numbers.

Supported in East Anglia by Essex Police and by Suffolk and Norfolk Constabularies, Bedfordshire Police and Cambridgeshire and Hertfordshire Constabularies, the cards carry the Police logos so they are easily recognisable to the emergency services.

Call: 01206 577678 or download an application form at: www.autism-anglia.org.uk/alert_card SENISSUE69

The app is available to customers using Connecting Steps V4 on the hosted service (where the company look after your data for you). The app can be downloaded from the Apple app store. For those interested in trialling the software, there is a demo available.

For more information, contact B Squared on: 0845 4660 141 or email: info@bsquared.co.uk www.bsquared.co.uk

Challenge yourself to lead and mentor young people NCS With The Challenge is looking for youth and community mentors and leaders, with a salary of up to £1760 per threeweek summer programme (located in London, Surrey, West Midlands and the North West).

Dedicated individuals, with an interest in working with young people to strengthen their communities, are wanted to work both residentially and in the local community. A single programme includes outdoor activities, skill development and community service. Paid positions are available for people at every level of experience. Positions last from two to 14 weeks. Applications are now open.

To apply online, visit: www.ncsthechallenge.org/jobs

SEN conference on Atypical Developmental Pathways SEN Professionals are invited to a prestigious international conference to be held at Great Ormond Street Hospital/UCL Institute of Child Health, London over five days in May. Also available to be viewed on-line until September, it will focus on children’s learning, behaviour and emotional adaptation in a range of conditions such as: early stressful environments, poor nutrition, epilepsy, traumatic brain injury, dyslexia, dyscalculia, dyspraxia, autism, ADHD, memory difficulties, language impairments and the powerful effects of early interventions.

Registration details and free lectures from previous conferences are available to view at: www.ucl.ac.uk/neuropsych www.senmagazine.co.uk

WHAT’S NEW?

Freedom fundraiser for Ashton Leicestershire based specialist care provider Freedom Care is currently raising money for a little boy called Ashton King. Ashton has cerebral palsy and has recently undergone some major operations.

Freedom Care hopes to raise £4000 which will buy Ashton a new wheelchair, as he has outgrown his old one.

Leonie McCubbin, Freedom Care’s Charity Co-ordinator, said, “We have many events planned for the next few months, with a 16K run organised for the 25th February; most of our staff members and some residents are taking part.”

For more information, go to: www.freedomcare.org or to donate: www.gofundme.com/399hik

Douglas Silas named Education Lawyer of the Year in England Douglas Silas Solicitors, the nationally acclaimed experts specialising exclusively in SEN, have announced that Douglas has been recognised once more after winning the category Education Lawyer of the Year in England in the prestigious Corporate International Magazine Global Awards 2014.

Douglas says: "I was delighted and very touched to learn that what I do – helping parents successfully navigate through the SEN maze – has again been acknowledged.

Helping people get the right outcome for children with SEN is rewarding in itself, but being internationally recognised for it now is even better.”

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

Communication: The Key to Success autism conference

Henshaws College to open new autism centre

Taking place on Friday 20 June 2014 at Edge Hill University, Ormskirk, Lancashire, this conference is being organised as a collaborative venture between Belle Vue House Assessment Centre and Edge Hill University. The Keynote speaker will be Professor Temple Grandin, probably the world’s most wellknown and accomplished adult with autism. Other keynote speakers will be Dr Peter Vermeulen and Saskia Baron.

A new autism centre at Henshaws College, due to be completed by January 2015, will provide a structured and supportive College environment for learners with autistic spectrum conditions (ASC).

The deadline for abstracts is Friday 28 March. For information, email: keytosuccess@edgehill.ac.uk

Robert Jones, Head of Education said: “We are delighted to build on our expertise in visual impairment and disabilities to offer a new specialist approach for learners with ASC.”

Early bird discounts are available for bookings made by 31 March: £160.00 or £55.00 for people with ASD and their parents. Book online at: edgehill.ac.uk/health/autism

Room to grow at Gretton Gretton School is a rapidly growing and developing independent residential special school for children with high functioning autism and Asperger’s syndrome. It is now registered for 72 children.

The School is committed to helping students achieve their full potential and, following its successful school play, has two students completing LAMDA qualifications.

Specially trained staff will deliver the support, structure and approach required to meet the unique needs of young people with autism. Education and residential facilities will be carefully tailored to create an autism friendly environment where students can participate successfully in college life.

www.henshaws.ac.uk

Eye Gaze offers independence at Hereward Hereward College is using Eye Gaze, advanced assistive technology, to enable students with severely impaired movement to independently access and control computers. A small in-built camera locks on to the user’s eyes and tracks their movements, which in turn act as a computer mouse.

This innovation is being used to support Hereward students and those utilising its respite care service.

It also has a school football team that, through hard work, training and developing teamwork, has been successful.

Pupils take an active part in the School’s development and Gretton is now developing the outside of the School and creating an Astroturf pitch.

“The rewards aren’t just limited to increased functional independence; there are emotional benefits too. They are free to make their own decisions and action them without the help of others”, says ACCESS Centre Manager Paul Doyle.

www.grettonschool.com

For more information, call: 024 7646 1231 or visit: www.hereward.ac.uk

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WHAT’S NEW?

Free autism and SEN events in London Taking place on 1 April and aimed at parents and carers, Practical Guidance on the Challenges of Autism will be hosted by the Hesley Group with speakers John Clements – renowned author, TCI consultant Angela Stanton-Greenwood and parents of a person with autism, Cathy and Martin Billett.

Specifically aimed at professionals, The Changing Landscape of Special Educational Needs – Complex Challenges and Creative solutions takes place on 2 April.

Speakers Barry Carpenter and Angela Stanton-Greenwood will talk about responding positively to recent and ongoing change affecting children with disabilities, learning difficulties and complex needs.

For information and online bookings, visit: www.hesleygroup.co.uk/events/london

Autism’s Got Talent is back Autism’s Got Talent, the live stage show that showcases the performance skills of young people on the autism spectrum, will return to London’s Mermaid Theatre on Saturday 10 May 2014.

Organised by autism campaigner Anna Kennedy OBE, the founder of Hillingdon Manor School, Autism’s Got Talent is a celebration of the creative endeavour of people with autism and their drive to do the things they love, whatever the odds.

Could you foster a child with disabilities?

Hampshire County Council is looking for part-time foster carers to help disabled children and their families by offering them a short break.

If you can commit a weekend every month (plus the odd overnight here and there) and feel you could help a child or teenager enjoy a break, Hampshire County Council can offer training, allowances and support.

If you’ve thought about fostering before, or are just learning about it for the first time, there’s never been a more important time to foster.

To find out more, call: 0845 6035620 or visit: www.hants.gov.uk/fostering

Medpage unveils new epileptic seizure alarm Medpage Limited recently launched the Medpage MP5 ULTRA, an advanced epileptic seizure alarm. The new alarm utilises new sensor technology combined with sophisticated software that reliably detects epileptic seizures, including complex seizures with limited convulsive activity.

The show is supported by Pineapple Arts and tickets are available now from Lisa Robins on: 01895 619734 or: lisa. robins@thevines.org.uk

The monitor was subjected to extensive field trials producing very positive case studies. The ULTRA can send an alarm when seizures are detected to the two alarm pagers supplied. Additionally, the ULTRA can be connected directly to a nurse call system or a community type alarm.

For more information, visit: annakennedyonline.com

Further details are available from Medpage Limited. Tel: 01536 264 869 or visit: www.easylinkuk.co.uk/page70.html

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 multi-touch ability.

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

Tel: 01283 551551 or visit: www.integrex.co.uk SENISSUE69

Mencap free wills and trusts events Mencap’s free wills and trusts information events are back, with 40 seminars being held around England, Wales and Northern Ireland from March to November 2014.

Many parents worry about how their child with a learning disability will manage his/her financial affairs when they are no longer around. These free two-hour seminars offer vital, specialist legal advice and give families and carers a much needed opportunity to get answers to those difficult questions that often make the process seem so daunting.

“It's a must - very, very helpful and explained the minefield of trusts superbly”, said one seminar attendee.

For more information, visit: www.mencap.org.uk/pffe www.senmagazine.co.uk

WHAT’S NEW?

Free “how to” guides to supporting a visually impaired student New College Worcester, a national school and college for students who are visually impaired, has launched a series of video guides on “how to” support visually impaired students in mainstream lessons. Subjects include, how to create a tactile diagram, how to light a Bunsen burner, how to plot a graph, how to use a light probe and how to use drawing film.

The college also provides free outreach open days throughout the year covering a range of subjects, including maths, PE, music, IT, geography, science and many more.

For dates and details or to the watch the videos, go to: www.newcollegeworcester.co.uk

New Oxfordshire autism centre Set for launch in September 2014, LVS Oxford is a new centre in Oxfordshire for young people aged 11 to 19 years who have a diagnosis on the autism spectrum.

Based on the model of the successful school LVS Hassocks, West Sussex, LVS Oxford will operate using the same methods and approach and will cater for SEN students providing day and weekly residential care.

The school aims to provide a unique, positive education for young people on the autism spectrum through combined learning methods, real work and employability skills to prepare students to reach their full potential when they leave the school aged 19. www.lvs-oxford.org.uk

The Autism Show ticket office is now open The Autism Show, the national event for autism, is for the growing community of parents, carers and professionals who live and work with autism on a daily basis.

Visit the event in London or Manchester to hear leading professionals discuss the latest news and research, discover hundreds of specialist products and services, access free one-to-one specialist advice clinics, explore the Sensory and Calm Rooms, be inspired by performances in Autism's Got Talent and listen to adults on the spectrum speak about what it means to live with the condition.

Book now and save 20 per cent off your ticket price at: www.autismshow.co.uk

RNIB Pears Centre’s high health service achieves full CQC compliance RNIB Pears Centre for Specialist Learning in Coventry, which now provides nursing care for children with high health and medical needs who require long-term ventilation or who have complex health requirements, recently had its first unannounced Care Quality Commission (CQC) inspection.

The CQC found that all six standards they inspected were fully compliant: Respecting and involving people who use services; Care and welfare of people who use services; Cooperating with other providers; Safeguarding people who use services from abuse; Supporting workers; Assessing and monitoring the quality of service provision. www.rnib.org.uk/pearscentre

School space designers Petrow Harley are landscape architects who have successfully worked with SEN Schools since 1994. They create school grounds that welcome, engage and are accessible by all. These are environments which enable teachers to feel confident in delivering the curriculum, and within which students are engaged.

Based on the conviction that all pupils learn best when they enjoy what they do, Petrow Harley schemes aim to allow pupils to develop in a way and at a pace that is appropriate to them.

New sensory catalogue from Rompa Rompa have just released their Spring/Summer 2014 catalogue. It includes Rompa’s normal range of high quality sensory products with exciting new additions specially picked by their experienced product team.

From Cardio Walls, which are fun, interactive and good exercise, to new sensory profile packs designed to offer economic sensory solutions in the classroom or at home, there are thousands of products to match any budget.

For the full list of new products, visit: www.rompa.com/new-products where you can also request a new catalogue at the bottom of the same page.

Free consultations and impartial professional advice are available by calling: 020 8949 0803 or emailing: mail@petrow-harley.com www.senmagazine.co.uk

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WHAT’S NEW?

Anniversary discounts from Sensory Technology Sensory Technology, a dynamic multisensory company, is now in its tenth year of business.

To celebrate its success, the company is saying a big thank you to all its customers with a fitting ten per cent discount across all product ranges, including products unique to Sensory Technology, on its newly launched online shop. If you spend a minimum of £100 (ex. VAT) you get ten per cent discount and free carriage. A VAT exempt checkout process is also available.

Visit the Sensory Technology website to buy multi-sensory products online: www.senteqdirect.co.uk

Textured Touch Tags for a calming experience Eden Learning Spaces is the UK’s first education-specialist provider of soft seating, specifically designed to inspire a love of learning. Their Sensory Touch Tags Bean Bag from their SEN range features a giant floor cushion shape, trimmed with multiple textured tags that provides a tactile sensation for children of all ages.

This useful learning aid and comfy seat encourages a calming sensory experience by providing a controlled outlet for fidgeting or restlessness without being disruptive. This can help to promote inclusive and accessible learning to be enjoyed by everyone. The wipe-clean, durable polyester fabric makes this product suitable for outdoor use.

Visit: www.EdenLearningSpaces.co.uk, call: 01670 591 916 or email: enquiries@EdenLearningSpaces.co.uk

Reviewing Your School (Special Education) An introduction to inspection skills training for senior leaders and aspiring senior leaders, this four-day programme (undertaken in two-day sessions) has proven success in enhancing individual professional development and supporting whole organisation or department improvement.

New Total Sensory website and catalogue Total Sensory have launched a new website with a gallery of sensory and safety padded rooms to help give you inspiration for your sensory room.

The company have also introduced new discounted sensory room packages and a range of sensory garden equipment.

New products include musii – a fascinating mobile interactive music system. Also available are the new pea pods, tactile feet, sound eggs, sensory dens, swings, musical footnotes, metallic and mirror pebbles, tactile balls, theraputty, tactile cushions and aprons, sensory smell games, fiesta ceiling panels, wall panels and tactile books.

For a free catalogue, call: 01702 542231 or go to: www.totalsensory.co.uk

Artsbox: a new free digital portfolio space for Arts Award Artsbox is a new digital platform and app for children and young people working towards one of Arts Award’s unique qualifications, which develop creativity, communication and leadership skills.

Artsbox is fun and designed for young people to create their Arts Award portfolio online, connect to other arts opportunities, and to share work with their Arts Award adviser and friends.

Arts Award is open to all abilities and is available at five levels, four of which are accredited. To find out more about Arts Award and Artsbox, visit: www.artsaward.org.uk/artsbox

From Mandela to Nigella with Easy News National disability charity United Response has produced the seventh edition of Easy News – the first ever newspaper designed specifically for people with learning disabilities.

Through a variety of practical and challenging training activities, led by experienced school inspectors and SEN experts, delegates can develop a thorough understanding of the purpose and nature of the inspection process for special education. The course is supported by professionally filmed Lessons in Observation: Special Education DVDs.

Featuring simple language and visual cues, this edition gives readers a news roundup which includes stories on Nelson Mandela, Nigella Lawson, the Winter Olympics, food banks and more.

For further information, please contact: learning@tribalgroup.com

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

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WHAT'S NEW

PLAY

Interim managers for SEN schools Veredus is one of the leading providers of senior level interim managers into SEN schools and other alternative provisions. The company has a successful track record of assisting clients in meeting and overcoming current challenges while delivering successful outcomes.

Veredus provide interim managers to support in SEN settings that are going through significant change by covering vacant senior roles pending permanent appointments, managing change programmes and projects including amalgamations, and providing coaching and mentoring to improve the performance of existing teams.

For an informal, no obligation consultation, contact Paul Horgan on: 020 7932 4233. www.veredus.co.uk

A Voice for education professionals Voice is the union for education professionals. Its network of national, regional and local officers provides advice, support and representation to its members – teachers, teaching assistants, learning support assistants, headteachers and other members of the education and early years team across the UK. Voice does not strike or take other forms of industrial action because it believes in the power of negotiation. The union says its core value is that the force of argument – not the argument of force – is the best way to protect both the interests of its professional members and the children and students in their care. www.voicetheunion.org.uk

Get the most from your Soundbeam 2 PlayAble is a new play-along CD to encourage music making using Soundbeam 2.

Created by MusicSpace in response to requests from teachers who wanted to know how to make more use of their Soundbeam 2, PlayAble is a collection of 12 tracks created by music therapists. Each track acts as backing music for the Soundbeam and lasts for five minutes.

Sleeve notes describe each track’s musical style and suggest which beam or switches work best.

For more information and to listen to song extracts, visit: www.musicspace.org www.senmagazine.co.uk

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point of view

Point of view: parent

Don’t waste Emily’s life Jackie Horne fears that all the progress her daughter has made at school is about to be thrown away

M

y daughter Emily is 14.

She was diagnosed with Di-George syndrome (chromosome 22 deletion) at the age of three. She suffers with extreme anxiety, obsessive compulsive disorder (OCD) and attention deficit hyperactivity disorder (ADHD), and she displays autistic traits.

Emily has had a statement of SEN from the age of three and she remained in mainstream education with one-toone support until she was ten. At the end of Year 5, Emily transferred to a specialist educational provision. I have been nothing but pleased with Emily’s education to date. The expertise, hard work and dedication of all the staff have increased Emily’s independence, selfesteem and confidence and reduced her anxieties.

She has been provided with a varied range of experiences and has blossomed. However, I fear that this is about to change. Having attended Emily’s Year 10 review and researched post 16-provision for her it seems her options are extremely limited, to say the least. Emily will not be able to stay at the setting she is currently thriving in, as its post-16 provision is for the neediest young people who are unable to access any other courses. This provision is, of course, essential for these young people.

However, young people like Emily, who are able to access outside providers, have been left with minimal options. It seems that the most likely provision for Emily will be the local college, which runs a foundation learning course. This SENISSUE69

is only for three days a week, though, while those in specialist settings are entitled to five days a week in education.

I enquired about what provision Emily could expect for the other two days, wondering if a work placement or social integration activities would be made available, but apparently they will not. I was utterly horrified and disbelieving. In fact, most parents in this situation have to change their working

Emily is being made to fit the mould of an “average” young person, but this is simply not appropriate

arrangements. Apart from the obvious financial implications, I wonder how on earth it will help Emily to continue to make progress in the world, a world that is already a daily struggle for her to comprehend. Maybe it is appropriate for her to be in college for three days but it certainly is not appropriate for her to be cast aside and have no provision made for her for the other two days a week.

It seems that someone, somewhere has decided that, rather than helping her to gain valuable, transferrable life skills and work experience, it is more appropriate for her to remain at home with a parent, becoming dependent

and losing confidence and self-esteem.

Should all the hard work, dedication and perseverance of both Emily and her teachers, to develop her independence and confidence, be allowed just to slip away? These are qualities and skills that have taken years to nurture, but they will be lost in a very short period of time and I fear the damage done will be irreversible.

Emily is being made to fit the mould of an “average” young person, but this is simply not appropriate for her. The attributes that most children without SEN achieve independently – such as gaining work experience and independence – Emily cannot develop without the right support. It is as if Emily simply doesn’t matter for two days a week.

I decided to enlist the help of my MP and the local press to try to ensure that young people like Emily are given the best opportunities in their lives, and I organised an online petition to this end; within the space of a week it had attracted a thousand signatures and comments from others experiencing the same problems.

Emily and the many other young people in her position should be given every chance to get the support they need (and deserve) for transition to the adult world. With this support, I believe Emily has every chance of employment and independence. Without it, I fear she will very quickly lose valuable skills and all the progress she has made at school will be wasted.

www.senmagazine.co.uk

point of view

Point of view: parent

Autism: what works?

A mother shares some of the ideas that have helped her support her autistic children over the years

I

’ve been battling away in the trenches of this autism game for ten years now, so although I hate people being know-it-alls, especially when every autistic child is so different from every other one, I feel that I have picked up a few things along the way that just might be of interest.

I think that there is a lot of hocuspocus and nonsense talked in the autism world, much of it in order to fill a vacuum; autism is a condition that affects upwards of one per cent of children, but for which there is no medical test, no cure and no definitively-known cause.

This is my take on what has worked for my boys, who both have learning difficulties in addition to their autism.

I know feelings run high on some of these interventions, but here is what I’ve found, after many years of wearily trying virtually every intervention that came into view.

have to have some down time. Bingo!

The trampolines give them exercise without me having to leave the house.

Swimming: my boys love to go swimming. Sometimes it is hard to up sticks and take them to the pool in the evenings after school or at weekends, but it’s worth it for their sheer delight in swimming, and for the better night’s sleep they (and I) get as a result.

I don’t let my children get away with bad behaviour just because they are autistic

What has worked to help my autistic boys?

Fish Oil: though I can’t prove it, I think that good quality, high-concentrate fish oil has helped my sons with their hyperactivity and concentration.

Applied behaviour analysis (ABA): I had to fight to get it and there’s a lot of uninformed prejudice around, but I honestly believe that my boys wouldn’t be talking, would still be aggressive, and would be almost completely unsocialised if it weren’t for the common sense, kindness and disciplined approach of our ABA team.

Boundaries: I don’t let my children get away with bad behaviour just because they are autistic. They’re still children and, as far as possible, I try and make sure they behave properly. Hitting, in particular, is a complete no-no for me.

ABA helped here a lot.

Trampolines: both indoor and outdoor trampolines worked for us. My boys have excess energy to work off and I www.senmaGAZINE.co.uk

Love, and hugs: lots of hugs and rolling around playing tickling games worked for us. I know that I am lucky, though, as both my children are loving, smiley

and tactile. I know it’s not the same for everyone.

Melatonin: I wouldn’t have slept for ten years without a small dose of this at bedtime for both my boys.

Mainstream inclusion: where done well, with a learning support assistant who has been properly trained (for example in ABA), inclusion can be brilliant. It worked for my boys for the first three years, after which they needed to be in a specialist school.

Being easy on myself: it’s so important to take a break now and again so that you don’t burn out. I see it as being a bit like the advice you get on planes: in the event of an emergency, make sure your own oxygen mask is on first or you’ll be no use to your kids.

Acceptance: I find now that I am no longer on a manic hunt for a cure. I accept that I can alleviate the effects of my boys’ autism, but I can’t eradicate it. With acceptance comes calm.

Further information The author, who is the mother of two boys with autism, has asked to remain anonymous.

What's your point of view?

Email: editor@senmagazine.co.uk

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tourette's syndrome

“But Miss, I’ve got Tourette’s!”

Ruth Wadman and Georgina Jackson discuss the problems pupils with Tourette’s face in the classroom and what schools can do to help

T

ourette’s syndrome (TS) is

time they are 18 and only ten per cent

an inherited neurological

of people with TS have coprolalia.

condition

involving

Some individuals with TS do have

involuntary movements and

symptoms that are disabling and that

vocalisations, “tics”, which persist for

affect their education, social lives and

a year or more. As many as one school

economic prospects. However, milder

child in every hundred will have TS and

symptoms often go unnoticed but

boys are three to four times more likely

still can have a detrimental impact on

to have TS than girls. Many will have

learning and relationships in school.

Young people report a reduction in tics when they take part in exercise or a pastime they enjoy

only mild symptoms and may not have

Our research, in partnership with

that TS is a complex condition that

received a diagnosis. You may not think

the national charity Tourettes Action

can be difficult to understand, and that

you have met a young person with TS,

and funded by the Big Lottery Fund,

schools can play a key role in helping

but you probably have.

has examined the personal, social and

students with this condition.

The popular portrayal of adults

educational impact of TS. Students with

with TS uttering obscene or socially

TS, parents and school staff shared their

“A few of my teachers don’t really

inappropriate words and phrases

experiences and insights by taking part

understand it. They don’t really know

(known as coprolalia) is unhelpful and

in detailed interviews. We present some

what tics I have, and some of them are

misleading. Many children with TS find

key findings from the research in this

like ‘stop it’ and I’m like ‘it’s a tic and I

their tics lessen or disappear by the

article. Crucially, our research has shown

can’t help it’”. 11-year-old

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tourette's syndrome

Tics Tics are sudden, rapid and uncontrollable sounds and movements. Tics can be simple, such as blinking, head jerking or coughing. Even simple tics are tiring and can cause damage to joints or self-injury.

Tourette’s does not affect IQ and is not a learning disability, but it can present barriers to learning

the experiences of students with TS in secondary school. The majority of young people we interviewed reported having difficulties concentrating in school.

“When the tics are really bad I can’t really concentrate on the work; I have

More complex tics, such as jumping and

to concentrate on keeping the tics in”.

twirling, can seem purposeful but they are not. Complex vocal tics can involve

of day. Some students will have more

uttering whole phrases that appear to be

tics at home than they have at school.

directed at others. These can be hugely

Young people also report a reduction

Negative experiences with a small

embarrassing for the individual and it

in tics when they take part in exercise

number of staff were, unfortunately,

is important to remember that these

or a pastime they enjoy such as

also a common experience. Students

utterances are not intentional.

playing music.

with forceful vocal tics can be seen as

13-year-old.

The changeable nature of tics

disruptive and may be told off or asked

“One of his tics was a racially offensive

can be confusing. It is important to

to stop tics. Young people do not find

word. He didn’t even know he was

understand exactly how TS affects the

this helpful.

saying it, and he certainly didn’t want

individual student.

to be saying it”. Mother

“He’s a clever boy and sometimes he is

Associated features

not able to produce very much at all but

People with TS can feel an irresistible

Most people with TS will have, or

then other times he can do very well.

urge to tic, like the urge to scratch

may develop, other conditions. Some

Unfortunately we’ve had a few incidents

an itch.

students with TS will have one or two

with teachers telling him to stop ticcing

other diagnosed conditions, most

or to ‘shut up’”. SENCO

“The feeling before the tic, it’s like a

commonly attention deficit hyperactivity

sneeze ‘cause you can’t really hold it

disorder

obsessive

TS can affect students in many

back”. 16-year-old

compulsive disorder (OCD), but also

different ways. Classwork, homework

(ADHD)

or

autistic spectrum disorder (ASD). Other

and examinations can all be adversely

However children, especially younger

problems associated with TS include

affected by tics. For example, hand

children, may not be aware of having

anxiety, self-injury, sleep disturbances

or eye tics can interfere with writing,

these feelings. Some young people

and outbursts of anger. Therefore, a

making it hard to complete work on time.

can hold back their tics for a period

young person with TS may have a

of time, but this is very effortful and

cocktail of symptoms.

“She just couldn’t control the tics to do the homework… so we’d sit for three

feels uncomfortable.

Tics wax and wane; they can change

“Teachers don’t understand the link

hours just to do a thirty minute piece of

in type, frequency and severity. They can

between Tourette’s and all these other

homework”. Mother

get worse for a few weeks and then get

things – obsessive-compulsive stuff,

better. Different tics can come and go

attention issues and anger issues. They

Some young people with TS will need

for no reason.

don’t grasp the connection and it’s a big

support for learning. However, simply

connection”. 16-year-old

improving awareness and understanding

“He tries to control his tics, but he can

of the condition in school can really help

just get up one day and have a whole

Tourette’s in school

new different tic – so he has to start all

TS does not affect IQ and is not a

over again”. Mother

learning disability, but it can present

Friends and peers

barriers to learning. Tics tend to

Most young people will have a good

Tics can be affected by periods of stress

become most severe between the

group of friends who understand TS

or stressful events. Many individuals

ages of ten and 12, so the transition

and this group can help buffer against

report that their tics are different in

into secondary education is a potentially

different settings or at different times

difficult time. Our research focused on

other social difficulties such as teasing. >>

www.senmaGAZINE.co.uk

a student with TS to cope.

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tourette's syndrome

“He has some good friends, but when it

parents were thinking is he ever going

comes to his peer group, they see him

to be able to work, so work experience

as a bit of a target because he stands

gave them a bit of hope”. SENCO

out”. Father

In the classroom: • refrain from commenting on or responding visibly to tics whenever practical

How to help

• do not ask a student with TS

Students with TS are vulnerable to

TS is a complex condition and can affect

ridicule, bullying and social exclusion

young people in many different ways.

but our research indicates that often this

Often, TS can affect students in ways that

behaviour management in light

goes on unnoticed in schools.

are not particularly noticeable in school.

of the extent to which certain

Young people with TS also report

not to tic • consider appropriate

behaviours are not in the

having to deal with feelings of anxiety

“On the surface you wouldn’t think

or feelings of anger in school, and these

there was anything different about him;

can also affect their relationships with

he’s good at hiding it. But I’ve learnt that

others. Some students with TS may

it’s more than just tics and there is a lot

need social and/or emotional support

of stuff going on in his head. So he may

in school.

not always be fully engaged”. Teacher

student’s control • allow the student time out of lessons and a safe place to release tics, if needed • be alert to potential mimicking, teasing and bullying • be aware of any behavioural

“He does get comments from other

Schools can find it difficult to understand

treatments or medication

students and I know that they do

which behaviours are involuntary tics

the student receives so that

mimic his noises, his tics – and that is

and what may be more purposeful

you can take account of any

something that we try to work with a lot

behaviours.

side effects and support the

now.” Head of Year

management strategies they “He sometimes makes animal sounds

Schools can find it difficult to understand which behaviours are involuntary tics and what may be more purposeful behaviours

in lessons and then he gets in trouble.

I need to explain that his noises are involuntary – he can’t help what he is doing”. Mother Establishing good communication with the young person and the family can help schools to better support the student with TS: • ask the student and the family about how TS affects him/her

Future prospects Young people with TS worry about what

and how you can help • find out what helped the

will happen in the future, particularly

student in his/her last school.

about their employment prospects.

Looking at how tics have been managed in the past can

“I don’t want to be grown-up and

provide useful ideas about

still have Tourette’s ‘cause I’m scared

supporting the student

that’ll stop me from getting a job or something”. 14-year-old

• it may be helpful to observe the student during the school day as tics can worsen in

Positive work-related experiences in school can be very beneficial to young people with TS and their families.

certain settings • tics get worse when students are anxious, so good communication is crucial to

“He had work experience and it went

explore concerns and create a

really, really well. I think that him and his

sense of safety.

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have been taught.

Further information Professor Georgina Jackson, lead investigator on the study discussed above, is Professor of Cognitive Neuropsychology, Division of Psychiatry and Applied Psychology, University of Nottingham. Dr Ruth Wadman, a Research Fellow in the department, carried out the research in schools and with families and young people: www.nottingham.ac.uk

Advice and information on Tourette’s syndrome for teachers and parents is available from the charity Tourettes Action: www.tourettes-action.org.uk/

www.senmagazine.co.uk

EPILEPSY

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UNIONS

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ADHD

What teachers need to know about ADHD Often controversial, it divides opinion like few conditions can. Here Geoff Kewley and Neil Rutterford examine the facts, the fiction and the way forward for ADHD management in school

I

n the past 15 years, there has been

of all children. This means that there is

a greatly increased recognition

typically at least one child with ADHD

that attention deficit hyperactivity

in every class. The condition frequently

disorder (ADHD) is a valid and

persists through school years and

There is a wide spectrum of classroom difficulties that can be attributed to ADHD

neurodevelopmental

into adulthood from preschool years.

condition that causes challenges to

ADHD often runs in families. It is more

those in education, both in terms of

commonly recognised in males, although

the symptoms displayed within the

girls are significantly under-recognised

classroom and the specific issues in

and tend to be more inattentive and

assessment and management.

less hyperactive generally. ADHD is

ADHD. Some children with ADHD are

important

ADHD is a complex neurobiological

a progressive and often disabling

excessively verbally, physically and

disorder of self-control, characterised

condition which, if untreated, creates a

sometimes emotionally impulsive.

by developmentally inappropriate

vulnerability to significant educational,

They are unable to give thought to

inattention, and/or hyperactivity and/or

social, psychiatric and youth justice

the outcome of their actions, words

impulsiveness, which causes significant

difficulties. However, such problems can

or emotional volatility. Generally, they

functional impairment in major

be minimised with effective management.

are not malicious but their actions and

life activities.

words are not thought through, which

Problems at school

means that they may hit or poke other

common childhood conditions affecting

There is a wide spectrum of classroom

children, they may call out excessively

between three per cent and five per cent

difficulties that can be attributed to

in class or get upset very easily. Some

It is one of the most important and

children with ADHD are hyperactive, but this is not necessarily the case.

Often, the hyperactivity lessens with time in any case and most children with ADHD are inattentive and have difficulty in staying focussed, particularly on the less interesting things.

They are frequently able to hyperfocus on things they find interesting but have great difficulty in coping with the mundane and boring, being easily distracted, very disorganised and having poor time management with a marked tendency to procrastination. Some children, particularly girls, tend only to have problems with inattention and frequently daydream. They are termed children with attention deficit disorder, SENISSUE69

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ADHD

as a subgroup of ADHD. Thus, there is a wide range of ways in which children with ADHD can have difficulties within the classroom and there is therefore a need for teachers to be well informed

Antisocial behaviour can be greatly minimised by effective early intervention

recognition that a child might have ADHD is not an excuse, rather an explanation. Frequently, this subtle but significant change of attitude can make all the difference. Rather than a child being persistently punished for the

about the various presentations.

misdemeanours or lack of organisation,

Links to other conditions

which generally makes little if any

In addition, many children with ADHD

The second report of the National

difference, appropriate accommodations

have other coexisting conditions. Rather

Institute of Clinical Excellence on

and strategies to minimise the impact of

than, as was previously thought, for

ADHD, published in 2008, very much

that child’s concentration or self-control

conditions such as dyspraxia, dyslexia

validates the importance of ADHD.

difficulties can be put in place, making

and/or autistic spectrum problems to

It emphasises the fact that ADHD is

a great deal of difference.

be quite distinct and separate, many

frequently a progressive condition

children with neurodevelopmental

lasting into adulthood and that many

Diagnosis and medication

difficulties have these conditions

of the intransient problems that occur in

Diagnosis should be done by specialists

coexisting together. For example, about

adolescence with untreated ADHD could

in neurodevelopmental difficulties,

a third of children with ADHD can also

have been prevented if the condition had

either consultant paediatricians or child

have symptoms on the autistic spectrum

been recognised earlier and screened

psychiatrists. Psychological input can

and about a third can also have specific

for earlier. The much higher incidence of

also be very valuable. It can be difficult

learning difficulties. It is important that

antisocial behaviour, substance misuse,

for teachers when the possibility of ADHD

teachers do not automatically assume

poor employment and relationship

is raised by them with the parents for the

that a child’s behaviour or concentration

records, and of motor vehicle accidents

concerns to be rejected. Once referral is

problems are secondary to conditions

can be greatly minimised by effective

made to a specialist clinic, assessment

such as dyspraxia or dyslexia, as they

early intervention.

should be made as to whether or not the

may coexist with these conditions. In

child has ADHD and the exact extent of the

these cases, effective management

How can teachers help?

impairment and whether or not coexisting

of improving concentration and

Teachers have a very important role

conditions are present. The Learning

helping with selfcontrol can help the

to play in recognising the possibility

Assessment and Neurocare Centre has

child cope much better with the other

of ADHD in the first instance, and in

found the addition of the quantitative EEG

coexisting conditions.

supporting that child educationally to

in diagnostic assessment very useful.

minimise the impact of the core ADHD

This is a measure of the individual’s

Emotional pressure

symptoms on the child. Teachers also

brain activity and provides information

Once a child with ADHD has struggled

have a role in making parents and

in regards to physiological reasons for the

for some time in the school setting, in

other support staff more aware of the

symptoms. It has been shown that, in the

most cases self-esteem and motivation

child’s difficulties and in recognising

majority of children with clinical ADHD,

become poorer. The daily struggle of

that both core ADHD symptoms and

the brain activity patterns are abnormal,

having to focus, behave, be on time and

coexisting conditions can cause a

further emphasising the fact that ADHD

socialise appropriately with the child’s

child enormous difficulty yet be very

is a brainbased educational condition.

peer group means, particularly if the

responsive to appropriate strategies

child has a sensitive personality, that

and accommodations.

When educational strategies prove less than effective and the problems

the child will often become demoralised

Once teachers understand that ADHD

persist both educationally and with

quite early on. Some children with ADHD

is a brain-based neurodevelopmental

self-esteem, the possibility of a trial

are also excessively oppositional and

difficulty and that the child’s weak

of medication can be considered.

the condition of oppositional defiant

concentration, hyperactivity or lack of

Medication provides a window of

disorder – where there is excessive

self-control is innate and makes that

opportunity and allows educational and

arguing, blaming, annoying and

child more vulnerable to his or her

other strategies to be more effective. The

defying in the early years of life – can

environment, supportive strategies

use of medication aims to improve the

put enormous pressure on parents and

become more obvious and are

teachers alike.

much more likely to be effective. The

core ADHD symptoms. It is important >>

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ADHD

that these symptoms be as tightly controlled as possible if there is going to be effective management. Almost always, there is a “flow-on� improvement once the core symptoms are controlled, to improving self-esteem, academic progress, and often handwriting and social skills, depending on the degree

When medication is used, its combination with appropriate educational strategies is very important

of other associated symptoms.

Once the core symptoms are

not mean that the child does not have ADHD. Children with ADHD are unable to focus on average things even if they can hyperfocus on computers and other very interesting subjects because of an adrenaline buzz. management can make all the difference

and enable the child to concentrate

strategies to be more effective, such

much better and have better self-

as specific educational support on the

control throughout the school day. When

special educational needs register,

medication is used, its combination

support for other coexisting conditions,

with appropriate educational strategies

social skills support and/or behavioural

is very important. It is never an

management. The use of a coach or

either/or situation.

to a child’s life.

It is essential for the clinician to

It is important that side effects that

work closely with the school to provide

are frequently associated with ADHD

effective management. Feedback from

medication are put in perspective. As

the school is necessary prior to diagnosis

outlined in the NICE report, the medical

to help ascertain exactly what difficulties

management of ADHD is safe, and when

are occurring at school, and also once

used carefully and with the dosage

effective management is undertaken

fine-tuned appropriately, side effects

so that there can be feedback as to

are minimised. The most common side

the benefits of varying strategies and/

effects are appetite suppression or

or medication.

difficulty in switching off and getting to sleep at night. Very rarely, some

Supporting those with ADHD

transient subduing of personality can

In summary, effective assessment

occur, or headaches or abdominal pain

and management of ADHD/ADD is an

occur. Usually these side effects are

essential part of the provision of special

minimised by careful adjustment of

educational needs services. It can no

dosage or timing of medication. There

longer be ignored and the various myths

is no evidence of long-term side effects

and misinformation that have made it

in published studies to date and the

difficult for teachers to understand

medications have been used over the

the reality of the condition should now

past 65 years.

be consigned to history. Educational

The development of long-acting

support and understanding are always

Methylphenidate preparations, about

an initial important strategy; however,

13 years ago, has been an enormous

should academic, self-esteem and social

advance in the management of these

problems continue despite this, then the

children. Rather than having to line-

possibility of a trial of medication should

up in the school office at lunchtime to

be considered.

take a second dose of four-hour acting

Very bright children, particularly those

medication, medications are now

in a highly structured and supportive

available that last for between nine and

environment can struggle without this

12 hours, which are generally gentle,

always being recognised, particularly

still work within 20 to 30 minutes of the

if they are inattentive. Frequently, their

correct medication dosage being given,

brightness masks their difficulties until

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beyond. Being able to hyperfocus does

Careful assessment and supportive

stabilised, it is then possible for other

mentor may be useful.

they get into senior school or even

Further information

Dr Neil Rutterford is a Chartered Psychologist and Chartered Scientist. He is a member of the Division of Teachers and Researchers in Psychology of the British Psychological Society and an associate member of the British Neuropsychological Society and International Neuropsychological Society. He is also the Secretary of the Society of Applied Neuroscience.

Dr Geoff Kewley is a Consultant Paediatrician specialising in the management of children with neurodevelopmental, behavioural and learning difficulties, especially ADHD and related issues. He chairs the Royal College of Paediatrics and Child Health special interest group on AD/HD and related neurodevelopmental difficulties. In 1993, he established the Learning Assessment and Neurocare Centre in Horsham, West Sussex. www.lanc.org.uk

www.senmagazine.co.uk

ADHD

Living with being “wrong” Annie Clements makes a plea for a re-examination of how we support young people with ADHD

J

ust imagine what it must feel like to have people say you have something “wrong” with you. Then imagine being told

this so many times that it makes you feel worthless, so you start being “wrong” and start breaking rules, because that’s what wrong people do. Friends

ADHD is the poor relation of ASD, yet five times as many people may be living with the challenges it presents

differences of opinion. The constant press articles about bad parenting, looking for an excuse for their bad behaviour and claims of over diagnosis don’t help matters. But the truth is that ADHD is a neurological disorder of the brain. The chemical reactions within the brain do not function correctly

stop hanging out with you because

and this leads to three main changes

“you’re trouble”. You try to disappear

in behaviour: people with ADHD are

and you withdraw into yourself,

misunderstood and unsupported,

generally impulsive, as the brain activity

leading to depression. Your mood and

causing so many of those with the

that allows them to pause before acting

relationships decline in a spiral of anti-

condition to end up in the criminal

is impaired; their brains keep going and

social and aggressive behaviour. Yet

justice system. People with ADHD are

going to the point where they cannot sit

who you really are is someone who is

twice as likely to commit crime, and they

still, rest or relax; their attention span is

fun, creative and original, who given the

commit three times as many offences

so severely compromised that focussing

right encouragement and environment

as those without the disorder. They are

attention can be nigh on impossible.

can be amazing.

more susceptible to problematic drug

Up to five per cent of the population don’t have to imagine. They have

use and are more likely to attempt to

Social cues

take their own life.

There is also a growing understanding

attention deficit hyperactivity disorder

One of the biggest difficulties is the

that many people with ADHD really

(ADHD) and they live with being “wrong”

diagnostic process – it’s subjective,

struggle to understand social cues and

every day. This disorder is terribly

making it open to criticism and

relationships, in a similar way to those with an autistic spectrum disorder (ASD) presentation; recent research published in The Lancet1 states that scientists have discovered that five major psychiatric disorders – autism, ADHD, bipolar, major depressive disorder and schizophrenia – share several common genetic risk factors. However, the main approach given to families and individuals is still medication, with little input around the complexity of presentations or additional interventions that can help, such as selfidentity work, independent emotional

Social exclusion is common for many young people with ADHD.

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ADHD

communication skills. ADHD is very much the poor relation of ASD, yet five times as many people may be living with the challenges it presents.

Offences such as criminal damage and violence are statistically high for those with ADHD and these young people are nearly three times more

He thought the support worker was the same as every other adult and would eventually let him down

likely to commit arson. The taking of

to them mixing with older children.

Transition from junior to high school and exclusion, whether temporary or permanent, are often real triggers.

While interventions aimed at reducing the impact of factors affecting the isolation of young people with ADHD are not the sole responsibility of the education system, the experience of

some drugs, such as cannabis and

school does have a huge part to play. So

amphetamines – which can make them

Billy’s unique creativity was

often, young people’s natural creativity

less hyperactive and more able to focus

channelled into something that neatly

and inventiveness is not allowed to

and concentrate – is widespread2.

fitted the curriculum and he soon started

flourish; space needs to be made for this

There is no doubt that we all have

to become bored and disruptive again.

to be nurtured, outside the classroom if

a great deal to learn about how to

His medication was increased but this

necessary. Praise, and lots of it, is vital,

work with young people with ADHD,

wore off once he was at home, leading

as the lives of these young people can

especially as recent studies3 show that

to his behaviour problems escalating.

be so full of the word “no”. Young people

up to 25 per cent of the prison population

By the age of 17, he was scared of his

with ADHD are not simply going to “calm

have a mental health disorder, typically

increasing violence and deteriorating

down” or “sit still” because teachers tell

ADHD. Surely we need to create support

relationships with his family and he left

them to; they need the right support to

structures and interventions that stop it

home. He ended up in a hostel with

do these things.

getting this far in the first place.

older men who were already caught up

Whilst generic approaches in

in offending behaviour and drug use and

parenting groups can be extremely

the future really wasn’t looking bright.

useful, they don’t replace one-to-one

Billy’s story Let’s look at Billy, who was diagnosed

However, luck was on his side and he

work that relates to everyone concerned.

at six with ADHD and medicated to

ended up being given support that gave

Interventions need to be informed and

enable him to maintain his place in

him the chance to change his future.

bespoke to the family and individual. We

school, following several temporary

Billy often tells how initially he thought

must never allow ADHD to become an

exclusions. This initially enabled Billy’s

the support worker was the same as

accepted excuse for criminal behaviour.

time at school to be calmer but, as no

every other adult and would eventually

With understanding and intervention,

work was done to really help him and his

let him down. Spending time to build a

outcomes can be improved.

family understand what was going on,

relationship with him and helping him to

the medication was really just a “sticking

learn to trust adults again was key. Once

plaster” to let him sit in a classroom.

this had been achieved, interventions involving understanding and controlling emotions, diet and exercise were employed, as well as giving Billy the space to start taking responsibility for his choices. The outcome has been that Billy has been able to become medication free. He has also rebuilt the

Footnotes

1. Identification of risk loci with shared effects on five major psychiatric disorders: a genome-wide analysis, The Lancet, Volume 381, Issue 9875, Pages 1371 - 1379, 20 April 2013.

2. Long-term Consequences of Childhood ADHD on Criminal Activities, The Journal of Mental Health Policy and Economics, 2009 September, 12(3): 119–138.

3. Prevalence of mental disorder in remand prisoners: consecutive case study, BMJ 1996;313:1521

relationship with his family and gained Level 3 qualifications in art and media.

He knows how close he was to having a very different outcome, though.

Practical support Things typically start to go wrong for Billy is keen to discuss the ADHD support that helped turn his life around.

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young people with ADHD when rejection

Further information

Annie Clements is CEO of Autism and ADHD, a social enterprise providing information, training and support to those living and working with autism, ADHD and mental health issues: www.autismandadhd.org

and group exclusion kick in, often leading www.senmagazine.co.uk

SEN PRESS

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ASSESSMENT SOFTWARE

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LEARNING OUTSIDE THE CLASSROOM

The confident gardener Horticulture is just perfect for pupils with SEN, writes five-times Chelsea Gold Medal winner Adam Frost

S

ince the start of this academic year, I’ve travelled to Morocco, the south of France and Singapore to

design gardens for clients. I’ve set up

Gardening brings learning to life and makes it so much more fun

an apprenticeship scheme with one of the UK’s biggest chains of DIY and garden centres and I’ve had my design

perfect for pupils with SEN, whether

accepted for a show garden at RHS

it’s accessed via the curriculum or as

Chelsea 2014. Just as rewarding for me,

therapeutic care.

though, has been my new role working

What each child gets out of it is

on a series of projects with children

different. For some, it’s an opportunity

with social, emotional and behavioural

to get stuck in and burn off some of their

difficulties (SEBD) and young people

energy tackling some heavy, physical

with autism and complex needs.

Chelsea Gold Medal winner Adam Frost.

tasks. Other children get a real sense

A garden offers excellent cross

As Horticulture Ambassador for

of peace in the garden and a sense of

curricular opportunities, be they in art,

Acorn Care and Education, I’ve been

solace. For all of us, gardening can offer

biology, chemistry, design, English,

working with some extraordinary

a therapeutic escape from our problems.

geography, history, maths, physics or

pupils and teachers, and it’s confirmed

It’s a calm natural environment, where

even Latin. However, it’s not just the

something I had always thought. My

the senses come alive, while an indoor

benefits to the curriculum that are

world – the world of horticulture – is

classroom can be busy and hectic.

important; it’s the enjoyment of what horticulture provides that can be so important for these pupils. I’ve watched dozens of pupils with SEBD engage so much better when they are out “doing” horticulture with me rather than sitting “learning” about it in a classroom.

Gardening brings learning to life and makes it so much more fun.

Planting the seed At Crookhey Hall School in Lancashire, the Horticulture Department sits next to the vocational workshop for woodwork, bricklaying, and mower maintenance, so with the support of the staff, we’ve embarked on an ambitious project to turn a field into a wildlife garden. We started by taking measurements and creating a design, just as I would do for a client or Horticulture offers an outdoor sensory classroom for pupils at Underley Garden School in Cumbria.

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a leading show like RHS Chelsea. www.senmagazine.co.uk

LEARNING OUTSIDE THE CLASSROOM

Every one of the pupils in the horticulture classes has a spark and finding that spark in each of them is the key thing. It’s wonderful to watch these young people engage with what we’re doing. It’s brilliant when you see them “get it”.

Eugene Magee, one of the personal tutors at the school, confirmed the pupils’ progress to me: “In horticulture, pupils respond to straightforward tasks and can see their own achievements.

There is the instant gratification of a job well done that improves self-esteem and confidence”, he said. “Horticulture enables pupils to find their own feet. In

Horticulture offers therapeutic care as well as curriculum opportunities.

an outside environment pupils don’t have the perception that there is a teacher breathing down their neck. It

for some of the pupils. If boys have been

of curriculum support and therapeutic

gives them a freedom and many of them

used to sitting in their rooms playing

care. “Horticulture is a subject that can

respond very well.

computer games – where success is

really help children with autism make

“Classroom based learning tends to

all about “levelling up” – to get outside

sense of the world,” says Henry. “Our

be a series of projects looking towards

and plant something, grow it, harvest it

approach to therapeutic care is also very

a longer based goal. That can be the

and take it home to be eaten, or cook it

important for our young people. It gives

same in the garden; you might be

in school, gives our students a very real

us a kinaesthetic, sensory, hands-on

planting garlic for use in the school

and tangible sense of achievement.”

approach. It offers students the whole

kitchen next year, but there are more

life experience of seeing things grow. It’s

visual and identifiable achievements

an outdoor sensory classroom, where

along the way – from sowing to growing, and on to harvesting and eventually cooking and eating. That relevance is really important.

“It brings meaning and relevance to learning. Measuring the perimeter of a

“Horticulture is a subject that can really help children with autism make sense of the world”

classroom means nothing in comparison

pupils can see the colours, feel the breeze, smell the scent of herbs and flowers. Horticulture is like the whole world in microcosm.”

Lev, an 18-year-old who recently gained a Level 2 certificate in practical horticulture skills, has clearly got a great

with measuring the perimeter of a flower

deal out of his time in the garden: “A lot

bed to help you decide how many plants

Positive growth

of my life has been about bad times, but

you need. Learning is no longer abstract;

At Underley Garden, a day and

in the garden it’s been all good”, he says.

it’s physical and right there in front

residential school in Cumbria, the

“I love the banter, the humour and the

of you.”

head of horticulture Henry Fleming runs

good times we’ve all enjoyed together.

Headteacher Robin Adams also

an impressive department with fruit,

The food from the school garden – when

believes that horticulture can make a

vegetables, herbs, a willow arch and

you have put the hard work in yourself

big difference to how pupils behave. “It

poly tunnels. He is now developing an

– tastes absolutely amazing.”

definitely helps some boys’ behaviour”,

orchard and woodland garden in the

When 11-year-old Niall, who has

he says. “Some of our pupils incorporate

grounds, where students can practice

autism, started as a day pupil, his

horticulture into their behaviour

community based projects such as dry

parents worried about how he would

management plans. Getting outside,

stone walling. He explained to me how

cope with horticulture. They needn’t

into the natural outdoor environment of

children with autism and other learning

a garden, definitely has a calming effect

difficulties can benefit both in terms

have been concerned; within three >>

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LEARNING OUTSIDE THE CLASSROOM

months, horticulture had become his favourite subject. “I absolutely love gardening because I like watching things grow”, says Niall. “I’ve planted beans, cabbages and strawberries here. The middle bit of the strawberry plant is

Having been diagnosed with dyslexia, I understand what it’s like to be terrified of words

where the fruit grows. The petals will

that horticulture can offer anyone and everyone. Having been diagnosed with dyslexia, I understand what it’s like to be terrified of words. I really struggle with joining lots of words together, but I have always been able to learn and remember plants names in Latin.

all fall off and you’re left with a real

One of my classes has just learnt that

strawberry.” You can hear the wonder

Headteacher of Oakfield School near

a silver birch tree is called a “Betula”

in Niall’s voice as he recounts what he’s

Preston, explains how their Eco-Garden

and they also learnt why we have Latin

seen and learnt.

outside space now benefits both her

names for plants (so that plants can be

At The Grange Therapeutic School

pupils with SEBD and children with

identified all over the world whatever

near Oakham, pupils with SEBD will

autism and Asperger’s syndrome. “We

language is spoken). Some of the lads

be designing, building and planting

can tell when all the children have spent

will remember that, and they’ll use it

one of the biggest beds for Melton in

some time outside because they’re

somewhere at some stage, and it’ll give

Bloom 2014. I’m looking forward to

calmer and they have less anxiety”, she

them a bit of confidence. So much is

seeing it take shape. Richard Wilcock,

says. “In a classroom, things change

about confidence and self-esteem for

Head of Behaviour Management at the

constantly; one minute you’re sitting at

these youngsters. On top of that though,

school says that “Horticulture offers

a table doing numeracy, the next minute

horticulture can provide these young

tremendous social interaction. I’ve seen

you’re sitting at the same table doing

people with viable, sustainable skills that

pupils who can be extremely introverted

literacy and the next minute you might

can offer them real career prospects.

mixing and enjoying the company of

be sitting at a table eating your lunch.

Horticulture is my world and I love it.

other boys, which is huge progress.”

So the use of a table changes and we’re

I never dreamt it would bring me gold

asking a child with autism or Asperger’s

medals and a successful career. It has

Synaptic pruning

syndrome to interpret those changes,

opened up a world for me that I didn’t

The good natured banter which is part

which is difficult for them.

know existed. And if I can do it, some

and parcel of the horticultural world

“For a child with autism, if unexpected

is important to us all. Gill Hughes, the

things happen in the garden, it is easier

of these young people can do it too, if they want it enough.

for them to deal with. If a blackbird pops up in front of them, they won’t feel startled, whereas an event which takes them by surprise inside school is much harder for them to cope with.

Children with autism can’t play as other children do. A lot of their sensory problems are caused because they’re not doing the ‘rough and tumble’ that other children do. They’re not getting the synaptic pruning and neurologically they’re not able to make efficient use of their sensory input, so they have to be taught how to play. Nature is, in an autistic child’s world, under their control and outside space is more predictable and consistent for them.”

A successful harvest Gardening has been a major part of my Gardening provides cross curricular opportunities at Crookley Hall School.

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Further information

International garden designer Adam Frost is one of the UK’s leading horticulturalists and the winner of five RHS Chelsea Flower Show Gold Medals. He is also Horticulture Ambassador for Acorn Care and Education: www.acorncare.co.uk The Royal Horticultural Society has published reports on the benefits of gardening for all children, and those with SEN in particular. You can find them at: www.rhs.org

life ever since I can remember, so I don’t need convincing about the benefits www.senmagazine.co.uk

LEARNING OUTSIDE THE CLASSROOM

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Advertisement feature

Inclusive roundabout enables play for all abilities Play equipment company Sutcliffe Play has developed a new inclusive roundabout that enables children of all abilities to play sideby-side. It features an open section for wheelchair users and encourages physical play and social interaction.

Dave Brady, Design Director at Sutcliffe Play, says: “We pride ourselves on being experts in inclusive play. We designed the roundabout to deliver maximum play value for all abilities. It is powered by a central driving wheel that enables children to operate it themselves, even if in a wheelchair.

“We’ve also built in a range of safety elements including a soft, non-slip rubber PU surface, a speed restrictor and supportive seating. We’re confident that the inclusive roundabout will provide exciting play for all of its users.”

The inclusive roundabout is available in a range of colours.

For further information, contact Sutcliffe Play: Tel: 01977 653 200 Email: info@sutcliffeplay.co.uk Website: www.sutcliffeplay.co.uk Untitled-7 1

11/02/2014 22:59

Advertisement feature

Learning Escape eco-classrooms make ideal spaces for special needs As the population of school age children increases year on year, many schools are left struggling to find the extra space required to offer the specialist attention needed by their pupils with SEN or disabilities. The Learning Escape offer a bright, eco-friendly space as a contemporary solution to overcrowding, by designing uplifting eco-classrooms that are fully accessible for disabled children and those with SEN whilst serving their unique sets of needs.

Most cognitive experts agree that the learning environment has a significant impact upon a child’s ability to develop and learn, particularly those facing the additional challenges posed by a disability or SEN. The Learning Escape think carefully about acoustics, visual contrast and levels of stimuli through the use of light, colour, sound and texture in their SEN classrooms. The beautiful eco-classrooms provide a space in which pupils with SEN will feel comfortable and secure, yet still as if they belong within the wider school community.

Every design is bespoke to each school’s individual requirements. However, all classrooms can be used by children of all ages and wide ranging levels of need and Untitled-2 1 www.senmagazine.co.uk

ability, whilst simultaneously enabling interaction with the other students and maintaining a strong link with the rest of the school. Interior layouts are flexible and highly versatile, allowing the creation of a variety of spaces to facilitate the teaching of social, practical and intellectual skills.

Learning Escape classrooms are sensitively designed using the most up-to-date, environmentally friendly materials and methods, ensuring that they are suitable for use all year round, with a minimal level of maintenance and a low impact on the natural environment. All installations are fully project managed, even from the initial stages of design and planning permission procurement. Complete compliance with all safety manifestos and other regulatory requirements is assured, as is their commitment to ensuring that the build will proceed with minimal disruption to daily school life, on budget and on time.

For a free survey, call: 0800 917 7726 or email: info@thelearningescape.co.uk.

For more information on leasing finance finance and and video video case case studies,visit: visit www.thelearningescape.co.uk. www.thelearningescape.co.uk studies 12/02/2014 21:24 SENISSUE69

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LEARNING OUTSIDE THE CLASSROOM

Advertisement feature

Sunken trampolines: for therapy, for fun, for everyone The outdoor space within an SEN school can be just as important as its indoor space.

Traditionally, these areas had been overlooked and under-utilised. With the increase in demand for rebound therapy, more and more schools are starting to use this outdoor space as a valuable extension to their therapeutic care facilities.

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. Be it a purely recreational piece of equipment or a specific rebound therapy trampoline, a sunken trampoline adds great value to the enjoyment and wellbeing of all its users no matter what their age.

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 Untitled-9 1 SENISSUE69

used for dinners, PE and other lessons and so time on the trampoline is limited".

A sunken trampoline solves this issue.

Joel from Sunken Trampolines says: “We are now finding that 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 specifications and precise standards to ensure maximum safety and enjoyment.

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

11/02/2014 23:31 www.senmagazine.co.uk

LEARNING OUTSIDE THE CLASSROOM

New horticultural teacher appointed

by Doncaster Deaf Trust The staff team at a specialist college in Doncaster is growing thanks to the appointment of a new horticultural teacher.

Steven Routledge has joined the Deaf Trust’s Communications Specialist College in Doncaster.

The 44-year-old has 20 years’ horticulture and agriculture experience and lives in Newark, Nottinghamshire, where he also runs a garden school, floristry and events business with wife Paula.

Steven holds qualifications including the National Certificate in Horticulture and Higher National Diploma in Agriculture and teaches at the College two days a week on a part-time basis.

“The students are very enthusiastic about this subject and we help nurture that passion through workshops and work-experienced based lessons as well as classroom time”, said Steven. “The College itself is also a very supportive environment for staff and students alike.”

Horticulture is one of many vocational work programmes offered by Communications Specialist College in Doncaster, with other course subjects including media, catering, construction, sports and hair and beauty. Students study horticulture at City and Guilds level.

Bobbie Roberts, Chair of Doncaster Deaf Trust, said: “Horticulture is an expanding industry, with gardening, greenwww.senmagazine.co.uk

New horticultural teacher Steven Routledge (right) with student Sam Parkin.

keeping, landscaping, garden centres and plant nurseries all good opportunities for employment so we are really pleased to welcome Steven to the college with facilities including a refurbished greenhouse.

“Along with a love of his subject, he brings with him a wealth of experience and in-depth knowledge thanks to his business. I know his appointment will enhance the teaching team at the college even further.”

Further information

For more information about Doncaster Deaf Trust and the range of courses available, visit: www.deaf-trust.co.uk

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play

It’s not about talking Jeff Thomas looks at how play therapy can help primary school pupils who have emotional, behavioural and mental health problems

M

any children of primary school age who have mental health issues, or problems with behaviour

and their emotions, either don’t want to or cannot talk about these issues. These

Unlike most educational experiences, some sessions can be almost entirely silent

children need support to find different

Play therapy can help children with a

participation, provided that the therapist is well trained to communicate using whichever media the child chooses.

However, it is risky to undertake play therapy without adequate training and clinical supervision. It is not

ways to express themselves and address the problems they are facing.

choice increases the chances of active

sufficient to just have a CRB/ DBS more severe the problems, the greater

check. The first register for working

the change tends to be.

therapeutically specifically with children

wide range of issues, such as changes

Although the information provided with

was accredited in April 2013 by the

to the family, bullying, transitions,

the child’s referral is taken into account,

Professional Standards Authority, the

difficulties with friendships or peers,

the play therapist accepts the child as

regulator of health regulators, under

problems at school, anxiety, stress,

they present in the first few sessions. For

the new Approved Voluntary Register

coping with loss or bereavement and

example, a child referred or labelled with

(AVR) scheme. This has increased the

suffering arising from trauma, neglect

ADHD may show good concentration

credibility of practitioners, and assured

or abuse.

skills in play therapy. This could suggests

the quality of registrants’ work, thereby minimising risks for schools.

Play therapy works with children’s

that the issues affecting the child may lie

unconscious processes as well as their

in the child’s environment and not with

conscious ones. The children choose to

the child him/herself.

play or work with the particular objects

The AVR has also opened up excellent career opportunities for therapists. Play Therapy UK estimates

or mediums, such as drawing or sand

Following the child’s lead

that there is a need for over 16,000

play. However, the choices they make

Play therapy should always be child

play therapists in England and Wales,

and the way they use objects often arise

led. As every child is different, a wide

while there are currently less than 2000

from their unconscious.

range of creative arts media is offered,

qualified practitioners who meet the

Play therapists work mostly non-

including clay modelling, drama

required standards on the Register in

directively – focusing closely on the child

and role play, drawing and painting,

the whole of the UK. Teaching staff,

– managing boundaries and providing

movement, music, puppets, sand play

with over two years’ experience, have

verbal comments only when the therapist

and therapeutic story telling. This wide

an ideal background for training and it

feels they will add to the process for

can be a great way for staff to extend

the child. Unlike most educational

their professional capabilities.

experiences, some sessions can be almost entirely silent. In some instances,

Further information

where there is a budget constraint or if

Jeff Thomas is Registrar and Director of Research at Play Therapy UK, the society for play and creative arts therapies: www.playtherapy.org.uk

the child brings issues to a conscious level, the therapist is trained to work directively using cognitive methods.

Delivered to professionally recognised standards, play therapy can show a positive change in the vast majority of cases; children are happier, behave well and learn more effectively. Indeed, the SENISSUE69

Children can select their preferred play medium.

The register of Play and Creative Arts Therapists can be found at: www.playtherapyregister.org.uk

www.senmagazine.co.uk

RLSB

KIDZ IN THE MIDDLE

RLSB welcomes new ambassador The Royal London Society for Blind People (RLSB) is proud to announce that the world number one and 2013 World, European and British champion in paratriathlon, Melissa Reid, is its latest high-profile supporter.

As arguably the most accomplished young paratriathelete in the UK, Melissa will be a crucial role model and inspiration to the blind young people RLSB works with.

The World Champion, who is blind in one eye and partially sighted in the other, has a string of first places behind her following an incredible 2013, which ended on a high when she won both the World Aquathlon and World Paratriathlon Championship (in the Tri-6 category for VI athletes). Reid also holds the title of the European and British champion and has recently been awarded the 2013 BBC South West Disabled Athlete of the Year.

23-year-old Melissa will help champion RLSB’s efforts to ensure blind young people and their families are given the support they need to live their life without limits.

In particular, Melissa will be helping promote RLSB’s Sports without Limits: Active. This Sport England Inclusion Fund backed programme aims to get hundreds of blind young people into sport. She will use her own experience and skills to motivate young people to find a sport they love.

The RLSB hopes that through sports, young people can gain confidence, improve communication and team working skills www.senmagazine.co.uk

Paratriathlon World Champion Melissa Reid (left) is RLSB’s new ambassador.

and start to overcome some of the problems caused by sight impairment.

The World Champion and RLSB Ambassador said: “RLSB is a charity that reflects my own belief, that with the right mind-set, determination and support, you can live beyond sight loss and achieve your dreams. I can’t wait to work with the young people RLSB supports.

I want to use my own story as well as the momentum from the World Championships and upcoming Winter Olympics and Commonwealth Games to show that sport can have an incredible impact on a young person’s life in so many ways.”

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transition

Transition Whether moving schools or making the shift to adult life, times of change can be traumatic.

In a special feature, we look at how transition affects children and young people with SEN and what we can all do to ease the strain.

41

Making the change

Supporting young people with complex needs into adult services

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Planning for transition How to prepare children with SEN for the move to secondary school

Time to move on What do pupils, parents and teachers think about transition?

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transition

Making the change How can we support young people with complex needs to make a positive transition? Fiona Minion and Beverley Samways explain all

T

Each young person’s engagement with transition will be unique

ransition from children’s to

reflects the complexity and repeated

adult services can often be

inadequacy of young people making

dominated by the difficulties

transition to adult provision and life.

of managing the multiple

However, it is unlikely that a transitions

systems and stakeholders. Much time

worker – who is often new to the young

and many resources are invested in

person – will know specifically how to

ensuring that each young person moves

engage the young person in the process.

investigate how that individual relates

on to the right service. However, it is

It is essential that we partner with the

to transition.

easy to neglect the young people’s

transitions team to achieve the right

“Transition” can be defined as “a

own process and understanding of this

future placement at the right time and

passage from one form, state, style or

critical transition, which often represents

also that those who best know the young

place to another”. Some young people

for them, leaving what they have come

person lead how the young person will

may struggle with very simple transitions,

to understand as home – leaving friends,

engage with the transition.

such as changing from one activity to

familiarity and security.

another, one staff member to another

Tracking a young person’s relationship with transition

or one room to another. Understanding

we have been learning how to support young people with multiple disabilities,

Each young person’s engagement with

manage these transitions well, will

complex needs and visual impairment

transition will be unique; it is essential

inform how to support them with their

to engage with their transition from our

that we understand an individual’s

transition from the service.

service. Our young people, due to each

specific lens on the process. Prior to

It is particularly useful to track the

of their unique combination of needs,

a young person moving from children’s

larger transitions that a young person

often have lower levels of resilience

to adult services, it is important that we

will inevitably have to engage with

At our centre for specialist learning,

the support a young person needs to

for transition. It is essential that we

whilst using a service. Useful naturally-

keep the focus on the young person

occurring transitions might include:

and ensure that they are supported to

• changing classes at school

engage with the transition process in a

• moving from one bungalow

manner which maximises the chances of

to another

them understanding and accepting the

• moving bedrooms.

process. We need to ensure that, rather transition, they take all they have learnt

Social imagination and anticipation

with them.

Social imagination allows us to anticipate

than regressing through the trauma of

events and prepare for them. Many of our

Transition services

young people have problems with social

The term “transition” is commonly used

imagination. This should inform how we

to apply to the move from children’s

support them to engage with transition.

to adult services. This has received

Change or new experiences are

increasing amounts of attention and

typically managed through imagining

investment, with many social services

various scenarios and rehearsing the

departments now having specific transitions teams. This probably www.senmaGAZINE.co.uk

Young people should be supported to visit their new home or school.

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transition

We need to tailormake transition plans that reflect the young person’s capacity to anticipate change we built up a bank of positive memories and associations for Fareh. But we did not discuss the transition with Fareh during this time.

Making a transition diary can be a very helpful activity.

Ten days before, Fareh’s key-worker anticipate new experiences through our

possible, to help build an accurate picture

had a brief chat with Fareh about the

imagination. For instance, if going to a

of the next step. However, lots of time

move and took him for another visit. Fareh

conference for the first time at a new

and information, when it cannot be well-

saw what would be his new bedroom and

venue, we would intuitively run through

formulated into an imagined picture, can

was supported to choose a colour for

the likely parameters in order to prepare

often only serve to create anxiety.

the walls to be painted. He visited every

ourselves for that which was unseen and

We need to tailor-make transition

day up until move day, sometimes taking

that which was predictable – we would

plans that hold this in mind, managing

personal items with him and leaving

assume that there will be refreshments,

time-frames and information that

them in his new bedroom. This helped

regular breaks and toilet facilities, based

reflects the young person’s capacity to

him engage in a slow transformation of

on similar events we had attended. We

anticipate change.

emptying his current bedroom and filling up his new one.

might imagine a scale for the facts that we weren’t sure of: maybe there will be

Fareh’s story

between 50 and 500 people attending;

Fareh has a visual impairment, some

took his camera for every visit. He was

maybe there will be between five and ten

useful vision, autism and a learning

supported to take photos and have his

sessions of speakers; maybe some of the

disability. He is non-verbal with a history

photo taken in his new bedroom with

sessions will be more interesting than

of challenging behaviour which has

the staff and other young people. We

others and we’ll assume it will come to an

reduced significantly.

supported Fareh to compile the photos

Fareh loves to take photos, so he

end and we will be able to return home.

He recently made a transition within

into a transition diary with captions.

No-one will have told us these

our service, moving from one bungalow

This diary was put together during

things explicitly, but we use our past

to another. It was a key opportunity

the transition week and it became a

experience to build up an imagined

to learn about Fareh’s capacity to

significant tool for Fareh. He was able to

and reasonable picture. This helps us

anticipate. We knew that Fareh could

show the diary, of which he was proud,

to manage anxiety about the unknown.

comfortably hold in mind transition

to other staff members or visitors, and

It helps us anticipate and plan, and this

information for several days, as he went

they were able to talk to him about

means we can go into an unknown

home every month, and his mum would

the process that Fareh was engaging

venue with unknown people to hear new

often tell him about this on the phone

in. Rooting it in the physical, and in a

information from people we don’t know,

several days in advance.

medium that Fareh enjoyed, helped it

with a level of confidence.

A lot of the familiarisation work

be a positive process.

Autism and complex needs means

could be done without talking about

In addition, we ensured that Fareh’s

there are considerable problems with

transition, so Fareh visited the other

mum was involved in the process,

social imagination.

bungalow at every opportunity in the

talking to her about it over the phone

If faced with a major life transition,

preceding weeks and went out into the

and then encouraging her to talk with

such as leaving school and moving home

community with what would become

Fareh about it when he visited home.

simultaneously, many people would

his new housemates. We ensured that

This engagement of family in a move is

want as much time and information as

visits involved favourite activities so that

always essential because it reassures

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transition

the young person that his family knows about it and approves. Many young people with complex needs will not make assumptions, so it is important that the young person knows explicitly that his family know where to find him

We arranged two months of visits from the new team to build relationships and familiarity

Annabelle transitioned very positively, relying on the relationships she had built with the new team, the understanding the team had gained about her, and the familiarity of her “new” bedroom, which felt as much like her previous one as possible.

when he moves.

Fareh moved to his new bungalow with great enthusiasm after ten days.

visited, to reiterate that they were part of this new place and knew where she was.

Annabelle’s story

Learning through success and failure

We carried out one day of training

While the transitions outlined above

Annabelle has multi-sensory impairment

with the new team, helping them to

were both successful, transition is

(MSI) and she has had no useful vision

begin to see the world as Annabelle sees

incredibly complicated and does

or hearing from birth. She also has a

it and think about their environment from

not always go as well as we might

learning disability.

an MSI perspective. We also explained

like: maybe we get the time-frame

Annabelle’s communication system,

wrong, maybe we misjudge the levels

which is specific to her.

of information a young person can

Annabelle transitioned three times within our service during the eight years she was with us (moves from

engage with, or maybe the systems

one bungalow to another). Each time

and structures fail so that the young

we learnt a little more about the key factors that helped Annabelle engage with and understand the process, and this informed the process for her move to a new adult provision.

We focussed on a sensory approach with Annabelle. We arranged two months of visits from the new team to build relationships and familiarity.

Staff each chose an “identifier” which was unique to them, so Annabelle could quickly identify them. This could be a perfume, a ring, or something that they would have on their person every day.

Smell was essential to Annabelle. She went out shopping and chose a scent that she liked and it was sprayed on her bed every day. The new home did the same, so that she could identify her new bed as hers. We also avoided buying new bedding, instead transferring the bedding she slept in the previous night on move day. We had used this technique with previous transitions.

Annabelle made one visit and took some of her personal items; this gave her the opportunity to experience her bedroom smell and her belongings in a new location. We also ensured that her

Summary • Transition is a physical, emotional and sensory journey that takes into account the needs, wishes and aspirations of the young people.

• It is important that the journey enables the young person to carry forward known, loved and familiar possessions, routines and patterns.

• Transition can be supported by the use of familiar smells, objects and tactile and sensory cues.

• Deliver transition at a pace and manner suitable for the individual, thereby minimising anxiety and stress.

• The bedroom is important.

It is the place they can most be themselves. It is essential it feels, smells, looks and sounds “theirs”.

• Transition should be planned by people who best know the young person, and involve future staff to optimise consistency.

• It is critical to involve families.

• Transition is not an event; it is a process and takes time.

person does not get the right exposure to new staff or the new home. Transition to a new service is fraught with practical problems that are not always overcome.

A repeated issue is the juggling of appropriate time frames for the young people, against the pressure of funding moving on to the next service. Suffice it to say, we have probably learnt as much from reflecting back on less successful transitions as we have from those that have been effective. It is important that we resist the urge to put less effective transitions behind us, but instead reflect and establish mitigating structures and practices to improve future transitions.

Further information

Fiona Minion is RNLD Behavioural Nurse Specialist and Beverley Samways a Team Leader at RNIB Pears Centre for Specialist Learning: www.rnib.org.uk/pearscentre All names have been changed and the young people pictured are not those mentioned in the article.

parents were in her new home when she www.senmaGAZINE.co.uk

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TRANSITION

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transition

Planning for transition Jonothan Wright looks at how schools can prepare children with SEN for the move to secondary school

T

he move from primary to

own learning. Not all children are ready

secondary school marks

for this responsibility and some may find

an important point in most

self-organisation difficult.

children’s school career.

Not all children are ready for this responsibility and some may find selforganisation difficult

changes to routines, teaching styles

The challenge for children with SEN

and school organisation, which can be

Many children, regardless of whether

quite unsettling and can interfere with

they have SEN or not, typically feel

their learning.

nervous, scared and excited about

familiar. At secondary school, it can be

Research points to a variety of

the move to secondary school. These

a challenge to learn and remember all

factors affecting pupils’ attitudes,

challenges can be even greater for

the staff names, what they do and even

engagement and academic progress

children with SEN, making it much

what they look like.

Children have to cope with many

during

transition1.

Planning for transition

harder to focus on their learning. Some

can help to make it a more positive

children with SEN may take much longer

Understanding the way secondary

experience. In addition, it can help

to adapt to their new school.

school is organised

to prepare children for the social and emotional changes, such as changes

For all types of SEN there are many possible areas of difficulty, including:

to friendships, affecting self-esteem and

Children need to understand, for example, the different subjects (such as physics, chemistry and biology

Getting to know the new staff

rather than just science), the timetable,

Transition often coincides with

Some children may have difficulty

layout of the school, tutor groups and

children’s growing independence and

understanding that they are leaving the

homework (in different subjects and due

becoming more responsible for their

school and staff that have become so

to be completed on different days).

self-confidence.

Being more independent Secondary students often travel to school without an adult or have to organise their homework around many different deadlines.

Making new friends and being in a much larger school Some children with SEN can find it hard to make friends and going to a school that may be further away from home can lead to them losing contact with friends in the local area.

Understanding their feelings about change and worries In surveys2 children often report being Children can find it hard to adapt to new relationships at secondary school.

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concerned about bullying (or their www.senmagazine.co.uk

transition

Use real examples of school plans, homework planners and timetables from the new school

perception of it) and being able to cope with the work. Some children with SEN can find it difficult to understand the difference between bullying and, for example, light-hearted teasing.

Supporting transition Five indicators of a successful

An increased interest in school work is often a sign of successful transition.

transition3 are: to help understand these. Visits to the

Share information

improving self-esteem

new school and photos of the new staff

Primary school staff need to pass on

and confidence

can also help children.

information about children with SEN

• developing new friendships and

to the new school’s staff. Consider

• parents feel they have settled well Organisation and

also staff development time to build up

independence skills

background knowledge about children’s

Practice with timetables and school

needs. Teaching assistants may have a

plans will help the child to find their

wealth of information about particular

and school organisation with

way around, know what equipment they

strategies that work well or are to be

great ease

need and when homework is due. During

avoided for certain pupils. For children

and don’t have any concerns • showing an increasing interest in school and school work • getting used to their new routines

the final year of primary school, children

with SEN statements (or equivalent), invite

continuity, for example, where

can gradually be introduced to tasks that

the secondary school SENCO to attend

learning in primary links to

will encourage them to start thinking

the primary school final annual review.

learning in secondary school.

more for themselves, such as using a

In order to achieve a successful

diary or calendar for making sure that an

Making it work

transition, both primary and secondary

extended homework project is handed

Planning and preparation for transition

schools should consider the following:

in on time. Take practice journeys to the

will help most children to settle in, get

new school before term starts, using

used to new routines, and develop

Preparation

reminders such as photo cards to help

their self-esteem, self-organisation and

Start planning from Year 5 for those

remember the landmarks on the way.

social skills. These are areas with which

children with recognised needs and

Make sure to include some contingency

many children with SEN will benefit from

build this into the annual review

planning, such as what to do if they miss

extra support in order to ease their

process. Staff can help by identifying

their stop on the bus route.

transition.

• experiencing curriculum

possible secondary schools and perhaps arranging visits for the child/

Support the social and

parents. Support agencies, such as

emotional aspects

your local parent partnership, and

In the transition sessions, work on

third sector organisations can provide

emotions and feelings associated with

useful information.

change, ways of making new friends

Moving into the final year of primary

and understanding bullying behaviour

school, plan sessions for introducing and

(and what to do about it) with visual

practising skills for supporting transition.

resources and role play. Some children

Footnotes

1. Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., Sammons,P. and SirajBlatchford, I. (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) What Makes a Successful Transition from Primary to Secondary School? Research Report DCSFRR019.

2. Evangelou et al. (2008) op cit.

3. Ibid.

may benefit from pictures and posters Make it visual and practical

as reminders to refer back to when they

In the planned transition sessions,

have started at secondary school.

use real examples of school plans, homework planners and timetables

Don’t forget the parents

from the new secondary school to help

Support parents to understand the

children understand what they are and

changes to routines and organisation.

how to use them. Simple colour coding

Share transition plans with parents and

and picture symbols can be introduced

invite them to contribute to them.

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Further information

Jonothan Wright is Communication Advisor at the children’s communication charity I CAN. The charity’s Moving On! transition resource can be found at: www.ican.org.uk/resources

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transition

Time to move on Shama Ali and Sandra Dunsmuir explore what pupils, parents and teachers think about the primary to secondary school transition of pupils with SEN

E

veryone

experiences

transitions throughout their lives. These are varied and involve periods of change

and adaptation to new situations. Some are specific to individuals and happen fairly suddenly, such as needing to adjust to a new family set-up following

“Kids might take my money or tease me about having SEN. I’m worried because people might laugh at me”

the views and experiences of young people with SEN towards the primary to secondary school transition, as well as those of some parents and teachers.

These perspectives are particularly important as they highlight areas of good practice.

Children’s perspectives on transition

parental divorce and remarriage. Other transitions can be anticipated and planned for, thereby lowering the risk

professionals can enhance best practice

We recently ran a research project,

of stress and anxiety building up.

in preparing and supporting young

commissioned by a UK local authority,

A common example of the latter is the

people at this crucial time. Research

in which 41 pupils from Years 6 and 7

move from primary to secondary school.

has led to an increasing recognition

(aged ten to 12 years) from across eleven

Although this is a smooth, trouble-free

that transitions can be particularly

mainstream primary and secondary

and exciting process for many, there

challenging and stressful for vulnerable

schools were selected to take part

are a lot of pupils for whom it can be

young people with SEN.

by their SENCOs. These pupils were

a stressful and worrying time. This has

Educational psychologists working

all considered to have SEN and were

led to a governmental focus on this

with these young people have identified

either on School Action, School Action

transition in the UK in recent years, with

a need to examine their experience

Plus or had a Statement of SEN. Pupils

discussions centring on ways in which

of transition. This article will examine

were either about to move to secondary school (Year 6) or were recalling their experiences during their first year at their secondary school (Year 7). Their views were sought using semi-structured group interviews. The parents of all participating pupils had consented to their children taking part.

The majority of pupils reported keeping many of their thoughts and worries to themselves regarding transition but speaking to their parents and teachers if they felt the need to.

Pupils were found to express most worry about the social aspects of transition, such as being bullied and struggling to make new friends, in line with past studies (Howard and Johnson, 2005; Lucey and Reay, 2000). One pupil in Year 6 asked whether anyone knew of

Many children with SEN say they need extra support at times of transition.

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any schools that bullied so he could www.senmagazine.co.uk

transition

avoid going to these, fearing that “Kids might take my money or tease me about having SEN. I’m worried because people might laugh at me.”

Pupils also expressed worry about getting used to a new school and being able to do secondary school work, as they had been told by their primary

Pupils discussed their upset at having to be taken out of their favourite lessons to receive additional help

pupils on School Action or School Action Plus. Year 7 teachers suggested that face-to-face meetings between primary and secondary school staff should be encouraged, as “anecdotal information from teachers is often more useful than written reports.” There is variability in the way information is collected by

school teachers that secondary school

secondary schools and from a primary

work would be very hard. Again, this

school teacher’s perspective, it can

has been found to be the case by

seem that such information is relatively

others. Smith, Akos, Lim and Wiley

support in both school settings, there

superficial (Sutherland, Yee, McNess and

(2008) found that pupils were particularly

tends to be more in-class group support

Harris, 2010).

concerned about course difficulty and

for pupils with SEN at the secondary

organisational issues such as getting

school level.

lost at secondary school.

One parent suggested that “refresher discussions” could be useful for subject teachers in relation to their child’s SEN, such as the school SENCO sharing

people to make a smooth transition from

What do parents and teachers think?

primary to secondary school, Year 7

Eight parents of children with SEN

the staff and for subject teachers to

pupils spoke of finding it helpful to visit

and 11 teachers (seven primary and

be given protected timeslots to read

their secondary school beforehand and

four secondary) took part in our study.

through pupil files.

attend school open evenings. Pupils

We explored their views using semi-

On the whole, parents felt that

expressed a preference to be taught

structured individual interviews. Parents

professionals had a lot of expertise

consistently by the same members of

and teachers spoke of their concerns

regarding transition and that numerous

staff, in a few familiar classrooms and

about the risk of poor communication

successful programmes were in place.

to be given regular reminders about the

about an individual child’s SEN leading

Some parents, however, wanted to be

type of equipment that they needed to

to their needs not being understood or

given the names of specific secondary

bring to school.

met by secondary school staff.

schools that they might look into for

In terms of what had helped young

They also spoke of their worry

information on their child verbally with

their children.

“I wasn’t sure when we had PE in the

around pupils struggling to understand

gym or the field, so I didn’t know if I

and access secondary school work,

“Professionals often told us they knew of

needed to bring trainers in for PE or

finding their way around secondary

secondary schools but weren’t allowed

not. I worried about getting it wrong and

school, getting used to school rules and

to advise on placement. Some sort of

getting a detention.”

struggling to make friends. Year 6 and

guidance or manual about selecting a

Year 7 pupil with SEN

7 teachers reported feeling the need

secondary school would’ve been helpful,

to improve communication between

like the numbers and types of SEN being

Some Year 7 pupils discussed their

primary and secondary school staff,

catered for by the secondary school or

upset at having to be taken out of their

so that the latter were made aware

what sort of questions to ask when you

favourite lessons in order to receive

of the difficulties experienced by

visit.... I didn’t know what to ask.”

additional help for their SEN, and

individual children. One teacher asked

Parent of a Year 7 pupil with SEN

suggested that this be looked at so it

if the secondary school would read the

happened less often. One pupil said he

primary school reports, indicating that

Parents said they found it difficult to deal

felt embarrassed about being withdrawn

she felt that this was unlikely.

with the numerous members of staff

from lessons at secondary school, but

Secondary school staff recognised

involved in their children’s education

less so at primary, “because they all

that there was often a good level of

at secondary school, in comparison to

knew me there.” There is often a different

communication between themselves and

a couple of key individuals at primary

structure of SEN support for children

Year 6 pupils with statements of SEN at

school. They suggested that schools

at primary and secondary schools.

primary school before transition but did

Although pupils are withdrawn for extra

not feel that this was the case with Year 6

organise meetings between the parents >>

www.senmaGAZINE.co.uk

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transition

of children with SEN in Years 6 and 7 and involve them more in the induction process. One Year 7 parent commented that if she met the parents of Year 6 pupils with SEN going through the transition process, she would have encouraged them to contact their local parent partnership service (a free local authority service for parents and

Develop a good level of face-to-face communication between primary and secondary school staff before the transition

carers of children and young people with

Years 6 and 7 in the lead up to transition • ensure consistent members of staff teach children in a few familiar classrooms, where possible • give regular reminders about the type of equipment pupils should bring to school and send written reminders home • seek the views of pupils

SEN offering them information, advice

themselves when organising their

and support).

SEN support in order to avoid • call the SEN department of

clashes with their favourite lessons

“The induction day at my son’s secondary

your local authority asking for

school only involved the primary school

information on local mainstream

of children from classes for extra

learning support assistant. It was new

and special schools in your

support is necessary and whether

for me too. Why am I left out? I’d like

borough. Most councils have

in-class support would be a

to know the faces of the main people

booklets containing information

who’ll be dealing with my son.”

about this that they can send you.

Parent of a Year 6 pupil with SEN

better approach • ask your school SENCO to organise refresher discussions

Teachers: What can you do to make the transition process smooth?

• consider times when withdrawal

• place a letter-box in the school

about children with SEN that you teach and ask to be given

for children to anonymously post

protected timeslots to read

Our findings suggest that there is

through any queries or anxieties

through pupil files.

much that can be done to improve the

that they have about secondary

experiences of young people with SEN

school. These can be addressed at

making the transition from primary to

the whole class level. You can also

secondary school. Here are some of the

feedback general pupil concerns

main achievable practices which young

about transition to parents for them

people with SEN themselves, parents and teachers have suggested.

to pick up on at home • avoid over emphasising to Year 6 pupils how different secondary

Parents: • take your child to visit his/her secondary school beforehand and attend the school’s open evenings • make an appointment to meet the secondary school SENCO to discuss your child’s SEN and

schools are (such as talking about how the work is much harder, the teachers are much stricter and the school is much bigger) • develop a good level of face-toface communication between primary and secondary school staff before the transition

strategies that work for him or

• keep parents informed about

her. Enquire about the school’s

the induction process. It is

induction programme for

important, however, for Year 6

your child

children to develop confidence

• contact your parent partnership

and independence from their

service. As well as providing

parents as they visit their new

information, advice and support,

secondary schools during the

this service can give you an idea of local secondary schools and their areas of specialism.

SENISSUE69

References

Lucey, H., and Reay, D. (2000). Identities in transition: anxiety and excitement in the move to secondary school. Oxford Review of Education, 26(2), 191-205.

Howard, S. and Johnson, B. (2005).

Transition from Primary to Secondary School: Paradoxes and Possibilities. Paper presented at Australian Association for Research in Education Conference, Melbourne, 2004.

Retrieved October 12, 2006 from http://www. aare.edu.au/04pap/how04184.pdf Smith, J. S., Akos, P., Lim, S., and Wiley, S. (2008). Student and stakeholder perceptions of the transition to high school. High School Journal, 91, 32-42.

Sutherland, R., Yee, W. C., McNess, E. and Harris, R. (2010). Supporting Learning in the Transition from Primary to Secondary Schools. Bristol: University of Bristol.

induction process • organise meetings between the

Further information

Dr Shama Ali is Senior Practitioner Educational Psychologist, Merton Local Authority and an Academic and Professional Tutor for the Doctorate in Educational and Child Psychology (DECPsy), University College London (UCL). Dr Sandra Dunsmuir is Co-Director of the DECPsy course at UCL: www.ucl.ac.uk/educationalpsychology

parents of children with SEN in www.senmagazine.co.uk

adoption

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Kai likes musical toys and dancing.

He is happy-go-lucky and loves to entertain the people around him. Kai loves to have fun. He is curious and inquisitive, and his skills in changing TV channels are outstanding. Kai loves animals and is gentle with them.

Kai has been living with his foster carers since birth. His birth parents have learning difficulties. Kai has a strong attachment to his carers, who describe him as an affectionate and easygoing little boy.

Kai goes to nursery twice a week, where he is making good progress and benefiting from additional support with his general learning. He is meeting some of his developmental milestones. Kai's health, growth, speech development and support needs will continue to need regular monitoring by health professionals due to a chromosome 22 imbalance, a genetic imbalance that can be associated with some physical and developmental delay. He appears to be mildly affected

www.senmagazine.co.uk

and it is likely that he will need a statement of SEN at school.

Kai’s fine motor skills need working on; for example, he is scribbling rather than being able to draw in eyes, nose and mouth on a face.

Kai's growth has been monitored as he seemed to be small in stature and he is awaiting some further tests. He has a great appetite.

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ADOPTION

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www.senmagazine.co.uk

FOSTERING

www.senmagazine.co.uk

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behaviour

Your anger - your choice Steve Rowan looks at how to understand poor anger management in young people with SEN

W

e are all human and we all get angry sometimes.

Anger is one of

our most complicated

emotions and one which we usually find it hard to admit to having. Yet, it is vital to our survival. The two emotional drives that influence us the most are

Imagine what it would be like if you could harvest the primeval energy displayed by children in a positive way

pleasure and pain. If you think about

towards students, or become stressed and end up either leaving the profession disillusioned or taking sick leave.

Imagine, though, what it would be like if you could harvest that primeval energy displayed by children, and adults, in a positive way. What if you could use it to drive and motivate you, and to fill you with passion to achieve your best? How

the things you have done or achieved

bombarded with changes in the

inspiring would that be for the students

in your life and look below the surface

curriculum and may well be working in an

you teach?

at what motivated you to do them, it is

environment where there is a shortage of

What better example could you give

likely that the driving force will either

staff. They are also subjected to all of the

to young people than that anger and

have been to gain pleasure or because

other pressures that normal family and

frustration can be a force for change and

of fear of experiencing pain.

social life bring with them today, though

empowerment, rather than aggression or

Anger is an integral part of fear and

as professionals, they are expected to

resentment, followed usually by remorse

often how we will express or respond to

leave these stresses at the school door.

and regret? Well, achieving this goal is

a fearful situation. It is an emotion which

On top of all of this, they are expected

easier than it appears. We all have the

is intrinsic in the makeup of human

to be an example to their students, a

capacity to use our anger in a positive

beings and is part of the fight, flight or

positive role model for young people to

way once we understand the triggers to

freeze response that has been vital in

respect and emulate, regardless of the

our anger and start to value this powerful

ensuring human survival.

abuse they may encounter – which can

emotion that tells us things are wrong

be verbal and sometimes physical – from

for us, and why. However, as is usually

students or their parents.

the case with anger, it becomes a very

Role models The pressures on teachers today are

It is little wonder that teachers can

destructive force if it is allowed to freely

immense. They are constantly assessed

get angry sometimes and allow that

express itself unchecked. We need to

for effectiveness, set targets to achieve,

anger to influence their behaviour

accept that our anger is a good friend, but a bad leader.

To achieve this, we simply need to be prepared to develop our level of self-awareness. We need to stop seeing anger as a negative emotion and learn to understand our anger triggers.

This means that we first need to take responsibility for our anger and not deny that it exists or blame others for it. We need to recognise the signs that we are feeling angry, even when those changes are happening very quickly.

Before we feel angry, a sequence of

Aggressive behaviour can result when young people cannot identify their needs.

SENISSUE69

events has to happen which provides www.senmagazine.co.uk

behaviour

us with the opportunity to change how

likely to react to his/her unfulfilled need

we respond:

by either being threatening, aggressive

1. An event of some kind occurs to start the process. This could be, for example, a comment made

or punitive to the student who s/he sees as being disrespectful.

Young people find it much harder

We need to accept that our anger is a good friend, but a bad leader

by somebody, a threat or an

to identify needs and are more likely to

expression on someone’s face

identify “wants”. For example, a young

which we interpret in a

person may want to leave a classroom,

particular way.

but the underlying need behind this

not accessible to us at this time. We

2. Next comes sensory perception.

want could be that s/he is frightened of

can, however, reconnect with this part

For the event to have meaning,

another student and has a need to feel

of our brain and our ability to rationalise

it has to be registered by our

safe; the young person wants to get away

and problem solve reasonably easily.

senses and this information

to allow this need to be met. In a conflict

First, we need to make a small physical

passed on to the brain.

situation, though, it is unlikely that the

movement, the “step back” which is

3. We then evaluate the information

young person will be able to articulate the

part of most anger management advice.

which will influence our emotional

need and s/he may simply state his/her

Next comes the “count to ten” - the

response to the given event.

want. This inability to be able to identify

reconnection with the thinking brain.

4. There will then be an action as a result of the event.

5. Finally, we will experience an

the need is likely to make the young

What I have found is that this

person appear to be argumentative,

only works if we have taken time to

uncooperative or aggressive.

understand what is happening in our

emotional response to the event.

It is therefore even more important

body and brain first. We are then back

The most important part in this process

that the teacher is able to recognise his/

in control of our emotions due to our

is how we evaluate the event, as this

her own unmet need quickly, helping the

awareness of the natural and normal

will change our action and emotional

teacher to control his/her own feelings

processes that are going on in our body

response towards it. Think about times

whilst confronting the student. The

and brain. As a result we are more able

when you have been involved in an

teacher will then be more able to help the

to recognise and honour our feelings and

argument and ask yourself honestly

young person investigate and express

take control of our responses. We are

how much impact your evaluation of

his/her unfulfilled need calmly, thereby

then able to help a young person take

the situation influenced the response

preventing the situation from escalating

back control of their emotions and find

you gave. If you had chosen to take a

rapidly into further confrontation.

a more appropriate way of dealing with

different point of view to the situation,

In order to achieve this, teachers

might this have changed the outcome?

need to learn the process that takes

the problem.

place in our minds and bodies and then

Needs and desire

pass this knowledge on to their students

When we feel angry, it is because one

using a language that makes these

of our needs is not being met by the

complicated processes accessible to

individual or group that is the trigger

them. Once this has been done, simple

for our anger. In order to control our

anger management techniques can be

anger, we need to identify our unfulfilled

taught which will become more effective

need (Rosenberg, M., 2003: Nonviolent

because of the increased knowledge

Communication: A Language of Life).

and self-awareness that the students

However, we need to recognise that the

have achieved.

other people involved also have needs

The most powerful instinct we have is

which may not be being met either by

the instinct to survive. So, when we have

ourselves or others. For a teacher in a

to confront aggressive behaviour, this

conflict situation with a student, this

instinct drives our responses. Adrenaline

could be the teacher’s “need” to be

is pumping around our bodies and

treated with respect by the student.

we are ready for a confrontation. The

However, if the teacher is unable to

problem is that we lose our ability to

identify this need, then s/he is more

think; the rational part of our brain is

www.senmaGAZINE.co.uk

Further information

Steve Rowan is an experienced and award winning Youth Offending Service officer and probation officer, and Managing Director of Altered Attitudes Ltd, which provides educational packages for young people with behavioural and emotional difficulties and professionals working with them: www.alteredattitudesltd.com

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performing arts

“Two households, both alike in dignity…”

In 2003, a school for children with learning difficulties produced a performance of Romeo and Juliet with Shakespeare’s Globe. Now, after a decade of collaboration, Jon David reflects on the legacy of the partnership

O

n a sunny day in the spring of 2002, I stood beneath the beautiful glass covering the concourse of the

British Museum as the light cascaded down, reflecting on a chance meeting which would come to alter the future development of my school and forever change my approaches to creativity and children with SEN. I was, at the time, Headteacher of Gosden House School, a local authority residential school for children with complex learning difficulties. I had just met with Patrick Spottiswoode, Director of Globe Education at Shakespeare’s Globe.

Students with complex learning difficulties take the stage. Photo: Manuel Harlen.

We were discussing the use of Shakespeare to stimulate cognitive

students and provide them with a powerful

seriously, especially within the arts. If

processes and communication skills

and empowering experience.

performance was to be recognised as

for learning, with particular emphasis

When these discussions were taking

on children with more than one learning

place ten years ago, the environment

a goal as significant as any other within SEN policy, a change was needed.

disability. If the needs of the child were to be paramount, we both agreed, the development of a range of new strategies for teaching, learning and communicating was necessary to allow engagement and participation for every child.

After further meetings with Patrick, it was clear that there was a harmony

We wanted to challenge our students and provide them with a powerful and empowering experience

between the two organisations and that

The plot thickens Between us, an ambitious plan was formed. The project was to involve the whole school, both primary and secondary students, culminating in a week in July in which the whole curriculum would be taught through the play, ending with a performance by the

we shared a love of experiential learning.

around SEN was very restrictive in terms

students themselves. The play should

Our first project together was stimulated

of what I call the “ahh factor” – the idea

be relevant to the children and it should

by a desire for true inclusion and

that people with learning difficulties

be played not in a theatre but within an

participation in playing Shakespeare to be

couldn’t ever achieve anything that

environment seen as their secure base

relevant, meaningful and fun for children

merited more than a patronising “ahh”

– the school and its grounds. The play

with SEN. We wanted to challenge our

– and that they wouldn’t be taken

was to be Romeo and Juliet.

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www.senmagazine.co.uk

performng arts

based on experience and to respond personally. At the school, students developed valuable life skills as they challenged any notion that academic understanding and physical, vocal and

An audience of 400 were left “reeling in amazement, awe and wonder”

emotional engagement do not go hand in hand.

Jon David leads staff and students in a Gosden/Globe project. Photo: Manuel Harlen.

Several months of preparation

who were involved in the project every

culminated in what seemed like a

year. At age six she was a proud Capulet,

miracle: a student-led, site-specific,

waving a flag and shouting “Down with

open-air Romeo and Juliet performed in

the Montagues”. She remembers feeling

front of an audience of over 400 people.

“safe, secure, excited… But most of

Through our collaboration, we were able

all; the happiness.” Ten years later,

to demonstrate the incredible potential

age 16, she completed a three-week

for children with SEN to perform and

work experience placement with Globe

have a voice. This was so clearly shown

Education itself.

when Romeo and Juliet clung together

The relationship between the two

in the last scene and an audience of 400

organisations has strengthened year on

were left, according to Patrick, “reeling

year, enabling us to train more teachers

in amazement, awe and wonder”.

and education practitioners from the

The key issues when working with

theatre world in methods for positive

external organisations in an SEN setting

Encore, encore…

interventions for students with SEN,

are trust, respect, and understanding.

There was clearly more life in the project

through the use of creative approaches

To work effectively, trust must build

but support was needed. Funding was

to learning. We learnt from each other,

very quickly, between students and

sought and generously supplied by the

constantly exploring and developing

staff alike. This can only happen if

Peter Harrison Foundation, who have

new skills in a reciprocal relationship.

expectations from both organisations

been patrons of the project ever since.

The partnership, established that day,

are clearly met and achieved.

Subsequent years saw productions

encapsulates the very best in innovative,

A team of Globe Education

of The Tempest, Hamlet, Macbeth, A

collaborative work which can transform children’s lives forever.

Practitioners (GEPs) worked in the

Midsummer Night’s Dream and even

school for weekly sessions throughout

more challenging, darker plays such as

the summer term before taking up

Othello, as well as original adaptations

residence there in the penultimate week

involving the entire school.

before the performance, becoming full-

Performance is key to students’

time residential members of the school

learning experience; the cycle of

community. Their arrival galvanized

planning, practice and active learning

the project; here were professionals

leads staff and students alike to that

dedicating their time specifically to our

fleeting breathless experience of

students, and they were greeted like

performance, a unique moment that

film stars.

affects all who share it. In such a context,

These GEPs are actors, directors and

learning becomes both individual and

creatives with in-depth knowledge of

social; it is education in its purest form,

Shakespeare and working in the theatre

through shared experience.

itself. All of their approaches start life in

In

2013,

the

Gosden/Globe

the rehearsal room and are used year-

partnership reached its tenth year, and I

round in a programme of workshops at

took my retirement from the school. This

the theatre; the workshops are active,

longevity is quite rare between education

physically and/or intellectually, requiring

and arts organisations, and has a legacy

students to engage fully with the

which lives on in the students it has

moment they are exploring, to analyse

touched. Ellen* is one of many students

www.senmaGAZINE.co.uk

Further information

Jon David was Headteacher of Gosden House special residential school from 1983 to 2013. He is now Director of the Gosden Lighthouse Trust, and SEN advisor to Globe Education and Surrey Music Hub: www.gosden-house.surrey.sch.uk Globe Education, based at Shakespeare’s Globe in London, is one of the largest arts education departments in the UK: www.shakespearesglobe.com/ education * The student’s name has been changed.

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SENISSUE69 SENISSUE69

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music

59

Close encounters of the musical kind Andrew Cleaton outlines a project using inclusive music-making to engage children with SEN and enrich the curriculum about, plan for and document children’s experience of sound and music.

Fine tuning Although our primary focus has been upon technology, we’ve been careful not to throw the baby out with the bathwater and simple, good oldfashioned acoustic instruments have been a regular component of all our music making. I’m a great believer in viewing the technological options not as replacements but as additions to the Acoustic instruments still have a huge role to play in the classroom.

O

toolkit. In fact, it has been fascinating to observe how modern tools can augment traditional resources.

ver the past year, I have

of documenting pupils’ experience

Another hallmark of the work,

been working on a project

across the duration of the project.

particularly with PMLD groups, has

to explore, extend and

Fortunately, before we had gone too

been the emphasis on improvised,

disseminate good practice

far down the route of re-inventing the

creative music making – as opposed to

around the creative use of technology in music making with pupils in special school settings.

Committed to engaging with seven settings across Yorkshire, the project began back in November 2012 at our pilot school, The Dales School, North Yorkshire. We’ve been joined

a repertoire based, “let’s learn a song”

It has been fascinating to observe how modern tools can augment traditional resources

by Riverside School in Goole and we

approach. In this respect, I am indebted to colleagues working in the world of music therapy from whom I have learnt so much about the importance of listening to, valuing and using the contributions of the young people themselves.

A further corollary to the importance placed on listening is the intention to

look forward to welcoming on board

wheel by devising our own system, a

focus on non-verbal communication.

schools in Wakefield and Doncaster this

colleague pointed me in the direction of

I think, as teachers, we’re all guilty of

year. The project has been developed

Sounds of Intent. This was an excellent

talking a bit too much and classrooms

in conjunction with Yorkshire Youth and

project developed jointly by the Institute

can become very noisy and confusing

Music, with funding from Youth Music.

of Education, Roehampton University,

environments. It’s been great to be given

At the outset, we knew that such a

and the Royal National Institute of

the space to pause, enjoy the silences

far-reaching piece of work would require

the Blind. We used its online tools to

and wait for valued musical input.

a systematic and rigorous framework for

enable music practitioners, teachers,

evaluation if we were to fulfil our aims

therapists, assistants and parents to think

www.senmaGAZINE.co.uk

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MUSIC

A range of options is available to allow users who have very limited movement to create music

Technology We are employing everything from the ubiquitous tablet computers, through commercial music technology devices such as microphones and effects units, to more specialist systems.

Tablet computers are undoubtedly making a huge impact on education. The beauty of such devices is that, as mass consumer products, they represent an

Tablet apps can make music making simple and fun.

unprecedented power to price ratio and

investment. In several of the settings

are supremely versatile. Our project has

now available to allow users who have

I’ve visited over the years, fantastic

seen teachers and assistants use them

very limited movement to create and

resources have been found – unused

as record keeping notebooks, video

interact with music. These can be

and gathering dust – at the back of

cameras and guitar tuners. They can

particularly useful in PMLD settings,

cupboards. It’s easy to understand how

also be great used as music creation

where conventional instruments may be

this happens. Some of these systems

environments, for creating simple

less successful. Systems can also allow

can appear overly complicated or

cyclical sound patterns, for developing

almost any kind of physical input to be

daunting to the unfamiliar user, and their

relaxing soundscapes, and as sources of

mapped to different media outputs,

benefit in an educational context unclear.

high-quality instrument sounds that are

using simple interfaces running on

It only takes a lost manual, a failed lead

very responsive to play. Indeed, a wide

standard computers. Switches can be

or a staff champion to move on for once

range of excellent apps is available to

made to step through a series of sounds

valuable pieces of equipment to fall into

turn tablets into highly accessible and

or pressure sensitive controllers can be

disuse. So, increasingly, when asked

engaging touchscreen instruments. The

employed to improvise on the notes of

for purchasing advice, my response is,

great thing about these is that they can

a musical scale.

“Let’s take a look at what’s already in the music room or the classroom cupboard

be rewarding for the musician and the non-specialist alike.

Looking ahead

and see how we can get the most out

This project is far from over but, although

of it”.

Tablets

there is still much to explore, I feel we

As a visiting specialist, I am

For anyone using tablets in the

have already learnt a great deal. We

convinced, more than ever, that the

classroom, I would offer two pieces

have uncovered all sorts of practical

key to a successful project lies in close

of advice: invest in decent protection

issues and ironed out a good number

liaison with the school, joint planning and

for your expensive piece of kit, and

of those niggles which, although minor,

shared evaluation. I’ve also discovered

make use of guided access (the facility

make the difference between “good”

anew that, given appropriate tools and

to lock the screen to a particular app

and “outstanding” lessons.

instruments, when allowed the luxury

and disable parts of the screen), where

As a big fan of technology, I need to

of patience and gentle repetition, and

available. This often hidden feature can

remind myself that it’s important to start

when engaged as co-learners, the young

remove frustration and temptation from

with musical and educational objectives

people with whom we work are able

straying fingers.

in mind – then match the appropriate

to enter into profoundly meaningful

Using something as simple as a

tool to the job. It’s all too easy to be

musical encounters.

wireless microphone in conjunction with

wowed by the potential of the gear to

an inexpensive effects unit to create

such an extent that we lose track of

vast reverberant sounds or artificial

the actual learning that needs to take

echoes has proved extremely effective

place. I also believe in the importance

in encouraging even the most reticent

of keeping things simple. Just because

pupils to vocalise. Such a set-up is a

a piece of equipment has thousands of

valuable addition to any classroom.

settings doesn’t mean we need to use

More specialist musical systems

them all in a single lesson.

can also be very useful. A range of

Committing to the creative use of

technologically advanced options is

music technology need not require great

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Further information

Andrew Cleaton is a musician and workshop facilitator with 25 years’ experience working in SEN and disability settings. Andrew runs Epiphany Music: www.epiphanymusic.co.uk

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MUSIC

Advertisement feature

Classical music in SEN Music offers children with learning difficulties a medium for creativity and self-expression, as well as personal and groupworking skills development. Approaches that rely on children learning historical detail, musical technique and theory are inaccessible for our audience, but children with learning difficulties are still able to engage with and enjoy all forms of music. Due to the apparent complexity of the form, and maybe because it’s not generally popular amongst children, classical music often gets overlooked. This is a shame because we think it offers a potential goldmine.

Children on the spectrum who have language deficiencies are still able to process music just as well as children who are neuro-typical. In fact, children with learning difficulties who are non-verbal often sing or hum to music. Music has an added value of supporting vocalisation and language development for children who don’t articulate freely or are non-verbal. For children on the autistic spectrum, classical music offers a form that is clearly and intricately structured, operates in sequence and generally has obvious rhythmic patterns.

Sudden, and sometimes violent, outbursts can be a characteristic trait of autism, particularly in children.

Classical music’s capacity to calm the nervous system is often used by parents and professionals to pacify and sooth children experiencing distress. For many children with learning difficulties, socialisation and communication can be a challenge. Classical music has the power to evoke and www.senmagazine.co.uk

provoke feeling and the whole range of human experience is reflected in its canon.

Gamelab with the Gaby Agis Dance Company has developed a classical music resource with BBC Learning aimed specifically at primary SEN, and produced Dance with the Elements, four short form videos where each video represents one of the four elements – Air, Earth, Water and Fire. The dances for each element have been choreographed to three different, often contrasting pieces of classical music – from Bach to Jenkins, and Copeland to Strauss. Said choreographer Gaby Agis, “The music programme is broad and very appealing. We’ve made the dance movements accessible to inspire children to respond to the music themselves.” Teacher Paul Pearce, Head of Creative Studies at Swiss Cottage Schools, adds that he sees that there is huge cross curricular potential for the films. This resource is free to UK based schools.

For links to this and other SEN Music based resources, go to: www.gamelabuk.com

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MUSIC Advertisement feature

Music Therapy in Education Music can play a vital and fundamental role in our lives, and this can be especially true when it comes to learning and engagement, particularly in helping to facilitate development in the areas of communication, and social, emotional, and physical wellbeing.

Many of you reading this article may be wondering how music therapy differs from the music making that might take place in your school. Music therapy is a psychological therapy that uses music as a tool to achieve non-musical aims, such as encouraging self-expression where verbal skills are limited due to a physical or learning disability, or when clients find verbal therapy too direct or challenging.

When a music therapist is thinking about using music therapeutically, they are thinking about helping the client to explore and realise their potential more fully through the improvised, shared music made between client and therapist.

Using music in this way enables people to communicate in their own musical language, whatever their level of ability or age.

Music therapy differs from other music making or teaching because it isn’t normally educationally based. For example, the outcomes in music therapy aren’t about teaching the client how to play an instrument. Rather, the focus is on supporting the client to move towards achieving their potential, either in individual or group sessions.

Education or therapy?

Many children find it difficult to engage in their learning and there can be many reason for this, but it is often connected to complex issues, such as a learning or physical disability, complex home situation, a condition such as autism or a combination of these factors. Emotional and cognitive difficulties can affect a person’s motivation to learn, and may make it difficult for them to participate in class-based educational activities.

Music therapy uses music as a tool for communication and expression and it is through the connections made in the music that it can have a positive impact on self-esteem, sense of self and identity, communication and social skills.

If a child or adult is well equipped in these areas, they are more likely to engage positively in their learning, and their school or college life.

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Evidence base Published research suggests that music therapy can help develop social and play skills with vulnerable younger children, promote communication skills in children with ASD, and address emotional needs of adolescents.1 Case studies and reports also show how music therapy can benefit children with learning disabilities, and its capacity to engage children who may resist other forms of intervention or support.2

Music therapy and Ofsted Music therapy in schools has been recognised by Ofsted as addressing educational and pastoral needs of children. It has also featured on Ofsted’s “Good Practice” website in relation to music education and special needs.3 Music therapists are trained at Masters level and are registered with the Health and Care Professions Council (www.hcpc-uk.org).

Music therapists can be found working within multidisciplinary teams in hospitals, schools, special educational needs schools, pupil referral units and mainstream schools, day centres, hospices, care homes, therapy centres and prisons, as well as in private practice across the UK. Music therapy can help people of all ages with a range of needs, often related to disability, illness or injury.

Footnotes

1. Presenting the Evidence (2nd ed.), Mercedes Pavlicevic et al., (www.nordoffrobbins.org.uk).

2. Music Therapy in Schools, ed. Amelia Oldfield and Phillipa Derrington (Jessica Kingsley Publishers).

3. Music in Schools: wider still, and wider. Good practice case study Whitefield Schools and Centre (Department of Education).

The British Association for Music Therapy is the national body representing music therapists and music therapy in the UK. To find out more or to find a therapist, please visit our website: www.bamt.org, contact us on: 020 7837 6100 or email: info@bamt.org Registered Charity No. 1137807 Company No. 7301585.

www.senmagazine.co.uk

CREATIVE ARTS

Helping disabled children to discover their Eureka! moment Eureka! The National Children’s Museum has launched the latest strand of its award-winning initiative aimed at helping disabled children and their families enjoy their experience of this attraction. The Eureka! Story is a bespoke guide designed for, and with, children with communication or sensory difficulties, as part of its three year Helping Hands project, funded by the Esmée Fairbairn Foundation.

Children on the autism spectrum can feel overwhelmed by a visit to any unfamiliar place, and a visit to a colourful and busy museum can provoke a sensory overload. Designed in close consultation with children, parents, and professionals from Cliffe Hill School in Halifax, The Eureka! Story is a visual, step-by-step guide to the entire museum experience so that children can familiarise themselves with everything that they will experience before they arrive.

“The Eureka! Story is a simple but effective tool that visualises the whole experience, meaning that parents and teachers can prepare children with loads of visual prompts”, says Helping Hands Project Lead Trizia Wells. “For us, the most exciting thing about this project is that it puts the child’s experience firmly at the centre and has been road tested by children who will be using it.” www.senmagazine.co.uk

The Eureka! Story now forms part of a range of ways that Eureka! has introduced over the past two years to maximise the way it engages disabled children and their families.

These include activity clubs, bookable visits supported by Eureka! staff, special welcome greetings for children with communication difficulties and a range of resources to help children enjoy their visit.

This year, Eureka! was awarded Bronze in the Access for All category of the coveted VisitEngland Awards.

The Eureka! Story is available free via the organisation’s website: www.eureka.org.uk/eurekastory SENISSUE69

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64

healthy eating

Food: it’s the real thing If we’re all now so clued-up about food, why don’t we feed healthier meals to our children, asks John Steward

A

s educators, our job is to create good outcomes for the young people who come into our care. We focus on

qualifications, the ability to work, social skills, good health and how to become

It’s hard to work out what actually is healthy, as even expert opinion seems to change constantly

Some personal, social and health education and citizenship programs are brilliant in this regard, and good key working in this area achieves a huge amount. But I think we could improve.

independent, active citizens who can

What is healthy change

maintain positive relationships. Quite

One difficulty is that it is hard to work out

right too.

what actually is healthy, as even expert

Some GR-R-Rreat practice

opinion seems to change constantly. It’s

often relates to physical exercise, mental

There is obviously some amazing

tough to keep up.

wellbeing and, increasingly, obesity and

practice out there. There are outstanding

There are also lots of competing

diet; I think it should go even further

food lessons, inspiring land-based

opinions. Try running an internet

and prioritise exactly what our children

projects, amazing farming, horticultural

search on “diets for special needs”, for

consume and their perceptions of what

and similar partnerships that lead to

example, and you’ll get some idea of

is healthy.

The good health part of the above list

accreditation, jobs and longstanding

the scope and variety there is, and the

Sometimes, there are poor outcomes

engagement, enjoyment and pride; there

difficulties inherent in choosing what

with regard to what our young people

are amazing care and health plans that

may be the most appropriate for you.

eat and drink, and their attitudes about

lay down individual arrangements for

It’s hard to get it right. There is so

what is good for them. As a sector, we

children with a range of conditions,

much evidence that strongly suggests

could do better if we were braver and

allergies and intolerances that staff put

links between behaviour, autism and so

more radical in our approach to food.

huge amounts of time and effort into.

many other diagnoses. It’s impossible

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www.senmagazine.co.uk

healthy eating

If we don’t step up our radical interventions,

we

increase

the

vulnerability of those most at risk; I read recently that a safeguarding referral was made on the parent of an obese young child purely on that basis. Perhaps

Are we guilty of not being progressive enough, of lazy thinking and of complacent practice?

something around the use of food will be explicitly listed as a form of abuse in future versions of safeguarding training.

In another, darker corner of this

related issues. Everyone is talking about food, which is a good thing.

debate, eating disorders may be

So why, in the main, do we feed our

rising according to some figures, most

children mostly what we have fed them

noticeably in boys. So this issue is

before? Of course, I accept that some

central both in health and in education;

things may be a bit better than before – we

it affects our children’s all round quality

use a few new cooking techniques, there’s

of life.

a bit more awareness about food and we at least understand the importance of five-

Fast food is still a regular part of many children’s diets.

Not a vessel to be filled

a-day – but these feel to me like tweaks

A lot of people know the saying from

rather than radical changes.

Plutarch about the mind not being “a

“To find fault is easy; to do better may

vessel to be filled, but a fire to be lit,”

be difficult” – another Plutarch saying

to ignore all of those findings even if

but is it possible that we are making

– may be the retort of choice for the

you disagree with some of the wackier-

the same kind of error with our bodies,

under-fire professional, but we need to

sounding ones. Although it isn’t so

treating them too much like a vessel to

think much more about the effects of,

much that we are ignoring them, it’s

be filled or worse, substituting good

and our relationship to, what we put into

more that we aren’t radical enough in

sustenance for the wrong kind of

our mouths. We also need to be careful

implementing substantively different

comfort and gratification?

about how we pass all the fruits of this

diets and regimes and then monitoring

Why do we behave in this way when

great debate on to the next generation,

the results. How many schools have

we know that some things that we give

particularly those who are vulnerable

stopped using sugar? How many ban

children are quite simply not good for

and have specific needs that are making

the more awful fats? How many serve

them? Will the choices about food and

life difficult for them. After all, that is our

processed food, or meat with unclear

about ingredients that we have made

job, isn’t it?

provenance? It is possible to take risks;

be judged in a very harsh light in the

I know a school in Hertfordshire that is

future, to the extent that we may be

vegetarian, for example, and there are

accused by our successors of doing

lots of examples of services that eat

actual harm to these children that are

their own produce that is grown on site.

in our care? Are we guilty of not being

There may be many great plans for

progressive enough, of lazy thinking and

individuals out there being used for

of complacent practice?

young people’s food and drink intake, but there are also lots that include

In the news

takeaways and all kinds of “rewards”

You would quite simply have to be

and “treats”. I’m not advocating taking

not paying attention to have missed

the joy out of what we do with food – far

the debates raging in all forms of

from it – but more of our educative work

media currently about diet in general

should be about encouraging our service

and topics such as sugar and fat in

users to reject unhealthy lifestyles and

particular. Opinions abound about going

exploring how to do this in a wholly

sugar-free, sugar versus fat, obesity,

positive way. As usual, this is more about

diabetes, take-aways near schools, lack

senior leaders than front-line workers.

of exercise and a host of other food-

www.senmaGAZINE.co.uk

Further information Dr John Steward is Operations Director for Priory Education Services: www.priorygroup.com

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accessible vehicles

Minibuses: a buyer’s guide John Maskell explains what to look for when choosing a minibus for your organisation

M

any

of

the

major

manufacturers offer a

good

choice

of

minibuses, all with three

year warranties as standard. However, before you start your quest, there are a

If a new minibus is out of your budget, a used vehicle can be exceptionally good value

into stock. These vehicles often have low mileage and full service histories and are fully refurbished prior to sale.

When is a minibus not a minibus?

number of issues you should to consider.

European Community Whole Vehicle

Type Approval (ECWVTA) regulation

What is the best minibus to buy?

passenger seats and the vehicle must

applies to all new minibuses. All new

not weigh more than 3,500kg.

minibuses require a Type Approved

Assess your transport requirements

Certificate issued by the Vehicle

both today and for the future when

Accessibility

Certification Agency (VCA). Any

considering your purchase. You should

For many organisations, permanent or

manufacturer, specialist supplier or

choose the minibus that is within your

occasional wheelchair/mobility access

conversion company should furnish you

budget and best meets the needs

will be part of the buying criteria.

with the relevant certification details on

of your organisation. Seek advice

Specialist suppliers can offer custom

request, prior to purchase. A minibus

from specialist independent minibus

built solutions providing one to four

without a certificate of approval and

suppliers. They often offer the most

permanent or occasional wheelchair

compliance could go undetected until

flexible solutions, providing vehicles

spaces. Internal layouts can be decided

presented for its Class 5 MOT test, one

tailor made for your needs.

at the planning stage, allowing you to

year after registration.

maximise your vehicle’s potential.

Who will be able to drive the minibus?

or fixed manual or removable ramps can

A wide range of financial options is

New driving licence rules came into

also be fitted. Lowered suspension, high

available, including lease and purchase

force in January 2013. A person with

visibility trim, quick release seat systems,

plans. Contract hire is a popular choice,

a current driving licence showing a D1

air conditioning, additional heating

allowing a fixed monthly rental to be

category can, subject to conditions and

and secure storage for medication and

set aside and with the exception of fuel

insurance, drive a minibus with up to

respiratory equipment are also available.

and insurance, no additional costs are

16 passengers. Current licence holders

Your new vehicle may even have the

required. Depending on your supplier,

showing B category can only drive a

option of removable seating, allowing

your minibus will normally be maintained

minibus up to 3,500kg in weight, must

even greater versatility and providing

and serviced by them for the period

be over 21 and must have had their

wheelchair space or additional luggage

of the plan, providing extra peace

driving licence for a minimum of two

areas as and when required.

of mind.

For easier access, powered tail lifts

Financing options

years. However, if the minibus is fitted with the necessary facilities for the

New or used minibus?

carriage of wheelchair passengers, then

If a new minibus is out of your budget,

the weight limit increases to 4,250kg.

a used vehicle can be exceptionally

New licence holders passing their test

good value. Suppliers often contract

after 19 January 2013 are only allowed

their minibuses to schools and at the

to drive a vehicle with up to eight

end of the plan take the vehicle back

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Further information

John Maskell is Managing Director of Red Kite Vehicle Consultants Ltd: www.redkite-minibuses.com

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ACCESSIBLE VEHICLES

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70

book reviews

Book reviews

by Mary Mountstephen

Social Skills for Effective Learning Annie Greef

Strengths-Based Therapy: Connecting Theory, Practice and Skills

Crown House Publishers ÂŁ19.99 ISBN: 978-190442464-2

Elsie Jones-Smith Sage Publications ÂŁ52.00 ISBN: 978-1-4522-1792-5

Social Skills for Effective

The primary goals of this book

Learning is a practical

are to present a theory of human

workbook

promote

strengths development and to

the development of self-

demonstrate its application in a

managed, resilient learners.

number of settings. The author

It is the companion volume to

writes from the perspective

Personal Skills for Effective

of positive psychology and

Learning and both books

explores what it means to

to

have been written by Annie Greef, who is a former teacher and currently a training consultant.

The book includes six units, a glossary of terms and an appendix linking the units to the National Curriculum. The units follow a common format with an overview, guidelines and photocopiable activity sheets.

They cover issues such as empathy, conflict and diversity.

The author writes about the changes in family interactions in modern society and the impact they have had on children acquiring emotional competencies such as resilience. She stresses the importance of teachers as

have a strength or deficit mind-set. Jones-Smith is a licensed psychologist who has written several books; her style is academic but also practical and thoughtprovoking in its approach.

Divided into two main parts, the first section covers background and theory and details an overview of a strength-based assessment. In the second section, this approach is related to different populations/settings such as families, mental health settings and schools. A number of forms are included to illustrate effective practice.

This is an interesting book which encourages the reader

role models and claims that working through this resource

to look at potential problems and situations from a positive

book can also prompt the reader to embark on a personal

perspective and also from different cultural and social

development journey.

perspectives. The role of strength-based counsellors is

By balancing hope and a positive outlook, she challenges teachers to examine their own beliefs about themselves and about children as a starting point.

described, as is the part they play in helping clients to discover positive and effective solutions to problems.

The concepts in this book apply equally well to teachers,

There are many useful activities in this book which can

parents and students. A strength-based approach has

be adapted to suit the age of the students; however, I would

much to offer as part of a whole school approach to

imagine that it is aimed at secondary level.

developing a positive culture.

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book reviews

Healthy Mindsets for Super Kids: A Resilience Programme for Children Aged 7-14 Stephanie Azri. Illustrated by Sid Azri Jessica Kingsley Publishers £19.99 ISBN: 978-1-84905-315-0

The author is a clinical social worker with over ten years’ experience teaching resilience skills. This book is a systematic guide for teachers, parents and youth workers and was initially written and trialled in reaction to a community need to support children with early signs of anxiety and depression.

The book is divided into ten modules including, Selfesteem, Positive Thinking, Stress and Anxiety, Anger Management and Healthy Relationships. Each module has its own superhero and comic strip to illustrate skills and exercises. This visually attractive book is intended as a manual for a structured programme which can be run by organisations.

This is a useful source of activities to promote better self-awareness and self-confidence in children. It is the type of book that might need some modification for certain populations, as some of the ideas, in my opinion, would benefit from being expanded. The comic strip approach will appeal to children and the activities are certainly varied in purpose and content.

Each section also includes weekly tips for parents, with two or three activities to reinforce the module the child is working on. In the right hands, this programme could act as a powerful tool for change for children in need of support.

www.senmaGAZINE.co.uk

Ladybird’s Remarkable Relaxation: How children (and frogs, dogs, flamingos and dragons) can use yoga relaxation to help deal with stress, grief, bullying and lack of confidence

Michael Chisick Illustrated by Sarah Peacock Singing Dragon (an imprint of Jessica Kingsley Publishers) £12.99 ISBN: 978-1-84819-146-4

This is a lovely book which I have used with family, schools and internationally as part of my training. It is a delightful introduction to relaxation and stress reduction techniques which have been developed by the author since 1999.

Its main goal is to give children techniques to use anywhere and anytime to help them cope with a problem, without depending on anything or anyone but themselves.

It focuses on courage, wisdom and compassion as three elements to develop self-efficacy, self-belief and selfesteem.

The book opens with a clear rationale and guidance for schools and parents and offers further support. The story itself is enchanting and it includes a relaxation script and programme to develop the concepts further.

Children will readily identify with the characters and situations and the illustrations complement the text as a book to be shared with a group of children or individually.

The vocabulary used supports the teacher/parent in creating a relaxed atmosphere where visualisation is used effectively.

Highly recommended.

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72

dyslexia

Second time around School was torture for the girl tagged as “stupid”, but Sarah Chapman has found new hope and the strength to overcome her dyslexia

The loving family life she enjoys today once seemed an impossibility for Sarah.

I

am 30 years old and a very different person to the one I used to be. Not long ago, I was a single mother living in poverty with my oldest

daughter, unable to give her the life she deserved. I hated my life and didn’t think

I was always in trouble, always getting into fights and being banished to stand alone in the corridor

that I had what it takes to be successful.

in trouble, always getting into fights and being banished to stand alone in the corridor whilst my classmates were learning inside. They would often point and laugh at me through the glass panes of the doors. This really upset me and I would run away.

My education can only be described as

By Year 10, I had been kicked out

wasted, as I threw away the opportunity

was well and truly knocked out of me

of history. “She’s useless and never

at school to make something of myself.

in primary school, where my bully of

tries hard enough”, I once heard my

Following a spell in care, I was rebellious

a headteacher would make me stand

teacher say to the Headmaster as I sat

and determined to make things difficult

and recite my times-tables daily with

quietly awaiting my fate. I had lost my

for myself. I thought that I was stupid.

tears rolling down my cheeks. I tried

temper in class after being ridiculed for

Much of my time in school was spent

and tried and they just would not go in.

not remembering what we had been

in the isolation room with my teacher’s

School, to me, was nothing less than

asked to learn for the lesson. He refused

harsh words echoing through my mind:

torture. Thinking of a fresh start and

to believe that I had, in fact, stayed up

“You will never amount to anything”.

making some friends, I began secondary

reading it over and over again, until late

I was really interested in the subjects

school. My dreams were short-lived and

into the night. I really liked history but I

but I opted to act like the class clown

after the first few lessons the feelings

was removed from the class.

in order to hide the embarrassment of

of frustration returned. I remember

what recently turned out to be dyslexia.

feeling angry with myself as I felt that

Hitting rock bottom

I had really low self-esteem and

I was intelligent in my thoughts but in

When I was thrown out of French, I hit an

any confidence that I had developed

reality I just didn't get it. I was always

all-time low. I loved learning about other

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dyslexia

countries but just could not remember the language and I would become upset and hit out when confronted, especially when trying to learn in a noisy classroom.

I often used to run away from school and hide until the day was up, sometimes

I scrimped and saved to raise £30 a week from my benefit to pay for extra private tuition

shivering at the bus stop or alone in

health and safety, risk assessment and equal opportunities. Through the Coalfields Regeneration Trust, I also completed an NVQ level 2 qualification in Managing Voluntary and Community Organisations. I learnt how to use software to design leaflets, deal with banking and

the park. I was always in detention,

accounts, how to successfully secure

always suspended and more often than

my GCSEs, I was excluded. I had been

bids and apply for funding. I also learnt

not skiving.

in a fight which, on this occasion, was

how to deal with legal issues and create

I was really good at sports and broke

not my fault, but my pleas fell on deaf

impressive business plans. The support

national records for throwing events in

ears. I was not to enter school grounds

and assistance I received at the Centre

athletics (much of that I put down to the

unless to sit an exam and immediately

was amazing.

built up anger I had festering within me),

after I had to leave. I wish things had

but again my memory let me down and

been different. I was very aggressive and

A love for learning

I failed to engage with the theory side of

deeply unhappy and, needless to say, I

The confidence I had gained inspired

the course. My home life was unsettled

left school with no useful qualifications. I

me to take my personal learning to the

and I felt like I had nowhere to turn. I had

sat in my final exams watching everyone

next level and I applied to college for an

no real friends as I had alienated them

scribbling eagerly as I sobbed with my

Access to HE: Teaching Diploma. The

through my bad behaviour.

head in my hands. School broke me.

course was tough and its standards were high, but I did it and I was truly

I would also go through most days without eating, as part of my punishment

Turning it around

proud of myself. Balancing a full-time

was to sit facing the school cafeteria

My local adult learning centre – The Core

course with the demands of parenting

whilst I ate on the stage – something I

Centre in Calverton, Nottingham – was

a young child was not easy, but it was

flatly refused to do. I was not allowed a

the catalyst for major changes in my life.

rewarding. To complete the Access

morning or afternoon break or to visit

Since leaving school, I had spent my

course and secure my place at university

the school tuck shop, and I only got a

time travelling around the world. I was

I had to complete GCSE equivalent

fifteen minute supervised lunch break.

about to embark on yet another journey

courses, which included modules in

I was removed from all lessons and

when I found out about my pregnancy.

maths, English, chemistry, physics and

forced to sit alone in a small room in

I didn't have any friends where I was

biology. Let’s just say that I was far more

the library working from a textbook. By

staying at the time and the thought of

successful the second time around as a

the end of Year 11, two months before

sitting inside alone all summer filled with

mature student. I scrimped and saved to

me with dread. I often walked past the

raise £30 a week from my benefit to pay

Centre but, on this occasion, I walked

for extra private tuition to get me to the

in to enquire about completing an IT

required level to pass the maths course.

course to give me something to do with

My grades were excellent and I had

my time. Just a few minutes later, I had

distinctions for most of my assignments.

Sarah has worked hard to become the confident young woman she now is.

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signing up to work as a full-time admin

During my year at college, I also

volunteer. I helped with the enrolment

completed two half-days a week at a

process, learnt how to create and

primary school as both a literacy volunteer

maintain databases, deal with customer

and classroom assistant. I loved it; the

queries, send and receive faxes and

children were amazing and I learnt so

make photocopies. I thrived in the busy

much. As well as receiving excellent

environment and I felt like a different

references from teachers at the school,

person. I took pride in my appearance

the children made me an enormous thank

and really enjoyed helping others.

you card at the end of the year which left

I completed several interesting

me glowing. This experience confirmed

courses and also received training in

my desire to pursue a professional career >>

sexual health and substance misuse,

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74

DYSLEXIA

I know that I have a lot to offer employers and I cannot wait to get started

in education and I set about writing my application for university. It was an anxious wait but when the decision came, I felt elated. I was accepted on a degree course studying Education with Special Educational Needs and Disability.

I was also very proud to win the Adult Learners Week award for the whole of the East Midlands for what I have

amazing leadership and management

achieved in education. What’s more,

opportunity designed to allow higher

I met the most amazing man during

education students to learn from senior

my access course at college; Chris

leaders at the top of their professions

has done nothing but encourage me

about how to be a great leader. Finally, I

to keep on going. We were married in

have completed courses in Maintaining

July 2012 and our son was born in May

Sarah receives her Adult Learners Week award.

the following year.

Social Media for your Organisation, project management and bid writing.

Once I finish my degree, later this

Making a difference

now working with them as a Volunteer

year, I hope to complete a Master’s

University has been extremely

Event Coordinator. I have been tasked

degree in Education Management. After

challenging and I am still fighting hard

with organising events and open days,

that, I will see about doing my doctorate.

to get to where I want to be. I have

maintaining the social media for the

Although my dyslexia can be

worked relentlessly and have been

organisation and fundraising, which

challenging, it will never stop me from

rewarded with high firsts for all of my

will involve bringing case studies

achieving my goals and I believe there

modules. I also completed a paediatric

to life to finance new projects. I will

really is hope for us all. I now feel an

first aid course this year, became the

also be learning about management,

overwhelming sense of achievement. I

student representative for my program

business development and marketing

feel alive and capable of doing anything

(SEND Pathway) and started work for

by shadowing and working alongside

that I set my mind to. I walk around with

a prestigious supply agency alongside

Dee. I have big plans for various

my head held high, proud of what I have

my degree. This enabled me to work in

schemes which I hope to develop

achieved. Thirteen years after leaving

a range of different educational settings

over the summer to help young people

school, I feel like I have been given

across the county, in both mainstream

with dyslexia to gain confidence and

another chance in life and it feels good. I

and independent schools, providing

appreciate how special they are to have

only hope that I can inspire others to give

additional support to learners with

such an amazing gift.

education another chance and allow it

various educational needs. However, my

I know that I have a lot to offer

true personal and professional interest

employers and I cannot wait to get

lies with dyslexia and the consequent

started. I have completed several courses

Education is a wonderful thing when

issues and barriers that surround it for

recently to boost my employability, such

you are ready for it, or should I say, when

many individuals in society. Recently, I

as the Futures Award which was set

education is ready for you.

completed a placement at Maple Hayes,

up to allow students to manage their

an inspirational independent specialist

own projects, gain experience, develop

dyslexia school, where I experienced

important management and leadership

first-hand how the lives of people with

skills and improve their employment

dyslexia can be turned around with the

prospects. Through this opportunity, and

right kind of support.

my new found love of formal learning,

I have also managed to secure some

I hope to develop the skills needed to

solid work experience for the remainder

make a real and lasting contribution

of my time at university. After ambitiously

to improving the lives of people

contacting The Dyslexia Association

with dyslexia.

in Nottingham and meeting with its

I am also lucky to have been offered

Chief Executive Dee Caunt, I am also

a place on the Frontrunners course, an

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to turn their lives around for the better, like it did mine.

Further information

Sarah Chapman is currently studying for a BA Honours Degree in Education with Special Educational Needs and Disability at the University of Derby: www.derby.ac.uk/education

www.senmagazine.co.uk

DYSLEXIA

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76

multi-sensory environments

Feeding the senses Sensory rooms offer untold opportunities for stimulation, communication and social interaction, write JoAnn Hurst and Lana Bestbier

F

or the young people at our school, all of whom have autism and many of whom have sensory processing

difficulties, the multi-sensory room is

The choice of equipment used will vary according to the needs of the individual

a vital resource. They need just the

useful to provide additional sensory stimulus or relaxation.

A wide range of equipment and techniques can be employed in multisensory rooms to provide different types of stimuli, for example: • visual input (sight) – lights,

right amount of sensory stimulation to enable them to learn to organise sensory

a number of the senses. It can be an

bubble tubes/wall, projectors,

information and to re-establish an

interesting and motivating, calm or

UV patterns and/or fibre-optics.

understanding of their bodies’ sensory

stimulating (but not over-stimulating)

Multi-sensory rooms typically

experiences without overload. This

environment, depending on the young

have black out blinds in order for

can help inhibit and filter out unwanted

person’s needs.

these to have full effect • auditory input (sound) – calming

stimuli, register and process stimuli correctly and regulate sensations

A world of sensation

music, such as meditation music

accurately, in order to encourage

Multi-sensory rooms can make use

or classical music played very

appropriate behaviour.

of different lighting, music facilities,

softly. Cause and effect buttons can be used to make music play

For young people who have

tactile areas and a wealth of equipment,

difficulties processing everyday sensory

including fibre optics, projectors and

information, this can have a profound

musical keyboards which can be

effect on their life and on their ability

activated by the pupil using switches,

to access learning. They may have

pressure, sound or movement. The

difficulties controlling their responses to

choice of equipment used will vary

mild, sparingly used scents and

external stimuli or may seek out more of

according to the needs of the individual

aromas, or gently scented lotion

these sensations. Sensory information is

or group accessing the room, and also

received but not processed or perceived

the aims of the session. Weighted

normally, resulting in the absence or

blankets and massage may also be

• tactile input (touch) – hard and soft surfaces, as well as structured messy play sessions • olfactory input (smell): very

used in messy play • proprioceptive input – vibrating surfaces and equipment and small

intensification of one or all of the senses to a degree where everyday life is disrupted. For example, hyper-sensitivity (over-sensitivity) may cause a sensation of pain from clothing rubbing against skin, an inability to tolerate normal lighting in a room or a dislike of being touched (especially light touch). Hyposensitivity (under-sensitivity) may cause a pupil to be self-injurious where they are seeking to experience touch, create loud noises by banging items together or rocking vigorously.

The multi-sensory room provides a specialised space which can be easily adapted to control the sensory input and to vary the stimuli received through SENISSUE69

Sensory equipment can encourage participation and interaction.

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multi-sensory environments

Sensory rooms can also be used to enhance sensory stories linked to the curriculum and exploring the different sensory stimuli, the student will demonstrate a number of reactions which can be copied and responded to by the staff member, which in turn encourages the student to react to gain the feedback Tranquillity or stimulation are both on offer in the sensory room.

response from the staff member.

In the failure-free environment of a

spaces to crawl into. These can

Feel the benefits

help stimulate a sense of body

Most young people with autism

learn to interact with their surroundings

awareness and can be calming

experience

with

in a safe and non-threatening way –

• vestibular input (movement and

communication and social interaction,

exploring, learning, understanding and

balance) – unstable or dynamic

whether they communicate through

communicating more using all of their

equipment to balance on or

verbal language or by other means.

senses. Although outcomes vary from

suspended equipment such as

For these children, sensory items and

person to person, sensory rooms can

swings. Careful supervision is

activities are highly motivating and

help to reduce distress, challenging

needed here, as such equipment

therefore create useful opportunities

or self-injurious behaviour and some

d i ff i c u l t i e s

multi-sensory room, students are able to

can have an alarming effect.

for them to initiate and take part in

of the stereo-typical behaviours often

Small, portable sensory spaces can

communication. Students can request

associated with autism. Multi-sensory

also be used in classes and other

a piece of equipment to be switched

environments can support students to

areas to support individual student

on or off, giving them control over

regulate their alertness levels throughout

needs throughout the day. For example,

their environment and opportunities to

the day to ensure that they can focus on

students experiencing the sensory

communicate. Structured schedules can

making use of learning experiences.

overload of the classroom could choose

encourage students to explore a wider

to withdraw to a small, darkened tent

use of the equipment and also support

containing soft cushions.

students and staff with opportunities for

Sensory circuit sessions can offer

increased intensive interaction.

young people a structured pattern

Sensory rooms can also be used

of activities which are designed to

to enhance sensory stories linked to

facilitate firstly alerting activities,

the overall curriculum, and carry out

then organising and finally calming

communication activities through

activities. The right sensory diet can

using choice and intensive interaction

offer a balanced schedule of calming

approaches; here, the student and staff

versus stimulating activities, including

member engage in a turn-taking process

gross motor sessions with things

led by the student where the staff

such as trampettes or gym balls,

member focusses on, and responds

and communication sessions where

to, the reactions of the student. This

students choose items from sensory

encourages communication through

boxes in class. Such activities allow

the use of facial expressions, eye

students to regularly and consistently

gaze, vocalisations, gesture, body

access vestibular, proprioceptive and

movements, pointing and speech. By

tactile stimuli.

moving around the multi-sensory room

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Further information

Lana Bestbier is an occupational therapist and JoAnn Hurst a speech and language therapist at Prior’s Court residential school for children and young people with autism and moderate to severe learning difficulties: www.priorscourt.org.uk

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Multi-Sensory Equipment and Therapy

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Multi-Sensory Equipment and Therapy

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Multi-Sensory Equipment and Therapy

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about sen magazine

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Please email press releases, comments and article ideas to Peter: editor@senmagazine.co.uk

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In the next issue of SEN Magazine: • play • autism • managing behaviour • numeracy • speech, language and communication • ICT in the classroom • fostering • respite care/holidays • sport • home education • all-ability cycling • dyslexia Plus news, reviews, CPD and events listings and much more Follow us on

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autism

Autism

In a special feature on autism, a mother describes how the right support helped turn her daughter’s life around, we look ahead to World Autism Awareness Day and we examine an important but often neglected condition on the autistic spectrum.

86

Getting personal A mother reveals how a person-centred approach has helped her daughter with autism to thrive

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World Autism Awareness Day Gearing-up for April’s global fund-raising and awareness event

Avoiding the subject Pathological demand avoidance syndrome: what is it and why does it matter?

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THE AUTISM SHOW Advertisement feature

The Autism Show returns in June

L

ast year, The Autism Show, the national event for autism, attracted a record audience of over 7,000 parents, carers and professionals who live and work with autism on a daily basis.

The event will be back in June, packed with a brand new speaker programme, exciting interactive features and specialist providers of products and services. This year, the event is headline sponsored by Hesley Group in London and Witherslack Group in Manchester and is designed to appeal to visitors dealing with every stage of the condition.

A specially selected group of leading professionals and high profile parents will be discussing the latest news and research on the condition in The Autism Matters Theatre in partnership with Research Autism. Speakers will also be examining some of the key issues which affect the lives of individuals with autism and those who care for, support and teach them. For the first time, signers will be available in this theatre for those who are deaf or have hearing difficulties.

The Hub theatres, sponsored by Hesley Group, have doubled in size for 2014. Here, visitors will be given speaker headsets to ensure that not even a word is missed in these informative theatres. In Theatre 1, Ask Autism, the exciting new training service from The National Autistic Society, will be hosting an insightful series of presentations from adults on the autism spectrum. Visitors will be able to gain a direct insight into what it means to be autistic and, in so doing, perhaps better understand past events and what to expect in the future.

Meanwhile Theatre 2 in the Hub offers a huge number of tried, tested and practical approaches on subjects, such as managing challenging behaviour, transitions, community care assessments, sensory and social communication difficulties and sleeping problems, to name just a few.

For visitors who are looking for advice from autism specialists, help is at hand in the free and confidential one to one clinics.

Advisers, clinicians, therapists and solicitors will be available to cover topics such as diagnosis, bullying, sleeping difficulties, challenging behaviour, legal advice on special educational needs, employment, welfare rights, sensory integration and occupational therapy, wills and trusts, support packages for young adults and legal entitlements post-16.

There are also many exciting interactive features at the show to add colour and inspiration to your visit. These range from the My Autism Gallery, displaying work from artists on the spectrum, to the new Sensory and Calm Rooms created by Mike Ayres Design and OM Interactive, and to the stunning performances taking place every lunchtime in Autism's Got Talent in association with Anna Kennedy Online.

Amongst all this content you will find the largest collection of autism specific products and services in the UK. Explore the exhibition to find leading suppliers of learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care and specialist schools.

Book now and save 20 per cent off your ticket price by visiting: www.autismshow.co.uk The Autism Show London, 13 to 14 June, ExCeL London.

The Autism Show Manchester, 27 to 28 June, EventCity.

www.senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

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AUTISM

Getting personal Suzie Franklin reveals how a person-centred approach has helped her daughter with autism to thrive

J

ennie is a happy and fulfilled

suited to her needs and we started to

23-year-old woman, living in

question how we could plan to make

her own flat and engaging in a

sure that she would be able to live an

wide variety of activities, from

independent life. I also started to think

art classes and Zumba, to horse riding

about what we might need to put in

and dog walking. Jennie was diagnosed

place for Jennie to make sure she’d

with autism at the age of three.

always be supported, even if we weren’t

Until her diagnosis, it was incredibly

We didn’t want Jennie to have to fit into an existing service that wasn’t suited to her needs

able to take the lead.

difficult to get Jennie any kind of support.

We set up an essential lifestyle

Things quickly began to change, though,

plan (ELP) for Jennie. This is a living

the future. We meet regularly and invite

once her condition was diagnosed by

document that shows what’s important

Jennie’s service provider and support

a specialist and we were soon able to

to Jennie and how she is best supported.

workers to some of the meetings, to

access all of the services that Jennie

To begin with, this was very education

ensure we are all working well together

was, and is, entitled to.

focused, and stayed in her home and

for Jennie.

school communication book so it was

Setting up the circle of support

Growing up

easily accessible for those who know

has been life changing for Jennie and

Once Jennie was enrolled at a specialist

Jennie best to add in comments and

for me. I have been able to share the

school, she thrived. When she reached

suggestions. As she’s grown up, though,

responsibilities associated with caring

the age of thirteen, we started to think

it has served to support Jennie in her

for Jennie, and it’s meant that we’ve

about her future – what would she do

own home and remains an important,

been able to hold person-centred

after college and where would she live?

evolving document to this day.

reviews for her. These have brought

Until this point, everyone had been very

together Jennie and all of the experts

focused on her education and, as was

Support and progress

supporting her in one room, allowing us

typical at the time, all of her annual

When Jennie reached 14, we set up

to look at Jennie’s life holistically and

reviews had revolved around this issue.

a circle of support for her, a group of

put action plans in place.

We didn’t want Jennie to have to

people who come together to change

To make sure Jennie could, and

fit into an existing service that wasn’t

her life positively and make plans for

would, get involved from her very first person-centred review, we told her it was a celebration of her life so far, and we created invitations to send to everyone who we wanted to be involved.

On the day, we kept her interested by indulging her with some of her favourite things, including snacks and treats, arts and crafts and DVDs. By holding one school-led and one additional review each year, we’ve been able to get feedback on her progress every six months. The regularity and quality of this feedback has helped all of those involved in Jennie’s life to work together in different ways over the years

Jennie was proud to exhibit some of her artwork.

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AUTISM

in selecting the best team for her. Using a carefully selected service provider, we put out an advert introducing Jennie and outlining the level of support she would need, as well as the skills and

It’s clear to see now how much her team enjoy spending time with Jennie

personality traits that would make applicants the perfect match.

Jennie was involved in the interview process and where there were tough

her teeth properly, which staff can use if

decisions to be made between

she needs extra prompting. As she can

candidates, the way that they interacted

have wakeful nights, Jennie also has a

with Jennie was a crucial factor. Once we

visual sleep schedule including a routine

had her team in place, I helped to give

designed to calm her down before bed.

them autism-specific training (as that’s my professional role) and also helped

What’s next?

them to better understand Jennie.

Two years on, we’ve created a new

Selecting Jennie’s team was

PATH for Jennie, as her first was very

challenging. Initially, I was concerned

education focused, and Jennie joined

that the staff wouldn’t know what to

in, drawing on the board for the first

Transitions

do if there was a problem, but I quickly

time. We also talked about her doing

As Jennie neared the end of her

grew to trust them. It’s clear to see now

some voluntary dog walking, which she

education we created a PATH (planning

how much her team enjoy spending time

continues to enjoy today.

alternative tomorrows with hope) for

with Jennie. Some team members are

Jennie remains a keen artist and has

her, using a person-centred plan that

only a few years older than Jennie and

already exhibited some of her work.

focused on what her future could look

are more like her friends or older sisters.

Within the circle of support we’ve

Jennie enjoys volunteering as a dog walker.

Together we have created visual

discussed the possibility of her setting

We continued to hold regular circle

supports in her flat, such as perfect

up her own social enterprise so that she

of support meetings, and changed the

week timetables which get changed

can sell some of her framed work, as

focus of these slightly to move ahead

every Sunday so she can see her week

well as other arts and crafts items like

with planning Jennie’s personal budget,

ahead, and social stories which help

greetings cards.

working out how it could be used and

Jennie understand what she can expect

I’m a lot less worried about the

allocated to find her the right place to

in defined situations. Before she left

future now. Together with the rest of

live and get the support she requires to

home, we also made video clips of

the circle of support, I feel I’ve done the

live the life she wants.

Jennie doing things such as brushing

very best I can for Jennie – she has her

like and how to get her there.

We decided that she would be best

independence and a fulfilled life – and

suited to having her own flat, and we

when I’m not here I know the circle will

put together a housing specification

make sure this continues.

including essential and desirable elements that should be considered when searching for her perfect property.

Further information

We also put together Jennie’s perfect week using a community map to show places she already liked to go and where we thought she may like to go in the future. This also fed into the housing specification.

Selecting Jennie’s team To make sure that Jennie would continue to be well supported, we invested time www.senmaGAZINE.co.uk

An arts and crafts social enterprise may now be on the cards for Jennie.

Suzie Franklin is co-author of Personalisation in Practice, and is a Family Liaison and Support Worker at the Together Trust’s Inscape House School – a specialist school for young people with autism spectrum conditions and other social communication difficulties: www.togethertrust.org.uk

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AUTISM Advertisement feature

52 week residential and day places at Acorn schools and homes for autism in the North West, the Midlands, East Anglia and London

Moving to a residential school Stuart is a day pupil at Underley Garden, a residential and day school for young people with autism and other learning difficulties.

Ben’s challenging behaviour made his mum and dad realise an outstanding residential school would be the best option for the whole family.

“The anxieties that I had were overwhelming, because I didn’t want Stuart to go, and I didn’t want anyone else to look after him. But I realised it was about what was best for Stuart. Now I have every trust in those people who care for Stuart, teach Stuart and look after his wellbeing.

“A residential school is a really hard decision because people think that you’re failing as parents, but actually, it’s about getting the best possible outcome for your child. We wouldn’t have survived if we had kept Ben at home, but we know the staff can handle any situation and we don’t worry about him anymore.

“You’re not stripped of your responsibilities as a mother: school still wants my input, but now I have a lot more time with Stuart’s sister and everything at home is much calmer.

Stuart has a better quality of life and I feel a little bit liberated.

Stuart loves school, his life is full and he is learning so much.

“We know that whatever he does, they’ll cope with it. We’ve got peace of mind now. There is loads of progress in his life and we know he’s in the right place. It has changed his life, it’s changed our life and although he can’t tell us, we know that he’s happy.”

“I didn’t need to have anxieties. Seeing Stuart’s progress at school and seeing how happy it has made both him, and the rest of the family, I am very proud of him.”

Ben’s Mum Ben is a residential pupil at The Shires School in the East Midlands.

Stuart’s Mum

A stressful family holiday convinced Alex’s parents that the time had come to find a residential school for her.

“Looking back, we should really have been seeking somewhere like The Shires long before we did, both for Alex and for ourselves.

“Alex has chosen her own things for her pink bedroom which overlooks the expansive gardens. She’s doing household chores – cleaning, hoovering, dusting – which is really good and what we want her to learn. As a parent, you want them to learn life skills, not necessarily maths and English.

“Alex is more independent and it’s obvious that she’s respected. We see that respect and it’s very important to us.

The staff are transparent and they tell us everything: good or bad. We’re always kept in the loop. Alex is much happier in herself and we very quickly realised that, in some respects, we had left it too long.”

Find out how an Acorn school can help your child and family: contact our Parent Liaison Officer Lina Leandro.

Tel: 0771 417 8707 or email: l.leandro@acorncare.co.uk “Many parents I talk to wish they had considered a residential option much earlier, perhaps because it benefits the whole family. They see that children are cared for by highly skilled staff and educated with a personalised curriculum that is designed especially for them. Parents are able to visit whenever they wish and it’s not unusual that relationships start to improve, as the family finds themselves, emotionally, in a much better place. They can spend long lost quality time with their children.”

Watch our parents’ full stories: type Acorn Care into the search box on

Alex’s Dad Alex is a resident at Millfield House, in the East Midlands.

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AUTISM

www.senmagazine.co.uk

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AUTISM

World Autism Awareness Day 2 April 2014

T

he United Nations General

designed as a tool to foster an inclusive

harmful myths and challenge negative

Assembly

unanimously

and caring society for all and to ensure

stereotypes. This is why World Autism

declared 2 April as World

that all children and adults with autism

Awareness Day is so important, it’s

Autism Awareness Day to

can lead full and meaningful lives.

an opportunity for the global autism community to come together to show

highlight the need to help improve the lives of children and adults with

What’s happening in the UK?

the world the reality of the condition and

autistic spectrum disorders (ASD)

UK charities will be heavily involved

to emphasise that with the right kind of

so they can lead full and meaningful

in World Autism Awareness Day. As

support at the right time, people with

lives. Now in its seventh year, the Day

the National Autistic Society’s Chief

autism can be empowered to lead full

will be marked by charities and other

Executive Mark Lever points out,

and rewarding lives.”

interested organisations across the

the prevalence of autism means that

Jolanta Lasota, Chief Executive of

world with a wide range of fund-raising

a large number of UK families are

Ambitious about Autism also believes

and awareness events.

directly affected by the condition.

that there is much still to do to change

On the World Autism Awareness Day

“Autism is much, much more common

attitudes towards autism. “Despite

page of its website, the United Nations

than most people think, with around

the fact that autism affects one in 100

(UN) notes that the “rate of autism in all

700,000 children and adults living

children in the UK, there is still relatively

regions of the world is high and it has

with the disability in the UK – around

low public awareness of what autism

a tremendous impact on children, their

one in a hundred people”, he says. “If

is and how it affects children, young

families, communities and societies.

you include their families, then autism

people and their families”, she says.

“It can bring significant economic

touches over 2.8million lives every

“Many of the parents we support still talk

hardships to families, given the lack

day. And it doesn’t discriminate – it

of their children being misunderstood

of health resources often found in

affects individuals regardless of social

and discriminated against, whether

developing countries. The stigmatization

background, race or gender.

that is being illegally excluded from

and discrimination associated with

“Every day, my organisation hears

school or asked to leave a restaurant for

these illnesses also remain substantial

from people living autism and their

being too noisy. Events such as World

obstacles to diagnosis and treatment.

families about the misconceptions

Autism Awareness Day are so important

The absence of autism spectrum

that they face and the struggles that

because they increase awareness and

disorders and other mental disorders

result. We’ve come a long way since

understanding and that helps us to

among children from lists of the leading

the days when those living with autism

support children, young people and their

causes of death has contributed to their

were labelled as ‘psychotic’, but there

families more effectively.”

long-term neglect by both public policy-

is still more work to be done to explode

makers in developing countries, as well as donors.”

In 2008, the UN Convention on the Rights of Persons with Disabilities came into force, reaffirming the fundamental principle of universal human rights for all.

Its aim is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all

Follow World Autism Awareness Day with SEN

Charities, schools, autism campaigners and other organisations across the UK will be holding events to mark World Autism Awareness Day. You can keep up with what’s happening by following “SENMagazine” on Twitter and Facebook in the run up to 2 April. If you have an event taking place on the Day, let us know on Twitter and we’ll do our best to share it. twitter.com/senmagazine

facebook.com/senmagazine

persons with disabilities, and to promote respect for their inherent dignity. It is SENISSUE69

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AUTISM

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AUTISM Advertisement feature

New service development at Fullerton House School Fullerton House School is a specialist residential school offering flexible education and care for up to 52 weeks per year for young people aged eight to 19 years. All of our young people have complex needs including behaviour that may challenge and a learning disability – generally in the moderate, severe or profound range – often in association with autism.

Recently, we have experienced an increased demand for a service for young people with similar needs but who have a learning disability in the mild range, who also present with significant emotional and mental health issues, in addition to the behavioural needs we have witnessed historically.

In developing a new provision, for up to six young people to meet a different range of individual needs, as above, we have conceptualised this as possibly fitting between “traditional” learning disability and EBD (emotional and behavioural difficulty) services. We understand that all those referred to Hesley in respect of these issues have been thought of as being “hard to place”, having very specific needs and requiring a holistic approach to care. As an experienced provider, we have sought to build on our experience and resources, in order to develop a service to meet these needs.

A service has therefore evolved out of the existing school provision. In the course of this evolution, it has become apparent that staff with particular skills, knowledge and experience appear well-matched with the needs of this client group.

Skill sets/knowledge of particular importance include the following: • trauma and abuse (emotional, sexual and other) • attachment and relationship issues • self-harm • adolescence • sexualised behaviours • mental health issues including depression • emotional recognition and communication • active listening and emotional “first aid” and longer term approaches; emotional containment and co-regulation, coping strategies and other therapeutic approaches.

Staff characteristics which have been identified as particularly beneficial in this setting include: • unconditional positive regard and empathy • resilience • strong communication • desire to understand in depth the needs of each young person • self-awareness and an ability to reflect on practice • an ability to “think on one’s feet” – intuition, flexibility and creativity.

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Important experience includes: • the development of positive, trusting relationships • that which includes and extends beyond learning disability • accurate interpretation of the function of behaviours • the setting and maintenance of appropriate staff/client boundaries • risk management, with the confidence to make decisions in real time, with awareness of situational and personal risks, together with a repertoire of preventive and responsive approaches, including such that conflict is avoided or de-escalated.

In establishing the service, additional support requirements identified have included the following: • education – highly individualised education programmes remain vital to appropriately reflect level of learning, independence, functional abilities and educational attainment • support for staff, including additional training and higher levels of individual and group supervision to facilitate reflective practice • therapeutic support – an experienced clinical team (including a consultant clinical psychologist, speech and language therapist, behaviour therapist and occupational therapist) are available on-site and work closely with support staff, providing consultation and training, and offering direct and indirect therapeutic interventions.

It is early days for the service but a strong core team, focussed on the individual needs of this emerging client group, is developing very positively. Particularly encouraging is the progress of young people in the service, who appear happier, with meaningful involvement in education increasing, behaviours which challenge decreasing and a general sense that they are starting to regain hope and, so far, thrive.

For more information on any of our services visit our website at: www.hesleygroup.co.uk, email us at: referralenquiries@hesleygroup.co.uk or call us on freephone: 0800 055 6789.

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AUTISM

Recruiting Now

Residential Support Workers/Team Leader

Gretton School is an Independent Special School for children with ASD, specifically high functioning autism and Asperger’s Syndrome. Due to the continuing growth and expansion of the school we are now seeking to appoint highly motivated, qualified and experienced staff with a drive to contribute to the further development of the school.

(Days and Nights)

Teachers Primary SEN Teacher Secondary SEN and Subject Specialist Teachers offering:

Our children would like staff that: • know about Autism • know what calms them down • can help them make the right choices • will be kind and gentle and help them when they are upset or sad

• • • • •

Music Science Maths Multimedia/ICT English

Teaching Assistants To work across the school

The roles at Gretton School will suit energetic and dedicated professionals who are looking to make a difference to the lives of young people with ASD, as well as furthering their own professional development.

Competitive salaries and ongoing professional development provided.

All appointments are subject to satisfactory references and DBS checks.

To apply, please complete an application form available by contacting the school or on the website or alternatively email your CV and a covering letter stating which post you are interested in and why to: jobs@grettonschool.com

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pathological demand avoidance

Avoiding the subject Pathological demand avoidance syndrome has long resided at the forgotten end of the autistic spectrum, but things may be starting to change. Margaret Duncan looks at what PDA is and why it matters

T

here is increasing awareness and recognition of a sub group of autism spectrum disorders (ASDs) called pathological

demand avoidance syndrome (PDA).

This is a neurodevelopment condition,

They are often described as Jekyll and Hyde characters and seem to switch mood very quickly

characterised by an anxiety-led need

can experience a huge amount of stress, often despite input from many professionals, including multiagency support teams (MAST), child and adolescent metal health teams (CAMHS), social services (SS) and sometimes even the local constabulary.

to control which manifests itself in the avoidance of everyday demands (to a

condition. They recognise the features

A lack of understanding

pathological degree). Over the last few

all too well and, more importantly, they

Unfortunately, diagnosis of PDA is not

years, the National Autistic Society (NAS)

are realising that the guidelines for

straightforward. It depends on which

has held four conferences across the UK

managing these children work more

area you are in, which professional

on the subject of PDA, and another one

effectively than guidelines for more

you see and whether or not the area

is due in Cardiff this year. These have

typical ASDs.

decides to “recognise� the condition

been extremely well attended, even in

Children with PDA experience high

or even acknowledge its existence.

this austere climate, because parents,

rates of school avoidance, exclusions,

This is due to its status of not being in

teachers and other professionals are

and mental health problems, including

the Diagnostic and Statistical Manual

thirsty for knowledge of this emerging

very low self-esteem, and their families

of Mental Disorders (DSM) in America >>

Anxiety and a need to control can underpin the avoidance of everyday demands.

www.senmaGAZINE.co.uk

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pathological demand avoidance

They frequently sabotage their friendships by their persistent need to be in control

disorders. This can be confusing for

studies by Professor Elizabeth Newson

What is PDA?

The Autism Education Trust, which

and subsequent papers by Phil Christie.

The diagnostic criteria for PDA can be

is supported by the Government’s

and International Classification of Disease (ICD). To gain recognition in these manuals, the condition has to fulfil certain criteria usually pertaining to research. Unfortunately, there hasn’t, until recently, been a great deal of research on PDA other than the original

clinicians and those working with these children who are not familiar with the PDA diagnosis.

Characteristics of children with PDA

Schools and parents, however, are

seen in the box (below left), but the

Department for Education, produced

experiencing PDA first hand. They

overriding major feature is the child’s

the AET Guidelines for management

recognise the features of PDA in their

ongoing resistance to the everyday

of PDA which were directly taken

children and are crying out for help with

demands of ordinary life, even to his or

from Phil Christie’s 2007 paper (Good

the condition. The good news is that

her own detriment. This appears to be

Autism Practice: The Distinctive Clinical

research is now being done. Indeed,

linked to an anxiety led need to control.

and Educational Needs of children

the most recent research conducted by

These children are often very charming

with Pathological Demand Avoidance

Liz O’Nions, comparing anxiety scores

and enigmatic. On the surface, to a

Syndrome: Guidelines for Good Practice).

in children with oppositional defiant

stranger, they may seem like extremely

Some of these points are discussed

disorder (ODD), PDA or conduct disorder

polite, talkative and sociable children.

below. In order to manage a child with

(CD) is very encouraging, showing a

However, parents are all too aware of

PDA, though, it is first worth looking at

distinctly much higher anxiety level in

how this sociability is very superficial;

the characteristics of these children.

those with PDA. She has developed a

the child doesn’t appear to understand

parent/teacher questionnaire that can

where s/he fits in to the equation,

Problems interacting

be used as a tool to measure severity of

sometimes thinking of him/herself as

with the real world

demand avoidance. This research has

having the same status as an adult.

Like other children with ASDs that have

been published recently in the Journal of Child Psychology and Psychiatry.

Diagnostic criteria for PDA

The diagnostic criteria for PDA are essentially: 1. passive early history (although some are actively resistant from the start) 2. excessively avoiding demands of everyday life to a pathological degree 3. some form of language developmental delay but usually with a good degree of catch up 4. obsessions 5. surface sociability 6. liability of mood or impulsiveness 7. comfortable in role play and pretending (sometimes to extreme levels) 8. neurological involvement.

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These children seem to have no

been managed poorly, those with PDA

real fear of authority figures, such as

will often have low self-esteem and a

teachers or the police. They may prefer

great lack of confidence in attempting

to converse with adults rather than their

anything at all. At the same time, they

peers. They are often described as

may want to be able to do something

Jekyll and Hyde characters and seem

straight away without realising the

to switch mood very quickly. They often

necessary effort required to get there.

have meltdowns and display extreme and sometimes violent behaviour. This

Unusual responses to praise

should be viewed as a panic attack and

Some children with PDA feel quite

often happens in response to further

ambivalent about being praised (though

demands or even perceived demands.

that’s not to say that praise cannot be

Some children are able to manage

given). For example, a child may rip up

at school (although their avoidance is

his or her work when it is commented on.

usually just more subtle) but may blowup at home. Some may be the opposite,

Inability to adapt to learning

displaying all their behaviour at school,

Children with PDA sometimes seem not

while others may behave similarly in

to easily “learn” from their experiences,

both situations.

which may be why a more traditional

Their ability to role play and their

behavioural approach often fails.

impaired empathy (rather than complete lack of empathy) is what appears to

Unpredictability

set them apart from those children and

Similarly, these children may appear to

young people with more typical autism

be settled for periods of time and then www.senmagazine.co.uk

pathological demand avoidance

may appear to have a very unsettled phase, despite there being no particular change in their management. This can wrongly lead carers and teachers to assume the approach they are taking is at fault rather than believing it is part of the child’s internal environment.

Because of the child’s resistance to demands, the carer or teacher needs to adopt a less directive style

Embracing change More typically autistic children would appear to benefit from routine and keeping things the same. With PDA, it is often more helpful to keep changing the routine, keeping things novel and exciting. Strategies that you find working in children with PDA might not work

Mood swings and compulsive

for very long and new ideas have to be

behaviour

thought up when existing practises are

Unfortunately, emotional regulation

discovered not to work. This can be

is very poor in children with PDA and

though, using a few staff members is

exhausting for parents and teachers

they often blow-up very quickly and can

likely to be healthier for everyone when

but it can also be very rewarding when

display explosive, aggressive, violent

the child is able to tolerate this.

new strategies are found to be working

and obscene or shocking behaviour.

where previous ones didn’t.

Consequently, their friendships may

Adapting the teaching style

be difficult and whilst they often desire

Because of the child’s resistance to

A calm approach

friendships, if they haven’t frightened

demands, the carer or teacher needs

Someone working with a child with

others off, they frequently sabotage the

to adopt a less directive style, rather

PDA needs to be positive, yet calm,

friendships by their persistent need to be

than asking the child to do something

and stable in their emotions and must

in control, often appearing quite bossy,

or produce a piece of work. Using

not just react to the behaviour but be

manipulating, refereeing and sometimes

phrases like “I wonder how I might…”

able to gauge a child’s level of anxiety

even victimising other children.

or “I wonder who could do this…” or

and reduce demands as necessary

even just leaving work/tasks to be found

throughout the day. This requires a

Detachment from reality

can be effective approaches for the child

great deal of flexibility, particularly from

Some children with PDA have a very

with PDA. Making a game out of a task

schools, in order to succeed.

overactive imagination when it comes

– “let’s see who can brush their teeth

Although these methods may appear

to role play and fantasy. This can

quickest; I’ll race you”, for example –

quite untraditional, it is clear from reports

be quite extreme and may be more

can work well.

from parents and teachers throughout

prominent in girls than boys. It can be

It can be a good idea to use rules,

the UK that children who fit the PDA

quite detrimental to their wellbeing as

or even sometimes visual timetables, to

profile respond best to these over other

they can cut-off from reality, becoming

depersonalise the demand; for example,

more traditional forms of management;

another character completely.

“It’s not me asking you to do this; it’s

the rewards of parenting and schooling

the health and safety rule”. Visual

a child with PDA can be immense.

Managing a child with PDA

timetables can work in a similar way but they may need changing around more

Continuity of support

frequently than the usual “same lesson

With these characteristics in mind,

on Tuesdays” that might be needed for a

managing a child with PDA requires

more typically autistic child. Sometimes,

a highly individualised and flexible

using choices of tasks, making the task

approach. The quality of the relationship

required the “best” option, is helpful.

with teachers and teaching assistants

Allowing the child some control is key

is paramount and the child may work

to reducing anxiety around demands.

better with some school staff than

It is also worth remembering, though,

others. Making sure that this person

that some days, if the child is extremely

keeps working with the child with PDA

anxious, s/he may require there to be

for as long as possible can be very

very few demands at all, while on other

beneficial, as long as the teacher is given

days tolerance levels are higher and

good support themselves. In general,

demands can therefore be increased.

www.senmaGAZINE.co.uk

Further information

Margaret Duncan runs the PDA Contact Group (soon to be PDA Society) and is a parent of a child with PDA. She co-authored the book Understanding Children with Pathological Demand Avoidance (P. Christie, R. Fidler, M. Duncan and Z Healey). She is also a general practitioner in Sheffield: www.pdacontact.org.uk

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recruitment

Ofsted raises the bar for teacher training Plans to revise the ways in which initial teacher education partnerships are inspected will help to raise standards, says Ofsted.

I

n a speech in January, HM Chief Inspector Sir Michael Wilshaw said that Ofsted had not been as demanding in the past as it should

have been in inspecting initial teacher education. He said that Ofsted would be much tougher on partnerships, as well as with schools and colleges, that

“Too often newly qualified teachers enter the classroom ill-prepared for the challenges of teaching pupils”

“We will also make sure that training partnerships are working with all types of schools to ensure that even those that are not yet good benefit from the stimulus of working with the best trainees and have fair access to the best newly qualified teachers.

“Too often newly qualified teachers enter the classroom ill-prepared for the

do not adequately support those who

challenges of teaching pupils. If they are

are new to the profession.

• ensuring that teacher education

to succeed, then they need the continued

to introduce a two-staged approach to

partnerships include schools

support of middle and senior managers

inspecting partnerships. The first stage

and colleges which need good

after their training. Our more rigorous way

will focus on the impact of the training

teachers, especially those in

of inspecting will help make sure that

on trainees’ teaching at the end of their

challenging circumstances, or

teachers are better prepared when they

which require improvement

enter the teaching profession.”

The key change Ofsted proposes is

course, and how well they meet the relevant professional standards. The

• changing the way in which overall

second stage will focus on how well new

effectiveness is judged, to place

to qualified teacher status for maintained

teachers are prepared for the rigours

a greater emphasis on the quality

schools, and further education teacher

of the classroom when they start work

of trainees, newly qualified

training that has been validated by higher

as qualified teachers. There will be a

teachers and former trainees,

education institutions. This helps to

specific focus on how partnerships

obtained from direct observations

make sure that teachers in schools, and

prepare trainees to manage behaviour

of their teaching

teachers and trainers in further education,

and discipline.

An Initial teacher education partnership for the maintained schools sector is an accredited provider of Qualified Teacher

• placing greater emphasis on trainees’ professional dress and conduct • enhancing inspection guidance

Ofsted inspects training which leads

are classroom-ready when the school and college term begins each September.

Once Ofsted has considered consultation responses, a revised

Status and the settings and schools it

to include the quality and

inspection framework will take effect

works with to train teachers. For initial

effectiveness of training when it

from June 2014.

teacher education in further education

comes to managing pupils’ and

it is a partnership of further education

students’ behaviour.

colleges working with a higher education

Sean Harford, Ofsted National Director

institution which validates their teacher

for Initial Teacher Training, said: “Parents

training qualification.

know that it is really important that trainee teachers get the best quality training

Have your say?

before they face a classroom of pupils

Ofsted is currently seeking the views

or students. That’s why, from June,

of interested parties on its plans to

Ofsted will raise standards for teacher

shake-up inspections for initial teacher

training partnerships to make sure that

education. It is also asking for views

all new teachers are as ready as they can

specifically on:

possibly be to excel in the classroom.

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Further information

The consultation, Proposed revisions to the framework for inspecting initial teacher education, ends on 6 May. It is on the Ofsted website at: www.ofsted.gov.uk/consultations

www.senmagazine.co.uk

RECRUITMENt

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

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

CPD and EVENTS 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.

www.senmaGAZINE.co.uk

Course Led by

Carol Gray Dir. The Gray Centre for Social Learning and Understanding 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

Understanding visual impairment in children and young people

autism@abdn.ac.uk

University of Aberdeen

2 DAY TRAINING COURSE 19-20 June 2014 ÂŁ292

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

Aspergers Syndrome, ASD Social Stories 10.1

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CPD and events RNIB Certificate in Contracted (grade 2) English Braille 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. www.rnib.org.uk

MA in Education (Early Years) Centre for Research in Early Childhood

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

Certificate in Understanding Autism in Schools

Learning Works CPD Courses

Looking for development opportunities?

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.

Managing the Role of the SENCO (Days 3 and 4, 26/02/14).

Overcoming Barriers to Learning Mathematics (Days 3 and 4, 5/03/14).

Teaching Children with Specific Learning Difficulties (Days 3 and 4, 10/03/14).

Do you or your colleagues work with children and adults with severe, profound and multiple learning difficulties (SLD/PMLD)? If the answer is yes, you can apply now for the Severe, Profound and Multiple Learning Difficulties programme at the University of Birmingham. The programme enables professionals/ practitioners who work in educational settings to develop their practice and all assignments are based on individually chosen topics. The programme is offered through a combination of campus faceto-face and online learning, and can be taken at two levels: undergraduate (Level H) and post-graduate (Level M). There are three core modules and successful study of these leads to either AdCert or PGCert. For more information, visit the website or contact Programme Tutor Dr Penny Lacey.

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.crec.co.uk

www.collegeofteachers.ac.uk

NAS Training and Consultancy

Leadership for Teachers and Trainers

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

Online

www.autism.org.uk/training

Working with the Autism Spectrum (Theory into Practice) Edinburgh

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

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

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This course will help develop your strategic leadership skills and is aimed at teachers and leadership teams in schools including senior and middle managers within a school or training organisation. www.collegeofteachers.ac.uk

Level 4 CPD Certificate in Dyslexia in the Classroom

www.learning-works.org.uk/cpdcourses

Autism Seminars for Families: sensory needs insert now available A resource pack to enable you to deliver autism seminars in your local area. A cost effective way to help you support families. www.autism.org.uk/familyseminarpack

Network Autism: free online discussion group on SEN reforms Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others. www.networkautism.org.uk

Free one hour webinars on education and autism The National Autistic Society and Axcis Education Recruitment have produced webinars to help teachers and educators learn the tools and strategies they need to support children with autism. www.autism.org.uk/webinars

Online

Dyslexia Action's continuing professional development online course has been developed specifically for classroom teachers and teaching assistants working in the primary and secondary education fields. Many units are also suitable for those working in further education.

This CPD course is primarily intended for UK based applicants. However, UK teachers working overseas in an English speaking international school may also apply. dyslexiaaction.org.uk

p.j.lacey@bham.ac.uk www.birmingham.ac.uk/spmld

Learning Works CPD Courses Managing the Role of the SENCO - non accredited (Days 3&4: 26/02/14).

Overcoming Barriers to Learning Mathematics - non accredited (Days 3&4: 5/03/14).

Teaching Children with Specific Learning Difficulties - non accredited (Days 3&4 10/03/14).

Full details and online booking available at:

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

www.learning-works.org.uk

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 www.concept-training.co.uk

www.senmagazine.co.uk

CPD and events Various dates

Practical and Effective Ways of Using MultiSensory Equipment Various venues

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.

Concept Training Ltd

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

Various dates

Various dates

Intensive Interaction Various venues

Various dates (as required) People First Education SEN INSET training

This course is intended to be a practical introduction to implementing interactive methods within day to day work with people who have profound learning disabilities and complex needs who may seem difficult to reach.

Effective, personalised, in-house training delivered by experienced, qualified and approachable trainers.

Contact for information and availability. Online booking available.

Concept Training Ltd

01427 667556

01524-832828

www.peoplefirsteducation.co.uk

www.concept-training.co.uk

Various dates

Positive Ways of Changing Behaviour

Various dates (as required) People First Education SEN Consultations and Observations

Concept Training Ltd

Various venues Don’t just manage challenging or difficult behaviour, use proactive approaches to support children and service users to make positive behavioural changes. Gain an understanding of behaviour and its function and learn to recognise early warning signs of negative behaviour and make positive early interventions.

Concept Training Ltd

In-house observations of learners; supported by teacher consultations followed by whole staff lunchtime/twilight feedback session and detailed, personalised written reports including recommendations and interventions.

Contact for information and availability. Online booking available.

01524-832828

01524-832828

01427 667556

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.

www.concept-training.co.uk

www.senmaGAZINE.co.uk

www.concept-training.co.uk

Various March - May People First Education: Visual Interventions and Social Stories Day

3 March: Latton Bush Centre, Harlow 6 March: Holiday Inn, Hull Marina 26 March: Best Western Regency Hotel, Cheltenham 31 March: Premier Inn, Albert Dock, Liverpool 30 April: Premier Inn, Brighouse 1 May: Premier Inn, Carlisle 16 May: Lansdowne Hotel and Conference Centre, Norwich

Visual and auditory social and behavioural strategies for learners with ASDs, ADHD and related conditions. ÂŁ145 + VAT

Contact for information and availability. Online booking available.

01427 667556

www.peoplefirsteducation.co.uk

www.peoplefirsteducation.co.uk

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CPD and events Various March - May People First Education: Dyslexia Day 4 March: Holiday Inn, Croydon 1 April: Premier Inn, Albert Dock, Liverpool 29 April: Premier Inn, Brighton 7 May: Premier Inn, Sheffield 12 May: Premier Inn, Bristol 13 May: Rougemont Hotel

Effective inclusion of learners with dyslexia: A day course to enhance the literacy skills of learners with dyslexia. £145 + VAT.

Contact for information and availability. Online booking available.

01427 667556 www.peoplefirsteducation.co.uk

4 and 5 March

The Voice of Apprenticeships Conference

Interactive Metronome®(IM) Certification, Paediatric or Adult Best Practice courses

deliver and offer the ideal opportunity for ambitious

01423 886451

young people and adults to get

admissions@henshaws.ac.uk

The London Film Museum

Supported by The National Apprenticeship Service, the Conference will bring together employers and skills professionals to share best practice and learn how apprenticeships can help develop organisations and individuals. Apprenticeships

ahead while earning a wage, brightest and best recruits. www.apprenticeships4england.info

5 March

Special Education Needs Law

Featuring Ruby Wax, Neil Hannon (The Divine Comedy), Gob Squad and Kim Noble, SICK! is a new art and cultural festival which confronts the physical, mental and social challenges of life and death.

Tackling issues surrounding adolescence, mental illness, ageing and death, the festival offers an international programme throughout March, with live performances, dance, installation, film and debates across Brighton. www.sickfestival.com

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7 March

attend event for lawyers,

Teenage Safeguarding: Positively Addressing Sensitive Issues

teachers, guardians, local

Epsom Downs Racecourse

and Practice Conference has established itself as the must-

authority workers and anyone involved in, and committed to,

For headteachers, subject leaders and teachers. www.babcock-education.co.uk

providing the best education and support to children with SEN.

0117 918 1490 conferences@jordanpublishing.co.uk

Venues across Brighton

London

http://researchautism.net

Now in its 19th year, the

SICK! Festival 2014

Autism in Women and Girls: Reassessing the landscape

London

IM is a therapeutic assessment and training tool that improves attention, concentration, motor planning and sequencing.

This results in stronger motor control and co-ordination, enhanced balance and gait and improved language and cognition.

3 - 29 March

6 March

Copthorne Tara Hotel, Kensington,

Special Educational Needs Law and Practice Conference 2014

March 2014

www.henshaws.ac.uk

For parents/carers, people with autism, and professionals.

Speakers will include researchers, clinicians and practitioners, as well as women on the autism spectrum.

1 and 2 March: London (IMC and PBP) 14 and 15 June: Manchester (IMC and ABP) 18 and 19 June: Leicestershire (IMC and PBP)

www.centrevents.co.uk/book-online.aspx www.newbraintechnologies.co.uk

Henshaws College Open Day Henshaws College in Harrogate provides specialist further education for students aged 16 to 25 with a range of learning disabilities, physical and sensory impairments.

Individual learning programmes enable every student to reach their maximum level of independence and support the transition into adult life.

There are regular open days for families and professionals.

Booking is essential.

and for employers to recruit the

Various March to June

5 March

www.jordanpublishing.co.uk/sen14

11 March

Implementing the new (0-25) SEN Code of Practice in Schools London

for someone with ASD.

Ensure high-quality inclusive SEN teaching in every classroom in line with the latest reforms Stephen Kingdom (Deputy Director, Special Educational Needs and Disabilities Division, Department for Education) will deliver a comprehensive update on the new (0-25) SEN Code of Practice. Other key sessions will address issues such as education, health and care plans, how to work with other agencies, SEN Support, Ofsted, staff training and differentiation.

www.ascenttrust.org

www.optimus-education.com

5 March

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

11 March

Reforming Early Years and childcare provision - cost, standards and the future of Sure Start Central London

Westminster Education Forum Keynote Seminar with Dee Gasson, Principal Officer, Early Years, Ofsted and Stuart Glassborow, Deputy Director, Welfare Reform, HM Treasury.

Other speakers will include Anand Shukla, Family and Childcare Trust, Gillian Paull, Frontier Economics, Tove Samzelius, Single Parent Action Network, Simon Dennison, Children & Family Service East, Southampton City Council, Maureen Nuttall, Action for Children, Liz Bayram, PACEY (Professional Association for Childcare and Early Years), Katie O’Donovan, Mumsnet, Ben Thomas, UNISON, Rob Wye, CACHE. The event will be chaired by the Earl of Listowel, Vice-Chair, All-Party Parliamentary Group on Sure Start Children’s Centres. www.westminsterforumprojects.co.uk

11 March

Powering Up the New Mathematics Curriculum Epsom Downs Racecourse

For primary maths teachers and coordinators, teaching assistants, learning and teaching consultants. www.babcock-education.co.uk

12 March

SEN Leader Update Conference 2014 Birmingham

Conference from Forum Training. By the end of the day, you will be able to: understand and implement the new guidelines, prepare for Ofsted inspection, develop effective EHCPs for pupils with SEN, provide an integrated service, implement personalised budgets.

020 8941 9026 rebecca.hiley@forumbusinessmedia. co.uk www.forumbusinesstraining.co.uk

www.senmagazine.co.uk

CPD and events 15 March

Teenagers – Angry, Anxious and Hurting: How to Help Them Heal London

Conference 10.00 - 5.15pm Cost: £168 The Centre for Child Mental Health

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

16 March

Harrow Education Fair (SEN) Pinner

An unrivalled opportunity for businesses, therapists, experts and professionals to showcase their services to their target market – parents and teachers of special children. Free admission and workshops. www.educationfairs.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

19 March

Children Missing Education Central London

The keynote address will be

by Dr Maggie Atkinson (The Children's Commissioner for England). Other speakers will include The Chair Cllr David Simmonds (Cabinet Member for Education and Children’s Services, London Borough of Hillingdon and Chairman), John D’Abbro OBE (The New Rush Hall Group), Baroness Massey of Darwen (Chair, All-Party Parliamentary Group for Children), Sarah Baker (Independent Chair, Safeguarding Children Board, London Borough of Barking and Dagenham), Diane Pickering (Landau Forte Academy), Sue Hains (Cambridgeshire County Council) and Jeannette Winson (Clare Lodge Secure Centre). www.capitaconferences.co.uk

19 March

Leadership Conference Epsom Downs Racecourse

For headteachers. www.babcock-education.co.uk

Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE 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

20 March

School Exam Reform London

Now is the time for schools and colleges to engage with staff and students and ensure a smooth transition to the new system. This conference aims to give you the knowledge needed to manage the changes ahead and successfully implement the reforms. www.capitaconferences.co.uk

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

www.senmaGAZINE.co.uk

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CPD and events 20 - 22 March

The Education Show 2014 NEC, Birmingham

The Education Show 2014 will provide free CPD SEN seminars and workshops curated by nasen. The practitioner-led seminars will address the issues following the Draft Code of Practice and offer practical advice to help meet the needs of pupils.

Register for free attendance at: www.educationshow.com

Barry Bennett Spring Workshops Wokefield Park, Reading

This event brings together key suppliers of assistive technology hardware and software and is ideal for those who support SEN students in secondary and higher education. Update your knowledge of assistive

21 March

technology by choosing from

Positive behaviour management

a wide range of free seminars

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

including, Texthelp, Claro,

and hands-on workshops MindView and Dragon, and visit supplier stands in the exhibition hall. www.barrybennett.co.uk

www.ambitiousaboutautism.org.uk

24 March

27 - 29 March

Special Educational Needs Conference

The BDA 9th International Conference

Central London

Guilford

With the Children and Families Bill expected to gain Royal Assent in early 2014 and consultation on the new Code of Practice and regulations just recently closed, this well timed SEN conference will provide a forum to discuss major legislative reforms and prepare for implementation from September 2014.

The BDA 9th International

0207 960 7720

leading academics.

www.capitaconferences.co.uk

24 - 26 March

ABILITIESme ADNEC, Abu Dhabi, UAE

The first MENA platform for the economic, social, educational and professional empowerment of people with disabilities.

Various April

27 - 28 March

Accessing Funding for Health Projects & Health Sector Organisations 8 April: Manchester 9 April: Birmingham

This workshop will provide an opportunity to review sources of funding for health organisations and healthrelated projects. The health funding environment is changing radically and major changes are currently planned in terms of central government and local health funding. How will changes to the PCT’s affect the current funding environment? What are the new opportunities, through policy initiatives like the Big Society, the personalisation agenda and outcome-related funding? www.national-training.com

April 2014 4 April

the leading academics from

Ascent SEN Conference “Achieving and Maintaining Excellence”

around the world, presenting

Stadium of Light, Sunderland

Conference will bring together

the latest research, topical symposia, good-practice strategies and workshops alongside poster session and keynote addresses from http://bdainternationalconference.org

29 March

Out of Control Children and Teenagers: Why, What to do and How to be; ADHD, Bullying, Oppositional Defiance, Conduct Disorders, School Expulsions

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:

Teaching social skills to children and young people with high-functioning autism or Asperger's London

Cost: £168

info@childmentalhealthcentre.org

www.ambitiousaboutautism.org.uk

www.childmentalhealthcentre.org

www.ambitiousaboutautism.org.uk

How to achieve a successful transition

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London Conference 10.00 - 5.15pm The Centre for Child Mental Health

020 7354 2913

London

Early Bird Extended - check website Three days of intensive training. Bal-A-Vis-X is a series of more than 300 exercises of varied complexity which are deeply rooted in rhythm.

Workshop for SENCOs, OTs health care professionals and parents.

07766 837 616 www.integratedbrain.co.uk

7 - 11 April

TEACCH five-day course 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. £1195 professionals/parents Prior’s Court Training & Development Centre, Newbury, Berkshire

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

9 and 10 April 4 April

Transition to adulthood is a daunting time for all young adults with autism. Make it a successful for only £10 with advice from experts.

27 March

Bal-A-Vis-X- Workshop

www.ascenttrust.org

This one-day training course is aimed at professionals, parents and carers. It uses practical evidence-based strategies to teach social skills in a school or home setting. It provides an insight into the barriers and obstacles that may prevent children with high-functioning autism or Asperger’s from understanding and using social skills.

www.abilitiesme.com

4 - 6 April

Barry Bennett Spring Workshops Reebok Stadium, Bolton

This event brings together key suppliers of assistive technology hardware and software and is ideal for those who support SEN students in secondary and higher education. Update your knowledge of assistive technology by choosing from a wide range of free seminars and hands-on workshops including, Texthelp, Claro, MindView and Dragon, and visit supplier stands in the exhibition hall. www.barrybennett.co.uk

www.senmagazine.co.uk

CPD and events Various May

10 and 11 April

Introduction to autism and applied behavioural analysis (ABA) This two-day course provides a thorough overview of ABA and its relevance to autism education and how it works in practice. www.ambitiousaboutautism.org.uk

25 April

Working with Families affected by CSE

People First Education: ADHD Day 8 May: Premier Inn, Leeds/Bradford Airport 15 May: Best Western, Grimsby

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

Contact for information and availability. Online booking available.

01427 667556 www.peoplefirsteducation.co.uk

London

May 2014

This event will look at how to support parents in preventing/ending Child Sexual Exploitation. It is aimed at

2 May

a direct role in working with

People First Education: Promoting Positive Behaviour Day

young people, parents/carers

Swallow Hotel, Gateshead

individuals and teams with

or families whose child are at risk of/being sexually exploited or where there are concerns

For learners with ADHD/ASD and related conditions. £145 + VAT

either off or online.

Contact for information and availability. Online booking available.

www.justwhistle.org.uk

01427 667556

around risk taking behaviour

www.peoplefirsteducation.co.uk

30 April

8 May

Creating a Positive Environment for Learning: Improving Behaviour in Schools

Special Educational Needs and Disabilities implementing the Children and Families Bill

Central London

London

This one-day policy briefing

improving behaviour and

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

discipline in schools and how

www.westminsterforumprojects.co.uk

will explore the latest government policy around

to support SEND students.

Exclusive discount using

10 May

http://govknow.com/briefings-home.

NAPLIC Conference: SLI – Outcomes and impact

html

Aston University, Birmingham

SENIB promotional code:

25 and 26 April

The Nursery+Primary Show Bournemouth International Centre

The UK’s leading event

Keynotes speakers will include Marie Gascoigne, Mary Hartshorne, Anne Hayward and Yvonne Wren. There will be practitioner presentations and an exhibition.

education.

Member’s early booking rate is held at 2010 price of £95. naplic.conference@gmail.com

http://nursery2primary.com

www.naplic.org.uk

for early years and primary

www.senmaGAZINE.co.uk

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CPD and events 10 May

15 May

Trauma, Treatment and Understanding London

Conference with international guest speaker Dr Bessel Van Der Kolk 10.00 - 5.00pm Cost: £168 The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org www.childmentalhealthcentre.org

13 - 14 May

Youth Employment Convention 2014 London

The Convention will showcase interventions that are evidenced to be working and providing the opportunities our young people need in order to succeed. It will involve young people, employers, providers of support services, commissioners, policy makers and stakeholders – culminating in a call to action intended to put youth employment and skills at the heart of the manifestos of all the major political parties. www.cesi.org.uk/events

14 May

The Children’s Trust Open Day for Professionals Tadworth, Surrey

If you work with children and their families, find out how The Children’s Trust’s expertise and services have developed, see its facilities and speak to its multidisciplinary team. The free events will offer an overview of the Trust’s residential brain injury rehabilitation, community-based support, transitional services for technology-dependent children, and education for learners with profound and multiple learning difficulties. www.thechildrenstrust.org.uk/opendays

16 May

Awareness Centred Behaviour Management Portland Academy, Sunderland

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.ascenttrust.org

Henshaws College Open Day

Henshaws College in Harrogate provides specialist further education for students aged 16 to 25 with a range of learning disabilities, physical and sensory impairments.

Individual learning programmes enable every student to reach their maximum level of independence and support the transition into adult life.

There are regular open days for families and professionals.

Booking is essential.

01423 886451

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

16 and 17 May

Learning Works 17th Annual SEND Residential Conference Alexandra House, Swindon

With a brand new and exciting structure for 2014, this conference is for SENCOs, LS coordinators and teachers working in independent and international schools. Full details and online booking available at: www.learning-works.org.uk

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

Count me in!

Royal Society of Medicine, London

This two-day event will explore the mapping, planning and development of networks to enable researchers and practitioners to exchange knowledge about children and young people’s occupations.

It follows the launch of the Children and young people’s occupations, health and wellbeing: a research manifesto for developing the evidence base, by the College of Occupational Therapists, Specialist Section: Children Young People and Families. Topics will include: play and leisure, school occupations, sleep, magic camps and the impact of brain injury on occupations.

Cost: £300 for both days, £200 for one day www.thechildrenstrust.org.uk/countmein

21 and 22 May

nasen live Bolton

SEN exhibition and conference with SEN supplier and resources stands, extensive seminar programme and in-depth workshop sessions. www.nasenlive.org.uk

22 May

Standards and accountability in 16-19 education and training London

With Tessa Griffiths, Head of School Accountability and Inspections Unit, Department for Education, Karen Murray, Senior Manager, Providers, Standards and Intervention, Education Funding Agency and a senior speaker confirmed from the Department for Business, Innovation and Skills. The event will be chaired by Kelvin Hopkins MP, Member, All-Party Parliamentary Group for Further Education, Skills and Lifelong Learning and Baroness Sharp of Guildford, Vice-Chair, AllParty Parliamentary Group for Further Education, Skills and Lifelong Learning. www.westminsterforumprojects.co.uk

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June 2014

19 and 20 May

4 June

Makaton Foundation Workshop Portland Academy, Sunderland

This course consists of four twilight training sessions of four modules. It includes workshop manual, a book of signs 1 and a certificate of completion. www.ascenttrust.org

9 - 13 June

Virtual Educa Peru 2014 Lima, Peru

The largest symposium and exhibition on education, innovation and ICT in Latin America and the Caribbean, this annual event brings together decision makers, stakeholders and suppliers to meet and do business.

Alongside the exhibition a world-class conference and educational programme helps teachers, educators and academics of all levels develop their skills and gain insight from international experts. http://virtualeduca.org/

10 June

Next steps for child development policy London

Westminster Education Forum Keynote Seminar on supporting parents, integrating reviews of health and learning progress, and improving children’s school-readiness. With Jim Addison, Assistant Director, Early Years Curriculum and Teaching, Department for Education and Flora Goldhill, Director, Children, Families and Maternity and Health Inequalities, Department of Health. Chaired by Rt Hon Frank Field MP and Lord Northbourne. www.westminsterforumprojects.co.uk

www.senmagazine.co.uk

CPD and events 11 - 13 June

Inspiring Leadership

ICC in Birmingham The conference is being organised by CfBT Education Trust, led by chief executive Steve Munby, the National Association of Head Teachers (NAHT) and the Association of School and College Leaders (ASCL). http://leadership2014.blackberryproductions.co.uk

12 June

Kidz South

14 June

The Art of Therapeutic Conversation with Children, Teenagers and ParentChild Relationships London

Conference with awardwinning author Dr Margot Sunderland.

10 - 5pm Cost: £174 The Centre for Child Mental Health

020 7354 2913

info@childmentalhealthcentre.org www.childmentalhealthcentre.org

Reading

The event is one of the largest UK exhibitions totally dedicated to children and young adults with disabilities and special needs, their families, carers and the professionals who work with them. The exhibition will provide information on equipment, seating, beds, mobility, bathing, communication, accessible vehicles, services, sensory, transition, wellbeing, sports, leisure and more. Third sector and statutory organisations will also be on hand providing a diverse range of information and advice relating to alternative funding streams, specialist schools, colleges, benefits, direct payments and personalised budgets, legal matters and more. www.disabledliving.co.uk/Kidz/South

13 and 14 June

The Autism Show

ExCeL London The Autism Show, the national event for autism sponsored by Hesley Group and Witherslack Group in association with The National Autistic Society, is for the growing community of parents, carers and professionals who live and work with autism on a daily basis. Visit the event in London or Manchester (27 28 June) to hear from leading professionals, researchers and high profile parents, discover 100s of specialist products and services, access free one-toone specialist advice clinics, learn tried and tested strategies and approaches, interact with sensory features, be inspired by performances in Autism's Got Talent and listen to adults on the spectrum speak about what it means to live with the condition.

Book in advance and save 20 per cent off your ticket price by visiting: www.autismshow.co.uk

www.senmaGAZINE.co.uk

18 June

Henshaws College Open Day

Henshaws College in Harrogate provides specialist further education for students aged 16 to 25 with a range of learning disabilities, physical and sensory impairments.

Individual learning programmes enable every student to reach their maximum level of independence and support the transition into adult life.

There are regular open days for families and professionals.

Booking is essential.

01423 886451

26 June

Learning Works 6th National Dyscalculia & Maths Learning Difficulties Conference The Cumberland Hotel, London

This unique conference brings together the worlds of research, maths teaching and SEN expertise. You will hear three keynote speakers with an exclusive talk from Jo Boaler (Professor of Mathematics, Stanford University and author of the bestselling Elephant in the Classroom) and be able to choose three workshops from 11 themes that will give you access to cutting edge research and opportunities to engage with leading practitioners and trainers. The conference is for all teachers of numeracy and maths, SENCOs and learning support teachers, LA inclusion and numeracy support teams and educational psychologists.

Full details and online booking available at: www.dyscalculia-maths-difficulties. org.uk

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

19 June

Towards a Positive Future London

Towards a Positive Future is an annual conference for parents and the professionals who support them. It will cover the changes in health, education and social care law which affect families with children with SEN and practical strategies to enable families “Towards a Positive Future”. www.wordswell.co.uk

20 June

Communication: The Key to Success Edge Hill University, Ormskirk

Conference addressing autism.

Keynote Speaker: Professor Temple Grandin, probably the most accomplished and well known adult with autism.

Other keynotes are Dr Peter Vermeulen and Saskia Baron. £160.00 professionals £55.00 parents, carers or people with ASD for bookings made by 31 March 2014 Book online at: edgehill.ac.uk/health/autism

27 and 28 June

The Autism Show EventCity Manchester

The Autism Show, the national event for autism sponsored by Hesley Group and Witherslack Group in association with The National Autistic Society, is for the growing community of parents, carers and professionals who live and work with autism on a daily basis. Visit the event in London (13 - 14 June) or Manchester to hear from leading professionals, researchers and high profile parents, discover 100s of specialist products and services, access free one-to-one specialist advice clinics, learn tried and tested strategies and approaches, interact with sensory features, be inspired by performances in Autism's Got Talent and listen to adults on the spectrum speak about what it means to live with the condition. Book in advance and save 20 per cent off your ticket price by visiting: www.autismshow.co.uk

July 2014 3 and 4 July

engage in their future National Conference Wyboston Lakes, Cambridge

An exceptional programme of speakers and workshops will be delivered around the theme of “Internet: World Class Education”. There will also be plenty of opportunity to network with colleagues. www.engageintheirfuture.org

October 2014 10 and 11 October

TES Special Educational Needs show Business Design Centre

The largest SEN event in the UK, where you'll find thousands of resources and services from hundreds of educational suppliers offering the widest range of ICT, software and classroom resources to support children in their learning. Discover new resources, save money with exhibitor discounts and special offers, and get inspired with up-to-date CPD certified training seminars. www.tessenshow.co.uk

20 - 24 October

TEACCH five-day course 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. £1195 professionals/parents Prior’s Court Training & Development Centre, Newbury, Berkshire

01635 247202 training@priorscourt.org.uk www.priorscourt.org.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 Bullying UK Support and advice on bullying:

www.bullying.co.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

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

Asperger Foundation UK (ASF)

Down’s Syndrome Association (DSA)

Support for people with Asperger’s syndrome:

Information, support and training for those affected by Down syndrome:

www.aspergerfoundation.org.uk

www.downs-syndrome.org.uk

Autism Awareness

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Autistica

Charity raising funds for medical research into autism:

Dyslexia

www.autistica.org.uk

Help and information for those affected

by ASD:

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA)

Charity dedicated to reforming attitudes and policy towards bullying:

www.anti-bullyingalliance.org.uk

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

www.youngepilepsy.org.uk

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

Department for Education (DfE) The UK Government’s education department:

Mencap Learning disabilities charity:

www.autism.org.uk

Charity focused on researching interventions in autism:

www.epilepsy.org.uk

www.education.gov.uk

National Autistic Society (NAS)

Research Autism

Advice and information on epilepsy:

General SEN

Down syndrome

www.autism-awareness.org.uk

Epilepsy Action

Scope UK www.scope.org.uk

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

Epilepsy

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

www.bdadyslexia.org.uk

Dyslexia Action

www.mencap.org.uk

National Association for Special Educational Needs (NASEN) Organisation for the education, training, advancement of those with SEN:

Charity providing services to those affected by dyslexia:

www.nasen.org.uk

www.dyslexiaaction.org.uk

National Parent Partnership Network

Dyspraxia

UK bullying prevention charity:

Dyspraxia advice and support

Network of local partnerships providing information, advice and support for parents and carers of those with SEN:

www.beatbullying.org

www.dyspraxiafoundation.org.uk

www.parentpartnership.org.uk

Beat Bullying

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Dyspraxia Foundation UK

www.senmagazine.co.uk

sen resources directory

General SEN

Home schooling

113

Tourette’s syndrome

The Home Education Network UK (THENUK)

Tourette's Action

National organisation for home educators:

www.tourettes-action.org.uk

Information and advice on Tourette’s:

www.thenuk.com/

Hearing impairment

PMLD

Visual impairment National Blind Children’s Society

Action on Hearing Loss

PMLD Network

Hearing impairment charity:

Information and support for PMLD:

Support and services for parents and

www.actiononhearingloss.org.uk

www.pmldnetwork.org

carers of blind children:

Deafness Research UK

Rebound therapy

hearing impairment:

The National Rebound Therapy Consultancy

www.deafnessresearch.org.uk

UK governing body for rebound therapy.

Charity promoting medical research into

www.reboundtherapy.org

National Deaf Children’s Society Charity to help deaf children and young people:

www.ndcs.org.uk

SEN law Independent Parental Special Education Advice

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:

Law

www.ipsea.org.uk

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus:

www.shinecharity.org.uk

Learning outside the classroom

SLCN

Council for Learning Outside the classroom (CLOtC)

Advice on communication aids:

Awarding body for the LOtC quality

www.ace-centre.org.uk

badge:

www.lotc.org.uk

Literacy

ACE Centre

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

Afasic Help and advice on SLCN:

www.afasicengland.org.uk

Communication Matters Support for people with little or no clear speech:

www.communicationmatters.org.uk

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

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

The Communication Trust Raising awareness of SLCN:

www.thecommunicationtrust.org.uk SENISSUE69

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