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
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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.
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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
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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.” SENISSUE69
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. SENISSUE69
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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. SENISSUE69
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
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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/
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EPILEPSY
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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
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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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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
35
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11/02/2014 22:59
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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
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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.” SENISSUE69
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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.
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Making the change
Supporting young people with complex needs into adult services
46 48
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
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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.
www.senmaGAZINE.co.uk
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
Advertisement feature
Kai (August 2010) Kai is a bright, very sociable and bubbly little boy. His coordination is good and he loves his bike and the trampoline, and can kick and catch a ball. He enjoys climbing, being outside and going to the park. 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. Ethnic and cultural descent: white British Family needed: a one or two-parent adoptive family who can help Kai understand his complex birth family history and who can reflect or actively develop his ethnic and cultural identity Contact: annual indirect contact is envisaged with his birth mother and grandparents Legal status: placement order Support: includes possible adoption financial support Preferred area for placement: any in the UK Contact: Ann Pearce on 01494 586311 Email: annpearce@buckscc.gov.uk Buckinghamshire County Council, Children and Families Service, New County Hall, Walton Street, Aylesbury, HP20 1YU
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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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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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We We specialise specialise in in fun, fun, creative creative workshops workshops providing providing learners learners with with vital vital core core skills, skills, proven proven to to boost boost confidence, confidence, self-esteem, self-esteem, communication, communication,teamwork teamworkand andproblem-solving, problem-solving,and andpromoting promoting good goodemotional emotionalhealth healthand andwellbeing. wellbeing.Whether Whetheryou youhave havespecific specific curriculum curriculum aims, aims, want want to to focus focus on on personal personal development development or or do do something something completely completely different, different, we we have have the the experience experience to to meet meet your your needs. needs. So, So, when when planning planning learning learning outside outside of of the the classroom, classroom, try try Zinc ZincArts ArtsCentre, Centre,where wherethe thehigh-quality high-qualityfacilities facilitiesand andcrosscrosscurricular curricular activities activities will will provide provide valuable valuable educational educational and and personal personal growth growth for for your your learners. learners. Visit Visit our our Centre Centre for for aa tour tour and and discover discover what what we we can can offer offer you. you.
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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. SENISSUE69
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.
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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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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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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-
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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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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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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.
www.senmaGAZINE.co.uk
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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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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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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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
92 97
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.
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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. SENISSUE69 SENISSUE69
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AUTISM
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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. SENISSUE69
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
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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
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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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eazine for special SthuebUK'sslecadrinib g mag
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