SEN Magazine - SEN74 - Jan/Feb 2015 by SEN Magazine

January • February 2015 Issue 74

Listening to pupils

Giving a voice to people with communication difficulties

Excluded by inclusion

Is mainstream school suitable for children with autism?

The next step Preparing for adult life

Down syndrome • free schools • assistive technology • hearing impairment sleep • SEN in Kenya • outdoor activities • dyslexia/CReSTeD • nutrition supply teachers • fundraising • legal Q&A • recruitment • SEN news and much more

This issue in full Jan • Feb 2015 • Issue 74

Welcome The SEN Code of Practice places great emphasis on listening to children and young people. Its focus on pupil-centred learning has been broadly welcomed by teachers, SEN professionals and families, many of whom have been promoting this kind of approach for some time. As pupil voice initiatives become more common in schools, how do we ensure that it is not just the voices of the most able, the most confident and those who shout the loudest that are heard? How do we encourage children with SEN and those who struggle to communicate to explore and articulate their feelings? In this issue, Victoria Honeybourne seeks to answer these questions and explain what an effective pupil voice project might look like (p.58). Also in this issue, Craig Goodall tackles parents on the often controversial issue of inclusion for young people with autism (p.70). Looking at different types of provision

and the specific issues affecting those on the autistic spectrum, he asks: is mainstream school suitable for children with autism? Elsewhere, Cassie Howe looks at how to set up free schools (p.24), Caroline Bennett and Nicola Gitsham explain how to prepare young people with SEN for life post-16 (p.33) and Mark Chambers explores the changing face of assistive technology (p.42). In our regular SEN legal Q&A (p.26), Douglas Silas looks at personal budgets – what they are, how they work, and the pros and cons for families. You will also find articles on SEN in Kenya (p.20), sleep and SEN (p.30), Down syndrome (p.38), fundraising in schools (p.46), outdoor activities (p.48), hearing impairment (p.53), CReSTeD/dyslexia (p.64), autism and nutrition (p.76), supply teachers (p.83) and much more. Peter Sutcliffe Editor editor@senmagazine.co.uk

SEN news

What's new?

Point of view

SEN overseas

Free schools

SEN legal Q&A

Sleep

Post-16

Down syndrome

Assistive technology

Fundraising

Outdoor activities

Hearing impairment

Pupil voice

Book reviews

Dyslexia/CReSTeD

Autism

Recruitment

CPD, events and training

About SEN Magazine

SEN resources directory

SEN Subscriptions

CONTRIBUTORS Stephanie Anderson Ola Bankole Caroline Bennett Sowmya Bharani

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810

Matthew Brown SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801

Mark Chambers

DESIGN Rob Parry www.flunkyfly-design.com design@senmagazine.co.uk

Craig Goodall

Next issue deadline: Advertising and news deadline: 4 February 2015

Janet Duncan Sarah Geiger Nicola Gitsham Abigail Gray Victoria Honeybourne Cassie Howe Mary Mountstephen Ian Noon

ADVERTISING SALES Denise Williamson Sales Manager denise@senmagazine.co.uk 01200 409 808

Disclaimer

Edwin Osundwa

The opinions expressed in SEN Magazine are not necessarily those

Susan Ozer

of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

Robin Sheehan Douglas Silas

MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802

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SEN Magazine Ltd. Chapel House, 5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk

SEN Magazine ISSN: 1755-4845 SENISSUE74

In this issue

Free schools

Outdoor activities

New beginnings

The story of an innovative deafblind curriculum in Kenya

Free schools and SEN

Hearing impairment

The sound of success

Listening to pupils How to ensure pupils with communication difficulties are included in pupil voice projects

…perchance to dream

The effects of modern electronic devices on sleep

Helping deaf children to achieve good learning outcomes

What are free schools and how can you set one up?

Jan • Feb 2015 • Issue 74

Teaching teachers about dyslexia Will young people with dyslexia be identified under the new SEN system?

The next step How to prepare young people with SEN for adult life

Upping our game Best practice in supporting pupils with Down syndrome at school

Access for all

The value of fundraising

What’s driving the demand for supply teachers? The trends that are transforming the market for education professionals

What can schools get out of charity events?

Autism and nutrition The role of diet in the management of autism

How technical advances are blurring the line between inclusive and assistive technology

Excluded by inclusion Is mainstream school suitable for children with autism?

Into the wild Students with SEN find the strength to confront their difficulties in the wilderness

Regulars 6 12

SEN news

What's new?

83 Recruitment

The latest products and ideas from the world of SEN

Have your say!

Point of view SEN legal Q&A Personal budgets explained

Book reviews

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

38 Down syndrome 58 Pupil voice

64 Dyslexia

70 Autism

In the next issue of SEN:

multi-sensory therapy • music/performing arts • accessible vehicles • respite care dyslexia • learning outside the classroom • autism • ADHD • Tourette’s transition • SEN legal Q&A • CPD and much more... Follow SEN Magazine on

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SEN NEWS

Secondary schools must improve, says Ofsted Chief Inspector speaks out on the state of education Primary schools continue to get better while secondary schools stall The gap in performance between primary schools and secondary schools in England is widening, according to the Chief Inspector of Ofsted. Launching his third Annual Report, in December, Sir Michael Wilshaw said that primary school standards are continuing on an impressive upward trajectory – with more than eight in ten schools now rated at least good. The overall rate of improvement in secondary schools, however, has stalled. A similar number of secondary schools inspected over the last 12 months improved as declined – while over 50 more secondaries are now in special measures than was the case a year ago. During the same period, teaching in the further education sector has improved but too many college courses are still not equipping learners with the skills that employers want and the economy needs. The Annual Report is underpinned by the findings of more than 7,000 inspections carried out during 2013/14 of schools, colleges and further education and skills providers. Separate reports dedicated to the children’s social care and early years sectors will be published in the coming months.

Cause for concern The report reveals that there are now 700,000 more pupils attending a good or outstanding primary school than in 2012. A higher proportion of secondary schools than primary schools are outstanding, with 113 schools achieving Ofsted’s highest grade in the last year alone. However, more than 170,000 pupils are now in secondary schools rated inadequate, an increase of around 70,000 from two years ago. There are 13 local authority areas of the country where children have a less than 50 per cent chance of attending a good or outstanding secondary school. Sir Michael said more primary schools are improving because they attend to the basics, including improving the quality of leadership, effective governance and teaching focused on getting the basics right, including phonics. Effective primary schools focus on good attendance and behaviour, enabling the more able pupils to reach their potential, and narrowing the gap between those on free school meals and other pupils. In secondary schools where improvement has stalled or standards have declined, inspectors identified a number of common characteristics. These include a failure to build on prior learning at Key Stage 3 (11 to 14), poor and inconsistent SENISSUE74

Ofsted believes too many secondary schools are suffering from poor leadership.

leadership, and an inability to narrow the gap for disadvantaged pupils or challenge the most able. Typically, these schools suffered from weak governance, ineffective middle management and too much low-level disruption. The proportion of further education and skills providers that are good or outstanding has increased to 81 per cent from 72 per cent in 2013. However, the report says that in order to improve the quality and status of vocational training in England, careers guidance needs to improve, young people need to be encouraged to develop the right skills and attitudes, employers need greater involvement in vocational training, and the teaching of English and mathematics needs to improve in the further education and skills sector

The need for vigilance Sir Michael said that in an increasingly autonomous education system, where schools have greater freedom to innovate and raise standards, the importance of effective oversight was greater than ever. While he is encouraged by the rising quality of new teaching recruits and the high standards of initial teacher training in England, Sir Michael said he is becoming increasingly concerned about the declining numbers joining the profession and their uneven distribution across the country. “More teachers will be needed to match the substantial increase in the number of school-aged children expected over the next ten years. We also face a major challenge getting the best teachers into the right schools”, he said. He warned that if good and outstanding schools are allowed to cherry pick the best trainees this may further exacerbate the stark differences in local and regional performance. “The nation must avoid a polarised education system where good schools get better at the expense of weaker schools” he said. The Chief Inspector’s Annual Report can be found on the Ofsted website: www.ofsted.gov.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

No progress in addressing needs of children in care The Department for Education (DfE) cannot demonstrate that it is meeting its objectives for children in foster and residential care, says a new report out of the National Audit Office (NAO). The long-term consequences of such children not getting the right care are poorer outcomes for them and increased costs to local authorities and taxpayers. Local authorities spent £2.5 billion in 2012-13 supporting children in foster and residential care, a real terms increase of three per cent since 2010-11. However, according to the NAO, the DfE, which holds local authorities to account for delivery of these services, does not have indicators by which it measures the effectiveness of the care system. In addition, there is a lack of understanding of what factors contribute towards the costs of care. Demand for care is increasing and varies significantly across England. Local authorities in England looked after 68,110 children (at the end of March 2013), the highest level for 20 years. This is partly because of a rapid rise in the number of children being taken into care, following the widely reported abuse and death of “Baby P” in 2007, while many local authorities expect or are already experiencing a rise in referrals linked to child sex exploitation scandals. Most children in care (75 per cent), are fostered. Nearly two-thirds (62 per cent) of children are in care because they have suffered abuse or neglect. There has been no improvement since 2009 in getting children into the right placement first time and close to home. The DfE has an objective to improve placement stability and measures the number of placements a child has in a year and whether they are placed within 20 miles of home. At the end of March 2013, 34 per cent of children in care had more than one placement during the year, the same proportion since 2009, and 14 per cent of foster children and 34 per cent of those in residential care were placed more than 20 miles from home. The overall numbers have not improved in the last four years.

The cost of failure Children's early experiences can have long-term impacts on their emotional and physical health, social development, education and future employment. Local authorities take children into care to improve outcomes for them but children in care do less well in school than their peers. In 2012/13, 15 per cent of children in care achieved five or more GCSEs at grades A* to C

Most children are in care because they have experienced abuse or neglect.

including Mathematics and English, compared with 58 per cent of children not in care. They are also more likely to experience problems in later life, which can have a wider social impact and lead to higher costs to the public purse. For example, at the end of 2013, 34 per cent of 19-year-olds who were in care at the age of 16 were not in employment, education or training (NEET), compared with 15.5 per cent of 18-year-olds. Research by York University has estimated the lifetime cost of a young person being NEET at £56,000 a year. In 2012-13, local authorities spent on average between £131,000 and £135,000 on residential care for a child and between £29,000 and £33,000 on foster care for a child. However, costs vary between local authorities and by type of provider. The Department is aware of these variations in cost but not all of the reasons for them. Without a full understanding of the reasons for variations in cost the Department and local authorities will not be able to reduce them, the NAO says. In 2014, the DfE launched an Innovation Programme to help it understand what is involved in effective commissioning to improve outcomes for children in care. Amyas Morse, head of the NAO, believes that if the complex and challenging learning and development needs of children in care are not correctly assessed and tackled, the result is likely to be significant long-term detriment to the children, as well as cost to society. “If the Department is to break this pattern, then it needs to use its new Innovation Programme to understand what works, especially in terms of early intervention”, he says. The NAO report, Children in care, is available at: www.nao.org.uk

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SEN NEWS

Kids don’t have a say over their school placement Children with SEN and disabilities often are not consulted in decisions about whether to send them to a residential special school, according to a report published by the Office of the Children’s Commissioner.

Autism campaigners secure care system reform The Government has released details of changes to the new care system which it says will better recognise the hidden needs of adults with autism. The announcement comes after a concerted campaign by the National Autistic Society (NAS), Careless, urging the Government to make changes to the rules accompanying the new Care Act which identify who will and won’t receive help. According to the charity, the Government’s original plans risked creating a system that failed to protect people with autism against abuse, neglect and loneliness. The NAS urged the Government to make changes so that the new rules address this. It also called for recognition that people with autism can need guidance or prompting to carry out essential activities, and help to form and develop relationships The campaign, which was backed by more than 10,000 supporters, also called on local authorities to ensure that needs assessments for an adult with autism are carried out by a community care assessor with autism expertise. The new statutory guidance for the Care Act will also benefit adults with autism because it requires local authorities to take action to assure the future safety of a person who has already experienced abuse or is considered at risk of harm in the future. Though declaring himself pleased that the Government has “listened to people with autism by recognising their specific care needs”, NAS Chief Executive Mark Lever cautions that vigilance will be needed to see how the reforms play out in practice, when local authority budgets are under pressure and the new national eligibility threshold has been set at a level that means only those considered to have more substantial needs will receive care. “It is vital that the Government commits to greater funding if the new care system is to give adults with autism the support they need to live healthy and fulfilling lives”, he says.

The report says that more ambitious standards are needed for residential special schools and that children need to be listened to when making decisions about their placements and needs. It also claims that levels of support from local authorities placing children and for those transitioning to adulthood are “patchy”, with levels of support provided by local authorities to looked-after-children in residential special schools being of particular concern. The report, The views and experiences of children in residential special schools is based on children's accounts of their lives in 17 residential schools for children with special needs. It makes a series of recommendations designed to ensure that every child in a residential special school receives the excellent protection, education and nurture that they are entitled to under the United Nations Convention on the Rights of the Child. “A decision to place a child away from home is momentous, and can be fraught with difficulty”, says Maggie Atkinson, Children’s Commissioner for England. “How well families, and their children, are supported in this very difficult choice is uneven, and all too often time, energy and emotion-consuming when families and children are in long-term testing and vulnerable situations. The bar needs to be raised.” The Commissioner believes that much more timely, sensitive and consistent support is needed. She says that decisions must be made with the child being placed and subject to formal and regular reviews which involve and engage the child. The report is accompanied by My life at school, a detailed account of the research undertaken with children. Both publications can be found on the website of the Children’s Commissioner: www.childrenscommissioner.gov.uk

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SEN NEWS

European learning disability charities target online safety A group of European charities has initiated an international project to keep people with a learning disability safe online. Inclusion Europe launched the SafeSurfing project on 1 December, aimed at training people with a learning disability on staying safe online and data protection. Inclusion Europe is working in partnership with organisations in four European countries, including UK charity Mencap, FEAPS (Spain), PSOUU (Poland) and ANFFAS (Italy).

Families with disabled children can’t afford heating and food There has been a sharp rise in the number of families with disabled children going without heating and food over the last two years, says the charity Contact a Family. This is leading to too many disabled children and their families suffering ill health. In one of the biggest surveys of its kind with over 3,500 respondents, the charity’s Counting the Costs 2014 report found that 33 per cent of families with disabled children are going without heating – up from 21 per cent in 2012 – while the number going without food has nearly doubled from 16 per cent in 2012 to 31 per cent now. Of those surveyed who are going without and are in debt, 22 per cent say their child’s health has worsened as a result, while 64 per cent say they have suffered ill health as a result. A third of those surveyed say they are worse off as a result of benefit changes – nearly half by £1560 a year – and 60 per cent see their financial situation worsening in the next year. “Increased living costs and cuts to financial support have left some families with disabled children reeling”, says Amanda Batten, Chief Executive of Contact a Family. “Despite the economy showing signs of recovery, families with disabled children are not optimistic about the coming years. Instead they feel they are facing an increasingly precarious financial future.” More than a quarter of families surveyed have extra costs relating to their child’s disability of £300 or more every month, with the biggest cost being heating and utility bills. When asked what would help with the extra costs they face, families called for discounts from energy companies (21 per cent) and more support through the benefits system (24 per cent). Almost twothirds (61 per cent) said they were confused about the recent benefit changes. Amanda Batten believes “It is a national scandal that the health of some disabled children and their families is in jeopardy.” The charity is calling on the Government to ensure the welfare system reflects the extra costs and barriers to work that families with disabled children face. It is also urging energy companies to offer discounts to households with a disabled child.

Identity fraud, cybercrime and cyberbullying are common issues for many people, with 17 per cent of Europeans falling victim to identity theft every year. People with a learning disability face greater risks when using the Internet than the general population. These risks can be more profound as a result of increased vulnerability, tendencies towards obsessive compulsive behaviour and social naivety. Ismail Kaji, who has a learning disability and is a Parliamentary Affairs Assistant at Mencap, says that people with a learning disability using online banking and other websites might not know where the information they have given has gone. “It worries me a lot and I can’t stop worrying. People online can pretend to be a company and get information from people. This makes me feel unsafe. It is hard, I don't know who to speak to or where to go for support”, says Ismail. Although people with a learning disability have reported facing many barriers when it comes to using digital technology, in recent years there has been an increase in the number of people with a learning disability using technology to live more independently and be more included in society. People with a learning disability have said that using the Internet and smart phones can benefit many areas of their lives, including keeping in contact with friends, finding information online or searching for job opportunities. SafeSurfing aims to reach more than 1,000 people with a learning disability directly, by using interactive online training sessions that offer participants the possibility of asking questions in real time. In addition, five training videos covering different aspects of data protection are being produced and shared by SafeSurfing partners. More information is available at: www.inclusion-europe.org

News deadline for next issue: 4/2/15 Email: editor@senmagazine.co.uk

The report is available on the charity’s website: www.cafamily.org.uk WWW.SENMAGAZINE.CO.UK

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SEN NEWS

Online community for disabled people A new internet forum for disabled people and parents of disabled children to connect and share practical support has been launched by the disability charity Scope.

Technology is key to literacy Touch-screen technology could be a vital new weapon to combat low literacy in key target groups – boys and disadvantaged children. New research published by the National Literacy Trust and Pearson reveals that technology can be a more engaging learning tool for disadvantaged children at age three to five, than books. Twice as many young children from DE social category households (semi-skilled and unskilled manual occupations, unemployed and lowest grade occupations) than from AB households (higher and intermediate managerial, administrative, professional occupations) read stories on a touch-screen for longer than they read printed stories. A higher number of children from DE households than AB households use technology more for educational activities than for entertainment. The survey also showed the benefits of using touch-screen technology for boys, who engage with reading and educational activities for longer than with books alone. Twice as many boys than girls look at or read stories on a touch-screen for longer than they look at or read printed stories. More boys than girls use a touch screen for educational activities than for entertainment. In the second Early Years Literacy Survey carried out by the Trust and Pearson, parents and early years practitioners responded to questions on their access, use and attitudes to books and stories on touch-screen devices with children aged three to five. The research examines the influence of reading practices on children’s vocabulary aged three to five. The findings highlight the increasingly significant role that technology plays in the lives of under-fives, both at home and in their pre-school educational environment. A varied reading diet could also be a route to improved vocabulary, according to the new findings. Children aged three to five have a wider vocabulary if they read stories in both print form and on a touch-screen compared to those who don’t use technology. The research also looks into the use of technology in early years educational settings, and finds that the majority of preschool teachers and practitioners say they want more access to touch-screen technology. However, practitioners feel far more confident sharing stories with children on paper rather than on a touch screen, and a quarter do not think technology has a place in their pre-school educational environment. The report, Children’s early literacy practices at home and in early years settings can be accessed at: www.literacytrust.org.uk SENISSUE74

Visitors to the new community can follow discussions on the forums and tag topics they’re interested in, as well as share information they’ve found useful on social media. They can also search for practical ideas on everything from travel to technology, contributed by people with first-hand experience of disability. “Disabled people and parents of disabled children have a fantastic wealth of experience, knowledge and skills”, says the charity’s Community Manager Alex Hazell. Providing support and advice to the community is a team of community advisors, who answer questions in their specific area of expertise, such as education, sex and relationships, and behavioural issues. There are also a number of “drop in” advisors available for web chats on topics including sleep, bedwetting, independent living and sibling support. Heather Harvey, whose 13-year old son Nicholas has autism and learning disabilities, is a parent “champion” who believes talking to others in the same situation can be very helpful. “A lot of parents don’t know where to start when they find out their child is disabled,” she says. “They don’t know what support is available, what they’re entitled to or what to do when they can’t access the help they need.” The forum is part of an initiative started by social networking site Netbuddy, which merged with Scope in 2014. For more information, visit: www.scope.org.uk/community

Mental health commissioning guide A new guide for mental health commissioners has been published by the Right Here programme, backed by the Mental Health Foundation and Paul Hamlyn Foundation. How to commission better mental health and wellbeing services for young people is the third in a series of guides from the programme, which focusses on approaches to support the mental health and wellbeing of young people aged 16 to 25. A copy of the guide can be downloaded from the Mental Health Foundation website: www.mentalhealth.org.uk

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SEN NEWS

Schools cut costs to balance budgets More than half (55 per cent) of school leaders are looking to reduce costs over the coming year, with the Government’s funding policy and recent changes to SEN provision cited for the growing pressure on school budgets by senior school staff. The findings of the annual survey of headteachers, principals, deputies, finance directors and school business managers by Browne Jacobson, in partnership with the Association of School and College Leaders (ASCL), suggests that a review of school funding policy may be needed.

Rattle and Brand headline kids arts festival London’s Southbank Centre has announced an eclectic lineup for its 2015 Imagine Children’s Festival. Taking place from 9 to 22 February, the Festival aims to provide families and schools with unique access to literature, music, theatre, poetry, dance, interactive installations and workshops. Amongst the headline events for 2015 are a free family concert with the Young Orchestra for London, conducted by Sir Simon Rattle, and a presentation by Russell Brand and Chris Riddell about their children’s book The Pied Piper of Hamelin. In addition, the Festival will see the London premiere of Brundibár, a children’s opera by Hans Krása, originally performed by the children of Theresienstadt concentration camp in Czechoslovakia, performed by Mahogany Opera Group. The Southbank Sinfonia with Music and the Deaf will also provide Passenger Seats inside a live orchestra, offering a truly immersive and tactile experience for both hearing and deaf children, and there will be a rare concert featuring the 12 Cellists of the Berliner Philharmoniker, widely regarded as one of the world’s finest orchestras. For more information, visit: www.southbankcentre.co.uk

Two-thirds of school leaders were concerned about the extra pressure the new SEN framework would place on schools; of these, around one-third (31 per cent) are very concerned. As a result, the majority (82 per cent) are preparing to divert funds from their overall budgets in order to meet the pressures placed by the new SEN framework. Nick MacKenzie, author of the School Leaders Survey 2014, thinks the growing financial pressure placed on school leaders across the country is creating an environment of growing uncertainty and falling morale. While the survey shows that school leaders are increasingly exploring different avenues to balance the books, there is a real and growing concern over the impact on schools’ finances. In addition to the Government’s funding policy, there will be employer contribution increases to the Teachers Pensions Scheme from September 2015, followed in 2016 by changes to National Insurance contributions. “It is clear that dissatisfaction amongst school leaders extends well beyond school budgets”, says Mr MacKenzie. “The deep concerns expressed by school leaders in delivering the new SEN framework and assessments should also act as a further wake-up call”. Additional findings from the survey of almost 470 school leaders revealed that 38 per cent of schools have increased the number of fines issued to parents for taking their children on unauthorised leave. Nearly a third of schools are seriously looking at carrying out a staff restructuring programme in the next twelve months, and one in four school leaders (27 per cent) would like to borrow funds from the private sector.

Epilepsy care still “not good enough” Children and young people living with epilepsy are missing out on the best treatment in many parts of the country, says a new report. The Epilepsy12 audit, conducted by The Royal College of Paediatrics and Child Health, found that a third of children and young people do not have access to a local epilepsy specialist nurse. Another third of these young patients do not have a weekly clinic to attend that would provide the care they need. Roughly 13 per cent of children newly diagnosed with epilepsy do not receive input from a paediatrician with expertise in epilepsy. The report highlights the significant gap between the NICE guidelines and the real life experience of many people with WWW.SENMAGAZINE.CO.UK

the condition. It identifies dramatically varying levels of care throughout the UK, revealing a postcode lottery which means many families are missing out. A lack of effective epilepsy care can cause serious educational and behavioural damage to children. John Cowman, Director of Operations at the charity Young Epilepsy, which contributed to the audit, says: “Although there have been improvements to epilepsy care across the UK, it is not good enough yet. Epilepsy is a neurological condition that is twice as common as Type 1 diabetes in children but gets pushed to the back of the queue time and time again.” SENISSUE74

WHAT’S NEW?

What’s new?

Wear your silly socks for Autism Anglia Each year Autism Anglia asks its supporters to wear their craziest socks for the day to raise awareness of autism. By organising your own day of silliness you can join in the fun and help raise vital funds for people affected by autism. Why not get your school, place of work or friends/family involved on 27 March 2015 and help them to beat the £7,000 raised last year. To request your free fundraising pack containing resources and information about autism, fundraising ideas, stickers and a poster, call: 01206 577678 or email: sillysockday@autism-anglia.org.uk

Adopters sought for Birmingham Birmingham urgently needs more adopters. Some of the children in care have disabilities or health problems but like all children, they need nurturing “forever” homes to ensure the very best for their futures. Birmingham is looking for people like you, with specialist knowledge and skills, who might be considering adopting a child or children. The Council provides all necessary support and is keen to hear from you if you think you could give one or more children the stability, love and care which they deserve. Call: 0121 303 7575 or visit: www.adoptbirmingham.co.uk

New employability qualification from English Speaking Board English Speaking Board (ESB) is launching Inspiring Confidence in Employability (Entry 1) (QCF). The qualification consists of external and internal assessments. It includes 43 unit choices with a credit value of 11 and 110 guided learning hours. ICE is structured into five sections including Oral Skills for Interview, Essential Employability and Enterprise. ESB aims to support the development of learners’ skills, knowledge and understanding in a range of units giving an opportunity for choice and flexibility. This allows them to set their own long-term goals in line with their chosen destinations. Find the ICE syllabus at: www.esbuk.org/ice

SEN teaching vacancies Eteach Recruit are urgently seeking experienced special educational needs (SEN) teachers and SEN teaching assistants to fill a large number of day-to-day supply, long-term and permanent vacancies available now. There are excellent opportunities with schools in Surrey, Berkshire, London and the Home Counties. Eteach Recruit offer the best rates of pay as they value their teachers, and will also support staff through Team-Teach training at their offices in Camberley. Eteach Recruit work with 6,000 schools and advertise 45,000 vacancies every year. 0845 456 4384

Let’s Sign’s low-cost materials on Kindle Unique bite-sized topics, created for Kindle, provide key-word signs in flashcard format that look great on tablet, smart phones and all devices with free Kindle reader apps. With samplers at 77p (search Amazon/ kindle/ let’s sign), the resources provide easy reference for sign language learners and a useful communication device (AAC/PECS) for those with additional speech and language needs who use British Sign Language signs (BSL and SSE) to support spoken communication. Support is provided by DeafBook’s Let’s Sign BSL series of dictionaries, guides, posters, flashcards, stickers and graphics for learners of all ages and abilities. www.DeafBooks.co.uk SENISSUE74

eteach.com/recruit

Supporting safer recruitment Safer recruitment is not only a legal responsibility but also a fundamental principle that underpins all recruitment activity, which is why Hays have launched their online Safer Recruitment training course. The CPD accredited course aims to provide the most up-to-date information on all legal vetting checks required, along with Hays’ expertise to recruit outstanding staff. The course offers four modules – Legislation, Recruitment and Selection, Vetting and Documentation, and Child Protection Checks – each designed to help with a different element of safer recruitment and responsibilities when recruiting staff to your school or setting. For more information, e-mail: emma.watkins@hays.com or call: 01212364476. WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Bags win order for Henshaws College students Students at Henshaws College in Harrogate have won an order for their work from Fodder, the Yorkshire Agricultural Society’s shop and café. The students, who have a wide range of disabilities and additional support needs, created a range of canvas bags printed with farm animals. Employability Programme Leader Kelly Sturdy said: “We support our students to develop their entrepreneurial skills through our employability curriculum. Being able to work with local businesses in the way that we are with Fodder is key to ensuring our students have the right set of skills to help them make the transition to work.” www.henshaws.ac.uk

Free events in London for parents, carers and professionals Following the success of its previous free events, Hesley is bringing them back to central London during March 2015. Hesley Group will host two one-day events on Practical Strategies for Supporting People with Autism and Complex Needs, which will include presentations around speech and language therapy, sensory processing and positive behaviour support. Attendees can expand their knowledge, share experiences, meet new people and enjoy a free lunch on either the dedicated parents/carers day or the professionals day. More information and online booking requests can be found at: www.hesleygroup.co.uk/events/london2015

Prime Minister awards disabled solicitor Specialist SEN solicitor, Douglas Silas, a wheelchairuser, was recently honoured personally with the “Points of Light” award by the Prime Minister. Announced in a speech at a fundraising dinner, David Cameron gave the award to Douglas in recognition of him helping raise £125,000 for Norwood, a charity supporting disabled children, by undertaking bike rides across Sri Lanka, Madagascar and Israel, using a specially-modified recumbent trike. Douglas says: “This tops a spectacular year for me, both personally and professionally and also shows that you are not limited by a disability.” For more information, visit: www.SpecialEducationalNeeds.co.uk

Integrex the interactive specialists At the forefront of special needs technology, Integrex design and manufacture versatile, interactive systems that offer all ages and abilities the opportunity to enjoy a rewarding learning or working environment. Products include fully mobile, height-adjustable interactive touch screens and tables with cutting edge multitouch ability. Integrex’s innovative, immersive sensory rooms provide stunning audio-visual interactivity through a series of original, programmable software applications. A dedicated, experienced team provides bespoke software and hardware, full support and training for all SEN environments. Contact Integrex to arrange a demonstration of their innovative, interactive systems. Tel: 01283 551551 or visit: www.integrex.co.uk

Autism’s Got Talent returns in 2015

Mencap Wills and Trusts seminars

The annual event showcasing the talent of people on the autistic spectrum will take place at London’s Mermaid Theatre on 9 May 2015.

Mencap will be hosting free Wills and Trusts seminars across England, Wales and Northern Ireland from March to November 2015.

Autism’s Got Talent, the brainchild of autism campaigner and special school founder Anna Kennedy OBE, will again feature a diverse mix of talents from across the spectrum and the country. The event is not a competition but a celebration of just how talented people with autism can be. Tickets for Autism’s Got Talent will be on sale soon and more information is available from: lisa.robins@thevines.org.uk or Austin@annakennedyonline.com WWW.SENMAGAZINE.CO.UK

These free two-hour seminars provide vital, specialist legal advice on writing a Will and setting up a Discretionary Trust for the benefit of a loved one with a learning disability – helping you to protect your loved one’s future. Many parents find the process of writing a Will and setting up a Trust daunting. With Mencap’s help, it needn’t be. For seminar details and to book a place, visit: www.mencap.org.uk/pffe or call: 0207 696 6925 SENISSUE74

WHAT’S NEW?

75 Years of outstanding education for boys with SpLD

Comfort Audio digital communication for SEN students

More House School in Surrey has been at the forefront of supporting boys with specific learning difficulties (SpLD) for 75 years and has become a centre of excellence in SEN education.

Innovative communication for SEN students and classes of all stages, the Comfort Audio Digisystem range is available from PC Werth Ltd. Flexible, adaptable and stylish, Digisystem digital products offer new hearing opportunities for all SEN education, cochlear implants and hearing aid users.

It is a day and boarding school, providing high quality education and pastoral care for boys aged eight to 18 who may be bright but are not thriving in mainstream schools due to an SpLD. All 450 boys are individually timetabled and class sizes are small. It has been judged “Outstanding” by Ofsted in all aspects of their inspection and is listed in the CReSTeD Specialist Schools category. www.morehouseschool.co.uk

Autism training for teachers and sports coaches The National Autistic Society will be delivering training for sports coaches, teachers and volunteers. The training is designed to improve the confidence and skills of sports practitioners when delivering to people with autism. It also aims to increase the levels of participation of people with autism in sport and help them improve their self-esteem and wellbeing. In-house training can be delivered for up to 20 delegates. One-day open access courses and online training will also be available. To book, register your interest or for more information, visit: www.autism.org.uk/active or email: active@nas.org.uk

The leading FM solution has advanced digital sound processing (PSE) and Secure Stream Technology (SST) which eliminates disturbing noises often experienced with traditional FM systems that use analogue transmission. It is compatible with traditional FM and Soundfield systems, push to talk for group work and the range of Digisystem conference microphones. Contact PC Werth: 020 8772 2700 www.soundforschool.co.uk

The Rapid Family Rapid is a family of resources for catch-up in phonics, reading and maths. Based on proven pedagogy, Rapid has been shown to greatly improve children’s confidence and accelerate learning. Indeed, in a recent trial by Worcestershire LA, Rapid Reading was shown to quadruple expected progress in over 50 per cent of cases. With dyslexia-friendly features, edgy design, cool-factor content and top authors like Dee Reid, Diana Bentley and Rose Griffiths, Rapid is a sure-fire recipe for accelerating progress. www.pearsonprimary.co.uk/rapidDC

Enabling learning for children with autism Helping Young Children with Autism to Learn, by Liz Hannah, is an updated practical guide for teachers and school staff in mainstream nurseries and schools. Providing practical strategies and approaches to developing literacy and reading skills, teaching an understanding of numbers and supporting behaviour and social interaction, this publication is a comprehensive resource for education professionals working with children with autism. “I supported a child in primary school and this book became my bible. It is very informative and I used lots of ideas to support an autistic child of four years old”, says one teaching staff member. www.autism.org.uk/shop SENISSUE74

Making efficient use of the outdoor environment Many SEN schools are being expanded, leaving smaller outdoor spaces and bigger pupil numbers. Some schools are struggling to provide high-quality outdoor spaces that support learning, play and healthy behaviour. Petrow Harley landscape architects have assisted SEN schools in making better use of their existing school grounds. A recently completed school project they designed and project managed has resulted in an increase in 60 per cent of useable space. Another scheme has re-used a redundant space and transformed it into an accessible educational area. For more information, call Rob or Rhona: 0208 949 0803 or visit: www.petrow-harley.com WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

New solutions for SEN with TalkingTablets

Professional visitor events at Treloar’s

TalkingTablets is a new concept in communication aids designed by professionals and carers for autistic spectrum disorder, voicing problems, dyslexia and cerebral palsy.

Treloar’s provides education and care for physically disabled children and young adults aged up to 25 years.

Using open source technology, TalkingTablets are a great low cost solution available in two sizes, 7 inch and 10 inch, from £310, VAT exempt.

Treloar's is hosting professional visitor events on 10 February 2015 (10am to 3pm) and 17 March 2015 (10am to 12pm).

Autism communication aids provide both symbols and speech, and you can include photos with spoken text. MySpeaker solution is ideal to recall phases and get them voiced, and the Photo Communicator provides a photo collection with both a text display and voicing speech.

At these events professionals working with special educational needs providers and students can learn about Treloar’s multi-disciplinary approach to care and education and tour the state-of-the-art campus, including residential accommodation and the technology hub. They can visit classes, meet students and find out about outreach services.

For more details, tel: 01489 893919 or visit: www.talkingtablet.com

To book a place, email Fran at: Frances.Light@treloar.org.uk or call: 01420 547400 extension 7840.

When words fail, music speaks

Interim managers for SEN schools

New products across all sensory categories, including their musical range, contribute to the new look sensory shop that Sensory Technology is offering its valued online customers.

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.

Being fully responsive ensures that their products are much more accessible. Whether you are browsing on your mobile, tablet, laptop or desktop computer you are guaranteed a pleasurable sensory shopping experience. In addition, their menus are now searchable by product category, sensory need or by individual product name, making it much quicker and easier. For the new online shop, visit: www.senteqdirect.co.uk For Sensory Installations, go to: www.senteq.co.uk or tel: 01157 270 777.

Talented teachers for challenging pupils Teaching Talent was created to support its parent company TC Education Services Ltd, which runs a number of independent special schools for excluded pupils with challenging behaviours and other SEN. TCES also runs a school for pupils on the autistic spectrum with challenging behaviours.

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

Bespoke education recruitment Vision for Education's SEN specialists provide a bespoke recruitment service for all alternative education and SEN provisions. Clients have their own dedicated SEN consultant who can supply emergency day-to-day cover, long-term and permanent candidate sourcing, covering leadership, teachers, SENCOs, teaching assistants and learning support assistants

The company supplies and covers, but is not limited to, the whole of London and Essex, working closely with a number of local authority SEN departments, supporting pupils who are in transition or need one-to-one tutoring.

They are experienced with SMEH, ASC, MLD, SLD, SpLD, PD and complex needs teachers and support staff, and are fully ARW compliant. The company pay the best rates to its fully qualified and vetted candidates and in-house training is offered to candidates including, Team-Teach, Moving and Handling, Autism Awareness, ADHD Awareness, AAC and Sensory Integration.

www.teachingtalent.co.uk

www.visionforeducation.co.uk

Teaching Talent operates with an in-depth understanding of the challenges faced by schools in finding good staff.

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WHAT’S NEW?

A Voice for education professionals Voice is the non-striking union for education, early years and childcare professionals. It provides essential cover, full support and a wide range of benefits, not only for workplace matters but for personal matters too. Voice negotiate with government departments, local authorities and private employers to seek recognition for its members. This is assisted by the union’s strong position in government working groups, attending regular meetings and consultation forums. Voice deals with the agitating, the arguing and the negotiating, giving you the freedom to get on with what matters most – your job. www.voicetheunion.org.uk

Interested in conducting research on Tourette’s syndrome? Tourettes Action offers non-financial support to researchers/research students wishing to recruit people for their research studies. If you are interested, you can download and complete the proforma from the charity’s website to supply them with the information they need to evaluate your project. There are many ways Tourette’s Action can help to publicise your research project, including its newsletter, Facebook, Twitter, forums and emails. Completed proforma, along with any questions, should be sent to TA Research Manager Seonaid Anderson: Seonaid@tourettes-action.org.uk To download the proforma, visit: www.tourettes-action.org.uk

Guide Dogs Annual Awards 2014 The stars came out and joined more than 450 guests at the glittering Guide Dogs Annual Awards 2014, in partnership with Microsoft. Guide dog owner Verity Smith was presented with the headline Inspirational Guide Dog Owner Award. Verity is not only a top-level sportswoman who has competed for Britain as a dressage rider but is also an accomplished singer/ songwriter and campaigner. Classical Brit nominee Camilla Kerslake (pictured with guide dog puppy Leo), England rugby captain Chris Robshaw, Made In Chelsea star Lucy Watson and The Only Way is Essex star Debbie Douglas were among the celebrities in attendance. www.guidedogs.org.uk/awards SENISSUE74

Strong start for new Oxfordshire ASD school LVS Oxford, the new school for children aged 11 to 19 years with autism and Asperger’s, based in Begbroke, Oxfordshire, opened in September 2014; in just one term the first 16 learners made great progress, with some students who had previously struggled to stay in mainstream school, in some cases being out of school for over two years, all attending school and engaging in their lessons. After such a successful start, the school will begin 2015 by introducing a third class and a boarding facility for weekly residential learners. For more information, call: 01865 595170 or visit the Facebook page “LVS Oxford”.

Fifteenth birthday for Hillingdon Manor Celebrities and politicians helped Hillingdon Manor School for children on the autistic spectrum celebrate its fifteenth birthday recently. Sir John Randell, MP for Uxbridge, who has supported the school since the beginning, and Waterloo Road Star Richard Mylan (pictured with Anna Kennedy) both visited the School during its week long celebrations. Founded in 1999 by Anna Kennedy, Hillingdon Manor School started as a local support group for children and families affected by autism. The first classroom took shape in Anna's garage, teaching a small group of children including Anna's two sons Patrick and Angelo. For more information about Hillingdon Manor, visit: www.hillingdonmanorschool.org.uk

Hereward kick-starts student careers Hereward College in Tile Hill has hosted a careers event, called Thinking On, to better equip its students and their parents with knowledge about the potential career paths available to them once they leave college. The Thinking On event is the first in a three-tiered structure to take place at Hereward which is designed to prepare students for their next steps into further or higher education, traineeships or employment. The second event, Building Up, will be held in March 2015 and the final event, Moving On, is set for May 2015. www.hereward.ac.uk

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SEN SERVICES

SEN LAW

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POINT OF VIEW

Point of view: SEN consultant

The courage to fail Children deserve the same consideration we give adult learners, says Abigail Gray

hat is the right thing to say when a child’s answer is wrong? It’s not hard to deal with incomplete answers or tangents

working lives. Life is a constant stream of exasperating personal and professional challenges from which no-one is exempt. It seems to me that developing an understanding of how we handle

their experience and their pre-existing knowledge, whatever that may be. This kind of respect children hope for and recognise but rarely expect and have little power to demand.

but what about the responses that reveal serious gaps in knowledge and understanding. At these times teachers tend to remind children to listen or to stop doing something, such as doodling, chatting or playing. What children often stop doing, though, is answering questions. Learning in a group can be enjoyable but it can also be exposing; balancing these two dynamics isn’t easy. “Are we making the grade?” is a common issue for teachers and students alike. “Requires improvement” is the last thing educators want to hear but is this a message we want to percolate through to the students? Isn’t requiring improvement a pre-requisite for learning anything? It would appear that too many children are going through school thinking of it as a competition rather than an opportunity – the golden opportunity to make some mistakes with impunity, to experiment, to explore and, most importantly, to think, before all the responsibilities of adulthood crowd in. Of course, I want my students to experience success and achieve their goals but equally I want them to develop self-knowledge, realism and resilience; these things come from having the courage to try and, sometimes, to fail. As adults we are highly specialised and yet we fail all the time – financially, in relationships, as parents and in our

unwanted news – knowing that we can handle it – is so much more useful to us than focusing on how we celebrate the good; it’s a much deeper seam to mine. As learners, our limitations, differences and struggles should be acknowledged, explored and embraced rather than avoided. But how?

Almost all of the dyslexic adults I have ever met talk about their schooling like it was a war. The ones who thrived are often lauded as “self-made”, inspiring individuals. They protected or rebuilt their self-esteem by focusing on their strengths. However, there are others too badly scarred, often terrified of school (and their children’s teachers), who apologise for themselves and their lack of literacy. Their learning outcome was not only an enduring fear of education and the educated but a sense of shame. If the new Act and the new SEN Code are to succeed in placing the needs, wishes and futures of children with SEN at the heart of schools, we need to address this reality by ensuring that due consideration is given and this fear of failure is dispelled once and for all. A great teacher recognises and respects what it feels like not to understand. If all teachers are going to be good teachers of children with SEN, they have to find the thin line that exists between a challenge and a risk. On that line we find motivation and the courage to try, whatever the outcome.

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Too many children are going through school thinking of it as a competition rather than an opportunity Respecting difference What if teachers were to afford children in school the same considerations offered to adults in the context of professional training. In CPD sessions, adults are often given reference materials (the answers) in presentations, they are rarely singled out for questioning, they tend not to be assessed in a public forum, and they would be rightly offended by personal comments about their organisation, bathroom habits, fidgeting or learning style. Put simply, when training adults we show respect for their fear of failure and we acknowledge

Further information

Abigail Gray runs Senworks Ltd, which provides advice, support and training to schools: www.senworks.co.uk

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POINT OF VIEW

Point of view: SEN support worker

Community spirit Autism is being hidden away in some British African communities, says Ola Bankole

n my professional role, I have met and worked with many black and minority ethnic (BME) families. Unfortunately, some of these families still have little understanding

to be made aware that they are not to be blamed for having a child with autism; indeed, according to current research, the cause of autism is unknown. Even though there have been many

when a lady is pregnant in Africa, noone asks if the person is pregnant or about due dates because we believe that the person asking might want to do something to harm the pregnant woman.

of autism. Indeed, some believe that autism is a result of such things as poor parenting, neglect, adultery or witchcraft. Being of African origin myself, I can relate to where these views are coming from. I was educated in Nigeria and I didn't realise how clueless I was about autism until I started working as an SEN officer ten years ago. When I was growing up in Nigeria, there were a few kids who had some difficulties with learning, but we simply put it down to them being naughty. I remember a man who seemed to live in his own world and would not interact or communicate with anyone. I’m sorry to say that we used to run away from him. How I wish I knew then what I know now. I strongly believe that there is a need to raise awareness and educate families within BME communities about autism. I have come across a lot of families within these communities who are still in denial, even when there are clear signs that their child is autistic; they refuse the diagnosis and therefore the important support that their child is entitled to. As a result of their culture, many families fear that if they accept the diagnosis, their child will be labelled and support may be withheld. I have come across parents asking “why me?” and blaming each other for the “stigma” and “shame”. Families need

autism awareness campaigns across the media, I have seen parents hiding away their children with disabilities due to shame, scared that their friends or family members will start gossiping behind their back.

With autism too, professionals have to understand the cultural values people bring to situations; often, it is not that families do not want support but that they might be scared to speak out due to what they might have been through and the fear of stigma. It is very important for families within the BME communities to be equipped with knowledge about autism, and the support available, as well as strategies to support their children. Parents should be encouraged to realise that they are not alone, and to speak out when they need help. They do not need to be ashamed or to hide their child away; they should seek support and help. People with autism are unique and special in their own way. They should not be seen as burdens or liabilities but as human beings with needs, potential and capabilities. A child with autism will become an adult with autism and will need the right support to make this transition as easy and successful as possible.

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A lot of families are in denial, even when there are clear signs that their child is autistic I have seen couples fighting, separating and even divorcing over having a child with autism. In some cases, within African Communities, husbands account for their autistic child by accusing their wife of having an affair with another man, or even saying it is due to witchcraft.

Understanding goes both ways It is also important, though, that healthcare professionals understand more about the diverse range of cultures they serve in Britain today. For example, when I was pregnant with my daughter, people constantly asked me how far gone I was and when the baby was due. I found this very strange because

What's your point of view?

Email: editor@senmagazine.co.uk

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SEN OVERSEAS

New beginnings Edwin Osundwa describes the birth of an innovative deafblind curriculum in Kenya

ver the past year a specialist curriculum for children who are deaf and blind has been rolled out in Kenya's ten deafblind education units in specialist schools. This is a result of a partnership between Sense International Kenya and the Kenyan Institute for Education (KIE), aiming to substantially improve the standard of education for deafblind children in the country. Many specialist teachers were struggling without a curriculum. The classrooms could be chaotic, lacking in direction, and teachers were asking us what they could do to ensure the correct ground was being covered and how they should measure children's progress. As a result, we approached KIE to ask them if they would work with us to create a new national curriculum for deafblind children. Over the next few months we worked with KIE to create a curriculum that would improve the

standard of teaching for the children and allow us to measure their progress. We also arranged for parents of deafblind children and teachers to share their views on what should go into the new curriculum. Parents often have their own unique insight into the skills that a deafblind child needs to help around the home or what their child has found the most useful to learn in school. It was essential that they were included in the process.

Managing the system One of the main challenges we faced during the work was the level of bureaucracy that needed to be waded through in order to introduce the new curriculum. This ranged from delays in approval of certain sections of the curriculum to small amends taking a great deal of time. The teachers that we work with were often frustrated by the time it took for the new curriculum to be completed, hoping to see the

One of the main challenges we faced during the work was the level of bureaucracy

results sooner rather than later. There was also a general election during the process which meant certain aspects were slowed down while new officials took over. As with any major project, wrangling for money to ensure that resources are available has also been hard work and will continue to be a challenge. However, the hard work has paid off and the resulting new curriculum will ensure that deafblind pupils will receive a uniform level of education that addresses their needs and can help prepare them for post-school life. There are around 17,000 deafblind people in Kenya and without intervention and support many of these will lead short and lonely lives. School and the opportunity for a formal education isn't always an option for these children. For some families the distance to a suitable school placement is too far or the cost of boarding fees too great. In Tanzania the government is paying for transport costs and we are encouraging the Kenyan government to adopt a similar policy.

Reaching into the community

Effective support can be hard to find for Kenyaâ&#x20AC;&#x2122;s deafblind children.

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Many disabled children are not in school and, as a result, the next big project for us was to develop a standard curriculum for those receiving a home based education, to ensure WWW.SENMAGAZINE.CO.UK

SEN OVERSEAS

(CBE). The mainstream teachersâ&#x20AC;&#x2122; role is key as they support parents by helping them to make lessons for the children out of everyday activities, based on the curriculum and individual education plans.

Fresh hope

Non-formal education can be very effective when based on a standardised curriculum.

they receive the same benefits as children in schools. Existing special schools have been transformed into resource centres with multi-disciplinary teams of education and health professionals assessing deafblind children and, with the input of parents, developing individual education plans for each child. Additional special needs teachers have been posted to each resource centre in order to go out into communities and train local mainstream teachers and parents how to provide holistic education and therapy for deafblind children at home. A home based curriculum has been specially developed in each country, paving the way for similar approaches for other excluded groups of children. What is so unique about this approach is that unlike most community based rehabilitation approaches where NGOs

No longer will home based services have to come to an end when project funding runs out are used to deliver home services, this approach utilises existing state infrastructure and human resources to provide non-formal education but following a standardised curriculum and set of quality standards. No longer will home based services have to come to an end when project funding runs out. This pilot programme will reach 900 deafblind children and their families (5,400 people), and is building the capacity of nine resource centres, 99 special needs teachers and 900 mainstream teachers to deliver community based education

CBE has already changed ten-yearold Rehema's life. Rehema has been enrolled at Mukuru Kwa Njenga Primary school in Kenya under the care of teacher Samuel Isaboke, who makes visits to her home at least three times a week to support her parents in educating her.Â In line with the holistic approach of CBE, Rehema has been provided with physiotherapy sessions three times in a week to complement the therapy being provided by her parents and teachers. Her mother comments:Â "My daughter's life has been transformed by this project. Rehema's communication skills have improved and she is making very good progress in her mobility skills too." The results of this pilot programme are impressive but home based education is only the first stage. Once the deafblind child has developed sufficient communication skills, the mainstream teacher will gradually start to include them in school activities and lessons. We are working with governments to provide classroom teaching assistants to facilitate this next stage in the process. Ultimately our aim is for every deafblind child in all regions of East Africa to access an appropriate and quality education from within their own communities, so that children like Rehema no longer miss out on the education and therapy they need to achieve their full potential in life.

Further information

Edwin Osundwa is country representative for Sense International Kenya: www.senseinternational.org.uk Staff and students in Kilimani, Kenya.

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SENSORY THEATRE

UNION Advertisement feature

PAINT

Touring schools Spring 2015 Interplay: National Centre for Sensory Theatre is proud to present a new sensory experience available to schools from Spring 2015. Part installation, part performance, PAINT has been developed with schools as an interactive learning experience aimed at children with special educational needs. Set inside an inflatable dome (the Interplay PAINT pod), arts practitioners engage with pupils using "intensive action", mime and clowning techniques to unlock communication and self expression. Interplay will invite pupils into a world of colour and performance where they are encouraged to interact with the characters, music and the very tactile nature of paint. PAINT is a highly flexible and versatile production providing an understanding of line, colour, texture and the relationship they all have with music, movement and spectacle. â&#x20AC;&#x153;Wonderful session, messy, fun, sensory and touching to see how involved the children were with the Interplay team who were amazingâ&#x20AC;?. Priory Woods School PAINT is a suitable activity for children who register from Pscale 1 and above. Interplay will travel to your school with a

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highly experienced team with years of experience in multi-sensory engagement. Interplay has a specifically designed structure to encase the activity and will provide protective clothing to all pupils who get involved. They also offer multiple date discounts. Contact Interplay for more information: Phone: 0113 263 8556 Email: Tour@interplaytheatre.co.uk Website: www.Interplaytheatre.co.uk Twitter: @InterplayLeeds

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SEN RESOURCES

PLAY

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FREE SCHOOLS

Free schools and SEN Cassie Howe explains what free schools are and how to set one up

ree schools, as a flagship education policy of the current government, have been much debated for their impact on mainstream education, but their impact on special education has been far less discussed. Still a relatively new phenomenon, free schools are new independent statefunded schools that can be set up by parents, teachers, charities, existing outstanding schools, community groups or other organisations, if they can prove they are both needed and wanted. Special free schools which, like all new free schools and academies, are independent from the local authority, are currently catering for a wide range of needs from behavioural, emotional and social difficulties (BESD) and

Pupils at Riverside Special School scale new heights.

Free schools in action

Special free schools rely on the local authority commissioning places at their school autistic spectrum disorders (ASD) to profound and multiple learning disabilities (PMLD). However, unlike mainstream free schools, special free schools rely on the local authority commissioning places at their school. The groups who have set up these new schools have been correspondingly diverse, from charities and groups of parents to existing schools. Of the 307 free schools currently open or approved to open across England, 18 are special schools. Eleven are already up and running, with another seven on the way. The open schools have already created a new SENISSUE74

Marchbank Free School in Darlington is a special primary school for four- to 11-year-olds with BESD. The school, which opened in 2013, was sponsored by a trust which runs a number of schools in the area. Headteacher Mandy Southwick explains: "As part of the trust, we run Beaumont Hill School, which mainly caters to secondary school pupils. We saw a gap in the local provision and a lack of specialist provision at the primary level for pupils with BESD." The journey was different for Rosewood Free School, a special school for pupils with PMLD in Southampton, which converted to become a free school in September 2012 having previously been an independent school. They recently became the first special free school to have been judged outstanding by Ofsted. For headteacher Jenny Boyd it was about growth: “Becoming a Free School gave us the opportunity to double in size to meet the needs of our pupils as well as allowing parents to get their child into the school that was best for their needs. The only way we could grow as a school and be viable as well as sustainable long-term was to be a state school.” Riverside Special School in Barking and Dagenham is due to open in September 2015. Proposed by the Partnership Schools Trust, the school will be for pupils with ASD, PMLD and MLD. For them, the challenge was simply securing suitable school places, as Executive Head teacher Roger Leighton explains: “There is a lack of special school places in our borough in London. This means that pupils were having to travel long distances out of borough to attend specialist provision. Not only can this out-of-borough provision be expensive, but pupils were having to leave their community and friends.”

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FREE SCHOOLS

Key steps to setting up a free school If you are interested in setting up a special free school, there are a few important initial steps you need to take: • develop a clear vision for the school and think about what the needs of your pupils are and how you will develop a school that can meet the needs of your pupils • put together a strong, passionate team with both educational and financial expertise • speak to parents as well as your local authority to begin to evidence the demand for your new school in your area. There are four types of Free Schools: mainstream, 16 to 19, special, and alternative provision. Free Schools cater for need to take pupils from four to 19, whether it be a primary, secondary, "all through" or standalone 16 to 19 setting.

capacity for over 700 students when they are full. These numbers may sound small, but when you consider that there are just over 1,000 special schools in England at the moment, this is not an insignificant addition in just over two years. It becomes an even more impressive achievement when you consider that, no matter which type of group is behind the idea, they have to

go through the same incredibly rigorous process. It can take a long time, so it is not for the faint-hearted, but the rewards can be great.

What is involved? Setting up a special free school is a challenging and rigorous process, which can take up to three years from application to opening; it requires a committed team and perseverance. Groups have to demonstrate to the Department for Education (DfE) that they have excellent educational expertise and a strong team that is capable of responsibly governing a school. They also have to prove that there is demand from the local authority for the school in their community and show that they have developed a detailed education plan that will meet the needs of their students. Any group wishing to open a special free school must be able to show that there is a need for the school by demonstrating that there is a need for more places or more high quality places for pupils with their designated SEN in their area. In addition to demonstrating a need for a new special school in the area, special free schools also need to gain the support from their local authority as well as parents. At the beginning of the process, groups start by submitting a detailed application to the DfE and, if this is approved, they are invited to an interview. If they are successful at interview, the application is approved and the project enters a "pre-opening"

Setting up a free school can take up to three years from application to opening phase. During the pre-opening phase, the groups work to recruit staff, including a strong headteacher who can drive the project successfully, and develop monitoring and assessment systems to put in place in the school, and further develop the education plan. They also work with the Education Funding Agency to develop financial plans and to acquire a site. The preopening phase can be from nine months up to two years depending on the project. Once the funding agreement has been signed, then the school is ready to open. While special free schools are independent from local authority control, councils continue to play an important role for the school by commissioning places. In order to develop this strong working relationship, special free school groups actively engage with their local authority in the early stages of the project and many will have regular monthly catch-ups about the progress of the project. By establishing a working relationship early on, schools are able to work more successfully with authorities in the future. Since the new statutory SEN Code of Practice came into effect, special free schools, just like other schools, will have to work towards moving pupils from statements of SEN to education, health and care (EHC) plans.

Further information

Cassie Howe is an adviser at the New Schools Network, a charity that supports groups who want to set up free schools: www.newschoolsnetwork.org Group work at Marchbank Free School.

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SEN LAW

Personal budgets Continuing his series for SEN Magazine, specialist SEN solicitor Douglas Silas answers questions about personal budgets What are personal budgets? The new SEND Code of Practice defines a “personal budget” as “an amount of money identified by the local authority (LA) to deliver provision set out in an EHC plan (Education, Health and Care Plan) where the parent or young person is involved in securing that provision”. A personal budget is therefore meant to be the amount of money required for the delivery of the SEN services set out in an EHC plan, where the parents or young person are involved in acquiring those services themselves. Whilst a personal budget is optional for a child or young person, the LA is now under a legal obligation to prepare one during the preparation and review stages of an EHC plan, when requested.

Why do we need them? The purpose of a personal budget is to increase the participation of children, young people and their parents in decision-making in relation to SEN provision. Parents of children with SEN, or young people with SEN themselves, can now request that an equivalent payment be made to them for the provision that is being obtained in an EHC plan. This means that money can be provided directly/indirectly to them for that provision to be purchased elsewhere.

Will there be disputes about levels of funding? This is a potential problem. The Code of Practice states that the child’s parents or the young person should be given an indication of the level of funding that is likely to be required to make the provision specified in the EHC plan (an indicative figure can be identified through a resource allocation SENISSUE74

Young people and parents can opt to manage the budget for their SEN support.

What is considered sufficient by an LA may not be considered sufficient by a parent or school or a banded funding system). When developing an EHC plan, the LA should agree the provision in the plan and then help the parents or young person to decide whether they want to take it up as a personal budget. The Code also says that any funding allocation of a personal budget must be “sufficient” to secure the agreed provision in the EHC plan (and must also be set out in the EHC plan). What is considered sufficient by an LA may not be considered sufficient by a parent or school though.

What will happen in practice? There are four ways in which the child’s parents and/or the young person can be involved in securing provision:

• Direct payments (where individuals receive the cash to contract, purchase and manage services themselves) • An arrangement (for example, where the LA, school or college holds the funds and commissions the support specified in the EHC plan – sometimes called “notional budgets”) • Third-party arrangements (for example, where funds such as direct payments are paid to and managed by an individual or organisation on behalf of the child’s parents or the young person) • A combination of the above. A direct payment can be made directly to a parent or young person, but the Code of Practice also states that: “the child’s parent or the young person should be made aware that the scope for a personal budget varies depending on their school preference. For example, as part of their core provision, special schools and colleges make some specialist WWW.SENMAGAZINE.CO.UK

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provision available that is not normally available at mainstream schools and colleges”. It clarifies this by stating that a particular choice of a special school, with integrated specialist provision, might reduce the potential for obtaining a personal budget, whereas the choice of a place in a mainstream school, that does not make that particular provision, could increase the opportunity for a personal budget.

Can a direct payment be made to an education setting? Yes, a direct payment can be made directly to a school, college or early years setting to obtain the provision directly, but the Code of Practice points out that, if any of the provision is to be delivered on the premises, the LA must secure the agreement of the institution and otherwise must not go ahead with the direct payment (although they should continue to work with the parents/young person and setting to see if there is the potential to make arrangements). However, the law and Code of Practice is very clear that LAs must not make direct payments for the purpose of funding a school place or post-16 institution. They must only be made to secure provision specified in the EHC plan.

Do LAs have to look at requests individually? Yes, LAs must consider each request for a personal budget on its own individual merits. The Code of Practice states that “if the LA is unable to identify a sum of money they should inform the child’s parent or young person of the reasons”. The example given to illustrate this is that the LA might agree that provision is needed, but may then be unable to separate and identify the funding that is currently supporting the provision of services to a number of children and young people. For example, a school may be paying for a speech and language therapist to come in to see a number of pupils for group work. This would make it very hard to work out what is actually paid for what. WWW.SENMAGAZINE.CO.UK

What if the LA refuses a request for a personal budget? Although the LA must set out their reasons for refusing a request for a personal budget in writing and must also inform the child’s parent or the young person of their right to request a formal review of the decision (and thereafter consider it), there is no formal right of appeal to the SEND Tribunal against the decision (although there can still be an appeal about the provision and/or level of SEN provision in the EHC plan). In addition, a request for a personal budget can only be made in relation to an EHC plan, not a statement.

Can personal budgets cross over between services? Yes, a personal budget can include funding from education, health and social care, although budgets may vary depending on different things, such as individual needs, eligibility criteria and the mechanism for delivery. The number of children or young people who have access to personal budgets should increase over time, as local joint commissioning arrangements provide greater opportunity for choice and control over local provision. However, it is worth pointing out at this early stage, that there already appears to be a contradiction, as the Code of Practice says this, but associated SEND Regulations stress that personal budgets are only to be used for SEN provision. So, different LAs may do different things.

Are there any disadvantages? The right to request a personal budget was one of the major headlines in bringing in a new SEN framework. However, in reality, they may not be as popular as was first thought. This is because it can actually be quite complicated and time-consuming to have to take responsibility for controlling a personal budget. It is also arguable that economies of scale can make it cheaper for LAs, schools or colleges to obtain provision at a better rate

A personal budget can include funding from education, health and social care than an individual could do. Anecdotal reports from some parents on some of the pilot “pathfinder” projects were that controlling a personal budget was actually a bit of a nightmare.

Where can I find out more? The Code of Practice states that information on personal budgets must be provided as part of the LA’s local offer. This information should include the LA’s policy and set out the description of services across education, health and social care that lend themselves to the use of personal budgets. This should also include information about how funding will be made available, together with clear and simple statements of eligibility criteria and the decision-making processes.

Further information Douglas Silas runs the website:

www.SpecialEducationalNeeds.co.uk

and is also the author of A Guide To The SEN Code of Practice (What You Need To Know), which is available for all eBook readers: www.AGuideToTheSEN CodeOfPractice.co.uk The advice provided here is of a general nature and Douglas Silas Solicitors cannot be held responsible for any loss caused by reliance placed upon it. Unfortunately, Douglas cannot respond to questions sent to him directly but if you have a question you would like answered in a future issue of SEN Magazine, please email: editor@senmagazine.co.uk

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SLEEP

…perchance to dream Susan Ozer looks at the effects of modern electronic devices and today’s lifestyles on sleep in children and young people

leep problems in childhood are common and they can have an impact on the whole family, while affecting a child’s ability to function properly during the day. Sleep difficulties are even more common in children with developmental and mental health disorders. The explosion of technological advances in recent years has led to changing lifestyles reflected in the way children learn and play. These lifestyle trends linked to advances in modern technology have resulted in more exposure to electronic media such as computers, televisions, mobile devices and electronic games, leading to later bedtimes. Sleep is essential for physical, emotional and mental wellbeing in both children and adults. Concerns about school aged children’s sleeping habits have been studied extensively. Inadequate sleep can impair a child’s learning. Studies focussing on adolescents have shown that short sleep duration is related to attention problems1 and depression2. Sleep has also been linked to growth in children. Secretion of human growth hormone occurs at sleep onset in prepubertal children.

The science of sleep3 Polysomnography refers to a procedure of recording different physiological parameters during sleep. It shows that normal sleep is a highly regulated and structured process by monitoring the brain surface electrical activity (EEG), muscle activity including limb and eye movements, overnight breathing and blood oxygen saturations. Sleep can be divided into two major phases: rapid eye movements (REM) and non rapid eye movements SENISSUE74

(NREM). Sleep begins with NREM and advances through four stages gradually progressing into REM. There is a continuous cycling between NREM and REM. Active dreaming and muscle relaxation occurs during REM sleep. Sleepers woken during the REM state are likely to report a dream or nightmare. As children get older, the percentage of REM sleep generally decreases. By the end of the first year of life, REM sleep make up approximately 30 per cent of the total sleep time. Circadian rhythms This is an intrinsic biological system with a peak to peak duration of 24 hours. In mammals including human beings, circadian rhythms are linked to the timings of sleep and wakefulness. Sleepiness starts with the beginning of darkness or dusk permitting the production of the sleep hormone melatonin. The timing of these natural biological rhythms can also be influenced by things in the environment other than light. Timings of family, extracurricular and other sociocultural activities may all contribute to influencing the timing of sleep.

The epidemiology of sleep Sleep patterns and behaviour A dramatic decrease in daytime sleep occurs between the age of 18 months and five years. There is a gradual shift to later bedtimes from middle childhood to adolescence. There is evidence to suggest that sleep patterns in children have changed over the years, with particular reference to the explosion of technological advances in the twentyfirst century. Parents and professionals need to know the number of hours

of sleep that a normally developing child needs. Sleep in special needs populations There are several studies documenting sleep difficulties in children with SEN. Some studies have quoted a 30 to 80 per cent prevalence of sleep disorders in children with severe mental retardation4, and 50 to 70 per cent in children with autism spectrum disorder (ASD) and pervasive developmental delay5. Sleep problems in this group can range from significant difficulties with initiating and maintaining sleep, early or recurrent awakenings, interrupted sleep and irregular sleep patterns. Children with attention deficit hyperactivity disorder (ADHD), visual and genetic disorders may also struggle with sleep. There may also be medical, mental and emotional causes for sleep difficulties. A number of medications may cause sleeplessness. In teenagers it is important to exclude factors like alcohol and substance misuse. Behavioural causes may range from bedtime resistance, refusal to sleep alone and increased night time fears and nightmares. Family stress from divorce, domestic violence, moving home, financial worries and shift work may all contribute to sleep difficulties in all children.

The impact of modern technology Various parent/carer sleep surveys6,7, (not yet published) at the East and North Hertfordshire Child Development Centre (CDC) have explored the role of modern electronic media on children’s sleep patterns. WWW.SENMAGAZINE.CO.UK

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The first study looked at all ADHD children presenting to the Centre with sleep difficulties over a six month period. Sleep hygiene interviews were conducted by ADHD specialists. Post interview sleep education focused mainly on avoiding artificial lights from modern electronic media and television. The study showed that the majority of children kept electronic media including computers and televisions in their rooms and used them prior to their bedtime. At the end of the study period, the majority of carers reported

an improvement in their child’s sleep when they followed advice about switching devices off half an hour to one hour before bedtime. A similar sleep hygiene study in seven families with pre-school children with ASD also found that a significant number of bedrooms were not dark enough at bed time. Pre-school children watched television and played with electronic devices prior to their bedtime. The sleep hygiene study was replicated in a mainstream primary school in Hertfordshire and involved

giving 500 families sleep hygiene surveys. Similar to the above studies, children kept electronic devices and televisions in their bedrooms and used these prior to their bedtime. As a result, child development sleep hygiene information for children and families has been updated to highlight the dangers of exposure to artificial light from electronic devices before bedtime and advice has been included to enable families to conduct good sleep >>

Assessing sleep difficulties

The checklist below can be a useful guide when evaluating sleep difficulties in children and young people.

Bedtime • Sleep Diary (2 - 3 weeks) completed? • Is sleep hygiene adequate? • Is there support in the community for sleep difficulties?

Night time awakenings

Daytime sleepiness

Individual factors

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Difficulties

Environmental

Medical/social

Difficulties

Environmental

Medical/social

Difficulties

Environmental

Medical/social

Difficulties

Environmental

Medical/social

• Problems going to bed? • Problems falling asleep? • Reluctance to sleep in own bed? • Problems staying in bed? • Problems with establishing regular bedtime routines?

• Frequency of awakening? • Any factors influencing awakenings, such as holidays, sleep overs? • Do parents work shifts?

• Child/young person seems tired in the morning/during the day? • Child reluctant to wake up for school in the mornings? • Child sometimes sleeps in class? • Frequent daytime naps before bedtime? • Child/young person’s perception of their sleep difficulties

• Electronic media in room at bedtime? • Electronic media/TV use up to 2 hours before bedtime? • Reading with bedside lamp/ tablet up to 2 hours before bedtime? • Sleeps with bright lights on? • Physical activities up to an hour before bedtime? • Stimulating drinks taken up to an hour before bedtime? • Teenagers: alcohol or substance misuse. Smoking/ cannabis use, antisocial behaviours? • Child complaining of hunger at bedtime? • Room dark, quiet and not too warm/cold at bedtime? • Does the child experience sleep walking, nightmares, teeth grinding, head banging, snoring, breathing difficulties at night, pain or discomfort in lower limbs at night? • Poor concentration/focus at school? • Overactive/impulsive behaviours at school? • Challenging behaviours at school?

• Does the child/young person want help to sleep better?

• History of mental disorders, depression or anxiety? CAMHS input? • History of neurodevelopmental disorders, ADHD, ASD, cerebral palsy, epilepsy, visual impairment? • Learning disability? • Medical issues, such as eczema, epilepsy or asthma? • On medication? • Psychosocial issues: child looked after, child protection plan? Social worker? • Impact of sleep difficulties examined?

• Impact of sleep difficulties examined?

• Impact of sleep difficulties on daily functioning examined?

• Have you asked about complementary therapies to aid sleep, such as lavender oil or massage?

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hygiene. Sleep tools for professionals have been developed to help conduct a more effective sleep interview and hygiene. The sleep tools have been circulated to relevant professionals within Hertfordshire.

Melatonin, the sleep cycle and modern electronic devices8,9 Melatonin is a naturally occurring hormone produced in the brain. It plays a very important role by regulating the sleep-wake cycle and is responsible for initiating the process of sleep. Melatonin’s production in the brain is permitted by darkness and inhibited by light to the eye’s retina. Melatonin can be suppressed by natural and some artificial lighting.

Modern digital televisions and bedside lamps used shortly before bedtime may inhibit natural melatonin production and cause further sleep onset difficulties in children, especially if they have neurodevelopment disorders. Modern electronic gadgets have light emitting diodes or LEDs. These are rich in short wavelength blue light similar to that found in natural day light. Artificial light from smart phones, computers, and electronic game devices used very close to the eyes can suppress natural melatonin production resulting in a “tug of war” between melatonin wanting to start the sleep cycle and artificial light preventing it, thus disrupting the natural sleep rhythm.

The benefits of sleep Sleep is vital for optimal physical and mental health. Increasingly, studies are showing the role of modern technology on sleep deprivation in children. More research is needed, though, to explore the effects on children’s health. Education and health professionals should do more to educate children and families about the impact of modern electronic devices on sleep and the benefits of sleep in children. The benefits of good sleep, the dangers of sleep deprivation and the effects of our 24/7 technologically advanced modern lifestyles on children’s sleep patterns should be a nationwide public health priority. References

Sleep hygiene/strategies

By Michelle Atherton, ADHD Nurse Specialist

Tips to improve your child’s sleep difficulties and promote good sleep hygiene: • Ensure your child’s room is dark or dimly lit by using a night light if they prefer sleeping with lights at night. • Dark curtains or window blinds on windows will block out natural day light, especially in the summer months. • It is a good idea to keep TVs, computers and other electronic game devices out of your child’s bedroom. • If your child insists they need their TV on, you can reduce the brightness/ contrast settings and avoid placing the TV too close to the bed. • All electronic games, television, computers and cell phones should be switched off about half an hour to an hour before your child’s bedtime. • Young people should be encouraged to switch off all smart phones to avoid accessing the internet and social network sites. • Reading can be a good bedtime activity, but a bedside lamp placed close to the bed may prevent sleep. It is advisable for any reading to stop at least half an hour before bedtime. • Make sure your child is not hungry before bedtime, especially if they’re on medication for ADHD. A snack may be beneficial as a top-up, but ensure it is carbohydrate rich, for example, oatcakes or cereal. Other foods that can help induce sleep are yogurt, milk (especially warm), cheese, oats, bananas, poultry, eggs, peanuts and fish. Spinach, nuts, seeds, fish and whole-grains may also help if the child is deficient in magnesium. • Avoid foods that can stimulate your child, including drinks containing caffeine (tea, coffee, sports drinks). • If your child regularly takes part in physical sports late in the evenings, they may need some time to calm down before going to sleep. A pre-bedtime healthy snack and warm milk if they are hungry, or even a shower or bath, may be helpful. • It is important to ensure your child has a relaxing bedtime routine. This could include adding a few drops of lavender oil to their pillow and the use of relaxation CDs or doing some yoga exercises. • If the above strategies are unsuccessful after a month, complete a two to three week sleep diary and discuss this with a health, school or sleep professional.

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1. Dahl R.E. (1996). The impact of inadequate sleep on children’s daytime cognitive function. Seminars in Paediatric Neurology, 3, 44-50. 2. Wolfson, A. R. and Carskadon, M. A. (1998) Sleep schedules and daytime functioning in adolescents. Child development, 69, 875-887. 3. Sheldon, S. H., Ferber, R., Krryger, H. M. (2005). Principles and Practice of Paediatric Sleep Medicine. Elsevier Saunders. 4. Stores, G., Wiggs, L., Sleep disturbance in children and adolescents with disorders of development: its significance and management. New York, Cambridge University Press, (2013). 5. Johnson, C.R., Sleep problems in children with mental retardation and autism. Child Adolesc Psychiatr Clin N Am 1996; 5:673681. 6. Ozer, S., Bajaj, N., Takon, I., Atherton, M., Beets, R., (2014), UK Community Child Development Centre patient/carer sleep hygiene presentation. 7. Ozer, S., Jackson, L. (2014). Sleep hygiene survey in carers of pre-school children with Autism Spectrum Disorder (ASD). 8. Van den Bulck, J. The effects on media on sleep. Adolesc Med State Art Rev, 2010; 21 (3): 418- 429, vii. 9. Figuero, M.G., Rea, M.S., The effects of red and blue lights on circadian variations in cortisol, amylase and melatonin, International Journal of Endocrinology, Volume 2010, Article ID 829351.

Further information

Dr Susan Ozer (nee Yarney) is Consultant Neurodevelopmental Paediatrician at East and North Hertfordshire NHS Trust. Susan Yarney’s latest book, My Brother Booh has ADHD, illustrated by Rachael Fuller, is published by BAAF UK. www.addmore.org.uk

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POST-16

The next step Caroline Bennett and Nicola Gitsham look at how to prepare young people with SEN for adult life

he Preparing for Adulthood programme is the strand of the SEN reforms* which aims to support disabled young people to move into adulthood with fulfilling lives. It focuses on young people aged 14 to 25, the pivotal age at which they start to work out what they want to do with their lives. However, it also requires a shift in thinking for those working with younger children too. Raising aspirations for disabled children and young people, and planning services to help them reach their ambitions, needs to start in a child’s early years, or as soon as their additional needs come to light. This could include support to develop independence and decision making

skills, and to build social skills in order to develop and maintain friendships and relationships. Some local authorities have been piloting aspects of the SEN reforms as “pathfinders” and “regional champions”. The pathfinders identified five elements that are essential to improving the life chances of disabled young people and ensuring that they move into adulthood with paid employment, independent living opportunities, good health and community inclusion: 1. Personalise your approach 2. Develop a shared vision 3. Improve post-16 options and support 4. Raise aspirations 5. Plan services together.

Preparing for adulthood cuts across all the elements of the SEN reforms Preparing for adulthood cuts across all the elements of the SEN reforms. However, the themes that are of particular relevance include: the engagement and participation of young people and parents; the local offer; education, health and care plans and reviews; joint commissioning; and >>

This graphic shows the five key elements that support the progress to good life outcomes for young people with SEN.

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personalisation and personal budgets. The Children and Families Act states that from Year 9 all of these activities must focus on preparing young people for adulthood.

Raising aspirations It is vital that schools, colleges and other post-16 providers engage in the development of a shared vision of improving life chances for disabled young people and those with SEN. The vision should be developed in partnership with young people, families, professionals working across education, health and care, commissioners and a range of providers, including employment and housing. Schools and colleges should be working with the local authority to contribute to the local offer for young people. The local offer should identify the gaps in provision and be used to identify the priorities for commissioners who will be planning and purchasing services. This should all inform the development of the local authority transition protocol, which should set out the policies and procedures that enable young people to have a planned, coordinated and positive transition to adulthood. Preparation for adult life needs to begin from birth and be built into early years provision, play opportunities and primary age support. This could include employing people with disabilities and SEN in children’s centres or other family settings and ensuring that diverse and positive role models are available from an early age. It is essential that everyone working with children, young people and their families knows what helps all young people to have more choice and control over their lives and to have good life chances. Schools have a key role to play in using the curriculum and extracurricular activities to encourage children and young people to develop social skills, friendships, independence and work awareness, and to think about their aspirations for the future. Schools need to underpin this with evidence based support that leads to SENISSUE74

A key element in personcentred approaches is the development of personal budgets

the outcomes of employment, good health, independent living, community inclusion, friendships and relationships. It is important for parents to meet other parents whose sons and daughters are working, having fun and making their own decisions, so that their horizons are not restricted.

Personalising your approach Using person-centred approaches, where support and services are planned and provided by listening to what children and young people want and including them in decision making, is critical to achieving positive outcomes. The key ingredient is to collect personcentred information such as what is important to the young person now and for the future, what is important for them in order to keep them healthy and safe, and what is working well and not so well. This information helps to set outcomes that are based on the young person’s aspirations, taking account of what is important for them, building on what is working and reducing what is not working. Once there are clear outcomes, the support a young person needs can be identified and written into their education, health and care (EHC) plan. The plan should set out how to achieve the outcomes, what it will look like in practice and what additional resources will be allocated. The key principles of person-centred approaches are: • focusing on the child or young person, not their diagnostic label • using ordinary language and images rather than professional jargon

• actively highlighting a child or young person’s strengths • enabling the child or young person, and those who know them best, to express their interests and aspirations for the future • tailoring support and personal budgets. A key element in person-centred approaches is the development of personal budgets. A personal budget is an allocation of funding that may be held by the local authority or someone else or taken as cash as a direct payment for the direct purchase of the provision in the EHC plan. This gives young people a greater level of choice and control over their support. In practice, person-centred transition planning and person-centred reviews can be used to benefit all children and young people with disabilities and SEN, whether or not they have an EHC plan. Some local areas are using one page profiles for all children in the school. They have been particularly useful in supporting children and young people as they move from primary to secondary school, or from secondary school to college. This approach needs cultural change and workforce development but fulfils what is at the heart of the reforms.

What works to support young people into employment? The Children and Families Act 2014 places a clear emphasis on good preparation for adulthood and the Code of Practice states that, from Year 9, a young person’s EHC plan review should include a focus on ensuring that the key elements of this transition are met. The Care Act 2014, which comes into force in April 2015, defines the wellbeing principle and emphasises participation in work as an outcome for adults with care and support needs. For the majority of young people, looking for their first job is a daunting task but for young people with SEN and disabilities we know that it is significantly harder to secure paid WWW.SENMAGAZINE.CO.UK

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employment after leaving education. For some people, such as those with severe learning disabilities, autism and or mental health needs, the barriers can be much greater still. However, there is an increasing evidence base which demonstrates that, with the right support and transition planning, disabled young people, including those with complex needs, are able to move into adulthood with paid jobs and careers. There are a number of factors that can increase the employment outcomes of young people with SEN and disabilities. These include: • supporting families to believe employment is positive and possible • meaningful work experience with real employers in the community • personalised study programmes that develop employment skills • supported employment.

How does supported employment work? The factors that serve as barriers to employment include complicated recruitment processes that are not accessible, lack of employer awareness of the contribution disabled people can make and the support available, and limited access to meaningful work experience opportunities. Evidence shows that the supported employment model of “place, train and fade” works. Supported employment is a personalised approach to support people with significant disabilities into real jobs, where they can fulfil their employment aspirations, and achieve social and economic inclusion. The guiding principle of supported employment is that it is designed to support individuals who do not necessarily meet traditional criteria for job readiness or employability. Fundamental to supported employment is the notion that everyone can work, with the right job and the right support. For supported employment to be a success, it needs to be a collaborative process. WWW.SENMAGAZINE.CO.UK

Work with the job seeker • get to know them and their strengths and interests • agree a plan together. Work with the employer • understand their needs and identify potential vacancies • get to know the job. Job match • make sure that employers get the right worker and job seekers get the right job for them • arrange the right support – this could include Access to Work funding for additional travel costs related to a young person’s disability, the cost of support workers and/or job coaches and specialist equipment. It could also include on the job training for the young person using systematic instruction. There are a number of routes to employment for young people with SEN and disabilities. Some of these have supported employment as part of their offer. Apprenticeships Young people can earn whilst they learn and study for nationally recognised qualifications. Traineeships Traineeships are mainstream education and training programmes with work experience that is focused on giving young people the skills and experience that employers are looking for. At its core are work preparation training, English and maths for those who need it and a high-quality work experience placement. Personalised study programmes with work experience as the core aim Study programmes are publicly funded programmes of learning for 16- to 19-year-olds, or 16- to 25-yearolds where the student has a learning difficulty assessment or EHC plan,

which are based on a young person's prior attainment and designed to meet clear educational and career aspirations. Study programmes were introduced from September 2013 and all post-16 providers, regardless of setting, are now expected to offer each student a study programme which is coherent, appropriately challenging and supports the progression of the individual. Supported internships Supported internships are a structured study programme based primarily with an employer. They enable young people aged 16 to 24 with a statement of SEN, a learning difficulty assessment or an EHC plan to achieve sustainable paid employment by equipping them with the skills they need for work, through learning in the workplace. Supported internships are unpaid and last for a minimum of six months. Wherever possible, they support the young person to move into paid employment at the end of the programme. Alongside their time at the employer, young people complete a personalised study programme which includes the chance to study for relevant substantial qualifications, if appropriate, and English and maths.

Further information

Caroline Bennett is Senior Development Officer and lead for best practice and information and Nicola Gitsham is Programme Manager at Preparing for Adulthood (PfA). The PfA programme is funded by the Department for Education, and run by a partnership between the National Development Team for inclusion and the Council for Disabled Children, as part of the delivery support for the SEN and disability reforms: www.preparingforadulthood.org.uk * For the purposes of this article the phrase "SEN reforms" refers to "special educational needs and disability (SEND)" reforms.

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PROVISION MAPS Advertisement feature

How do you make Ofsted happy with the new SEND Code of Practice? One of the key recommendations in the new SEND Code of Practice is the documenting of SEN provision and the use of provision mapping: “The provision made for pupils with SEN should be accurately recorded and kept up to date. Ofsted will expect to see evidence of the support that is in place for pupils and the impact of that support on their progress as part of any school inspection.” “Schools should ensure that they have accurate information to evidence the SEN support that has been provided over the pupil’s time in the school, as well as its impact.” “Provision maps are a powerful way of showing all the provision that the school makes which is additional to and different from that which is offered through the school’s differentiated curriculum. The use of provision maps helps SENCOs to maintain an overview of the collective programmes of individual children and young people and provides a basis for monitoring the levels of intervention and assessing their impact on progress.” DfE, SEND Code of Practice

As a busy SENCO, juggling 101 jobs is a demanding task. But we can help: www.provisionmap.co.uk is new Code of Practice ready and will help you stay on top of your workload and make sure you have up to date information at your fingertips. Not only does it quickly create provision maps but there are a whole host of other useful features such as learning plans, meeting logs and Pupil Premium reporting – we are “SIMS” for SENCOs. Take a free trial at www.provisionmap.co.uk – we can help you make Ofsted happy.

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DOWN SYNDROME

Upping our game Sarah Geiger looks at best practice in supporting pupils with Down syndrome at school

he first day of school brings big changes for all the family. Most mums and dads share many concerns about sending their little one to school: will their child make friends? Will they be overwhelmed? Will they get enough attention from the teacher? Will they understand what's going on during the day? Will they keep up? When your child has Down syndrome, the worries are the same but they are compounded because your child is likely to find it harder to communicate and is less able to let you know when something isn't right. There are also issues about the school and the quality of the welcome. Do they really want your child? Are they more nervous about your child starting than you are? Will the school

It is rather joyful to be in a room where everyone is seeking to develop their practice falter at the first hurdle and refuse at the ones that follow? Do they have any idea about how to work with your child and help them be part of the school? When parents and carers of children and young people with Down syndrome talk to me about their experiences of starting primary and secondary school, the sweetest experiences are those where the school communicates some warmth, some desire to include and

educate a child with Down syndrome. There is a world of difference between what schools say to parents and what they do not say â&#x20AC;&#x201C; between a school saying: "Well we haven't had a child with Down syndrome before and now we have the opportunity" and a school saying: "We haven't had a child with Down syndrome before" followed by an unspoken yet all too eloquent full stop. When a school has its first experience of working with a child or young person with complex needs, its reaction often reflects the school's ethos and experience as well as the pressures it is facing. People with a disability can be invisible members of our society and this creates its own vicious cycle. Schools are fast-moving places and the pressures on teachers

If pupils with Down syndrome are not to be cast adrift, schools must actively want to welcome them.

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DOWN SYNDROME

We wanted our settings to have the means to plan and consider their level of expertise

Schools should map a clear route forward towards inclusion.

are intense and draining, with frequent focus on their competencies and the results of high-stake testing.

Pooling resources Eight years ago in Barnet I was asked to set up a leading edge group for children and young people with Down syndrome. We formed as a small group of parents and professionals; our membership numbers are consistent at between eight and ten. Despite their busy lifestyles, parents are prepared to join the group and advise us on a voluntary basis. The professionals in the group work across services and their demanding workloads mean they do not have the capacity to provide a bespoke service. The remit of the group is to improve outcomes for children and young people and their families by providing a strategic lead. The local authority felt it would be an important way forward to consider best practice and the latest research, and to utilise expertise across schools and services. When we first got together, one of our first moves was to design a questionnaire for all our schools, parents, carers and children and young people with Down syndrome, to try to establish what was working in schools, what wasn't working, and why. Every year we establish an action plan aiming to use our rather meagre time resources in the most effective way possible. At WWW.SENMAGAZINE.CO.UK

first, we met half termly; however, with a declining service size but increasing demands, we now meet once a term and hold fast to our priorities and maintain a strategic lead. We offer a termly training session to our schools, colleges and early years providers, with free places also available for parents until the room is filled. Every second year we have a conference; it is a friendly and interactive event offering schools the chance to make links with each other and build their support networks. It is rather joyful to be in a room where everyone is seeking to develop their practice and their offer for children and young people with Down syndrome. One of the key questions we wanted to address with the group was this:

Parents can offer support groups a wealth of practical experience.

how can we support schools so that when they have their first child with Down syndrome they can assess their skills levels, their needs, their strengths, and the way forward for the school and the child or young person? Many of our schools have shown a lot of commitment and dedication to meeting the needs of their pupils with complex needs. They have built up their expertise and reflected on their experience to provide an outstanding environment for their children and young people. These schools also wanted to work out what they could achieve next and how their offer compared with what was possible. As a group, we discussed the need to provide schools with a structure – a road map. We wanted our educational settings to have the means to plan and consider their level of expertise, and to identify how they could develop their classrooms and provision without having to discover each next step through experience alone.

Sharing expertise We developed a three-page document which outlines the best practice in supporting children and young people with Down syndrome. We wanted something that was short, accessible and clearly structured. We focused on seven themes: • training • external support • personal support needs • working with families • curriculum • social, emotional and behavioural needs • transition.

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For each of these seven themes we identified three Levels of Expertise so that schools could use the grid to work out their present level based on their present provision. Level One we called Bronze, Level Two Silver and Level Three Gold. The Bronze Level includes information about the minimum standards of practice that early years providers, schools and colleges need to provide for their pupils with Down syndrome. Silver outlines a more advanced offer of support and expertise, and Gold outlines best practice (see table below). To support further reference, our Down Syndrome Levels of Expertise give relevant page numbers from the All Party Parliamentary Group on Down syndrome (APPG) Good Practice Guidelines for Education which were published in 2012. These APPG guidelines provide a 36-page summary of best practice for early years providers, primary and secondary schools, and colleges of further education. We also refer to resources, websites and specific strategies that

are relevant to each expertise level to provide ideas, interventions and information for those wanting to explore each theme in more detail. The group would like educational settings to use our Down Syndrome Levels of Expertise as a document that will support their planning and give confidence in the provision offered. Education providers can trust that it offers evidence-based guidance. It is a simple, matrix-based document that provides a guide to use when just starting out and also when developing provision. It can be used before the child or young person arrives in the classroom. More experienced settings can use the Levels of Expertise as a matrix to refer back to and to answer questions such as: what do we offer now, what do we want to do next, what is achievable and when do we plan to do this by? It can be used for an audit, a plan, and as a means of evidencing good practice for governor reports and Ofsted visits. We see the Down Syndrome Levels of Expertise as a starting point. Perhaps

we will extend them to produce a set of standards like the National Autism Standards from the Autism Education Trust, to enable education settings to evaluate their practice in addressing the needs of pupils with Down syndrome. We will certainly develop them over time as we reflect on the themes we have drawn on, and talk to parents and those in our nurseries, schools and colleges who are working hard to provide for our children and young people with Down syndrome.

Further information

Sarah Geiger is a Senior Education Psychologist and leads the Barnet Childrenâ&#x20AC;&#x2122;s Services Down Syndrome Leading Edge Group: www.barnet.gov.uk

Down Syndrome Levels of Expertise: Curriculum Theme

Bronze

Silver

Differentiated curriculum support planned by class teacher.

Bespoke planning for curriculum activities relating to employability and independence.

Bespoke reading programme to focus on developing language and reading.

Regular dialogue and record keeping about progress and planning led by class teacher with learning support assistant (LSA). Individual education plans (IEP) goals reviewed termly. Involvement in curriculum activities relating to employability and independence.

Includes visual timetable, schedules and visual strategies to access curriculum.

Whole school plan for how LSAs support differentiation depending on lesson purpose. Agreed team support objectives. Achievable and challenging targets set to support progress monitoring.

Gold

Curriculum is differentiated to the childâ&#x20AC;&#x2122;s developmental level, and includes teaching and support approaches specifically linked to Early Years Foundation Stage (EYFS) levels, P levels or National Curriculum (NC) levels. Analysis of trajectory of progress used to set goals. Support plans include developmental areas.

Use of Down syndrome specific learning profile to plan bespoke interventions.

LSA uses strategies to provide a visual structure for the teacher's explanations.

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COGNITIVE TRAINING Advertisement feature

How can cognitive training benefit those with special educational needs? MyCognition is dedicated to measuring and training cognition in children, with the intention of developing their learning abilities, and so the potential to do well at school and in life. Cognition is the ability to think, learn and remember. Children with special educational needs often have cognitive deficits. At present there are a number of technologies that have been created in order to facilitate learning for children with special educational needs; however, few of those have looked closely at measuring and enhancing cognitive health. MyCognition measures cognition using a short, fun, cognitive assessment tool, called MyCQ. MyCQ can be accessed via an iPad app or the MyCognition website and measures the five main domains of cognition, immediately giving you a scientifically validated score of your overall cognitive health. The domains measured are working memory, episodic memory, attention, executive function and psychomotor speed. This is what makes MyCognition’s cognitive training games unique: MyCQ is fully embedded in the video games AquaSnap and EcoSnap. Players’ scores are passed through the processor to personalise the games, and so they train the weakest cognitive domains most intensively to improve them, while also exercising stronger domains to generate across-the-board improvements. The games adapt to meet changing cognitive requirements.

Products that work MyCognition are committed to proving that our products are effective. The first pilot study was with 600 secondary school students. The results showed that after four weeks of gameplay there was progress across all five cognitive domains, with a statistically significant improvement in working memory – usually deficit in those with learning disabilities such as dyslexia, dyscalculia and autism spectrum disorder – and executive function. These improvements were shown across students of all abilities. Furthermore, a follow up pilot study at a primary school, which included students with different learning disabilities, showed that again, they all benefited from the cognitive training. The beauty of training cognition in this way is that players can enjoy themselves and be highly engaged whilst doing something that will improve their ability to think, learn and remember. MyCognition’s latest games, EcoSnap and AquaSnap follow an aquatic theme: players must venture into the ocean to photograph rare fish and then have

the opportunity to help conserve the oceans and build their wealth and reputation by selling the pictures in an open market. Players can use this income to buy access to dive deeper and capture photographs of more unique fish. The nature inspired behaviours help to create a believable world.

MyCognition in action Specialist School Abingdon House’s Headteacher summed up the advantages of such a programme that is both engaging and beneficial for special educational needs: “We are convinced that the children’s participation in this programme is leading to greater educational gains for the young people. I have had over thirty years of experience working in the field of education for children with specific learning difficulties. As parents, one of the greatest problems we face is how to enhance children’s abilities in areas where they struggle and therefore lack the motivation to persevere ‘when the going gets tough’. The individualised MyCognition programme overcomes this difficulty like few others I have ever used or seen: I would certainly endorse the educational and motivational value of the MyCognition products.” Measuring and training cognitive health gives teachers and parents the chance to enhance children’s cognitive foundations whilst ensuring their experience is not painstaking or tedious, but an enjoyable and engaging one, giving them the enthusiasm and chance to reach their full capability. MyCognition’s assessment and full range of games are accessible via their website and on the App store.

Priyanka Shah Education Coordinator www.mycognition.com 020 7272 3709

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ASSISTIVE TECHNOLOGY

Access for all with technology Mark Chambers looks at how technical advances are blurring the line between inclusive and assistive technology

ust a few years ago, smart phones didn’t exist. Now though, most of us are going about our everyday lives with more computational power in our hands than was used to guide the first spaceships. The first interactive whiteboard came on the market in 1991, and now they’re fairly ubiquitous in schools and have evolved to offer greater functionality and accessibility; so it’s fair to say that the evolution of technology has been rapid, to say the least. Some believe that assistive technology advancements have not always kept pace with gains in technology in general. Earlier this year, the Inclusive Technology Prize was launched, in part because “there is a strong view that the development and manufacture of aids, adaptations and products has not kept pace with the use of new technologies, materials, design and manufacturing processes as seen in other areas (sport related

products for disabled people being the notable exception).” A celebration of innovations in this area is welcome news, and not just for those who rely on the technology, according to a 2013 report by tech research company Gartner. It stated that around 15 per cent of the world’s population could benefit from assistive technologies, before going on to say that the rest of the population would also feel the positive impact from the innovation that lies behind these technologies.

Innovation for inclusion Simon Stevens, the independent disability issues consultant and activist, wrote about the need for more innovation in assistive technology for the Huffington Post recently: “We need more inclusive technology, both as specialist and mainstream equipment. The successful inclusive technology of the future, like the past, is likely to appear from the most unlikely places and revolutionise our thinking and

Today’s tablet computers come with a wide range of accessibility features.

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Touch screens are one of the most intuitive ways to interact with a computer expectations in ways beyond our current imagination.” What’s muddying the waters slightly nowadays, and something that Simon Stevens alluded to, is that mainstream technology often includes accessibility functions that would once have marked kit out as being assistive. Content itself is another game-changer. Many tablet computers come with a number of accessibility features, but with the increased number of specialist apps designed to further increase potential accessibility, these devices can quickly turn into an assistive must-have. But when does technology cross over from being accessible to truly assistive? Possibly sooner than you might think, according to the accepted definition of assistive technology. The Royal Commission stated in 1999 that assistive technology is an umbrella term that refers to “any device or system that allows an individual to perform a task they would otherwise be unable to do, or increases the ease and safety with which the task can be performed”. Applying this definition, technology like interactive whiteboards can be considered assistive. Ian Bean, an SEN consultant and ex-primary ICT teacher, believes they “provide a powerful medium to engage students and bridge the gap between the concrete and WWW.SENMAGAZINE.CO.UK

ASSISTIVE TECHNOLOGY

the abstract. Touch screens are one of the most intuitive ways to interact with a computer.” Ian also cites tablets as technology that bridges the gap between inclusive and assistive, saying it is “hard to find a school that doesn’t see [a tablet] as an assistive technology device. We’re seeing fantastic outcomes for some, especially in the field of autism and augmentative and alternative communication.” The interactive whiteboard aside, today’s new technologies are making great strides towards meeting the needs of different learners. Jisc TechDis, an advisory service for technologies that support disabled students and staff, believes “assistive technology has undergone a revolution in recent years. There are a wide range of hardware devices such as refreshable Braille displays, switch input devices or hearing aids and established software products (such as screen readers, onscreen keyboards and spelling aids). More people use mobile and portable devices and there is more free and open source software available.”

Future predictions With the advancement of technology, it’s hard to predict what the best innovations will be in the next few years. Matthew Lynch, an American professor at Virginia University believes that alternative input devices will be a major trend. “These tools are designed to allow students with disabilities to use computers and related technology easily. Some alternative input devices include touch screens, modified keyboards and joysticks that direct a cursor through use of body parts like chins, hands or feet. Some up-andcoming technology in this area is sipand-puff systems, developed to perform computer functions through the simple process of inhaling and exhaling.” For learners with profound disabilities, alternative input technology is crucial. Professor Stephen Hawking, the renowned physicist who has motor neurone disease, has written of a programme he uses to access his computer. “This provides a software WWW.SENMAGAZINE.CO.UK

Innovations in alternative input technology promise even greater accessibility for users keyboard on the screen. A cursor automatically scans across this keyboard by row or by column. I can select a character by moving my cheek to stop the cursor. My cheek movement is detected by an infrared switch that is mounted on my spectacles. This switch is my only interface with the computer. [The programme] includes a word prediction algorithm, so I usually only have to type the first couple of characters before I can select the whole word.” Innovations in alternative input technology promise even greater accessibility for users. A recent Fortune article discussed one of the world’s largest computer company’s latest assistive technology advancement and the organisation’s relationship with Professor Hawking. Using the latest technology, Hawking will control input using eye rather than cheek movements, enabling him to complete tasks more quickly. The company estimate that there are around three million people worldwide who could benefit from this particular system. Another area of increasing innovation for those with profound disabilities is text to speech technology. Hawking speaks very highly of his speech synthesiser: “It is the best I have heard, although it gives me an accent that has been described variously as Scandinavian, American or Scottish.” App creation is a factor in the growth of available resources for textto-speech and the functionality that now comes as standard on some smart phones shows just how far this technology has come. Professor Lynch says, “While it is a convenience tool for people without disabilities, text-tospeech provides a learning advantage for students who have mobility or

dexterity problems, or those who are blind. It allows students to speak their thoughts without typing and even navigate the Internet.” A similar area where assistive technology is advancing rapidly is screen-readers. According to Professor Lynch; “This technology is slightly different from text-to-speech because it simply informs students of what is on a screen. A student who is blind or struggling to see what is on the screen can benefit from the audio interface screen readers provide. Students who struggle to do what so many others accomplish so easily – glean information from a computer screen in a matter of seconds – can learn more easily through technology meant to inform them.” The gains made with assistive technologies and the greater accessibility in technology in general look set to continue, which is welcome news for learners, parents and schools. Although there are still concerns over funding for pupils with SEN and disabilities, including a lack of clarity when it comes to budgetary responsibility – for example, should funds come from the local authority or the pupil premium? – no-one could argue that this is not an area that deserves our attention. In Two Years On, the final report from the former Communication Champion for children, Jean Gross outlines the very real value that assistive technology can offer: “If one young person is enabled to take up permanent employment in adulthood as a result of being supported early on to use an electronic communication aid, this will realise an estimated £500,000 in benefits to the economy over a lifetime.”

Further information

A former teacher and deputy head, Mark Chambers is CEO of Naace, the national association for everyone promoting learning with technology in a connected world: www.naace.co.uk

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FUNDRAISING

The value of fundraising Fundraising offers real benefits for schools as well as for the charities involved, says Janet Duncan Looking back on events like Red Nose Day, one of the things I value most is seeing our students recognise that, however complex their own needs, they are still able to help other people. I think it’s invaluable for our students to have the opportunity to look outwards and realise they can make a difference too. At our school we teach around 40 students aged five to 18 with a diverse range of learning and physical disabilities. Charity events provide a great opportunity to bring the whole school community together. Planning for our Red Nose events begins in January, when the fundraising packs for schools come out and resources are published on the website. Staff go through the nursery, primary and secondary materials and pick and choose the content they feel can be best adapted for our students. We start using this as the focus for cross-curricular teaching as soon as possible; as well as obvious links with citizenship, we find opportunities for learning in Scottish Curriculum for Excellence areas such as health and wellbeing, mathematics, social studies and technologies.

Students lead the way By introducing and reinforcing the information at an early stage with our older students, we find that they become keen to take the lead on the school’s fundraising efforts. In 2013, our 16- and

Working together to create resources.

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Pupils tend to rise to the challenge of doing something a bit different.

17-year-olds led a launch assembly to introduce Red Nose Week (as it is at our school). Another thing that we focus on early is the charity’s song, which is aimed at primary children and always appeals to

The atmosphere in school is fantastic and we all enjoy the chance to let our hair down our students (and staff). The presentation is ideal for our young people’s needs, with lyrics and music available online so that we can practise the song until the students feel accomplished.

• a bake off • a staff and student fashion show • sticking a red nose on a member of staff’s head (on a poster) • swimming in red and collecting red noses from underwater (in a local pool and the school’s therapy pool) • a staff versus students basketball match • games such as guess Teddy’s birthday and estimate how many marshmallows are in the jar • making money boxes and taking them home to fill with coppers • a Red Nose tea party with open-mic joke-telling.

Marshmallows to money boxes We offer a wide range of activities across the Week. We send home a list of activities on offer (along with a suggested donation) and ask students to tick which they would like to do. As well as helping to ensure everything runs smoothly, this forewarns parents of donations needed. By the time the Week comes around, the atmosphere in school is fantastic and we all enjoy the chance to let our hair down for a good cause. Highlights from fundraising activities in 2013 included:

Further information

Janet Duncan is a teacher at Carronhill School in Stonehaven: www.carronhill.aberdeenshire.sch.uk

Red Nose Day will take place on Friday 13 March 2015. Bespoke resources for SEN schools will be available to download from January at: www.rednoseday.com/SEN

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OUTDOOR ACTIVITIES

Into the wild Robin Sheehan describes how troubled children can find the strength to confront their difficulties in the wilderness

e had stripped to the waist and was dancing round the woodland in the rain, like an elephantine ballerina, with a huge grin on his face, making sounds. In any other school context, this could have had negative consequences. But after yelling at him: “Ethan, get your clothes on now!” (he complied), the teachers paused and grinned in amazement at each other through the rain. They realised that, however inappropriate, in this context it was another signal that Ethan had made massive progress in only a few short weeks. Ethan (not his real name) was 14, on the autistic spectrum, and part of a carefully profiled mixed group of children with autism and those with social, emotional and behavioural difficulties (SEBD). The group were participants in a therapeutic outdoor intervention designed to train school staff to run a low-level therapeutic intervention themselves. Ethan had transformed from someone with real issues around social skills, contact with dirt, germs and getting wet – not your conventional candidate for forest-based activities – to someone now desensitised to these things and able to function far more freely and participate more fully.

Pupils often need encouragement to recognise their qualities, strengths and abilities.

the issues they are facing, such as SEBD or ADHD. However, they can also include children who are simply having a hard time and are emotionally fragile, or children who need more confidence or a developmental boost. In schools, we tend to focus on behaviour and ultimately learning but, as

Such programmes are essentially applied wilderness therapy

cause. A single broken component in emotional intelligence means the difference between someone who responds to failure in the woods by: • stomping away shouting, swearing and punching someone or • saying “Can I try it again? Can I try it a different way? Will you help me?” or even “I will help them”. When working with children in the wild, it is essential to identify where the tensions are, and then to design wilderness activities that are specifically framed in the right way

The tangled web The intervention was designed by therapists and outdoor specialists to have specific developmental and therapeutic impacts on its participants. Such programmes go beyond traditional forest schools and are essentially applied wilderness therapy. They can be designed for a range of young people, depending on age and SENISSUE74

the Tangled Web diagram (right) shows, many key areas of a child or young person’s development are inextricably linked together. If the web is stretched, stressed or broken elsewhere, it puts a strain on learning and behaviour. Unless you can identify this, you are just firefighting behaviour with consequences – treating symptoms and not the WWW.SENMAGAZINE.CO.UK

OUTDOOR ACTIVITIES

to work with parts of the web which are under tension or broken. Without such an approach, a participant’s behaviour problems and issues can be magnified; just doing mainstream activities outdoors, in a mainstream way, can put a lot of stress on that web.

Trust the process Several years ago, I was sitting round a fire with eight 11-year-old boys with SEBD. It was session number seven of eight and, with only one session left, I was struggling. We’d had good moments and bad and made some progress, though I wasn’t sure what progress to expect as I’d never run this intervention before. The boys were all troubled and difficult to manage but I never really felt they’d opened up and dealt with anything. In the early days we would normally have had a therapist with us every week but she was off sick. Oh well, I thought, I better get on with it. “OK, who’s a bad influence in your life?” I asked. And then it started. Glumly, the boy next to me said: “My dad”. And then he cried. And the next person in the circle said: “My dad is too. And my big sister.” And so it was with the next person, and the next and then even with a member of the school staff who was being trained. The group was in pieces, sharing horror stories about their various troubles. And I was in pieces because the therapist was off sick. The one day she’s not here, I thought, it all kicks off. What am I supposed to do?

So I phoned her and said: “Help me! How do I fix them?” She was devastated to have missed the day’s events. She said she’d been waiting for the tipping point in the trust that the group was building up and that I didn’t have to fix it. “Well done”, she said. “Trust the process”. The intervention – the process – was designed so that it built so much trust in the group that they were able to be open. As the sessions progressed, they had already recognised their issues, the root of them, and in some measure deep down what they had to do in order to deal with or change them, or to get the help they needed. The answers were inside them. I didn’t need to tell them. I just had to lead them to this point.

The wilderness mirror Our job is not to fix broken kids. If there was a magic formula, we’d all be using it. But we do have to have empathy, the ability to build relationships, an array of tried and tested therapeutic approaches, and to care enough to try. I call it “the wilderness mirror”. I have witnessed time and again participants seeing a clear reflection of their true self. They acknowledge their issues and that they already know deep down what to do about them. We assist them to make firm intentions and carry them through. Perhaps more importantly, they see their best self in the wilderness mirror, and how to be it. They see another side of themselves to the person that gets lost in the sea of behaviour issues and labels they have stapled to them by

The answers were inside them. I didn’t need to tell them

everyone around them. They identify their strengths, abilities and qualities, and are encouraged to use them before they transfer back to school and the real world. They incorporate these qualities into their lives and begin to deal with the bad stuff. We work with them to help them remove the negative labels and give them permission to be their best selves, clothed in a set of new, positive labels. Such interventions are capacity building. They are specifically designed so that the low-level therapeutic skills, and required outdoor skills, are transferred to carefully identified school staff – often SENCOs, class teachers, inclusion managers, teaching assistants or sports coaches. I’ve even trained two headteachers, a caretaker and a gardener. The idea is to create a sustainable approach that the school can utilise again and again with different children. This approach can make a big difference to the lives of young people, as Ethan would testify. He found the strength to cope with mud, muck and getting wet, and was able to use his new-found social skills to integrate more effectively at school. He was no longer treated as a clown by his peers. He now had friends who laughed with him, not at him. Out in the wilderness, Ethan found self-esteem.

Further information

Robin Sheehan is Director of Outdoor Therapeutic Interventions, Programmes and Forest Schools at Equilibrium and Enablement (eQe) Ltd: www.eQeOUTDOORS.com “The wilderness mirror” can help kids understand their emotions.

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OUTDOOR ACTIVITIES/LEARNING Advertisement feature

Treloar’s embraces outdoor learning Over the last year Treloar School and College have invested extensively in outdoor learning including the appointment of an outdoor development lead. Treloar's have long appreciated the benefit of outdoor learning for students social, emotional and physical development. Events have included a week-long trip for School students to The Calvert Trust, where activities included abseiling in wheelchairs, archery, kayaking, zip wires and cooking on camp fires. The extension of the School provision to Key Stage 1 and nursery children has however heightened the desire for more on-site outdoor learning opportunities. New outdoor learning environments have been created in the form of a wooden “outdoor classroom”, with a simple frame and no roof or sides, and a large wigwam, both of which have wheelchair access by wooden ramps. Outdoor learning in these environments will be planned during lesson time as part of scheduled learning and outside these times as part of the 24-hour curriculum. Log cabins, wheelchair swings, giant outdoor snakes and ladders and chess also form part of the plan. Outdoor resource bags are available with ideas for games and activities using the external areas of the site which also contain chalk boards, basketball hoops, mirrors, abacuses, hop scotch and outdoor hockey markings, all of which have been adapted for wheelchair use.

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Outside the new nursery room an animal themed outdoor sensory learning environment has been created with money raised from fundraising events. This will include a “muddy kitchen” where children can get well and truly filthy making mud pies and nettle soup. A forest school is also planned to teach forest skills such as building camp fires and shelters. Treloar’s educates and cares for students from two to 25 years of age with complex physical disabilities. Treloar School and College, Alton, Hampshire For more information, visit: www.treloar.org.uk

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OUTDOOR ACTIVITIES/LEARNING Advertisement feature

Why is Riverston School growing? In these hard times, how can a London school that is neither SEN nor mainstream, academy, grammar nor free, be doing so well? Numbers have increased dramatically. Excitement is tangible – even in sixth form. Visitors comment on the warm yet ordered relationships. Local authorities place increasing numbers here. How has this happened? Riverston is a safe, happy and culturally diverse school. Its particular gift is providing genuinely inclusive education, tailored to individual pupils – with or without special needs. This is a confident, ambitious school which the children, and parents, love. Why? The education is caring, small-scale and effective. Whether as mainstream (loving the close attention) or using specialist services (for autism, speech difficulties or medical needs, for example) all love it. Even inspectors love it, saying,“The excellent personal development of the pupils, and the warm supportive atmosphere of the school, are the result of the nurturing ethos that has been created”. www.riverstonschool.co.uk Riverston School, 63-69, Eltham Road London SE12 8UF Promotional feature

Naturally stronger immune systems The general health of children could be greatly improved with increased exposure to nature, scientific studies have found. Due to modern indoor-based, ultra-clean living, children’s immune systems aren’t as robust or strong as they are when exposed to natural bacteria while exploring the outdoors and playing with animals. Wildlife World aims to encourage children back into nature with a range of innovative wildlife products suitable for school and home that are both educational and easy to use. Combining nature expertise and over 15 years of experience designing and manufacturing sustainably sourced wildlife products, Wildlife World hopes to re-ignite children’s fascination with the natural world to increase their understanding of its importance with improved children’s health being one of many secondary benefits. There has been a notable increase in the number of children suffering with autoimmune diseases such as asthma and hay fever. It is widely believed that the cause of this is overcleaning and under exposure to dirt and natural bacteria early on in life, leading to allergies developing as the immune system hasn’t learnt how to control everyday invaders such as dust and pollen. By encouraging children to engage with nature at an early age they are exposed to natural bacteria that will help develop

their immunity to everyday pathogens, in turn reducing their chances of developing allergies. Wildlife World has developed an educational range that is suited for classroom based teaching as well as taking the classes outside to interact with insects and animals and learn about the habitats and their importance in maintaining a healthy ecosystem. The Pyramid Insect Hotel is a large wooden structure that includes a series of habitats that attract and harbour a variety of mini beasts and beneficial insects. The design incorporates an integrated solar lamp that attracts moths, as well as professional cardboard nesting and viewing tubes, allowing for easy bee management, and removable inspection cassettes to monitor overwintering butterflies, moths and insect cocoons. Information on the full range of Wildlife World products is available at: www.wildlifeworld.co.uk SENISSUE74

OUTDOOR ACTIVITIES AND LEARNING Advertisement feature

Social enterprise opens up the cycling options Independent mobility, equality, inclusion, exercise, fun – find the right bikes and you open up a whole heaven of possibilities for young people, no matter what their disability. If Get Cycling have a mission it’s to show that there's a massive variety of accessible cycles and adaptations available, and that these are best demonstrated by having an example of virtually everything to try out. So instead of having maybe eight options from one manufacturer, they have around 80 options, chosen as the best quality and value from around 30 manufacturers. To help with budgets they also stock refurbished cycles which they collect from Holland each month. Their proud claim is that they have never failed to find or make a cycle for their clients. Their latest challenge is to

extend and strengthen a roll-on wheelchair transporter to take a very specialised extra-long 250kg wheelchair. Other times, it's simply a matter of advising on the right tricycle (there are over 20 formats, not to mention sizes). Get Cycling are particularly strong in schools work. Jim McGurn, the founder of Get Cycling, comes at this from a personal standpoint as a former teacher and foster parent, the author of five books on cycling and the father of a young man with Down's and autism. “We used to offer just cycling activity days at special schools”, he says, “but were dismayed by the quality, condition and limited nature of many of the cycles we found in schools. Teachers wanted to know more about the bikes we brought ourselves, and we ended up supplying them. We now believe we are the largest supplier of disability bikes in the UK.” www.getcycling.org.uk Advertisement feature

Hassle free Rebound Therapy with Sunken Trampolines Trampolines in SEN schools are becoming more and more accessible and safer thanks to the introduction of the sunken trampoline. Either placed in an outdoor space or sunk in a hall or other suitably sized room, the sunken trampoline enables schools and special needs care institutions to have the benefits of Rebound Therapy without the hassle currently experienced by staff. 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. Paul Kay from Rebound Therapy says: "An issue that all special needs schools have, if they do not have a purpose built rebound room, is having enough hall time available to provide all the Rebound Therapy sessions they would like. Halls are used for dinners, PE and other lessons and so time on the trampoline is limited”. A sunken trampoline solves this issue. Joel 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 SENISSUE74

children.” Sunkentrampolines.co.uk build all their sunken trampolines to specific detail and precise standards so as 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

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HEARING IMPAIRMENT

The sound of success Ian Noon looks at the impact of hearing impairment on learning and how we can help deaf children achieve good outcomes

earing impairment is not a cognitive disability. However, as most teaching and learning occurs through listening and seeing, having a hearing impairment can present complex challenges to pupils and those teaching them. With large numbers of children experiencing temporary deafness (such as glue ear) at any one point, all teachers need to be aware of these challenges and how they can be overcome. Providing the right support is in place from the start, children with a hearing impairment can achieve the same as other children. This is demonstrated by improvements in educational outcomes achieved by hearing impaired children over the past few years. Having high expectations of deaf children is vital. This article suggests some strategies and issues for schools to consider in continuing their work to improve the educational outcomes of hearing impaired children. Education professionals use a range of different terms to describe hearing impairment. For the purposes of this article, I will use the term “deaf”, by

Half of deaf children are born deaf, with another half acquiring it later in life which I mean any child with any level of hearing loss or impairment.

Assessing needs Deafness is a low incidence disability but it is also one in which there can be a diversity of needs, as the following factors indicate. Level of deafness Deafness can range from mild to profound. Some children may be deaf in just one ear or experience chronic temporary hearing loss. Age Half of deaf children are born deaf, with another half acquiring it later in life. For children with late onset deafness, the age at which they are diagnosed

Hearing technology cannot enable a deaf pupil to hear as well as other pupils.

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can vary, with implications for their language development. Communication Most deaf children communicate through spoken English but many also communicate in sign language. Technology There are different hearing technologies in place (such as hearing aids and cochlear implants) and deaf children vary to the extent to which they benefit from this. It is important to remember that no hearing technology exists that will enable a deaf pupil to hear as well as other pupils. Additional needs Roughly 40 per cent of deaf children have additional and complex needs. Second language At least 16 per cent of deaf children and young children in the UK are from a black and minority ethnic (BME) background, where English may be spoken as an additional language. Some children may have migrated to the UK with their deafness undiagnosed. As with all children, it is therefore important to accurately and robustly assess the needs of the deaf pupil and their starting point, and set realistic but stretching targets and outcomes for each child. As well as assessment information from school staff, health professionals, parents and the pupil, a number of specialist assessments are available. These can look at, for example, a deaf pupil’s skills in communication, language, listening, literacy and numeracy. With deaf pupils,

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HEARING IMPAIRMENT

it’s also particularly important to include non-verbal assessments to understand a pupil’s cognitive abilities. A Teacher of the Deaf can provide further advice.

Teachers of the Deaf Teachers of the Deaf are teachers who have undergone two additional years of training to acquire an additional mandatory qualification in deaf education. Most local authorities employ a team of Teachers of the Deaf through their specialist SEN support services who provide outreach support to mainstream teachers and SENCOs, as well as having a direct teaching role. This support is funded by central government. Most services have eligibility criteria in place. Teachers of the Deaf also work directly in schools where there is a resource provision for deaf pupils. Where a deaf pupil is transitioning to your school, it is important to ensure there is a clear transition process and plan in place, with key information about the pupil captured and shared among staff in the new school.

Planning and doing Support to remove the barriers deaf pupils face and ensure their progress, depends on each pupil’s individual

Supporting deaf pupils: key points While systems, processes and laws change, deaf pupil’s progress will continue to depend on: • high expectations • accurate assessment of their needs • addressing their hearing, language, communication and social needs • good quality classroom teaching supported by specialist Teachers of the Deaf • supporting and engaging parents • the full engagement of the pupil.

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needs. If deaf pupils haven’t received the right support from the start, they may have delayed language development and reduced vocabulary which can lead to weak literacy skills, working memory difficulties and issues around social skills and self-esteem. The following section outlines the possible impact of deafness on a pupil and some possible teaching, learning and support strategies. Following these strategies will enable you to demonstrate that your school is making “reasonable adjustments” to provide access, as required under the Equality Act 2010. In addition, many of these strategies will also benefit all pupils within your classroom.

1. Slower language development Impact: many deaf pupils can experience slower language development, both spoken and written, with reduced vocabulary and understanding of words and concepts. Strategies: Teachers of the Deaf can provide advice on appropriate strategies and interventions for an individual deaf pupil. For many deaf pupils this may include: • tailored and accessible language and literacy programmes, for example, pragmatics and teaching grammar or phonological awareness • pre- and post-tutoring as required for any new topic areas. Pre-tutoring can help you establish what the deaf pupil already knows and introduce in advance any new vocabulary or concepts before the lesson. Post-tutoring can help reinforce key learning points from the lesson and allow you to see if there are any particular areas the pupil did not understand • creating a good listening environment by taking steps to improve classroom acoustics and reduce background noise. This might include, for example,

Deafness can interfere with the development of working memory skills

turning off any devices making noises when not needed (such as whiteboards or projectors) and covering any hard surfaces, where sound might bounce, with drapes and displays • ensuring effective use of hearing technologies. Radio aids One key hearing technology for many deaf pupils is a radio aid. These carry the teacher’s voice directly via a microphone to a receiver attached to the pupil’s hearing aid or cochlear implant. They can mitigate some of the problems associated with background noise and poor acoustics – providing they are used properly by staff within the school. Teachers of the Deaf can advise on the steps teachers should take, including ensuring the radio aid is worn around 12cm from the mouth, and making sure there is no jewellery for the microphone to knock against.

2. Attention, concentration and working memory Impact: where deaf pupils are relying on lipreading and listening to understand what is being said, they can sometimes tire easily and struggle with attention and concentration. Separately, research has also found that deafness can interfere with the development of working memory skills and the ability to hold information whilst processing other tasks. Strategies: • use visual cues to support teaching points. This includes pictures, diagrams, illustrations and objections which can be incorporated into the lesson. WWW.SENMAGAZINE.CO.UK

HEARING IMPAIRMENT

Key facts about deafness • It has been estimated that 80 per cent of children will have had at least one episode of glue ear by the age of ten years. • There are over 45,000 permanently deaf children and young people in the UK. • More than three-quarters of deaf children attend a mainstream school where there is no specialist provision. • 43 per cent of deaf pupils in England achieved five GCSEs (including English and Maths) at grades A* to C in 2013, compared to 37 per cent in the previous year. • 70 per cent of pupils without an identified SEN achieved the same milestone in 2013.

You can also consider creating specific vocabulary handouts using visual cues for specific topics • ensure that the pace and length of learning sessions gives the deaf pupil additional time to process information • check levels of understanding after lessons • use specific deaf-friendly programmes to improve working memory. Teachers of the Deaf can provide advice on this.

3. Incidental learning Impact: no hearing technology “fixes” a pupil’s deafness and deaf pupils will still struggle to pick up what others are saying through casual listening. This can lead to difficulties around incidental learning. Strategies: • create opportunities for oneto-one and small-group work in good acoustic conditions to make it easier for deaf pupils to pick up what others are saying WWW.SENMAGAZINE.CO.UK

• check understanding and reinforce concepts through preand post-tutoring • ensure that any video or online clips used within the lesson are subtitled or that a transcript is available.

Deaf pupils will find it difficult to lipread or watch a signer whilst also looking at a presentation

4. Difficulties with multi-tasking Impact: deaf pupils will find it difficult to lipread or watch a signer whilst also looking at a presentation or demonstration at the same time. Strategies: • ensure that teaching assistants are deployed effectively. This might include asking them to take notes while a demonstration is being carried out • repeat demonstrations with an explanation provided in between or allow extra time for pupils to process what is being said and look at the screen • give deaf pupils an opportunity to look at any presentations in advance.

5. Under-developed social skills Impact: deaf pupils may experience challenges in engaging with hearing pupils and staff. Strategies: • provide opportunities to build up social skills and develop selfesteem and confidence through small group work • establish “quiet” zones within the school to allow for easier interaction with peers • initiate a deaf awareness programme. There are a number of resources available to support this, which a Teacher of the Deaf can provide advice on. The deaf pupil themselves should play a role in advising on the content for this. Deaf awareness programmes may form part of your school’s anti-bullying strategy

• ensure deaf pupils can access extra-curricular activities by, for example, ensuring adequate communication support is present • encourage deaf pupils to take responsibility for explaining and asserting their needs.

Working with parents As many teachers know, working in partnership with parents is essential for improving outcomes. It is particularly important with deaf pupils so that parents can support the above strategies. In addition, parents can give feedback on what works within the home. Teachers can help by explaining any tasks that the pupil can practise at home, discussing how to respond to any challenges the pupil is facing and ensuring parents are kept up to date with their child’s progress.

Reviews Regular ongoing assessments and advice from specialist Teachers of the Deaf should provide confirmation that specific strategies are working and that expected targets and outcomes are being achieved. It is also important to seek feedback from the deaf pupil themselves on what is working well for them.

Further information Ian Noon is Head of Policy and Research for the National Deaf Children’s Society: www.ndcs.org.uk

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HEARING IMPAIRMENT Advertisement feature

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PUPIL VOICE

Listening to pupils How can we ensure pupils with communication difficulties are included in pupil voice projects? Victoria Honeybourne explains all

he new SEN Code of Practice places pupil voice and pupilcentred approaches at the heart of policy and practice. With Ofsted inspections also regularly taking pupil voice into account, it is now becoming more important than ever for schools to get this right. Pupil voice often works on several levels within a school. In general terms, student councils are often used to gather pupils’ views in order to find out overall opinions about school life. Individual departments may also use pupil voice surveys to help them improve the provision they offer. In terms of SEN, pupil voice is used most commonly with individual pupils, to help to inform annual reviews, target setting or the transition process.

needs (SLCN) can be problematic. Pupils with SLCN, autism spectrum conditions and other learning difficulties can all struggle to understand or to express their point of view. The most articulate and confident pupils can monopolise pupil voice forums, leaving pupils with SEN unheard or marginalised. Even when working on an individual level, it can be difficult to gain accurate and detailed opinions from pupils with SLCN. The most common ways of gathering pupil views are usually written or online questionnaires, interviews, focus groups or student council panels. Each of these methods has potential pitfalls for pupils who struggle to communicate and can, ultimately, lead to pupils’ opinions being missed or recorded inaccurately.

What’s the problem?

Questions and answers

Gaining an accurate view of the thoughts and feelings of pupils with speech, language and communication

Perhaps the most obvious difficulty for pupils with communication needs can be understanding the vocabulary

Adults can help children to understand and express their feelings.

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The most articulate and confident pupils can monopolise pupil voice forums

and language used in the questions. Questions need to be well designed and easy to answer. Question types to avoid: • two questions rolled into one: what do you like about maths and English? • leading questions: do you think break time is really boring? • too many negatives: Don’t you think no homework is a bad idea? • complex sentence structures or vocabulary: If you feel assemblies are monotonous and uninspiring, what could be possible solutions to make this a more fulfilling experience? Even if pupils understand the questions they are being asked, they may not be able to understand the responses that are needed. Rating a response on a scale of one to ten, for example, requires a basic understanding of the number system and choosing between responses such as “always”, “often”, “sometimes” and “rarely”, assumes a secure knowledge of time concepts and vocabulary. Similarly, differentiating between different degrees of feeling (“strongly agree”, “slightly agree”, “agree”) can be difficult for pupils who have only basic emotional awareness. Even open-ended questions that pupils can respond to in their own words WWW.SENMAGAZINE.CO.UK

PUPIL VOICE

may not necessarily help us to gain an accurate view. Many pupils can struggle to express themselves fully, especially if under pressure to respond quickly.

Speaking out Difficulties gathering pupils’ views are not simply limited to language and vocabulary issues. Pupils with communication difficulties can often lack confidence, meaning they may not volunteer to be involved in student council forums as readily as other pupils do. If pupils are involved on a student council, they may lack the confidence to disagree with other pupils’ opinions. Research has also shown that pupils often say what they think the interviewer wants to hear, while others may try to present an “ideal self”, rather than giving a true reflection of their opinions, abilities and difficulties. A further difficulty for some pupils with SEN is their level of ability to think outside the here and now and to remember events and activities which may have taken place some time ago. Feelings and opinions may also be distorted by a pupil’s current frame of mind and immediate experiences. A pupil who is tired, has forgotten his homework and has just fallen out with a best friend may feel very differently about school than he did the previous day, or even just an hour earlier.

What can teachers do? There are many ways that student councils and pupil voice surveys can be made more accessible for pupils with SLCN. The first thing to consider is how to make the process communicationfriendly. Are questions kept simple and unambiguous? Is any complex vocabulary explained and simplified? Are pupils given sufficient processing time to think about the question and their answer? Do pupils feel comfortable to say when they don’t understand? Some pupils may be better able to contribute to student council or annual review meetings if they are given additional time to prepare in advance. Time with an adult to explore the topics WWW.SENMAGAZINE.CO.UK

A pupil with SLCN may benefit from working with a more confident friend

that will be discussed and to note down, in written or visual form, some of their ideas and opinions can increase a pupil’s confidence to participate when they arrive in the meeting. Using visual support can also be an invaluable way of helping pupils to express their views. A smiley face scale may be easier to understand than a number scale. Photographs of events and objects can also help pupils to recall events and situations. At a simple level, pupils could be asked to place photos of different school activities into “like” or “dislike” piles. For some pupils this could be extended to creating scrapbooks or posters expressing their opinions. Other creative methods can include making videos, v-logs or animations about school life.

Teaching pupils how to participate

consider how adult support is used in the pupil voice process. Although pupils may feel more comfortable with familiar adults, this may limit the honesty of their replies. All adults supporting pupil voice should ensure that their role is to enable the pupil to express themselves authentically. Peer support can also be used in pupil voice activities. A pupil with SLCN may benefit from working with a more confident friend to report back to a student council on a particular issue. Alternatively, older students could help pupils to record their views and could act as mentors or advocates for the pupil.

Next steps However you decide to implement pupil voice in your school or department, the process should be cyclical and ongoing. After having listened to pupils’ views and having made this process as accessible as possible for those with SLCN, comes the most important aspect of the process – acting on the evidence gathered, then monitoring and evaluating the impact of this. Pupil voice can too easily become a oneoff, tokenistic activity, rather than a meaningful process which not only improves provision, but also empowers pupils to play a more important role in their own futures.

Teaching the vocabulary, language structures and social communication skills needed to participate effectively can be a valuable life skill for all pupils, and can be incorporated into many aspects of the curriculum. Useful communication skills to teach: • sentence structures and vocabulary for giving opinions • how to agree and disagree with others • conversational skills such as turntaking, eye contact and body language • how to ask for clarification and say what you do or do not understand. If pupils are unable to record their views independently, it is also necessary to

Further information

Victoria Honeybourne is an experienced SEN teacher and the author of The Teachers' Speech, Language and Communication Pocketbook: www.honeybeeeducation.co.uk

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SEN RESOURCES/SERVICES

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WILLS AND TRUSTS

ARTS AWARD

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BOOK REVIEWS

Book reviews by Mary Mountstephen

Tackling Selective Mutism: A Guide for Professionals and Parents Edited by Benita Rae Smith and Alice Sluckin Jessica Kingsley Publishers £19.99 ISBN: 978-1-848905-393-8

Rae Smith is a speech and language

therapist

and

lecturer and her co-editor is a psychiatric social worker and founder of the Selective Mutism Information and Research Association. (SMIRA). Both have published widely and this book is aimed at professionals and family members. The book is divided into four parts, opening with a historical perspective covering the last 50 years and the founding of SMIRA. The contributing authors then cover aspects of this condition in relation to comorbidity, autistic spectrum disorders and stammering. Issues such as medication and other approaches are described as well as the treatment of selective mutism in other languages. The book includes a number of case studies and provides examples of how therapies such as music therapy and play interaction have helped. The authors make a plea for all health visitors, social workers and nursery staff to have basic training in the recognition and management of selective mutism in young children to avoid them developing a “costly and harmful long-term condition”. This is a well-written and practical book which provides sound advice for those working or living with children with this condition. It would also be useful as a reference book for mainstream schools and early years settings to raise awareness.

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Cues for Learning and Teaching in Flow Bill Hubert Bal-A-Vis-X £16.99 ISBN: 978-0-9908488-1-3

Bill Hubert is a teacher by profession who developed a passion for helping disadvantaged students failing in school. This is his second book outlining his findings and experiences and it is a practical and insightful book about how he believes children’s learning can be improved through a physical programme. It has been written for teachers, occupational therapists, parents and “everyone who works to benefit anyone who struggles”. Hubert draws on the work of Temple Grandin, Antonio Damasio and Oliver Sachs, among others, in providing a context for his approach; he stresses that this book arose out of observations which prompted him to search for answers. Hubert has a background in martial arts and has developed a programme called Bal-A-Vis-X. This brings together balance, auditory and visual exercises that use beanbags and balls rhythmically. The exercises have been developed and extended over many years of working with students of all ages and a number of students assist in training workshops. He explains how subtle balance disturbances can impact upon sensory and cognitive processing, attention and sequencing of information and then proceeds to outline the components of Bal-A-Vis-X, which are based primarily on tracking activities and rhythm sequences. The book does not cover the exercises themselves, but acts as a primer to raise awareness of and interest in this type of approach. It is well written and researched and I enjoyed reading it.

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BOOK REVIEWS

Touching A Nerve: Our Brains, Our Selves Patricia S. Churchland W.W. Norton and Company £16.99 ISBN: 978-0-393-34944-3

Sensation and Perception John Harris Sage Publications £39.99 ISBN: 978-0-85702-2

The author of this book is

This wide-ranging textbook

Professor Emerita of Philosophy

covers perceptual processes

at the University of California

relating to the senses and

where she specialises in

it also explores theories

neuro-philosophy.

and research relating to the

In this interesting book

perception of emotions,

she explains the latest brain

attractiveness and the

science and explores its

recognition of faces.

ethical and philosophical

Each chapter opens with

implications in relation to

a series of questions that

concepts such as identity

are then discussed, and

and free will.

closes with an overview and summary, together

The book is written in a very accessible style

with suggestions for further reading. There is also a

and the author draws the reader into her exploration of

companion website which provides access to multiple-

how the brain has evolved and how our understanding of

choice questions.

it has also evolved. She explores historical ideas about

The author is Emeritus Professor of Psychology at

the brain and the mind and how these were linked to the

the University of Reading, where he has taught about

understanding of emotions such as fear, distress and

perception for over 20 years. The book is aimed at students,

aggression.

but there is much in here for the reader or student interested

In a chapter devoted to habits and self-control,

in subjects such as attention and awareness, taste and

Churchland uses examples from her childhood and from

smell, touch and pain. Harris describes the ways in which

the animal world to illustrate her points and she describes

much of the brain is implicated in processes such as vision

the now well-known “marshmallow test”, which indicated

and how the sensory systems develop over time.

that children who could defer gratification or rewards tended to be more successful in later life.

Harris writes in an academic style, but the layout is attractive and enables the reader to access the text more

Churchland describes very vividly what is known about

readily. There are a number of colour illustrations to clarify

how the brain functions in relation to individuals, and how

points and each chapter encourages the reader to reflect on

we function physically, emotionally and mentally. It provides

their understanding by providing “Test Yourself Questions”.

great and readable insight into these weighty subjects. For those seeking further reading, each chapter is extensively referenced at the end of the book.

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I particularly enjoyed the chapter on attention and awareness as it adds to the current debates about different kinds of concentration and whether it can be improved.

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CReSTeD/DYSLEXIA

Teaching teachers about dyslexia Will children and young people with dyslexia be identified under the new SEN system? Stephanie Anderson takes a closer look

yslexia awareness picked up a great deal of momentum during the course of the Children and Families Bill, before it was passed as law in March this year. The SEN reforms were seen by many as an opportunity to ensure all children with specific learning difficulties such as dyslexia were identified and supported in the classroom through improved teacher training. Consequently, the dyslexia sector raised its concerns and the following amendment to the Bill was tabled: “Training for trainee and trained teachers (including SENCOs) must include SEN including SpLDs such as dyslexia”. Around the time the amendment was put forward, a report was published by the Dyslexia SpLD Trust called Dyslexia and Literacy Difficulties: Policy and Practice Review; A Consensus Call for Action: Why, What and How? Launching the report in the House of Commons in October 2013, Lord Storey said that many pupils with dyslexia were going undiagnosed and unrecognised in schools and that the amendment put forward by the dyslexia sector was an important one. He added the following: “Every teacher should expect to teach children with dyslexia, and they need to be equipped with the skills to support those children. It really is not good enough that we have a teaching profession that is not universally trained to understand the issues. There should also be teachers in each school or each group of schools who are qualified to test for and identify dyslexia. Although I SENISSUE74

praise the fantastic work of SENCos in schools, there is an urgent need for all ITT programmes to include a mandatory module on dyslexia and other hidden disabilities and for on-going continued professional development SEN training to include similar training.”

Many pupils with dyslexia were going undiagnosed and unrecognised in schools

Campaigners want all teachers to receive at least a basic level of dyslexia training.

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CReSTeD/DYSLEXIA

Children with dyslexia do not get access to methods and techniques that would allow them to succeed

All teachers should expect to teach pupils with dyslexia.

Lord Storey, among others, saw the Bill as an opportunity to create the “best possible levers to support children with dyslexia” and he recommended that the Government use the Trust’s report to shape its reforms to the SEN framework.

learning difficulties. This advice includes a professional development framework and a toolkit to help teachers identify dyslexia earlier. These resources, including the guidance on responding to the phonics check, are available online.”

Questions in the house

Mr McCabe then asked Mr Timpson the following questions: 1. How many primary school children in (a) maintained and (b) independent schools are classified as having a dyslexiatype condition? 2. How many young people in sixth-form education in (a) maintained and (b) independent schools are classified as having a dyslexia-type condition? 3. How many secondary school children in (a) maintained and (b) independent schools are classified as having a dyslexiatype condition?

In January 2014, prior to the Bill and its accompanying SEN Code of Practice being passed, the Shadow Children and Families Minister Steve McCabe asked the Secretary of State for Education in Parliament what guidance his Department issues to teachers on the early detection of young people with dyslexia-type conditions. Education Minister Edward Timpson replied that the Department for Education issues guidance on supporting SEN through the Code of Practice and that all schools are required to complete the phonics screening check with pupils in Year 1. He added: “This will help identify children who have not reached the expected level of ability with phonics. Officials have worked with dyslexia organisations to provide advice on how to respond to the results of the check where teachers are concerned about dyslexia or literacy difficulties. “The Department for Education is also funding the Dyslexia SpLD Trust to provide advice to schools on identifying and responding to specific WWW.SENMAGAZINE.CO.UK

Mr Timpson said the Government does not collect information specifically on the number of pupils with dyslexia but the category of primary need collected that is closest to dyslexia is “specific learning difficulty”. The number of children with SEN with specific and moderate learning difficulties decreased by four per cent this year to 67,550. When asked by Mr McCabe what eligibility criteria are set for pupils

to qualify for a free dyslexia test, Mr Timpson replied: “The Department for Education does not set any eligibility criteria for dyslexia tests. Schools have a legal duty to use their best endeavours to make special educational provision for their pupils. It is for schools to decide how best to use their available budget to ensure that special educational needs are identified early and that appropriate support is put in place to meet this duty.”

An opportunity missed Despite attempts to ensure all teachers were trained with a minimum basic awareness of what dyslexia is, and how to identify and cater for it, Lord Addington’s suggested amendment was not included in the final Children and Families Act when it became law. Mr McCabe has, though, now pledged to embed awareness training in specific learning difficulties including dyslexia in all initial teacher training, if his party wins the next election. In addition to ensuring all newlytrained teachers understand SpLDs, Mr McCabe said that: “All staff should have access to a continuing professional development programme that would be part of the school’s action plan. There are a lot of specialist organisations out there who already provide good training modules who are itching to work with members of staff to drive some of this forward.” Dyslexia Action’s Director of Education and Policy Dr John Rack says: “Approximately 20 per cent of pupils do not leave primary school with the >> SENISSUE74

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required literacy levels to enable them to engage with learning at secondary school in an appropriate way. We know that many of them have dyslexia or other special needs that have not been fully recognised. “We also know there are still huge gaps in the level of knowledge and understanding amongst some teachers which means that children with dyslexia do not get access to methods and techniques that would allow them to succeed. Schools and teachers need support, with access to training and expertise to better enable them to support the learning needs of children with dyslexia and literacy difficulties.”

Good practice in action So how can parents be assured that their child’s dyslexia will be identified and supported? Since September, schools now have a duty to publish their “school offer”, which should detail the SEN provision they have in place, which will include their procedures for identifying and supporting those with dyslexia. Schools may prefer to talk instead about literacy difficulties or specific learning difficulties. Schools may report whether they are dyslexiafriendly or whether they have been accredited by the Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD), which aims to help parents, and those who advise them, choose an educational establishment for children with specific learning difficulties (SpLD). CReSTeD gives accreditation to schools and teaching centres for their learning support provision and maintains a register of schools and teaching centres that meets its criteria for the teaching of pupils with SpLDs. All schools and centres included in the register are visited regularly to ensure they continue to meet the criteria set by CReSTeD. The majority of schools on the register are mainstream schools that are able to give help to pupils with dyslexia and also – when combined with dyslexia – dyscalculia, dyspraxia, ADD, and pragmatic and SENISSUE74

Responsibility for identifying and supporting those with special needs has been placed firmly where it belongs semantic language difficulties. In addition, it will include teaching centres, where children can find additional support outside of and/or in addition to their day-to-day schooling.

New guidance To help schools and local authorities meet the local offer requirements of the new SEN reforms, Dyslexia Action on behalf of the Dyslexia SpLD Trust has developed special guidance which: • shows what a comprehensive local offer for children and young people with literacy difficulties and specific learning difficulties should include • reviews existing resources and materials which can support a graduated response • signposts to existing resources and training materials to enrich professionals’ understanding and develop their skills in universal and targeted provision • selects good practice to support all pupils experiencing literacy difficulties in schools and colleges • includes a comprehensive downloadable online-guide, including case-studies and examples of good practice, a series of individual support resources by a range of providers, and links to training materials which local authorities and schools can use to support their practice. Much of the SEN reforms have been welcomed but concerns remain over how the changes are to be reviewed. Dr Rack welcomes the fact that responsibility for identifying

and supporting those with special needs has been placed firmly where it belongs – in the hands of the teachers who are in daily contact with pupils: “It is good that there is more emphasis on early identification of those who do not progress and associated encouragement to monitor and adapt teaching accordingly. However, the challenge to teachers remains that if the pupil can’t learn the way you teach, can you teach the way he or she learns?” Without adequate training, advice, resources and specialist backup, many teachers will struggle to meet this responsibility, alongside their many other responsibilities. The Government favours a model by which good practice will spread by example, driven by the professionalism of teachers. There is, though, still a place for regulation to ensure that those with SEN are given a high enough priority in schools, but we have to progress without that and trust that teachers, schools and local authorities will make the best use of the advice and resources that exist so that those with dyslexia, and all those with SEN, succeed.

Further information Stephanie Anderson is Policy, Research and Communications Officer at the charity Dyslexia Action: www.dyslexiaaction.org.uk

For more information about the Council for the Registration of Schools Teaching Dyslexic Pupils (CReSTeD) and the settings and providers on the CReSTeD register, visit: www.crested.org.uk

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School offers unique environment for pupils Nunnykirk School for Dyslexia near Morpeth in Northumberland offers pupils a unique learning environment – both educationally and physically. The school is based in a grade I listed hall set in beautiful grounds, including a walled kitchen garden. While the school may display all the grandeur of a country house, it provides a comfortable, homely and welcoming environment for both day and weekly boarding pupils. Headteacher Carol Hodgson explains: “We are very lucky to have surroundings which give pupils the opportunity to explore and enjoy the outdoors and we utilise these extensively for both curricular and extra-curricular activities. “Ofsted reports into our boarding facilities recognise this and we improve year on year. “The reports have always rated us good with outstanding outcomes for boarders. We believe this is partly due to the focus we give not just to academic achievements but also the pastoral welfare of our pupils, which is particularly important as some of our pupils have other issues associated with dyslexia.”

The school’s teaching approach reflects this and the specialist staff work very closely with pupils ensuring an individual approach which encourages them to achieve to the best of their abilities and recognises their strengths. Carol said: “While many of our pupils do very well in some of the more academic subjects we know children with dyslexia often excel in areas such as the visual arts and indeed our photography exam results have been some of the best in the country.” Nunnykirk is the only specialist dyslexia school in the North of England and the school appreciates that it is vitally important parents of children with dyslexia choose the right school, offering taster days in addition to its annual open mornings. Contact Mrs Hodgson at the school for more details on: 01670 772 685 or go to the website: www.nunnykirk.co.uk

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Excluded by inclusion Is mainstream school suitable for children with autism? Craig Goodall finds out what parents think

his article presents the perspectives of ten parents of children with high functioning autism (HFA) or Asperger’s syndrome (AS), as detailed in a small scale study by the author. Two per cent of Northern Ireland’s school aged children have a diagnosis of autistic spectrum disorder (ASD) (DHSSPSNI, 2014). Increasingly, these children are being educated in mainstream schools (DfE, 2010; Keane et al., 2012). For some children this leads to social inclusion and positive educational experiences. However, others are subject to social and educational exclusion. Mainstream inclusion of children with ASD is not always best for every individual child.

School placement Academic ability for those with HFA often supersedes the difficulties experienced relating to difficulties with social interaction, social imagination and social communication. Additionally, sensory processing difficulties underpin the unsuitability of mainstream environments for some children. Some parents have found that there is a gap in educational provision through which their child has fallen. One parent keeps her son in mainstream school for social inclusion but continually battles with herself over the impact of this decision. “I don't feel that this is an option any longer as school life for him is at the detriment of his mental health”, she says. Another states that because many children with HFA reach academic targets “their real need of extra care when it comes to social, sensory and anxiety issues seems to be overlooked in as far as mainstream school really caters for them.” SENISSUE74

Some children with ASD find themselves isolated and alone in mainstream environments.

Balancing what is in the child’s best interests in the present and in the future remains a difficult dilemma for parents. Some feel they have been coerced into the position of home education in order to fulfil the child’s right to education. Parents must take an “imaginative leap” forward in time to “guess what a child might retrospectively have wanted once

Sensory processing difficulties underpin the unsuitability of mainstream environments for some children they reach maturity” (Eekelaar, 1986). Parents and educators do this when considering inclusion. However we cannot definitively forecast the resultant impact of our adult decisions upon children (Alston, 1994; Zermatten, 2010) and thus must consider the suitability

of inclusion for each individual child on the spectrum. The fundamental aim of an education system should be to maximise the potential of every child. Inclusion in mainstream will achieve this for some, while for others the mainstream environment will be deleterious to their emotional wellbeing and development. As one parent says: “my son punched himself in the head and face for two years because he couldn’t cope with the noise and the smells”. This parent goes on to state that a lack of understanding by staff resulted in her child being punished for displaying behaviours resulting from sensory overload. Placing a child with ASD in a mainstream school where noisy bustling corridors and unpredictability can lead to anxiety (Humphrey and Lewis, 2008; Wing, 2007), potentially resulting in them being bullied due to being viewed as different (Monteith et al., 2002; Wright, 2007). Bullying is three times more likely for children with ASD (Humphrey and Symes, 2012). One parent’s words provide a chilling WWW.SENMAGAZINE.CO.UK

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account of why his child doesn’t want to go to school: “She worries people will not like her, she analyses every comment that has been said to her. This has an impact on her self-esteem. There are weeks at a time when she exhibits depression like symptoms such as frequent meltdowns or just wants to watch television for hours and zone out from social contact. She ruminates about the implications of a previous altercation that she has had with another child in school. She will go from pensive to withdrawn. She picks her nails to the point that they bleed. She finds it difficult to sleep as she worries about what will happen at school the next day. This worry and fear had gotten so intense that she would have a near permanent stomach ache. Headaches would begin in school and would continue throughout the day. She has said that ‘she is a laughing stock’ as she feels she is useless and can't do anything right”.

Teacher training Some parents feel that teachers in mainstream schools do not have enough training or knowledge to effectively cater for all children with ASD. Importantly, training doesn’t necessarily equate to empathy, with two parents suggesting that a combination of training, knowledge, understanding and empathy is required to provide for

children with ASD. As one parent says, “Teachers need more empathy and understanding – unfortunately some teachers with all training in the world will not achieve this”. This is supported by another parent who suggests “a common misconception is that a verbal child on the spectrum is able to communicate well with others and they [teachers] seem to forget that communication and social ability is the core of the diagnosis and as such don't recognise acting out, anxiety and other reactions as part of these difficulties… many [teachers] are labelling kids as defiant, disruptive and difficult”. Mainstream provision must have the level of support and expertise to be inclusive, with positive attitudes and understanding underpinning successful inclusion (Conn, 2014).

Sensory difficulties One mother describes her son’s sensory difficulties as akin to being educated at the side of a busy motorway: “noone would expect any child to reach their full potential in that environment”, she says. Another explains how her son is emotionally exhausted at the end of each school day due to trying to navigate the overload of sensory stimulation. Shockingly, worries about self-harming and the state of

A common misconception is that a verbal child on the spectrum is able to communicate well with others their children’s mental health were expressed by half of the parents. One mother offers the following harrowing description of how mainstream school impacts on her son: “My son is in P7 and has 20 hours a week with a support assistant from the behaviour support team. He becomes distressed the night before school as he is worried about what is going to happen in school the next day – he becomes so agitated and distressed he finds it difficult to sleep. He also self harms, smashing his face into the side of bunk beds until his nose bleeds, punching walls until his knuckles bleed and he will stick himself with sharp things such as drawing pins… He does not feel he is good enough and is constantly making statements about how behind he is in his school work in comparison to his peers. He would say ‘mum I'm so stupid, I'm the dumbest in my class – even the P3s have better handwriting than me’. His mental health regularly takes a nose dive”. This parent suggests that the support that her son requires for alleviating sensory processing difficulties, organisational skills or social skills is non-existent and therefore his difficulties relating to ASD are not supported.

Impact on the family The impact of a child becoming so distressed in school, being unable to attend school or displaying selfinjurious behaviour permeates every aspect of family life. Endless stress, lack of sleep, fighting with the local authorities for support and trying to maintain the family unit are a stark Anxiety can be all consuming for children who feel that they don’t fit in.

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reality for several parents. One father describes the struggles his family face: “There is a lot of focus given to the issues that arise [with my daughter]; it can create a lot of frustration and anxiety within the family with something that has happened to her if it has been in the negative sense. There is a lot of advocacy time given to her if, for example, the teacher wants to discuss an issue or altercation that has occurred. As parents you permanently feel in ‘fight mode’. This can be exhausting. Discussions within the home will a lot of the time be about her. As a parent, you are trying to provide a cushion to the painful impact of social difficulty that she has or experiences. It can be all engulfing. Her younger sister wants her attention and she does not reciprocate. Differentiating between an ASD moment and general bad behaviour is extremely difficult. We suffer sleep deprivation due to her being awake throughout the night sometimes due to her worrying about what may happen the next day in school”.

Parental suggestions • “Listen to the kids, most of our high functioning/Asperger’s [children] can verbalise when they feel safe and comfortable”, says one parent. Eliciting children’s feelings should be incumbent on parents and educators prior to deciding on where a child is educated (Lansdown, 2011). • Consider your judgements. One parent’s advice is “not to judge a child by behaviours but to look at the reasons why and often it takes you to think outside the box and not fall back on mainstream style discipline. Always look for what an unwanted behaviour is trying to tell you”. • Transition to secondary school is viewed with trepidation, so preparation is key. Visits to the new school and meetings with teachers are essential. SENISSUE74

• Increased cooperation is required between professionals and families and parents’ opinions must be taken seriously. “We are the experts when it comes to our children”, as one parent puts it.

Is there a need for more ASD specific provision? The short answer to this question is “yes”. As many of the parents involved in this study would agree, not all children with ASD can be supported in mainstream schools. Parents felt in particular that a postcode lottery for what provision is available is totally unacceptable. Nurture units and classes are favoured by some parents, with others suggesting that ASD specific schools are required. Perhaps a tiered system of support and educational provision is required to enable all children with ASD to access education commensurate with their needs, ranging from ASD specific schools, to ASD nurture units attached to mainstream schools, with every mainstream school having a highly qualified ASD coordinator to ensure that those children who can manage in the mainstream environment have an advocate to champion the support they require and deserve. The benefits of having an ASD coordinator were highlighted by one parent who explained that the main reason that her son has thrived in mainstream school is because of an accumulation of knowledge and expertise on ASD at the school, as well as enthusiasm and understanding. Many parents in the study feel that Northern Ireland lags behind the rest of the UK in terms of autism provision, and one parent suggests that the disparity between educational choice in Northern Ireland and the mainland is “stone age”. The parents all want their children to have a school where they feel included, happy, safe and valued. Another parent concedes that ASD specific schools are a long way off, but in the interim, more ASD classes within mainstream schools are needed

Always look for what an unwanted behaviour is trying to tell you

to strike a balance between inclusion and support. It is important as teachers, educators and policy makers to remember that children’s capacity to develop, learn and achieve educationally varies between individuals. As the parents in the study would testify, one size will never fit all. There is no doubt that there are many children being well supported in mainstream settings. However, the comments of the parents in this article provide insights into the daily lives of children for whom mainstream inclusion is not appropriate to meet their needs. Attempting to bring children with ASD to a “normalised” state, as a result of the indiscriminate eulogising of inclusion, will not be in the best interests of all children with ASD. Is it not better for some of these children to feel included in an ASD specific school, surrounded by similar children and supported by staff who want to work with children with ASD, rather than being effectively excluded through mainstream inclusion?

Further information

Craig Goodall is the ASD tutor and science teacher at Loughshore Education Centre, Belfast. He is currently studying for a Doctorate of Education (EdD) at Queen’s University Belfast: www.qub.ac.uk

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Hesley Group at forty Milestones from the past, thoughts for the future: an interview with Chris McSharry, CEO Hesley Group celebrates its fortieth birthday this year. The Group was established in 1975, by Steve Lloyd and Sam Wrigley, with two guiding principles: “How would I feel about my son or daughter living here?” and treating those who use services, their families and staff, with dignity and respect. Sadly, Sam Wrigley died in 1988, but these principles have remained and are very much part of the philosophy and values of Chris McSharry, the CEO, who has now been with Hesley,

to emphasise two particular “core competencies”: the delivery of

where Steve Lloyd remains as Chairman, for ten years.

high quality positive behaviour support across the organisation,

Originally an educational provider for children and young

with the values and resource to underpin this; and a commitment

people with emotional and behavioural disorders, there was a

to ensuring that every child, young person and adult living in a

change in the nature of provision at Hesley through the 1990s,

Hesley service has their own individual pathway established, for

from primarily supporting children and young people with

their sustainable, positive progress. He sees HELP (the Hesley

emotional and behavioural disorders (EBD), to being a specialist

Enhancing Lives Programme), in which all staff receive training,

provider for children and young people with autism and learning

as linking these two competencies together, in a coherent and

disabilities. Steve Lloyd, an ex-teacher, felt at that time there

effective manner.

was a paucity of specialist provision to meet this particular area of need, while services for EBD were burgeoning.

Chris believes in recruiting on a values-led basis and in making people feel valued. He wants staff to live positive values

At the end of the 1990s and into the early part of the new

on a day-to-day basis, in the knowledge that they are regarded

millennium, demand for adult services, also for autism, learning

positively as individuals. Chris feels that there is a culture of

disabilities and associated complex needs, including behaviours

willingness to learn in the organisation and he is intent on

which challenged, sometimes to a very significant degree,

carefully nurturing this.

led to Hesley developing specialist provision to match these

Hesley is still very much an evolving organisation, Chris

needs. This demand was driven particularly by families – a “core

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term, highly complex challenges, which impact significantly

Considerable planning, including with contemporaneous

on them and their families and carers. It is in providing high-

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quality, progressive, positively-evolving services to meet these

the vision for the development of services from this point,

needs, that Chris believes Hesley has found its place over the

with an ongoing emphasis on investing heavily in people and

last forty years.

physical resources. Chris McSharry says that this vision, which continues to evolve, retains a focus on identifying – and enabling the expression of – the potential of people for whom services are provided, of the services themselves and of the staff who work in them. Looking to the future, Chris aims to build on the existing alignment of services with family wishes and expectations, in meeting the very individual needs of those Hesley will support. He wants Hesley to extend its educational provision in response to

Enquiries freephone 0800 055 6789 www.hesleygroup.co.uk

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Autism and nutrition Diet can play an important role in the management of autism, writes Sowmya Bharani

hildren with autistic spectrum disorders (ASD) are usually at risk of nutritional deficiencies. Two of the most common problems in children with ASD are difficult eating behaviours and gastrointestinal (GI) symptoms. Additionally, food allergies, metabolic abnormalities, picky eating and sensory processing difficulties impact dietary intake and nutritional status. Sensory over sensitivity results in children becoming picky eaters and showing aversions to certain textures, smells, colours, temperatures, and brand names of foods â&#x20AC;&#x201C; all of which can adversely affect diet quality. Mealtime difficulties not only put children with ASD at increased risk for nutritional deficiencies, but they also put a strain on parents and caregivers. A study showed that almost 42 per cent of children with ASD are obese (Geraghty et al. 2010). It also showed that many children were not consuming adequate amounts of essential amino acids, including tyrosine and tryptophan which are neurotransmitter SENISSUE74

There is growing interest in the impact of nutrients on mood, behaviour and intelligence

precursors. Additionally, most children had compromised micro nutrient intake, particularly vitamin A, calcium, vitamin D, vitamin E, pantothenic acid, and vitamin K and Zinc. Moreover, fibre intake in these children is usually sub optimal. For children with ASD, dieticians would recommend maintaining a diet log, including the time of meal consumption, amount, texture, quantity and the mood of the child, as well as a detailed description of food eaten. This helps the dietitian to evaluate if the child is not eating properly due to oral mortar deficits (such as weak suck, tongue thrust, or poor lip closure) or because of other conditions, such as oral tactile sensitivity, hyperactive

gag reflex, incomplete mastication and difficulty in swallowing. A food log also helps to look for a pattern between symptoms and foods eaten in the last one to two days, which is especially useful in recognising foods which result in delayed-type food allergies. An overview of the log helps to monitor nutritional intake and also helps parents understand foods which are associated with particular moods of the child.

Nutrients effecting mood and behaviour There is growing interest in, and research conducted on, the impact of nutrients on mood, behaviour and intelligence in the management of ASD. Research has focused on the physiological and behavioural effects of dietary change. Listed below are some of the beneficial nutrients necessary for healthy growth and development of your child. Vegetables and fruits contain essential vitamins, minerals, and phytonutrients to improve and maintain mental and WWW.SENMAGAZINE.CO.UK

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physical health. Ensure that your children eat their five a day (five portions of fruits and vegetables). Protein is needed to provide amino acids, which are the building blocks for neurotransmitters and many other key amino acids and proteins in the body. Your child's fist size should serve as a rough guide for the amount of protein they should consume every day. Vegetarians and vegans should be specially careful in ensuring that their children are obtaining good quality protein through their diet. Omega-3 fatty acids have an important role to play in brain development and contribute to cell membrane integrity. Omega-3 fatty acids have relatively short shelf lives, so commercial food processing often hydrogenates or partially hydrogenates them, which provides long shelf life but eliminates their nutritional value. Cod liver oil (or other fish liver oil) is a good source of omega-3 fatty acids, and also provides good amounts of vitamin A and vitamin D. Consuming 1.5 g per day of supplementary omega-3 fatty acids over six weeks is deemed beneficial. Sugar: reduction in sugar intake can prevent rapid rises and falls in blood sugar, which can cause irritability and difficulty concentrating. Carbohydrates: complex carbohydrates are better than simple carbohydrates. Chose brown and whole meal breads and avoid foods and drinks with added sugars. Artificial colours and flavours can irritate some sensitive individuals, causing behavioural and other problems. Please read labels before buying readyto-eat and processed foods. Organic foods have lower levels of pesticides. Pesticides can cause imbalances in neuronal connectivity and can delay neurotransmitter signalling systems. WWW.SENMAGAZINE.CO.UK

Healing the gut seems to reduce many of the sleep problems associated with ASD

Vitamin supplements: studies have found that 30 to 40 per cent of children and adults with autism benefited from high-dose supplementation of vitamin B6 with magnesium. Vitamin B6 is required for the production of major neurotransmitters, glutathione (needed for detoxification), and haemoglobin. Magnesium is used to prevent the possibility of hyperactivity, which can occur if the vitamin B6 is taken by itself. Carnitine is a substance in the body that provides fuel for the body and the brain. It also carries potentially toxic organic acids out of the mitochondria and cell so they can be eliminated from the body. Carnitine can be made by the body to a limited extent, but much of it comes from our diet, especially beef and pork.

The rationale for this diet is not the same as for a child who has gluten enteropathy/celiac disease; rather, it is hypothesised that some of the symptoms and behaviours of autism ultimately result from the â&#x20AC;&#x153;leaky gut syndromeâ&#x20AC;?. There is some evidence to support a link between GI epithelial changes and altered immune response. Gluten from wheat and the casein from dairy products are improperly absorbed because of an increased intestinal permeability of the gut. This results in larger food molecules being absorbed into the bloodstream. Once circulating, these molecules cross the blood-brain barrier, adversely affecting neurotransmission and even possibly inhibiting central nervous system maturation â&#x20AC;&#x201C; all of which have been implicated in the symptoms seen in autism. As one of the goals of the GFCF diet is to improve gastrointestinal symptoms, it is paramount to employ only one nutrition therapy at a time to be able to differentially identify what treatment may be helpful. The use of probiotics is much less expensive and easier to implement, and hence it is suggested that these be implemented for a one to two month trial run prior to the use of the GFCF diet.

Sleep problems Many children with autism have sleep issues, including difficulties falling asleep, waking up at night and waking up early. These sleep problems have a strong correlation with gut problems; healing the gut seems to reduce many of the sleep problems associated with ASD. However, if sleep problems continue, supplementation with melatonin can help. Melatonin is the hormone the body naturally produces at night to regulate sleep.

Gluten-free, casein-free diet (GFCF diet) The most popular elimination diet for autistic children is the GFCF diet. The GFCF diet is not for every autistic child. Parents have to consult their healthcare professionals to determine if their child really needs to be on this diet.

Feeding children with ASD can be quite challenging and sometimes the most important thing that parents and caretakers need is patience. Don't be harsh on yourself and don't take it personally if your child refuses to eat as you would like them to eat.

Further information

Sowmya Bharani is a registered dietitian in the UK and is a Director of Simply Nutritious, a nutrition and diet consultancy based in Harley Street, London: www.simplynutritious.co.uk

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What’s driving the demand for supply teachers? Matthew Brown examines trends that are transforming the market for education professionals

ccording to a study from Randstad Education, demand for supply teachers has risen consistently over recent years. Last year there was an average of 41,000 temporary teachers working in British schools each week in the spring term, compared to 37,200 in the same period in 2012. The scale of the increase this year is yet to be seen, but if industry commentators are correct, it’s certainly safe to say that this will be substantially up on 2013 figures. But why is there currently such demand for these professionals? Perhaps the biggest reason behind this is the on-going skills shortage facing the sector. As the study revealed, the UK faces a shortfall of almost 128,000 teachers by 2050 if the number of graduates entering the education sector continues to drop at the current rate. As a result of this trend, schools are increasingly relying on supply teachers to help fill gaps left by staff shortages. Authorities have tried a combination of solutions to the skills shortage, including encouraging early retirees back into schools as well as enticing mums to return to the workforce. They’ve also looked to develop schemes that promote the idea of moving into teaching to private sector professionals. However, while

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Teachers are recognising that this route is a great way to develop new skills quickly these solutions could prove valuable in the long term, they are unlikely to have an immediate impact. Given that schools are facing staff shortages now, supply teachers will naturally be the stand-in until these initiatives begin to have an impact.

A lucrative option The changing nature of the education arena has also had a part to play in this ongoing demand. During the global recession, these professionals listed higher job security as the primary reason for moving into supply teaching. However, the results from this year show that these individuals now rank this behind the potential to earn more money in their list of important factors. What this demonstrates is that more teaching professionals are recognising that the supply route can be highly lucrative for them professionally. And as the economy becomes increasingly positive, more individuals now have the confidence to take the step from permanent to supply to further their career prospects. Teachers are increasingly recognising that this route is a great way to develop new skills quickly and interact with a wider range of individuals. The addition of new subjects to the national curriculum has also contributed to supply teacher demand. Schools are now expected to teach children in new disciplines such as coding and 3D printing, for example, and there are

currently very few of these specialists available in the permanent market. While these skills are being taught to the future generation of teachers and existing staff are receiving training where necessary, it will be contract experts who will fill the immediate gaps. Clearly there are a number of challenges facing the education sector in terms of meeting growing teaching demands and a shortage of permanent professionals. However, for the immediate future at least, we can certainly expect to see supply teachers highly sought after to fill in the gaps. And as more professionals recognise the opportunities that the supply route can have for their career, it’s likely that we’ll also see more teaching staff choose this employment option.

Further information Matthew Brown, FCCA, is Managing Director of giant group, an umbrella employer of temporary workers, freelancers and contractors: www.giantgroup.com

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TalkTalk raises £360,000 for children and young people with autism The Digital Heroes 2014 event, hosted by TalkTalk at Supernova in London on 12 November 2014, raised £360,000 for charity. The money raised will be split between Ambitious about Autism (80 per cent), the national charity for children and young people with autism, and TalkTalk’s Digital Heroes Foundation, which helps local projects using technology to make their communities better. This takes the total TalkTalk has raised for Ambitious about Autism to over £2 million during its 12-year partnership. The Digital Heroes event was attended by over 340 guests of TalkTalk and Ambitious about Autism and included a live auction hosted by Edward Rising, formerly of Sotheby’s. Auction lots included: • artwork produced by pupils at Ambitious College – sold for £10,500 • Old Trafford corporate box – sold for £9,000 • VIP tickets to The X Factor 2014 final – sold for £6,000. The funds raised will support Ambitious about Autism’s work to give young people a voice through digital technology. Digital technology is a key tool used to support the social and educational development of the children and young people across the charity’s services, including TreeHouse School and Ambitious College. “This is the fifth year that we have hosted an annual charity auction for Ambitious about Autism. Ambitious about Autism offers a vital service and we are particularly impressed SENISSUE74

Tristia Clarke, VP of Ambitious about Autism and Commercial Director of TalkTalk Group, Jolanta Lasota, CEO of Ambitious about Autism, Edward Rising, auctioneer, and Dido Harding, CEO of TalkTalk Group (left to right).

by its use of technology”, said Dido Harding, Chief Executive of TalkTalk Group. Launched at last year's auction, the TalkTalk Digital Heroes Foundation was born out of TalkTalk's belief that the internet can make Britain better off. The foundation aims to support local projects that are using technology for good to benefit their local communities. TalkTalk has now donated in excess of £500,000 to support projects like these. For more information, visit: www.digitalheroes.talktalk.co.uk WWW.SENMAGAZINE.CO.UK

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, TRAINING 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

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

Autism and Learning - PG Certificate/Diploma/MEd

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schools Training days will allow schools to begin using the Sounds of Intent framework of musical development, which was designed particularly (though not exclusively) for children and young people with learning difficulties, including autism and sensory and motor impairments. The training package/day(s) can be tailored to suit the needs of individual schools, primarily to fit in with how music is delivered. www.soundabout.org.uk

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-toface 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.rnib.org.uk

Understanding visual impairment in children and young people This is an online course, designed to support the training

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

needs of professionals and

www.abdn.ac.uk

www.rnib.org.uk

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.

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS 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 www.crec.co.uk

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

Level 4 CPD Certificate in Dyslexia in the Classroom Online Dyslexia Action's continuing professional development online course has been developed specifically for classroom teachers and teaching assistants working in the primary and secondary education fields. Many units are also suitable for those working in further education. This CPD course is primarily intended for UK based applicants. However, UK teachers working overseas in an English speaking international school may also apply. dyslexiaaction.org.uk

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

Certificate in Understanding Autism in Schools A three-day programme leading to a Certificate in Understanding Autism (accredited at 40 credits level 4 or 5 by Canterbury Christ Church University). The course is usually taken one day per school term. Courses are purchased by local authorities who then make places available to staff working in education. www.autism.org.uk/training

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.

Study Social, Emotional and Behavioural Difficulties with Middlesex University Study MA Inclusive Education online and part-time at Middlesex University. Learn best teaching children with social and behavioural difficulties â&#x20AC;&#x201C; see the impact on your own work and advance your teaching career. www.mdx.ac.uk

Study Bilingual Learners with Middlesex University

www.mdx.ac.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

Study SEN with Middlesex University Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice in SEN - see the impact on your own work and advance your teaching career.

Study Specific Learning Difficulties with Middlesex University Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice teaching children with Specific Learning Difficulties - see the impact on your own work and advance your teaching career.

Various dates

Supporting people on the Autism Spectrum in Producing Written Work Various venues It is not uncommon for people with autism to experience difficulties in completing written tasks. This course is suitable for

www.networkautism.org.uk

Leadership for Teachers and Trainers

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www.mdx.ac.uk

Take part in the new policy group dedicated to SEN reforms, read the latest research and collaborate with others.

www.mdx.ac.uk

www.collegeofteachers.ac.uk

Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice working with Gifted and Talented children - see the impact on your own work and advance your teaching career.

Study MA Inclusive Education online and part-time at Middlesex University. Learn best practice teaching bilingual learners â&#x20AC;&#x201C; see the impact on your own work and advance your teaching career.

Network Autism: free online discussion group on SEN reforms

www.collegeofteachers.ac.uk

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

Study Gifted and Talented with Middlesex University

anyone who works with children, young people or adults, in an educational setting. Concept Training Ltd.

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

Various dates

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

Various dates

Various Dates

Using Soundbeam to Support the Curriculum and Communication Various venues This course will look at the many ways in which the Soundbeam can be used to support special needs pupils in a classroom environment

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.

Concept Training Ltd.

01524-832828

www.concept-training.co.uk

www.mdx.ac.uk

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING 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 January - March

People First Education: Making Visual Strategies and Social Stories 8 January: Premier Inn, Leeds/ Bradford Airport, LS19 7AW 9 January: Premier Inn, Parkhouse Road Carlisle CA3 0HR 15 January: Premier Inn, Gloucester, Tewkesbury Road Gloucester GL2 9PG 4 February: Premier Meetings Tower Street Hull HU9 1TQ 9 March: Premier Meetings Albert

Various dates (as required)

People First Education SEN INSET training

Dock Liverpool L3 4AD Visual and auditory social and behavioural strategies for

Effective, personalised, in-house training delivered by experienced, qualified and approachable trainers. Contact for information and availability. Online booking available.

learners with ASDs, ADHD and

01427 667556

www.peoplefirsteducation.co.uk

related conditions. £145 + VAT. Contact for information and availability. Online booking available. www.peoplefirsteducation.co.uk

Various dates (as required)

People First Education SEN Consultations and Observations 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.

01427 667556 www.peoplefirsteducation.co.uk

Various January and February

People First Education: Getting it Right for Learners with Dyslexia Day

January 2015 13 January

Turning Theory Into Practice London Award-winning, specialist SEN solicitor Douglas Silas explains the new SEN framework and outlines how best to avoid/ resolve disputes. www.SpecialEducationalNeeds.co.uk

13 January

Supporting Visually Impaired Students – Outreach Open Day This informal day will give you a taste of how New

12 January: Premier Inn M54/ J2 Stafford Road Wolverhampton WV10 6TA 19 January: Premier Meetings, Osborne Road Luton LU1 3HJ 2 February: Premier Meetings High Fisher Gate Doncaster DN1 1QZ 12 February: Premier Meetings Albert Dock Liverpool L3 4AD Effective inclusion of learners with dyslexia: a day course to enhance the literacy skills of learners with dyslexia. £145 + VAT. For full details and booking online, click here

College Worcester teaches

www.peoplefirsteducation.co.uk

www.newcollegeworcester.co.uk

WWW.SENMAGAZINE.CO.UK

visually impaired students, the opportunity to meet subject teachers and practical support and advice on curriculum areas such as Maths, PE, Music, Science, Geography and Braille. This event is suitable to education professionals new to supporting visually impaired students. Free of charge Book online:

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CPD, TRAINING AND EVENTS 20 January

Special Educational Needs – Early Intervention and a Person Centred Life Course Central London Gain a comprehensive understanding of changes to special educational needs support, and hear from experts in the field at Policy Knowledge’s event.

0845 647 7000 info@policy-knowledge.com www.govknow.com

21 - 24 January

BETT ExCeL London The world's leading learning

28 January

SENCOs and Access Arrangements Hilton Hotel London Euston This event is for SENCOs/ learning support managers involved in the access arrangements process for GCSE/ GCE level qualifications within a secondary school or college. (Booking Ref LON28/02/14) www.patoss-dyslexia.org

technology event. Exhibition, CPD opportunities and major league speakers including Jimmy Wales (Wikipedia founder), Education Secretary Nicky Morgan MP and Sir Ken Robinson. www.bettshow.com

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

29 and 30 January

PECS Level 1 Training Workshop London PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

01273 609 555 www.pecs.com

3 February

SpLD Assessment in FE: Maintaining Standards under Constraints

February 2015 4 February

SENCOs and Access Arrangements Palace Hotel Manchester This event is for SENCOs/ learning support managers involved in the access arrangements process for GCSE/ GCE level qualifications within a secondary school or college. (Booking Ref MAN04/02/15) www.patoss-dyslexia.org

11 February

SENCOs: New Times, New Code, New Practice

Palace Hotel Manchester This new course is an opportunity for specialist tutors and assessors working in FE to share their institute’s assessment and support processes and explore how one on-line resource can provide opportunities to support colleagues working with SpLD students throughout the college. (Booking Ref MAN03/02/15)

Hilton Hotel London Euston This event is designed for SENCOs/learning support managers/teachers in primary and secondary education with a lead interest in SpLD who regularly review how expertise and resources are used to build quality whole-school provision as part of their role. (Booking Ref LON11/02/15)

www.patoss-dyslexia.org

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 11 February

NAS Training – Learning to wee and poo in the right place – continence problems in children with autism London This course will look at autism and the reasons why children may have toileting difficulties, toileting training, and specific continence issues alongside specific autism-related continence issues. The day will be presented by Dr Eve Fleming (Community Paediatrician) and Lorraine MacAlister (NAS Autism Training Consultant). www.autism.org.uk/training

12 February

NAS Training – Understanding behaviour

Manchester This course focuses on exploring behaviour in relation to autism through looking at potential challenging behaviours, considering the underlying reasons, and looking at how to design and implement appropriate interventions. www.autism.org.uk/training

17 February

NAS Training – Learning to wee and poo in the right place – continence problems in children with autism Cardiff This course will look at autism and the reasons why children may have toileting difficulties, toileting training, and specific continence issues alongside specific autism-related continence issues. The day will be presented by Dr Eve Fleming (Community Paediatrician) and Lorraine MacAlister (NAS Autism Training Consultant). www.autism.org.uk/training

24 February

WWW.SENMAGAZINE.CO.UK

24 - 26 February

GESS Dubai – Bursting with Education Ideas Dubai World Trade Centre, UAE GESS Dubai is the Middle East’s leading educational show, offering access to the latest education technologies and solutions. The free-toenter, three-day programme is designed for all educational professionals, presenting insight from international experts through diverse live demonstrations. www.gessdubai.com

25 February

NAS Training – Understanding and Supporting children with PDA Cardiff This course aims to develop a clearer understanding of pathological demand avoidance(PDA) and its relationships to the autism spectrum. www.autism.org.uk/training

27 February

Preparing Visually Impaired Students for Exams New Date Added Explore a range of ways that education professionals can support a visually impaired student to prepare for their exams and how they can develop independent study skills. This event is suitable for teachers and TAs who are supporting a visually impaired student. £30.00 Book online: www.newcollegeworcester.co.uk

March 2015 3 and 4 March

The National Autistic Society’s Professional conference Harrogate This annual two-day conference is a unique opportunity for professionals to discuss best practice and share learning. Expert speakers will present an overview of the changing environment and the latest developments in the field of autism. www.autism.org.uk/conferences/professional2015D

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CPD, TRAINING AND EVENTS 9 and 10 March

PECS Level 2 Training Workshop Sheffield Learn practical ideas for advanced lessons in expanding language and communication within functional activities, plus tools for identifying communication opportunities across the day. Successfully problem solve PECS implementation and take it to the next level.

18 - 20 March

The 12th International London Eating Disorders Conference 2015 Institute of Education, London The programme for the London Eating Disorders Conference is being compiled by Professor Bryan Lask and Dr Rachel Bryant-Waugh, both leading authorities in the field of eating disorders. The keynote speaker from University of California,

www.pecs.com

USA, who is internationally renowned for his work on the

11 March

Teaching Critical Communication Skills: HELP! I can’t WAIT to ask for a BREAK and more Birmingham This training discusses how to teach critical communication skills that lead to greater independence. Topics include: following visual directions/ timetables, answering “yes” and “no”, learning to wait, transitioning between activities, and to ask for help or a break.

assessment and treatment of anorexia nervosa and bulimia nervosa. www.mahealthcareevents.co.uk

19 March

SoSAFE! Social and Sexual Safety Manchester SoSAFE! is a set of visual and conceptual tools designed to promote social safety for people with MSID and/ or autism spectrum disorder.

01273 609555

SoSAFE! provides visual tools to

www.pecs.com

enhance the social-sexual and social-safety training of these

11 March

individuals.

Turning Theory Into Practice

01273 609 555

London Award-winning, specialist SEN solicitor Douglas Silas explains the new SEN framework and outlines how best to avoid/ resolve disputes.

www.pecs.com

www.SpecialEducationalNeeds.co.uk

This exhibition and conference

18 March

A Teachers’ Guide to Organising and Managing the Classroom

Special Educational Needs Law and Practice Conference 2015 This conference features leading SEN specialists and is designed to bring you up to date with key issues and developments in SEN law and practice. You can book on:

0117 918 1490

conferences@jordanpublishing.co.uk www.jordanpublishing.co.uk/sen2015

will be Professor Michael Strober

01273 609 555

24 - 26 March

ABILITIESme Abu Dhabi, United Arab Emirates introduces the Middle East community to the latest developments in mobility solutions, independent living solutions, assistive technology

April 2015 15 - 17 April

GESS Mexico – Bursting with Education Ideas World Trade Center, Mexico City GESS Mexico is the latest launch from GESS portfolio of world class education exhibitions and conferences. GESS is free of charge to attend, giving you the opportunity to experience innovative exhibits and demonstrations from industry experts on the very latest education technologies and solutions. www.gessmexico.com

22 April

Supporting Visually Impaired Students – Outreach Open Day This informal day will give you a taste of how New College Worcester teaches visually impaired students, the opportunity to meet subject teachers and practical support and advice on curriculum areas such as Maths, PE, Music, Science, Geography and Braille. This event is suitable to education professionals new to supporting visually impaired students. Free of charge Book online: www.newcollegeworcester.co.uk

Manchester A practical workshop which will help you maximise teaching time for learners with autism and complex communication difficulties. Develop effective learning environments, which emphasise functional communication and learn how to use reinforcers effectively in the classroom.

and rehabilitation solutions.

outlines how best to avoid/

London Three days of intensive training. Bal-A-Vis-X is a series of more than 300 balance/auditory/vision/ exercises of varied complexity which are all deeply rooted in rhythm. This UK workshop is for SENCOs, TAs, OTs and parents.

01273 609 555

resolve disputes.

07766 837 616

www.pecs.com

www.SpecialEducationalNeeds.co.uk

www.integratedbrain.co.uk

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www.abilitiesme.com

26 March

Turning Theory Into Practice London Award-winning, specialist SEN solicitor Douglas Silas explains the new SEN framework and

May 2015

26 March

24 - 26 April

13 May

SENCOs and SpLD Reports: What Next? From Assessment to Action Hilton Hotel London Euston It can be daunting as a busy SENCO when an SpLD report comes in about one of your pupils. This course will help SENCOs who are not SpLD specialists to pull together the wealth of information contained in a full diagnostic report and use that information to “plan, do and review” provision for the student. (Booking Ref LON13/05/15) www.patoss-dyslexia.org

June 2015 18 June

Towards a Positive Future London This is an annual conference for parents and the professionals who support them. It covers the changes in health, education and social care law which affect families with children with SEN and practical and therapeutic strategies to enable families “Towards a Positive Future”. www.senconference.co.uk

22 - 24 June

NAS Training – TEACCH three day training – with Professor Gary Mesibov Manchester This three-day course, delivered by Professor Gary, Mesibov, aims to develop your understanding of how to support people with autism using the TEACCH programme. www.autism.org.uk/training

Bal-A-Vis-X Workshop

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

In the next issue of SEN Magazine: • multi-sensory therapy • music/performing arts • accessible vehicles • respite care • learning outside the classroom • ADHD • Tourette’s syndrome • transition • autism • dyslexia Plus news, reviews, CPD and events listings and much more WWW.SENMAGAZINE.CO.UK

SEN Magazine: keeping you informed and up to date SEN Magazine Ltd. Chapel House,

5 Shawbridge Street, Clitheroe, BB7 1LY T: 01200 409800 F: 01200 409809 W: www.senmagazine.co.uk E: info@senmagazine.co.uk

Join us on

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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

Dyspraxia Foundation UK

Support and advice on bullying:

Dyspraxia advice and support:

www.bullying.co.uk

www.dyspraxiafoundation.org.uk

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

Cerebral palsy

www.addiss.co.uk

Autism/ASD

Dyspraxia

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

www.scope.org.uk

Epilepsy Epilepsy Action

Advice and information on epilepsy:

www.epilepsy.org.uk

Young Epilepsy

Support for children and young people with epilepsy plus training for professionals:

www.youngepilepsy.org.uk

FASD

Down syndrome Asperger Foundation UK (ASF) Support for people with Asperger’s syndrome:

Down’s Syndrome Association (DSA) 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)

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

www.autism-awareness.org.uk

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

Bullying

www.nofas-uk.org

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

www.bild.org.uk

www.cerebra.org.uk

www.autism.org.uk

www.researchautism.net

Support for those affected by foetal alcohol spectrum disorder:

Charity for children with brain related conditions:

Help and information for those affected by ASD:

Charity focused on researching interventions in autism:

The National Organisation for Foetal Alcohol Syndrome UK

Cerebra UK

National Autistic Society (NAS)

Research Autism

The FASD Trust

www.fasdtrust.co.uk

British Dyslexia Association (BDA) Child Brain Injury Trust Information and support for people affected by dyslexia:

www.bdadyslexia.org.uk

Crick Software

Supporting children, young people, families and professionals when a child has acquired a brain injury:

www.childbraininjurytrust.org.uk

Clicker 6 is one of the most widely-used reading and writing tools in the UK for children with dyslexia:

Department for Education (DfE)

www.cricksoft.com/clicker

www.education.gov.uk

Dyslexia Action

Mencap

UK bullying prevention charity:

Charity providing services to those affected by dyslexia:

www.mencap.org.uk

www.beatbullying.org

www.dyslexiaaction.org.uk

Anti-Bullying Alliance (ABA)

Charity dedicated to reforming attitudes and policy towards bullying:

The UK Government’s education department:

www.anti-bullyingalliance.org.uk

Beat Bullying

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Learning disabilities charity:

WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN National Association for Special Educational Needs (NASEN) Organisation for the education, training, advancement of those with SEN:

www.nasen.org.uk

neral SEN National Parent Partnership Network Network of local partnerships providing information, advice and support for parents and carers of those with SEN:

www.parentpartnership.org.uk

Literacy National Literacy Trust (NLT)

Literacy charity for adults and children:

www.literacytrust.org.uk

Crick Software

Clicker 6 is the child-friendly talking word processor that helps pupils of all abilities to significantly develop their literacy skills:

Information and support for PMLD:

www.pmldnetwork.org

Action on Hearing Loss

Rebound therapy

Hearing impairment charity:

The National Rebound Therapy Consultancy

UK governing body for rebound therapy:

www.reboundtherapy.org

SEN law

www.deafnessresearch.org.uk

National Deaf Children’s Society Charity to help deaf children and young people:

www.ndcs.org.uk

Law

Douglas Silas Solicitors

Specialising exclusively in SEN cases:

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

Legal advice and support for parents:

www.ipsea.org.uk

Spina bifida Shine

Learning outside the classroom

Support for people with little or no clear speech:

The Communication Trust

PMLD Network

Charity promoting medical research into hearing impairment:

Communication Matters

schooling The Home Education Network UK (THENUK)

PMLD

Deafness Research UK

www.afasicengland.org.uk

www.communicationmatters.org.uk

www.thenuk.com/

www.actiononhearingloss.org.uk

Afasic Help and advice on SLCN:

www.cricksoft.com/clicker ome

National organisation for home educators:

Hearing impairment

SLCN

Information and support relating to spina bifida and hydrocephalus:

Raising awareness of SLCN:

www.thecommunicationtrust.org.uk

Tourette’s syndrome Tourette's Action Information and advice on Tourette’s:

www.tourettes-action.org.uk

Visual impairment National Blind Children’s Society Support and services for parents and carers of blind children:

www.nbcs.org.uk

New College Worcester National residential school and college for young people who are blind or partially sighted, also offering training and support for professionals:

www.newcollegeworcester.co.uk

Royal National Institute of Blind People (RNIB) Support and advice to those affected by visual impairment:

www.rnib.org.uk

Awarding body for the LOtC quality badge:

ACE Centre

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

Advice on communication aids:

www.lotc.org.uk

www.ace-centre.org.uk

www.senmagazine.co.uk

Council for Learning Outside the classroom (CLOtC)

WWW.SENMAGAZINE.CO.UK

www.shinecharity.org.uk

SLCN

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eazine for special SthuebUK'sslecadrinib g mag

to year (6 issues) educational needs ÂŁ48.50 a+44 1200 409800) tions please call: (UK only. For international subscrip

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