SEN MAGAZINE - SEN77 - Jly/Aug 2015 by SEN Magazine

July • Aug 2015 Issue 77

Changing schools What are the education options for children with SEN?

Avoiding conflict

How to respond to challenging behaviour

Is poverty blind?

How vision impairment affects life chances

PSHE education • communication aids • synthetic phonics • e-safety transition • manual handling • dyslexia • bullying • looked-after children cerebral palsy • recruitment • CPD and events • SEN news and much more

This issue in full July • Aug 2015 • Issue 77

Welcome You could be forgiven for thinking that the only constant in our education system is change. For better or worse, David Cameron’s governments have shown great determination over the past five years to shake-up the system across the board. This has, perhaps, been nowhere more apparent than in the field of special educational needs (SEN).

particularly stressful time for those with SEN, but what can schools and authorities do to ease the strain?

The pace and scope of change have, understandably, left many parents confused and concerned about the options available to them as they search to find the right education for their child. In this issue of SEN Magazine, Laxmi Patel provides a useful overview of the types of education placements available for children with SEN and the various legal responsibilities of schools, local authorities and parents (p.32).

Also in this issue, you will find articles on tackling bullying (p.24), e-safety (p.26), cerebral palsy (p.28), looked-after children (p.37), synthetic phonics (p.46), dyslexia (p.51), PSHE education (p.56), manual handling (p.58) and more.

Also in this issue, Pearl Barnes looks at transition (p.20). Transferring between schools or into adult services can be a

Peter Sutcliffe Editor editor@senmagazine.co.uk

Elsewhere, Marion Stanton offers up a practical guide to communication aids (p.41), John Harris assesses the link between vision impairment and a young person’s life chances (p.64), and Steve Brown provides tips on how to respond when kids with autism display challenging behaviour (p.73).

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SEN news

What's new?

Point of view

Transition

Bullying

E-safety

Cerebral palsy

SEN law

SEN legal Q&A

Looked-after children

Communication aids

Phonics

Dyslexia

PSHE education

Manual handling

Book reviews

Visual impairment

Autism

Recruitment

About SEN Magazine

CPD, events and training

SEN resources directory

SEN Subscriptions

CONTRIBUTORS Pearl Barnes Ruth Broomhall Steve Brown Anne-Louise Crocker

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

Christian Dunnage SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801

Tamzin Gribble

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

Ruth Low

Next issue deadline: Advertising and news deadline: 5 August 2015

John Harris Debbie Hepplewhite Denise Inwood Geoff Millington Mary Mountstephen Laxmi Patel Sandra Saint Anita Sawyer Vasan

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

Disclaimer

Douglas Silas

The opinions expressed in SEN Magazine are not necessarily those

Janet Shmulevitch

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

Marion Stanton Sue Walsh

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 SENISSUE77

In this issue

Transition

Cerebral palsy

Time for transition

Taking the stress and strain out of transition for pupils with SEN

United we stand

Does your school’s e-safety make the grade?

Express yourself

58 64

Changing schools

Celebrating difference Handle with care Is poverty blind? The effects of vision impairment on a young person’s life chances

High barriers, hidden gifts

Out of sight Are hidden vision problems at the heart of many children’s academic difficulties?

How to help looked-after children realise their potential

Assessing for dyslexia

Lifting solutions for an SEN environment

What types of education placements are available for children with SEN?

Phonics: politics and practice

An inclusive approach to PSHE education

Helping non-verbal children with cerebral palsy to develop their communication

What do dyslexia/SpLD assessments involve and why do they matter?

Five top tips to ensure pupils are protected online

Communication aids

Has official guidance caused more problems for teaching reading than it’s solved?

Working together to tackle bullying

July • August 2015 • Issue 77

Communication evolution

Avoiding conflict How to respond when kids with autism display challenging behaviour

A useful guide to the ever-changing world of communication aids

Regulars 6 14

SEN news

What's new?

84 Recruitment

The latest products and ideas from the world of SEN

How schools can restructure staff in an effective way

Point of view

Have your say!

SEN legal Q&A What does the focus on “outcomes” mean for the new SEN system?

Book reviews

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

32 Education placements 51 Dyslexia

56 PSHE education

64 Visual impairment

In the next issue of SEN:

Asperger’s • adoption • SEN publishers • school visits TES Special Needs Show preview • BESD • dyslexia dyspraxia • choosing the right school and much more… Follow SEN Magazine on

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SEN NEWS

Long-term autism outcomes improved by early intervention Study shows boost to intellectual and communication abilities One-to-one intervention works on kids’ motivation Early intervention for toddlers with autism spectrum disorder helps improve their intellectual ability and reduces autism symptoms years after originally getting treatment, according to a new US study. The study is the first in more than 20 years to look at long-term outcomes after early intensive autism intervention. The therapy began when children were 18 to 30 months of age and involved therapists and parents working with the toddlers in their homes for more than 15 hours each week for two years. “When you intervene early in a child's life, you can make a big difference,” says the study’s lead author Annette Estes, director of the University of Washington Autism Center. “We hope this translates to a higher quality of life for people with autism spectrum disorder.” The therapy, known as the Early Start Denver Model (ESDM), was designed to promote social and communication skills and learning. The research team found that two years after completing the intervention, children maintained gains in overall intellectual ability and language and showed new areas of progress in reduced autism symptoms. This type of intervention has been shown to help children with autism, but it hadn't been shown to work with very young children over a longer timescale until now. Estes believes that these results make the case for autism-specific, one-on-one intervention to begin as soon as autism symptoms emerge, which for many children is before 30 months of age. “This is really important,” she says. “This is the kind of evidence that is needed to support effective intervention policies for children with autism…” The researchers studied two groups of young children with autism; the first received community intervention, which was a mix of what was available in the community such as speech therapy and developmental pre-school. The second group received ESDM, which addresses a comprehensive set of goals, is delivered one-on-one in the home, and incorporates parent coaching and parent-delivered intervention with the child. This approach is designed to enhance a child's motivation and follows each child's interests in playing with toys and engaging in fun activities, songs and basic daily routines.

Cognitive improvements

After two years of intensive intervention, children in the ESDM group showed a significantly greater increase in IQ, adaptive functioning, communication and other measures than those in the comparison group. SENISSUE77

Early intervention therapy at the University of Washington Autism Center.

“These findings indicate that children who had received the ESDM earlier in their lives continued to progress well with significantly less treatment than the comparison children received,” says the study’s co-author Sally J. Rogers, a University of California Davis Professor of Psychiatry and co-creator of the ESDM intervention. It was surprising to researchers that two years after the early intervention ended, children who received the one-on-one care saw their autism symptoms reduce further, while children who had participated in community intervention had no overall reduction. As well as being important for the wellbeing of those with autism, Estes believe this kind of treatment also makes sense economically. “People who are better able to communicate, care for themselves and participate in the workforce at greater levels will need less financial support in their lives”, she said. The research was funded in the USA by the National Institutes of Health, the National Institute of Mental Health, the Autism Center of Excellence and the Autism Speaks foundation. Other coauthors of the project are Jeffrey Munson and Jessica Greenson with the UW Autism Center, Jamie Winter at Weill-Cornell Medical College and Geraldine Dawson at Duke University. The study will appear in the July issue of the Journal of the American Academy of Child and Adolescent Psychiatry and is available now on the Journal’s website: www.jaacap.com WWW.SENMAGAZINE.CO.UK

SEN NEWS

Call for investment in qualified VI teachers Scotland’s largest visual impairment organisation has called on the Scottish Government to increase investment in training more qualified teachers of the visually Impaired and to strengthen the provision of specialist resources for blind and partially sighted pupils. National Autism Project Director Dr Ian Ragan (left) with founder Dame Stephanie Shirley.

Philanthropist launches major autism research project Entrepreneur turned philanthropist Dame Stephanie Shirley has announced the launch of the National Autism Project, an initiative to assist research into autistic spectrum disorders (ASD). Based at Balliol College, Oxford, the Project will provide recommendations on autism research and practice in the UK, and seek to raise awareness at government level of how well-directed investment can benefit people with autism and reduce the demand on UK national resources from those on the autistic spectrum. Dr Ian Ragan, formerly European Head of Neuroscience at US pharmaceutical company Eli Lilly, is the Project’s Director, while its Strategy Board will be chaired by Dr Elizabeth Vallance and made up of key figures from the worlds of research and policy. The Project’s formal work is being led by health economist Professor Martin Knapp of the London School of Economics. The Project’s remit will encompass biological and medical research, healthcare, education, social care and societal perception and understanding. It will seek to address the paucity of national resources devoted to research and intervention in ASD by providing data-based evidence for increasing funding, and assisting research-funding bodies to prioritise their efforts. Autism affects around one per cent of the UK population and has an economic impact similar to that of dementia. Dame Stephanie, whose late son Giles was autistic, believes that a much more strategic approach to addressing the challenges and releasing the potential of those with autism is needed. “In the last ten years research has started to unlock the secrets of autism but we are a long way from seeing that turned into better life chances for those with the condition”, says Dame Stephanie. “The purpose of the National Autism Project is to show how better investment will lead to better research, better practice and better lives.” Dame Stephanie, whose Shirley Foundation has already donated over £65m to autism projects, founded her first autism charity 20 years ago. Speaking of her motivation to launch the Autism Project, she said: “I am so impatient to see real change in my lifetime that I can wait no longer”. For more information, visit: www.nationalautismproject.org.uk WWW.SENMAGAZINE.CO.UK

Responding to the Scottish Parliament Education and Culture Committee consultation on the attainment of school pupils with a sensory impairment, a statement form the charity Royal Blind said: “The number one priorities for improving the attainment levels of pupils with visual impairment are the training of teachers, the provision of resources, a fuller understanding of inclusion and the provision of a suitable environment.” The charity believes that to obtain the maximum benefit of educating visually impaired children in the mainstream schools sector, a number of key factors need to be addressed; these include a deficit in the number of qualified teachers of the visually impaired, as many have retired, as well as a lack of time and financial support for teachers to complete the necessary Post Graduate Diploma. Royal Blind also says that too few teachers have been trained in fully contracted Braille, leading to it becoming common to only teach un-contracted Braille. This puts children with serious visual impairment at a disadvantage, with a likely impact on their long-term access to education and attainment. The organisation also warns that high quality transcription of text into Braille, or Braille into text, is not always available and there is a lack of habilitation specialists teaching mobility and orientation. In its response to the consultation, the charity argues that for full integration of visually impaired children and young people in a way that goes beyond simply placing them in a mainstream school, they need to be included in every aspect of school life and the curriculum. A lack of social and daily living skills, such as meal preparation, shopping, money handling, safe navigation on streets and using public transport contribute to high levels of unemployment amongst blind people. The charity says that the teaching of independent living skills, mobility and orientation is vital for blind children in addition to academic teaching.

For the latest news, articles, SEN resources, CPD and events listings, visit: www.senmagazine.co.uk SENISSUE77

SEN NEWS

Low expectations hold back SEN pupils in music

New tool to assess mental health in deaf children A new initiative aims to help mental health professionals better understand the needs of deaf children and young people. A study, led by Leeds and York Partnership NHS Foundation Trust, has developed a new British Sign Language translation of a commonly used mental health screening questionnaire: the Strengths and Difficulties Questionnaire. Versions of the mental health screening tool have been developed for deaf young people aged 11 to 16 years, deaf parents and deaf teachers. There are an estimated 125,000 deaf people in the UK who use British Sign Language as their main form of communication. Until the new study, there were no accurate ways of assessing mental health in deaf children whose first or main language is British Sign Language. Chris Butler, Chief Executive of the Trust, says the study “has the potential to fundamentally improve the support we’re able to offer deaf children and young people who may need our services in the future.” The study showed that British Sign Language versions of the Strengths and Difficulties Questionnaire were able to detect mental health problems. The translations of the questionnaire are now available for further national studies. It is hoped that the findings of the study, which was also supported by the deaf health charity SignHealth, will enable earlier detection of mental health difficulties in young deaf people and can also be used within clinical settings to monitor outcomes. Results also showed that deaf children not being seen by child mental health services have twice the rate of mental health problems as hearing children. This indicates that deaf young people need more support to develop healthy emotional wellbeing. Professor Barry Wright, Consultant Child and Adolescent Psychiatrist at the Trust, said: “This study means we can develop a better understanding of the mental health needs of deaf children and young people. The results will be helpful for future national research.” The study, Translation into British Sign Language and validation of the Strengths and Difficulties Questionnaire, can be found at: www.journalslibrary.nihr.ac.uk SENISSUE77

Low expectations of what pupils with SEN and disabilities can achieve through music education are holding back their progress in the subject, according to a research project which aims to improve music teaching and learning in SEN settings. Led by Nottingham Trent University’s School of Education, the project saw a team of six experienced music facilitators from community music group soundLINCS lead workshops with participating groups from eight different schools. The groups represented a range of SEN contexts, including young people with profound and multiple learning difficulties and disabilities, emotional and behavioural difficulties, specific learning difficulties and a range of moderate learning difficulties that teachers typically need to respond to. The sessions were designed to understand more about whole class ensemble teaching in the SEN context, as well as identifying the strengths and weaknesses of current practice and to find out what works best. When carrying out the sessions, the musicians and teachers were regularly surprised by the pupils’ involvement and their responses to the activities. Playing instruments, or even being in the presence of instruments being played, changed some of their behaviour dramatically. It was found that they responded best to musical extremes and contrasts, particularly dynamics and tempo, while multi-sensory activities, props, audio-visual and movement all helped to engage the children. Project leader Dr Tony Harris, of Nottingham Trent University, believes that the SEN and disabilities label is often “not useful or meaningful” when it comes to music education because it can lead to preconceptions and low expectations. For example, while it may be presumed that a child who does not normally like loud noises would not want to take part in a music class, the study showed that when they are making loud noises themselves, these pupils can have a completely different reaction. “Music is often undervalued in special needs settings but it is something that these pupils can really exceed expectations in if they are given the chance and the time”, says Dr Harris. The findings of the project, which received funding from Youth Music, are now being used to create a toolkit for teachers which can be used for a full day’s training, as shorter units or as a basis for more informal discussions.

News deadline for next issue: 5/8/15 Email: editor@senmagazine.co.uk

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SEN NEWS

Plans announced for school leadership foundation Three professional associations representing head teachers, school and college leaders, and governors have drawn up proposals to create a new organisation called the Foundation for Leadership in Education, which would seek to develop new leadership qualifications and set standards. The Foundation would be run by the profession, rather than government, and the associations involved believe it would help to fulfil the vision of a new approach to education in which self-improvement is enshrined in the system. The plan has been agreed by the Association of School and College Leaders, the National Association of Head Teachers and the National Governors’ Association. The three associations would work with the Teaching Schools Council, employers and leading universities to create the foundation.

Help for multi-sensory impaired in the transition to adult life New information and good practice materials to support young people who are deafblind or multi-sensory impaired (MSI) to make the transition to adult life have been introduced by the UK deafblind charity Sense. The Getting a Result resources have been developed following a two-year project funded by the Department for Education as part of the VCS National Prospectus Grants Programme. Materials include the Getting a Result Information Pack written for young people, parents, carers and professionals. The Pack is designed to guide young people from age 14 to 25 who are deafblind or have MSI through the transition from school or college to adulthood and the world beyond. The Pack includes a selection of person-centred planning tools designed to assist young people in thinking about and planning their future and factsheets covering areas such as the new EHC (education, health and care) plans and other changes in SEN and disabilities, legislation around the transition to adulthood, transition and welfare benefits, living arrangements, employment and NHS continuing healthcare. A service evaluation tool is also included, to help providers to understand and identify key practice issues. “Teenage years are recognised as being challenging for everyone, however, for young people with disabilities moving into adult life can be even more complex”, says the charity’s Deputy CEO Richard Kramer. “This is because a successful transition is not just about a young person finding their place in society as they grow up, but also about the type and quality of the additional services they require to support them to learn and live happily as adults."

The Foundation would design and develop models for new leadership courses and qualifications, work with organisations providing courses to ensure the highest possible standards and oversee the assessment of candidates. It is hoped to extend the scope to the professional development of all school leaders, including school business managers. The detail of its role in the professional development of governors and trustees will be determined in consultation with those with an interest. The new foundation would also help schools with their succession planning by developing a network of opportunities for potential leaders to experience a broad range of work in different schools. It would collect and send out the latest academic research about effective leadership, and it would host constructive dialogue between education leaders and policy makers. The new foundation would work closely with the planned College of Teaching, which will be responsible for leading the professional development of teachers. “It is incumbent on us as school leaders to develop the next generation of leaders and to promote the highest standards of leadership”, said Brian Lightman, General Secretary of the Association of School and College Leaders.

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Getting a Result resources can be downloaded from the charity’s website: sense.org.uk WWW.SENMAGAZINE.CO.UK

SENISSUE77

SEN NEWS

Keeping deaf children safe from sexual abuse

Majority of new teachers set to drop out within a year By 2017, the majority of newly qualified teachers (NQTs) will be dropping out of the profession within 12 months, according to Randstad Education. The specialist recruiter has produced a forecast based on the current trend of increased drop-outs in the sector. It shows that, within two years, those dropping out within their first year will outnumber those staying in the profession. Just 62 per cent of newly qualified teachers were still in the education sector a year after qualifying, according to the latest figures available (for 2011). The drop-out rate includes those who qualify but never get a teaching job as well as the number who secure jobs in education but leave within 12 months. This is a steep decline from 2005 when 80 per cent of newly qualified teachers stayed in the profession for at least a year. The recruitment company says newly qualified teachers are given a false sense of urgency to secure a first permanent job by universities under pressure to ensure they hit their targets for student employability. Jenny Rollinson, Managing Director of Randstad Education, says that “Universities are over-emphasising the importance of securing a permanent job”. As a result, some graduates who don’t find a permanent job leave the profession altogether, while others panic and take the first job they find, which is often not well-matched to their personality or skill-set. “Newly qualified teachers need to find the right job for them”, says Jenny Rollinson. “They should keep calm and examine all the options available to them – not just those that work well for their university’s league table results.” The figures show marked regional variations in the numbers of NQTs leaving the profession. Assuming the number of NQTs completing an initial teacher training course remains relatively stable, the forecast suggests that, by 2017, more newly qualified teachers will drop out in London and the South-East than in any other part of the country – with the North-East and Wales seeing the least. SENISSUE77

The NSPCC has launched a video version of its Underwear Rule guidance to help protect deaf children from sexual abuse. The seven minute film, launched in May to coincide with Deaf Awareness Week, was produced by specialist production company Liverpool Street Productions and award-winning deaf film-maker Bim Ajadi. Research indicates deaf and disabled children are three times more vulnerable to abuse and in the year 2013/14 over 8000 people contacted the NSPCC Helpline about sexual abuse. The film, which is in British Sign Language and includes subtitles, aims to teach deaf children about the Underwear Rule and encourages them to share secrets that upset them with a trusted adult. The campaign is designed to allow parents to start easy conversations with their children without having to mention words like “sex” or “abuse”. It teaches them that their privates are private and that their body belongs to them. The video’s script was written by deaf journalist and scriptwriter Charlie Swinbourne and the film features two scenarios; The first is of a ten-year-old boy who is taught the Underwear Rule by his mum. He is later seen being asked by his neighbour, a teenage girl, to take part in a film she is filming on her mobile phone and she asks him to pull down his trousers. The boy remembers the Underwear Rule and says no; he is later seen telling his mum what has happened. The second scenario features a young girl aged seven who is taken to a deaf club by her dad. Later on, a youth worker asks to see her bottom and says it will be their little secret. The girl says no and remembers the Underwear Rule; she then tells her dad what has happened. “Our Underwear Rule campaign is already proving successful”, says Jon Brown, Head of the NSPCC's Strategy and Development for Sexual Abuse programmes. “400,000 more parents have now had conversations with their children about keeping safe from abuse and it is even helping to catch sex offenders – which is why it is so important all children have access to it.”

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SEN NEWS

Free diabetes passports for schools Schools are being encouraged to adopt a new diabetes “passport” to help drive up standards of care for pupils with the condition. Launched by the InDependent Diabetes Trust (IDDT), the booklet is available to teachers across the country in a move to help schools meet new legislation and improve diabetes care. The Parents Passport for Schools has been designed to provide a means by which parents can formally let schools know how to manage their child’s diabetes and in turn support schools to comply with SEN regulations, as well as informing teachers about the condition. It comes following the introduction at the beginning of the current school year of a legal duty for schools in England to support youngsters with long-term health conditions, including Type 1 diabetes. Martin Hirst, Chief Executive of the charity, warns that children with diabetes and their parents face many difficulties in everyday life when managing the condition. “One area that proves particularly problematic is managing the condition at school”. The IDDT has produced similar documents for use in hospitals and also in care settings. The passport contains a wide range of information on how a child’s diabetes is managed, including dealing with high and low blood sugar levels, food and mealtimes, insulin administration and blood testing. Under the Children and Families Act 2014, schools need to have a medical conditions policy in place, along with an individual healthcare plan for any children with Type 1 diabetes.

I CAN Chief Exec steps down Virginia Beardshaw CBE is to leave her role as Chief Executive of I CAN after leading the children’s communication charity for ten years. The charity’s Chairman, Dr Elizabeth Vallance, hailed Virginia’s tenure as a key time in the promotion of children’s communication issues. “That education policy now recognises the fundamental importance of children’s language development to their life chances is thanks, in no small measure, to I CAN’s campaigning success”, she said. Virginia (pictured above) said it had been a “huge privilege” to have led the organisation over the past decade. “I am particularly pleased that I CAN was a leader in the foundation of The Communication Trust, which has done so much to ensure that the sector collaborates and speaks with one voice”, she said. I CAN’s Trustees are now in the process of recruiting a new Chief Executive and an appointment is expected in the autumn. In the meantime, Virginia will remain in post to ensure a smooth transition for the new CEO and the charity.

Ofsted announces major changes to inspections Her Majesty’s Chief Inspector Sir Michael Wilshaw has confirmed the biggest changes to education inspections since the inception of Ofsted more than two decades ago. From September, Ofsted will inspect good schools and further education and skills providers once every three years under a new short inspection model. Inspectors will start from a premise that the school or provider is still good and focus on ensuring that those standards are being maintained. They will check that leaders have identified key areas of concern and that they have the capacity to address them. These short inspections will typically last one day and be led by one or two of Her Majesty’s Inspectors (HMI), with bigger teams for further education colleges. Where HMI feel more evidence is necessary to confirm the judgement, or to establish whether the school or provider may have improved or declined, the visit will WWW.SENMAGAZINE.CO.UK

be converted to a full inspection and continue, most commonly, for an additional day. “Leaders will have nothing to fear from accurately identifying at the outset any weaknesses in their provision – as well as the strengths – based on their own evaluation”, Sir Michael said. “HMI will be looking to see that the leadership has a clear understanding of the key areas for development – and a credible and effective plan for addressing these.” Sir Michael has also announced plans to recognise “exceptional leaders”. From September, when inspectors identify an early years leader, headteacher or college principal who has played a key role in turning around other institutions, Ofsted will send a letter to them acknowledging their leadership as exceptional. A copy of this letter will go to the Secretary of State and Ofsted’s Annual Report will also feature those leaders who have been recognised in this way. SENISSUE77

SEN RESOURCES Advertisement feature

Oaka Books: innovative thinking for classroom resources Children with SEN still need to be able to access curriculum resources. That’s the view of Oaka Books founder Bambi Gardiner, whose daughter is dyslexic with a slow processing speed. It was the reason for the launch of the Oaka Topic Packs. “From Year 3, children are expected to be able to use the same subject material as their non-SEN peers”, Bambi explains. “It doesn’t work. But, until we launched Oaka, subject resources for pupils with SEN were non-existent.” Her company, Oaka Books, publishes a growing range of 36 curriculum based titles for visual learners aged five to 14 years and supplies over 300 schools. The company was shortlisted this year for the Education Resources Awards. Oaka packs are for children who like to learn with images, colour and small amounts of text. Working with the learning support department at Hurstpierpoint College, a team of teachers and illustrators, Oaka has produced Topic Packs for Sciences, Geography, History and French (KS1,KS2 and KS3). Oaka packs are full of images and colour laid out in a very clear format. Short and concise, the packs use bullet points with simple words and sentences. Comic Sans font is used, printed on pale blue or yellow backgrounds. A glossary of key words for each topic covers important vocabulary and each

topic has an active learning game with question and answer flashcards. History packs include active learning maps with character cards for children to re-enact the story. This visualisation makes it easier to recall the details. “Teachers are constantly telling us that, although our packs have been designed for children with SEN, they are perfect for any child who likes to learn in a more visual way. The packs are now being used for whole classes as they make differentiation easy”, commented Bambi. Topic Packs are available from: www.oakabooks.co.uk priced £7.99 each.

For further information, please contact: Bambi Gardiner Oaka Books Email: info@oakabooks.co.uk www.oakabooks.co.uk Tel: +44 (0) 20 3286 2520

Advertisement feature

Clos-o-Mat helps pupil at home and school A young boy who was born with upper limb deficiency is finding his transition from home to school as easy as possible, in part due to the school’s attitude towards his toileting needs. Daniel Tennant, aged five, already has a Clos-o-Mat Palma Vita automatic (wash and dry) toilet, with a Rifton paediatric support over, at his home in Bathgate, West Lothian. His local primary school, Windyknowe, took the approach that, to feel like all his fellow pupils when he started school this term, and be as independent as possible, he needed similar there too. Now, the same equipment has been installed – on the advice of his health/hospital occupational therapist – at Windyknowe Primary School by Clos-o-Mat, and will be serviced and maintained by the company annually. www.clos-o-mat.com e: info@clos-o-mat.com tel: 0161 9691199 SENISSUE77

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SEN RESOURCES

SEN LEGAL

Kate Steele takes the helm as Shine CEO Kate Steele has been appointed Acting CEO for Shine, the national charity supporting people with spina bifida and hydrocephalus. Kate (pictured), who was formerly director of Shine CYMRU and of the charity’s regional services in England, comes with a background in services development and over 15 years of management experience in the third sector. She takes over from Jackie Bland, the charity’s CEO since March 2009. “These complex conditions require specialist support, but there are so many barriers to overcome to access the support that families and individuals need”, says Kate. “I pay tribute to Jackie, who has done a sterling job in leading the charity and developing our services through a very tough time of recession. Now it’s over to me to build on the foundations that have been laid to continue to grow and develop the services and support for our members.” www.shinecharity.org.uk WWW.SENMAGAZINE.CO.UK

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WHAT’S NEW?

What’s new?

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

Helping professionals working with VI children Blind Children UK works with professionals such as SENCOs, TAs and classroom teachers to help visually impaired children and young people reach their potential. Currently, there are around 40,000 young people in the UK with significant sight loss, many with additional or complex needs. Blind Children UK offers specialised services to provide advice, support, large print books, grants for equipment, recreation events, mobility and life skills. The charity supports children and young people with sight loss, their families and professionals working with them. To find out how you can work together with Blind Children UK, visit: www.blindchildrenuk.org

AAC support in the classroom Crick Software has launched a new AAC app for iPad, designed to give a voice to learners with speech and language difficulties. Crick’s award-winning literacy tool Clicker has been widely used in special needs settings for many years to create personalised communication grids. Now, Clicker Communicator brings the power of communicating with Clicker to iPad users for the first time. Clicker Communicator is child-friendly, easy to use and specifically designed to support communication within the classroom. Clicker Communicator is currently available on the App Store for £109.99. Visit: www.cricksoft.com/communicator for details or contact Crick for a free demonstration.

The Panda Pool Lift from Dolphin Mobility

Henshaws College supports student to walk for the first time A young man with cerebral palsy is celebrating his twenty-first birthday by standing to order a drink at the bar after learning to walk thanks to the physiotherapy team at Henshaws College. Physiotherapist Lee Dart explains: “Mike came to College relying entirely on his wheelchair. Through intensive physiotherapy over the last 18 months, he has progressed from walking in the hydrotherapy pool, to standing with the parallel bars and then walking with support.” Mum Sharron says: “Everything Mike has achieved since he’s been at Henshaws has been utterly amazing to us.” www.henshaws.ac.uk

New website for the autism community

The Panda Pool Lift from Dolphin Mobility is one of the most advanced lifts available.

Autismlinks is a new website providing information and links for people with autism, their families and their carers.

Uniquely, it is driven to poolside under power from an electric motor. With a maximum lift capacity of 145kg and the ability to lower 900mm from the edge of the pool, the Panda Pool Lift is suitable for most users and with a 100 lifts per charge capacity, daily re-charging is not required. An automatic breaking system and infra red ground detector prevent the lift approaching poolside too quickly, ensuring peace of mind for staff and pupils.

New sections are being added regularly and recent updates have included areas about “the local offer” and regional support groups. Popular pages include a National Events Calendar, Latest Autism News and Education. An easy-to-use search facility also provides links to the best help and support on the web.

01276 856060 www.dolphinlifts.co.uk SENISSUE77

You can keep up to date with Autismlinks by liking/following their Facebook and Twitter pages. www.autismlinks.co.uk www.facebook.com/autismlinks.uk www.twitter.com/Autism-Links

WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Autism’s Got Talent 2016

New webinars from Douglas Silas

The search is on for performers for the annual event celebrating the talents of young people on the autistic spectrum.

Following his successful training days during the Autumn and Spring terms of 2014/15, specialist SEN solicitor Douglas Silas is staging weekly webinars entitled: “What You Need To Know (The New SEN Framework)” throughout the Summer term. They are all one-hour long, CPD-accredited and aimed at both parents and professionals.

In previous years, the event has featured a wide range of acts, including bands, comedians, drummers, singers, young authors and dancers. Organised by autism campaigner Anna Kennedy OBE, Autism’s Got Talent 2016 will take place at London’s Mermaid Theatre in May. Applications are open until 31 December 2015 and you are invited to send in clips via YouTube or as DVDs or CDs. Contact Lisa at: lisa.robins@thevines.org.uk

Unique patient hoist for children The Robin hoist from Innova is the only unit without a spreader bar. The two straps offer a very comfortable lift, adjusting automatically to the size of the child, and allowing free vision and eye contact without the spreader bar getting in the way. When combined with Innova’s Airglide360® track system, with fully automatic components for smoother and quicker transfers, it’s an incredibly comfortable system. Innova have installed systems in many schools and care environments and have had excellent feedback from carers and children alike. For more information, contact Innova on: 0845 034 1450 or: enquiries@innova.uk.com. www.innovacareconcepts.com

Braille Label Maker The New 6dot Braille Label Maker, an exciting new way to make high-quality Braille labels, is developed to be easy, accessible and fun for users of all ages. Designed to be used by people who read and write Braille as well as those who support them, it is highly portable, easy to use and can operate independently of any other technology. The built-in Braille keyboard supports all grades of Braille, in virtually every language, whilst the optional QWERTY keyboard connectivity enables people who cannot write Braille to create labels. Visit: www.logan-technologies.com or call Sandra on: 07763 166959 to learn more. WWW.SENMAGAZINE.CO.UK

Douglas says: “Due to demand, I am providing these webinars to make things even easier and more accessible for people – they can now get my training on a computer at home or work, or even on the move by using their phone or tablet”. For more information, visit: www.SpecialEducationalNeeds.co.uk

Medpage launch new epileptic seizure monitor The Medpage MP5 ULTRA was developed to provide seizure detection from a broader range of seizure types. It incorporates high specification motion sensors combined with analytical computer software that accurately determines if a person is having an epileptic seizure while in bed. Extensive research into seizure characteristics provided data which was used to develop algorithms to calculate and identify the regular sleeping movements of a patient. Nontypical seizure movement is ignored by the motion sensors, virtually eliminating false alarms in all bed types in patient trials. For further information, visit: www.medpage-ltd.com or telephone: 01536 364869 for a brochure.

Girls on the autism spectrum conference: 29 September, Falkirk This conference aims to further the discussion around diagnosis and support for girls and women with autism. There will be a special seminar stream dedicated to educational issues. Key topics include: diagnosis of women and girls on the autism spectrum; education of girls – teaching social skills and communication; preparing for puberty, pregnancy and menopause; developing social and personal relationships; gender differences and its impact on women with autism. This event is an opportunity to hear from and network with experts in the field, to gain a wealth of knowledge, engage in debate and exchange ideas. www.autism.org.uk/Women2015C SENISSUE77

WHAT’S NEW?

Autism, communication and sensory workshop with Dr Wenn Lawson

Prior’s Court opens new outdoor play area

This workshop, on 24 September in London, will explore communication and sensory differences in depth, using available research, personal stories and anecdotes, video and practical hands-on examples.

Prior's Court School for children with autism opened its new outdoor play area in May after raising £112,000 with the support of Swiss watch brand SEVENFRIDAY.

Dr Wenn Lawson is a psychologist, lecturer and author of many papers and books on autism. Being on the autism spectrum, Dr Wenn is passionate about the rights of those who often cannot speak for themselves.

Staff and young people were joined by Boyz II Men star Shawn Stockman and CEO Daniel Niederer for the official opening at Prior's Court, a charity providing education and care for young people with autism and severe learning difficulties.

Dr Wenn’s seminars are research-based but they are also practical and applicable to professionals and parents. This is an opportunity to learn and better understand school for students with autism.

The new outdoor play area will help the young people to develop social interaction skills and learn to play, relax and interact with staff and their peers.

www.autism.org.uk/LawsonCommunication2015C

www.priorscourt.org.uk

Supporting VI students

LVS Hassocks welcomes additional learners

New College Worcester is a national school and college for students who are visually impaired. As well as running as a residential school, there is a 2015/16 schedule of free and low cost events to support professionals and parents who are supporting a child with visual impairment. Outreach open days cover different subject areas such as maths, science, PE, music, IT, geography, independent living skills and mobility, and other courses include an introductory course for working with VI students and preparing students for exams. For more information, see: www.newcollegeworcester.co.uk or telephone: 01905 763933.

Eureka! bags inclusivity award Eureka! The National Children’s Museum has secured a Gold Award at the VisitEngland Awards for Excellence 2015, the highest accolade in English tourism. Eureka! topped the Access for All category for their programme of inclusive facilities and services for disabled children and their families. The Eureka! team collected their award at VisitEngland’s annual ceremony, held recently at the Sage Gateshead. Celebrating excellence across the tourism industry, the VisitEngland Awards attracted a total of 345 applications across 18 categories. For more information, visit: www.eureka.org.uk SENISSUE77

From September 2015, LVS Hassocks, a school for children aged eight to 19 with a diagnosis on the autism spectrum, will be able to welcome an additional 25 learners thanks to the construction of two additional buildings. New day and boarding learners will be able to benefit from LVS Hassocks’ state of the art two-storey classroom block, incorporating seven classrooms, including food technology facilities, and a social building for evening activities, music, drama and assemblies, which will be completed this summer. You can register your interest to see the new facilities at an open day (Friday 9 October) by calling: 01273 832901. www.lvs-hassocks.org.uk

Revolutionary service hands blind young people the keys to their future The Royal London Society for Blind People’s (RLSB) Vision Independence programme will create six new Social and Peer groups across London for blind young people aged 18 to 25. Through their ethos of providing “just enough support” the RLSB’s innovative new service will support blind young people to be their best selves; learning new skills, meeting new people, making new friends and taking control of their lives. These groups, supported by the Big Lottery Fund, have been specifically designed to combat the isolation and depression that are often the untold story of childhood sight loss. Telephone: 0207 808 6170 Email: connections@rlsb.org.uk Web: rlsb.org.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Sensory road safety lessons

Addressing the causes of dyslexia

Sensory Technology have designed a fully functional interactive roadway that has flashing lights, authentic sounds and push button controls.

The traditional approach to helping pupils with dyslexic characteristics has been to ameliorate. The creators of the Turnabout dyslexia programme believe common interventions have collectively failed to reduce the proportion of school leavers with minimal and inadequate literacy/numeracy.

The system can be fixed or portable and includes everyday signs, traffic lights and crossings in a miniature format to teach children with SEN about the dangers and hazards they will be exposed to in the outside world, but in a safe and controlled environment. With the use of interactive equipment, like a level crossing with working barriers, flashing lights and the whooshing sound of a train, children’s confidence rapidly increases.

Turnabout seeks to address the underlying causes of dyslexia by directly addressing many aspects of memory and other mental attributes. Its developers say it can very quickly produce enhanced literacy and numeracy, with previously slow learners making at least one year measured advance in literacy/numeracy (and some much more) after just three months. http://turnabout.webplus.net response@turnabout.education

To find out more, tel: 01157 270 777 or email: sales@senteq.co.uk

The Read&Write family

Easy News

Text help are leaders in assistive and language learning software. Their Read&Write family of products are used daily by millions of struggling readers and writers – particularly dyslexic and EAL students – in the classroom, examinations and at home.

National disability charity United Response has produced the fifteenth edition of the award winning Easy News – the first ever newspaper designed specifically for people with learning disabilities.

Following changes in JCQ Access arrangements, computer readers can now be used to read exam papers, even papers that assess reading. Many UK schools are choosing Read&Write as their preferred computer reader, allowing students to work independently and with confidence. To find out more, email: education@texthelp.com or visit: texthelp.com/education

Featuring simple language and visual cues, this edition gives readers a news round up of stories including the general election, the earthquakes in Nepal, the “Yes” vote for gay marriages in Ireland and much more. To download a copy and sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news

Musical outdoor play from Timotay

Bespoke education recruitment

Introduce musical play to your sensory garden with this unique drum panel from Timotay; tap out a rhythm with your hands on high-impact plastic drums. Mounted on a solid and durable timber frame, this product requires basic self-assembly.

Vision for Education's SEN specialists provide a bespoke recruitment service for all alternative education and SEN provisions.

They are available at £501.50 + VAT until 31 August 2015 and you can get a Sensory Grass Sheep Seat for £99 + VAT (usually £148.05 + VAT). Timotay create inspiring and innovative natural environments that allow children to develop through play. They offer a fully managed service, from design consultation through to installation. View the sensory range at: www.timotayplayscapes.co.uk or email: enquiries@timotaygroup.com WWW.SENMAGAZINE.CO.UK

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. They are experienced with SEMH, ASC, MLD, SLD, SpLD, PD and complex needs teachers and support staff, and are fully AWR 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.visionforeducation.co.uk SENISSUE77

POINT OF VIEW

Point of view: parent

A special place Anne-Louise Crocker explains how special school has worked wonders for her autistic daughters

very weekday morning at

avoiding traumatic GP visits. They work

to learn. I’ve seen some cases where the

8.30, the school minibus

with a communication technology team

disruption caused by an autistic child

arrives and I shout “car!”

who have provided computer tablets for

in a mainstream classroom has been

My two severely autistic

communication and trained the girls and

spectacular. Being in a place where

us to use them.

no-one really knows how to manage

daughters run to the front door eager to get their coats on. Neither of them can

that behaviour inevitably means it will

talk but they certainly understand that

The right fit

get worse. At our special school we

word “car” and they are always happy

In a mainstream setting, the roles would

can relax because all the parents are

to be going off to school.

be reversed and instead of learning so

in the same boat; it’s an understanding

They attend a special school where

much from the school, I would be the

community of people who, like us, have

children with all different disabilities are

one who would have to teach the school

“seen it all”.

taught according to their needs. There

about my children’s needs, as I’ve seen

The curriculum at a mainstream

they have continuous, on-site access

so many parents do. A professional from

school would be largely irrelevant to

to a speech and language therapy

the local child and adolescent mental

my girls. At their school, they focus on

(SALT) team, an occupational therapy

health service (CAMHS) team recently

communication and life skills as well as

(OT) team, autism specialists and a whole staff of teachers and teaching assistants (TAs) who are kept constantly up to date with all the latest training in special needs teaching. I would never wish to swap this for a place at the local mainstream school where there are no specialists and with

enjoying activities such as swimming,

The curriculum at a mainstream school would be largely irrelevant to my girls

horse riding and music, which they love. But the most important consideration is that they are happy. They love their school and feel at home there. I don’t want to be one of those parents facing a daily battle to drag a miserable, unwilling child to a school where they feel alienated and may be bullied.

the best will in the world, the teachers cannot hope to have the same level of

told me that a surprising number of

I know from hard experience how

training. They might at best be offered

families don’t have in place the many

difficult it is to face the fact that your

“one-to-one” support from a TA whose

systems we rely on at home to make

child may have to go to a special school.

job, in reality, would be to keep them

our lives run more smoothly. She added

It is an enormous mental and emotional

out of everyone else’s way.

that the families had not been informed

hurdle to overcome. But once we were

about these because their children were

over that hurdle, we haven’t looked

in mainstream schools.

back. We’ve seen the many benefits

It’s not only the children who have learned a lot from our special school. They have a comprehensive programme

We live in a supportive community

of parent training with seminars on a

where everyone knows our girls,

wide range of topics (from sleep to

but even so I know there would be

signing), behaviour management

understandable resentment from other

workshops and informal gatherings

parents if my children appeared in their

where we can raise any concerns. A

child’s classroom. Of course, I think first

specialist school nurse can give advice

of my children’s needs, but I can’t just

and deal with minor health problems,

ignore the right of all those other children

SENISSUE77

and have never regretted our choice.

What’s your point of view? Email: editor@senmagazine.co.uk

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: parent

No will, no way

Schools must have the expertise and the desire to teach dyslexic pupils, writes Sue Walsh

s we left our interview, Jack

as a fashionable excuse for academic

serious issues an undiagnosed condition

said: “I think this school

failures and expect my staff to perform

can trigger. With a diagnosis you have

knows how to teach me”.

miracles”. Another teacher offered this

some answers. However, the real

They have since proved

insight: “parents would rebel if their

challenge is to find effective solutions

child’s education was compromised

when faced with non-skilled teachers,

him right.

Jack is at a college in Llandudno

by Jacks low aspirations”. Jack’s goal

ineffective use of resources, and a lack

doing his seven GCSEs, learning in small

was to write his name; I didn’t even

of understanding and awareness.

groups with dyslexic and non-dyslexics

bother to tell this ignoramus that Jack’s

At another school it was reported

together. It is not a special school but

achievements already outshone the

that Jack’s IQ level was not likely to fall

the teachers are very special. And every

“life-time” teaching awards on this

within the range the school considered

one of them as standard is trained in

individual’s wall.

acceptable. Didn’t they realise that he

dyslexia and dyscalculia.

had been in the education system for

Pattern of rejection

seven years and it hadn’t worked. Didn’t

were 29 rejections and many tears

If Jack, by law, has to spend another

they understand that they should teach

along the way. Can head teachers

seven years in full-time education, then

the way he and 375,000 others like him

Before this happy ending, there

really reject a child that many times? Yes, they can – particularly if you are presenting them with a dyslexic that has been in full foundation education and displays a reading level of six years and seven months. At eight years of age, Jack said: “school isn’t working, I’m not going

learn, instead of telling me that: “Our

One Deputy Head even told me: “we can cure him but we don’t have the funds”

back, I don’t know how to learn what

resources cannot be diverted for a child who has proven he does not want to learn” – tell this to those who put teacher training packages together. As the dyslexic Einstein is quoted as saying, “Insanity is doing the same thing over and over again and expecting different results.” So please teachers, do

they are teaching.” And so I asked for

by “mothers law”, those educationalists

something different – teach the way they

the school’s help. And they wouldn’t

had better have the skills, resources and

learn. And if you can teach a dyslexic

try, wouldn’t listen and didn’t want him

staff to teach him the way he learns. But

kid, my bet is that you can teach any kid.

in the classroom. So, at the age of 11,

my attempts to secure those answers

I have everything in education I

wearing his failures acquired over six

and that level of accountability was

could want for my son now but the

years all over him, secondary schools

probably the cause of the rejections

personal cost is enormous. You see, I

had all the ammunition they needed to

from another eight schools.

don’t get to hug Jack. His school is 250

reject our application. The road to his

Educationalists were never short of

present college was heavily tarnished

a defence for their struggles to find a

with ignorance and educationalists that

place for Jack: “How many times is

discredit dyscalculia and dyslexia. Our

he medicated for his condition?” One

experience was daunting.

Deputy Head even told me: “we can

One teacher told us: “when Jack

cure him but we don’t have the funds.”

is cured” we could “re-apply”. A head

Early assessment is vital to maintain

informed me that: “parents use dyslexia

a child’s self-worth and combat the

WWW.SENMAGAZINE.CO.UK

miles away.

Further information

You can follow Jack’s story, and national news coverage of it, by searching online on “Jack HarleyWalsh”. Jack is a student at: www.stdavidscollege.co.uk

SENISSUE77

TRANSITION

Time for transition Pearl Barnes explains how to take some of the stress and strain out of key periods of transition for pupils with SEN

ransitional arrangements form a core component of the revised SEN Code of Practice (2014), which highlights the importance of supporting children and young people through key changes in their life, such as moving school, puberty, family break-up or sudden illness. Effective transitional arrangements provide an increased likelihood of improving employability, health and independent living, along with greater opportunities to participate in society. Anticipatory support through coordinated services is essential to ensure provision is planned for well in advance and is able to meet the individual needs of children and young people.

The focus is upon a staged process over several months or years

What does the SEN Code of Practice say?

Local authorities (LAs) have a statutory duty to ensure their communities are aware of the provision available within the locality through the local offer, which is published on their website. LAs are a central source of local information sharing, the aim being to provide more information at the outset to alleviate the often stressful and complex process which parents and children have frequently found themselves wrapped up in. The LA should, therefore, ensure information is available which is accessible and accurate, regarding the provision available, what to expect and when to expect it, the transitional arrangements process and who to go to for advice and support. The LA must also provide information regarding provision at higher education along with details regarding Disabled Student Allowance. It is the duty of the LA to ensure the child or young person is provided with all the support needed to participate in discussion regarding their future provision. This may be through an

The Code focuses upon transitional arrangements for all children and young people with SEN and disabilities from birth to 25 years,

Transition arrangements must take account of children’s aspirations.

SENISSUE77

outlining the mandatory obligations for local authorities alongside the key responsibilities of schools, colleges and other agencies. The focus is upon a staged process over several months or years, planning for outcomes to ensure there are no surprises and every eventuality has been considered, whilst ensuring the views of the child are central throughout.

What is the role of the local authority?

independent support worker, a signlanguage interpreter or through use of signs and symbols. LAs also have a duty to cooperate with schools and colleges to ensure any provision or support that is highlighted as necessary is acted upon. They must also cooperate with post-16 education and care providers to ensure children and young people are appropriately supported as they progress into adulthood.

What is the role of schools/colleges? The responsibility of schools and colleges, from the outset of identification of an SEN, is to plan for adulthood. Where a child or young person has an EHC Plan, transition planning must be built into the revised plan and should result in clear outcomes being agreed that will prepare the individual for later life. The directives explicitly describe the duty to: • be child-centred • explore the child’s aspirations and abilities • understand what the child wants to do post-16 • provide the support they need • provide a clear explanation of how personal budgets can be used. It is particularly important that schools and colleges recognise the various alternatives available when considering the future needs of the individual, including the option of young people attending courses at further education (FE) from the age of 14. Hence, the focus of each annual review post Year 9 should include discussions regarding transition to the next phase and beyond to prepare for adulthood. A transition plan must be detailed and reviewed annually WWW.SENMAGAZINE.CO.UK

TRANSITION

The plan must identify the lead professional for coordinating care and referral to services

how they can meet their aspirations. Moreover, there is a statutory duty to ensure all students from Y8 to Y13 (or age 25 if they have an EHC plan) are provided with independent careers advice, including all academies, free schools and pupil referral units.

thereafter to ensure the trajectory is set for improved future outcomes. The plan must identify the lead professional for coordinating care and referral to services and there is a duty upon health and social care services to cooperate with them. Many children and young people, however, may not be aware, or have experience of, the wide array of courses and options available to them; in order to help them make an informed choice, schools and colleges should organise events for young people to experience the range of opportunities on offer. This may be through taster days, visiting a new setting and the use of symbols or photographs and other visual media to convey information. The more experiential these are the better, as this would provide the opportunity for young people to actively consider what and where they feel they would be able to excel and find fulfilment. It is also worth remembering that post-compulsory school age (the end of the academic year that the individual turns 16), the rights of young people shift under the Children and Families Act (2014), giving them the right to make their own choices, which supersede those of their parents and other professionals, making it more imperative that they are fully aware of the choices available to them and

Best practice in supporting transition Although experiences, and associated stresses, may differ greatly at various key stages, many of the support structures which can be offered to alleviate the anxiety can be adopted universally. Generally speaking, the key factors for enabling a smooth transition are: • knowing the individual’s perspective and triggers for anxiety • working with the child and family to provide information well in advance to pre-prepare them for what will happen • allocate adequate time to the transitional process – begin months or years in advance • use staff who know the child and family well and who enable them to feel at ease • listen to the child and family; what do they want? What are their hopes, dreams and aspirations? • consider the physical constraints of the new environment and where any special adaptations may be required • consider future needs, in terms of the allocation of resources and/ or staff • ensure specialised equipment is available in advance of the transition • ensure information is shared between different schools, and staff within schools.

Early years to primary to secondary

Advance planning can ensure kids are happier at their new school.

WWW.SENMAGAZINE.CO.UK

Children and families should be given the opportunity to choose from the range of opportunities on offer, for instance, between specialist and mainstream provision, after visiting each setting. Each agency involved in

service delivery should attend annual review meetings and children should be provided with the opportunity to visit the new setting regularly with a trusted adult, along with opportunities to meet the other pupils who will also be starting at the school. Other preparation activities could include: • photographing the new staff and talking through their names regularly with the child • developing a transition book in collaboration with the child or young person • photographing areas of the school/setting to improve familiarity and reduce anxiety • gradually building up the time spent at the new setting; don’t expect the child to be able to adapt to the setting immediately, but build in a slow transition for perhaps just a few minutes to a few hours. This may begin by being supported to finally the child requiring little or no support from a professional at the previous setting • walking the child through the routes they will take to school and within school • social stories to talk through the many changes in expectation which will occur when moving between settings. Moving from primary or middle to secondary school can be a daunting process for many young people, as the new setting is often substantially larger and far less familiar. Young people will find themselves in a number of different classes with different teachers and unfamiliar students, who may not know their individual needs as well as their former primary school teacher. What's more, the student may find themselves away from their friends and support network; their whole world could be turned upside down. The Code is very clear that “all teachers are ultimately responsible and accountable for the progress and development of the >> SENISSUE77

TRANSITION

pupils in their class, including where they access additional support”, and therefore the greater the information, knowledge and understanding they have regarding the individual, the more effective their differentiation and support strategies will be. But how does a large setting share information about pupils with often complex needs to ensure all teachers have adequate information and can access specialist advice and support? Use of ICT can vastly improve the quality of information sharing, provided that teachers access the information. Some examples of how to aid transitional arrangements through information sharing are: • prior to school entry, ensure the setting is physically accessible and any adjustments are made well in advance • complete a previous school/ transition questionnaire for the SENCO and ensure documentation is passed between settings • collate a pupil passport or pupil profile on the school intranet to share information about the pupil’s needs and how they are best supported in class • ensure all staff are aware of any specific needs which may manifest across the whole school and not just in class, through a regular whole-school pastoral meeting (at least one a term) • where specific concerns suddenly arise, invite all staff who teach the individual to a case conference meeting to discuss them • ensure a time is available every day for updates to be shared with all staff • subject teachers should allow time to discuss individual needs with their TAs regularly to ensure adequate support and transition at class level • allocate SEN Champions within each subject area to be a conduit for sharing information

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Transition to higher education can be an exciting time for many young people • ensure annual reviews focus upon key transition points and the options available • involve the SENCO at every parents’ evening to discuss ongoing transitional needs • make sure there is a lead professional/keyworker allocated to the family to aid the transitional process • publish the school’s/college’s transitional arrangements on the school website through the SEN Report • involve the student’s view and that of the parents at every level.

Transition to adult services Transition to adult services can be a particularly stressful time as the young person takes on more independence and may move out of their local area. The transition plan must explore all the options available, including traineeships, supported internships, apprenticeships, workbased placements, higher education colleges or university. Any work-related reasonable adjustments must be considered in partnership with health and social care and each agency has a duty to cooperate to ensure the individual’s needs are fully supported. Access to Work funding is available to facilitate access. Transition to higher education (HE) can be an exciting time for many young people, with high achievement possible given the correct support. The following are examples of best practice when anticipating a student attending higher education: • ensure the student is fully aware of any entitlement to Disabled Students Allowance (DSA) which

can be made through Student Finance England • the EHC plan must be passed to the DSA assessor • although the EHC Plan ceases on entry to HE, there is a responsibility upon the HE provider to use their best endeavours to secure the SEN provision needed by the student, which must not be charged for • provide opportunities for the student to visit as many settings as possible; look at all the options and courses available • ask to speak with the Disability Officer at each setting • universities are not allowed to discriminate against a disability; if a student is able to meet the academic rigour of the course or university, reasonable adjustments must be made • consider accommodation and independent living; is there any specific equipment which is needed to ensure access to the accommodation? • where personal care is needed, a personal care plan should be drawn up which identifies who provides support. All agencies have a duty to support children and young people with identified SEN throughout the key stages of their lives, to alleviate additional stresses and plan for adulthood. Where transitional arrangements form a core focus of service provision, young people and their families feel more supported and more able to make informed choices about their future and feel in greater control over their own destiny.

Further information

Pearl Barnes, a former President of nasen, is an SEN consultant and specialist teacher: www.pearlstraining.co.uk

WWW.SENMAGAZINE.CO.UK

ASDAN Advertisement feature

Accessible curriculum resources for learners with additional needs

SDAN is a pioneering curriculum development

Christine Evans, lead

organisation and awarding body, offering

regional manager for ASDAN,

programmes and qualifications that explicitly grow

said: “We are fully aware of

skills for learning, skills for employment and skills

some of the barriers that those whose expertise lies

for life.

A new suite of resources, Focus, was launched last year to

in residential and social care

provide an accessible curriculum for learners with additional

face when trying to transfer

needs who don’t attend an ASDAN registered centre.

educational materials to

Gateway North East started using Focus as part of its work

their setting. With Focus, we

scheme, which supports young people as they take small steps

are able to offer carers and

towards employment.

those working with very small

Joanne Fearn, the organisation’s chief executive, said: “It is

numbers of residents/service users an opportunity to try out the

based around holiday schemes, being participants and having

already successful ASDAN approach in a more manageable way.”

fun. Instead of us taking the young people bowling they do the

Each learner will need one copy of the module book(s) they

planning themselves in the morning, either individually or as

are working towards. As they complete activities within the book,

a group, depending on the young person. Then they use the

learners also build up a portfolio of evidence, showing how they

bus to get there rather than the minibus. It all has to be very

have developed and practised their skills. There are 12 modules available, each one focusing on a

individualised though. “If they can see it will help them in the future to help others

different area of skills development:

and be a leader that’s even better. That’s why we give the young

• Getting started

people a green Focus T-shirt, which is a massive motivator to

• Communication: introduction

join the scheme.

• Communication: progression

“Focus is becoming very popular with our young people and

• Horticulture

parents. The skills that are learned are ones that parents are really

• Independent living

keen for the young people to have. We hope to roll this out to

• Meal preparation and cooking

other holiday schemes in the future. The key to it is its flexibility.

• Money

“It is ideal if you want a starting point for a small group or individuals and build up a portfolio and photo diary.”

• Numeracy: introduction • Numeracy: progression • Using computer technology

Flexible resources

• Using leisure time

Focus is intended for adults, or those approaching adulthood,

• Using transport.

with additional learning needs. It can be delivered across a range

Tutors can reward the achievements of learners who have

of multi-agency settings, for example residential/care homes,

completed Focus modules using internally-awarded certificates.

private homes or health and social services provision. Focus

No prior training is needed to deliver the course, and ideas and

has the potential to travel across agencies with the learner and

advice on how to use the Focus resources can be found in the

to be offered where the learner lives and where the learner goes.

accompanying Guidance and Resources booklet.

It is helpful for those working with a small number of learners as individuals or organisations can

purchase

To find out more, visit: www.asdan.org.uk/focus where you will also be able to download sample copies of the module books and place your order. Due to the success of this programme, ASDAN is developing new resources – Raising Aspirations – aimed at younger learners that can also be purchased by parents, carers or primary schools.

these

resources without the need to register with ASDAN. Although the programme has been developed for people aged 16 and over, it can be used with younger learners if appropriate. WWW.SENMAGAZINE.CO.UK

Daniel works on Using Leisure Time

For further information contact: simonlawrence@asdan.org.uk

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BULLYING

United we stand Everyone must play their part in tackling bullying of kids with SEN, writes Janet Shmulevitch

ll too often, children experience bullying and are told it’s just an inevitable part of growing up. Rarely is it a one-off event, but usually a series of incidences over a number of days, weeks, months or even years. Bullying can take a variety of forms: verbal, emotional, physical, theft and, more frequently, cyberbullying – where threatening messages or actions are sent via phone, text, email and social networking sites. Less overt forms of bullying can include “mate crime”, whereby friendships can become exploitative. Out of a desire to maintain the relationship, vulnerable people can have money and possessions taken from them by these so-called friends, or “frenemies”. This can escalate into being used to engage in criminal or unwanted sexual activity, putting the vulnerable person at considerable risk.

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Evidence shows children and young people with SEN and/or disabilities are thought to be three times more likely to be bullied or victimised, with an alarming 63 per cent of children with autism, and 80 per cent of children with learning disabilities, experiencing bullying at some point during their childhood. Bullying is far from a minor inconvenience that children with SEN should learn to deal with. Left unchecked, the effects of bullying can be long-lasting and detrimental to the development, happiness, and safety of individuals.

Counting the cost Byron, a 16-year-old, knows only too well about the impact of bullying. Enduring bullying on a regular basis at the mainstream school he attends, he has experienced name-calling, threats of violence, and other children switching off his electric wheelchair, leaving him

Children and young people with SEN are three times more likely to be bullied or victimised immobile and vulnerable in a place that should be caring and nurturing. He said: “Being called ‘retard’, ‘spaz' and other names made me feel bad to the point where I couldn’t stay in class and refused to go to school. My parents felt strongly that not enough was being done. They took me out of school and I felt relieved not to be bullied.” Children who experience bullying are more likely to have low self-esteem, become socially withdrawn, have lower academic achievement, find it difficult to form trusting, healthy relationships with friends, and may self-harm or attempt suicide.

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BULLYING

Byron uses his experience of bullying to help others develop self-belief.

Despite this, its impact is often seriously underestimated by families, schools, health and social care providers. In 2012/13, the NSPCC reported that 45,000 children had talked to Childline about being bullied, and more than 16,000 were absent from school owing to bullying. These figures show little sign of decreasing. Whilst removing a child from school may bring some temporary relief, it is not a long-term solution. Children and young people with SEN cannot simply be removed from the places where they find themselves victims of discriminatory and threatening behaviour. Everyone has the right to live a life that is free from bullying and exploitation. Byron is now back at school three days a week and, whilst the bullying has reduced, it is still part of his life. He says: “To anyone being bullied, I would say tell your parents and carers as soon as possible to stop it getting worse. If my bullying was to stop tomorrow, I would be over the moon.” Overcoming the damaging effects of bullying is always work in progress: it takes effort and enduring commitment. Regular opportunities in schools and other organisations for discussion and participation will enable children and young people to fully engage in the processes of challenging bullying behaviour in their communities, and help secure a brighter and healthier future for everyone.

Working together The effects of bullying are not confined to the child who is experiencing it. WWW.SENMAGAZINE.CO.UK

Families caring for a child with SEN often face a unique combination of emotional, social, physical and financial pressures, and the additional stress of having to deal with the bullying of a child can be considerable. Everybody has a responsibility to combat bullying, including schools, clubs and groups, social care providers, members of the public, families and volunteers. There should be no choice as to whether we condone it or take positive action to address it. Taking responsibility is a duty and an obligation. It is vitally important that organisations working with children develop robust policies and practices for dealing with bullying and that agencies work closely together with each other, children and their families, to plan strategies and find solutions that are long-lasting. Organisations can also be important in providing those who are being bullied with a safe environment in which to talk about their experiences. A keen sportsman with a real sense of fun and energy, Byron has much to celebrate and be proud of. Whilst joining school sporting activities has often proved difficult, Byron has been supported to take part in wheelchair basketball and accessible abseiling which have increased his sense of achievement and his self-worth. He has been able to meet and engage with other people who share his interests and value his contribution and company. Encouraged to speak up for himself, Byron is now using his experiences of growing up as a disabled child, often being told he can’t do things, to help other disabled children to develop self-belief. On the important issue of bullying he states that at a national level “we need to buck up our ideas and do something about it”.

Supporting bullies In addition to supporting children who experience bullying, we should also provide support to bullies, who often feel negatively about themselves, lack positive role models in their lives and

The effects of bullying are not confined to the child who is experiencing it

may also be victims of bullying. Bullies are more likely to develop depression and anxiety, have fewer friends, be abusive towards their partners and family, be excluded from school and jeopardise their jobs in later life. Working collectively to change the way in which organisations deal with bullying can have its challenges, but ignoring it can create an unhealthy culture of indifference and distrust that affects everybody and permeates the whole organisational ethos. The Brandon Trust, for example, has produced an Anti-bullying Policy and Procedure which states its organisational stance against bullying, providing information and giving advice about how to combat it. An easy-read report form has been designed to help children, young people and vulnerable adults to identify and report bullying incidents, discuss their feelings, and start to consider and discuss what action and support they need. Anti-bullying week, coordinated by the Anti-bullying Alliance, takes place between 16 and 20 November 2015, and will again focus the public’s gaze and bring children and young people, schools, parents and carers together with one aim: to stop bullying for all.

Further information

Janet Shmulevitch is a project manager at Brandon Trust, a charity supporting children and adults with learning disabilities and autism in the South of England: www.brandontrust.org

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E-SAFETY

Does your school’s e-safety make the grade? Geoff Millington provides five top tips to ensure schools’ e-safety policies are effective and Ofsted compliant

hildren today are born into a digital world; they gravitate towards IT and seem to enjoy a natural affinity with it. There are many positives and we all know that career prospects for young people are improved if they have good digital skills. The worry comes, however, when we turn our attention to safeguarding children; the evolution of technology has made this a far more complex issue than ever before. Here are some tips that can help to ensure pupils remain safe while online.

1) Address online bullying While most schools will have a behaviour policy in place that outlines what is regarded as bad behaviour, what constitutes bullying and the measures in place to prevent it, not all schools specifically address the issue of online (or cyber) bullying. Ofsted inspectors will examine how effective schools are in keeping pupils safe online and reducing the risks of online bullying. That’s not to say online bullying won’t happen; it’s about how the school deals with it when it does. Ofsted inspectors will look for staff training programmes in schools to help make staff aware of the different social networks and the terminology used. There is some good advice available

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from sources such as Bullying UK, the BBC and Childnet, which schools can use to train staff on what to look out for. Added to this, many police forces will work with their local schools to help educate pupils, staff and parents on e-safety.

2) Really know your students Does a student seem depressed or withdrawn, or is their attainment dipping? Have there been absences, or is a pupil suddenly alienated from their peers? Online bullying can be a trigger for this sort of behaviour and in these circumstances it can be difficult for the child to come forward. Knowing how to intervene and validate the feelings of the child is a good way to build trust and keep channels of communication open. This is something that Ofsted inspectors value in outstanding schools, recognising that it is not just about the words of an acceptable use or e-safety policy, but about really knowing the children in your school and spotting any sudden changes in their mood or behaviour.

3) See mistakes as learning opportunities Tips from organisations such as the London Grid for Learning recommend that, if an inappropriate site is accessed, teachers should play the situation down on the principle that this keeps the channels of communication open. It also avoids children keeping problems to themselves in the interests of not creating “drama”. The incident should always be reported to the headteacher though. Channels such as chat rooms, mobile phones and social networking sites should be continuously monitored for inappropriate use. Remember, it is OK

for children to make mistakes which can then be learnt from.

4) Keep it confidential Not naming pupils in website pictures and letting them know the dangers of giving out personal information online are two important actions for schools to take. Further advice from a pan-European study into e-safety recommends that schools embed proactive prevention techniques into e-safety lessons. This is one of the more important aspects of e-safety as it empowers children to keep themselves safe. Children should also be reminded that once online, something never goes away; if an image is sent electronically it could be saved and circulated without the child knowing.

5) Give pupils ownership when possible Ideally, pupils should be involved in creating the school’s policy so that their buy-in is strong. You could start by asking your class if there are any rules they have to follow at home that are set by their parents. Ask them what they use the internet for and see if they have any suggestions for how the internet could be improved. Discuss with the children the uses of the internet in school, what they think is acceptable, what dangers the internet may pose and who they can speak to if they have any concerns.

Further information Geoff Millington is Managing Director of PrimarySite, a UK provider of websites for primary schools: primarysite.co.uk

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EPILEPSY

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SENSORY

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CEREBRAL PALSY

Express yourself Tamzin Gribble looks at how to help non-verbal children with cerebral palsy to develop their communication

hildren and adults who have cerebral palsy are often unable to produce speech due to their lack of control, strength and coordination. They are also often unable to walk and are reliant on a wheelchair. They are therefore hugely restricted in the number of opportunities they have to learn, develop, explore and be independent. Teaching alternative methods of communication is vital in order that a non-verbal child can express themselves. The question of where to start is key. Children who are very restricted in their ability to explore have had extremely impoverished opportunities to incidentally learn how to affect change in their own lives and to communicate. Sometimes they can present as very passive young people; parents and carers, out of necessity, have done everything for them, so the children have limited reasons to communicate.

Encouraging communication An excellent starting point for communication is to find out what the child likes and is highly motivated by. Finding activities or toys that are fun will give the child a reason to want to communicate. Having a reliable means to make a request may be more problematic. For example, if a non-verbal child is able to use their limbs functionally to reach and point, then this is a good method. If the child is very limited in controlling their limb movement, they may have to rely on an eye point. Whichever means is most effective and easiest for them to execute should be encouraged and valued, however subtle it may be initially. A look towards a motivating toy may just be that initially but if everyone around SENISSUE77

the child gives value to the child’s look and rewards it every time, it’s highly likely that the look will become more purposeful. At this time, increased toy choices can be introduced, followed by gradually introducing symbolic representations of increasing complexity of the real object – such as “bubbles”, to a photograph of the bubbles, to the symbol of the bubbles. As a child learns to recognise an increasing number of photographs or symbols, a communication book, board, chart or key-ring can be created to include a whole range of motivating choices and words. This needs to be highly personalised so it reflects the child’s interests and needs. Providing the child with the right balance of what they need to communicate about – such as feelings to express being uncomfortable, in pain or being thirsty – alongside opportunities to develop language, while all along maintaining enough fun to keep the child’s motivation, is a fine line and can be a matter of trial and error. The right balance will depend on the child, but the more fun they have the more motivated they will be to communicate. Korsten (Considering AAC, 20002005, online) states the following: The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours a day from birth. A child who uses a communication system and receives Speech and Language Therapy two times per week for 20 - 30 minute sessions will reach this same amount of language exposure in 84 years. Therefore, learning to use a communication system is about providing as many opportunities as possible, across different contexts, for the child to practice using it.

Finding activities or toys that are fun will give the child a reason to want to communicate Including parents It is essential to involve as many people around the child as you can, so they know how to support the child and to give the child a reason to use their communication system. Delivering training to all those around the child is a good investment which will show good returns. When working with parents, we must always bear in mind that being a parent of a child with complex needs provides extra challenges and can be exhausting. I was struck by a parent’s comment on their feedback form following training:

Ben uses a head switch to access his communication aid.

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CEREBRAL PALSY

His ability to express himself has shown us who he is and what a wonderful sense of humour he has

Bex using her communication aid to tell us how she feels.

I feel guilty I do not use the communication aid with my child. I recognise and appreciate it is important for him to express himself. I just about get through the day feeding him, dressing him, etc. The communication aid is just one more thing that stresses me. If you can provide an effective communication system which is not too effortful for the parent to support, it is more likely to be used at home, especially during the initial stages. Often, this may be the difference between using what is termed “low technology” communication – usually a paper-based communication board, chart or book – and “high technology”, which uses a far more sophisticated communication aid with voice output.

Embracing technology Ideally, a child should have both lowtech and high-tech communication systems. The former is a backup for those times when high-tech is unreliable or onerous. The option to use a high-tech communication aid should be the ultimate aim for all children who show potential to learn and use such a system. Deciding on which aid to use and how the child may best access it – for example via WWW.SENMAGAZINE.CO.UK

the use of a switch, head movement or eye gaze – may involve a detailed and multi-disciplinary assessment. A high-tech communication aid provides a voice and hence enables a child to communicate independently without someone besides them having to interpret their eye point, gesture or point to a symbol. A high-tech voice output communication aid (VOCA) also enables the child to explore and develop their own communication further, as the cycle of learning becomes selfperpetuating. With an independent voice, the child with cerebral palsy, like able bodied children, can learn language far more readily and via practice.

or where his learning path might take him. With a carefully stepped and structured approach, with many multidisciplinary discussions, B is now able to ask questions, express how he is feeling, tell us who he has seen and where he has been and make choices of activities he wants to do very clearly. In fact, his ability to express himself independently has shown us who he is and what a wonderful sense of humour he has. The whole process of learning to use an alternative communication system can be like an enormous jigsaw puzzle, fitting together the variables and maintaining the right balance. As professionals providing the child’s education, it is our responsibility to provide as much support and opportunity for the child to practice as possible, using the means most appropriate to the individual, while always taking account of the child and their parents’ perspectives. If we get it right, the child will stay motivated and will continue to learn, hopefully reaching their communication potential.

Unlocking potential It is important to never underestimate a child’s potential, as by doing so you restrict their potential. At the beginning of the journey the professional should provide the means and reasons for the child to communicate, with lots of repetition and structure and, most importantly, an open mind. I first met B, a young child at the age of eight, with a diagnosis of quadriplegic cerebral palsy and cortical blindness, who at the time, was entirely reliant on others interpreting his vocalisations and facial expressions, with no formal means of communication at all. Now, six years later, he uses a high-tech communication aid with 20 pages which he accesses using a head switch, pressing the switch in response to auditory prompts which scan along. In the beginning, we spent many weeks on encouraging B to press a switch with his head to operate a cause/effect disco ball, not knowing whether he could understand language

Further information

Tamzin Gribble is Highly Specialist Speech and Language Therapist/ Head of Therapy at Dame Hannah Rogers Trust: www.discoverhannahs.org

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CEREBRAL PALSY Advertisement feature

Treloar’s outdoor classroom has the wow factor The new outdoor classroom, called Willow Way after it’s willow tunnel, has been opened at Treloar School and College in Alton, Hampshire. Part of a project to make the outdoor environment at the School and College as stimulating as the indoor space, this is the first stage of the program which will include a dipping pond, a swing which can accommodate wheelchairs and sensory gardens. Classes of all ages will use the space both as a learning and social environment and the design ensures that it can be used in all weathers. Willow Way, designed and funded by Fabrik Design, includes a raised and lit wooden trail, a willow tunnel, a tepee and an outdoor classroom. Windows in the wooden structure which forms the classroom space are reclaimed from Evans House, a residential house which has recently undergone extensive refurbishment. The whole structure was built by the Treloar’s on site estate management team and even features a removable section of roof for sunnier days.

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Students have seen the structure being built and were excited to gain access to the finished article. Student Dan wanted to sleep in the tepee and said of the classroom: “Wow, we are really lucky to have this at Treloar’s, I think I will use it all the time.’’ Treloar School and College educates and cares for students with complex physical disabilities up to the age of 25. For more information, visit www.treloar.org.uk

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SEN LAW

Changing schools Laxmi Patel outlines the different types of education placements available for children with SEN

eptember is fast approaching and with it comes the start of a new academic year. It would seem that parents now more than ever have an abundance of different types of school to choose from. Or do they? What responsibilities do the various bodies have and what schools or types of education arrangements are available to children with SEN?

Parents’ duties Parents have a duty to ensure that their child of compulsory school age receives full-time education that is suitable for their child’s age, ability, aptitude and any SEN that s/he may have. This can be by attending school “or otherwise” – which usually means that parents can choose to educate their child at home provided it is suitable as outlined above.

Local authorities’ duties All children in England between five and 16 years are entitled to free education in a school maintained by the state. In addition, all three- and four-year-olds are entitled to 570 hours of education which equates to 15 hours per week SENISSUE77

The local authority has a duty to identify and assess the SEN of children and young people

schools will have a statement or EHC plan outlining the support that the local authority must make for him/her and naming a school that is considered to be able to educate the child with the additional support. Provided the support is written into the correct section of the statement or EHC plan, the local authority has a duty to provide it.

during term time. Some two-year-olds, including children with a statement of SEN or an education, health and care (EHC) plan, are also entitled to free early education or childcare. For children and young people with SEN, the Children and Families Act 2014 states that the local authority must ensure that they receive support to help them “achieve the best possible educational and other outcomes”. To do this, the local authority has a duty to identify and assess the SEN of children and young people in their area when they become aware that these children or young people have or may have SEN. A child who has been identified as needing more support than is generally provided in mainstream maintained

School’s duties Children can be supported using the school’s own resources under SEN support or, if more resources may be required or more has to be understood about the child’s SEN, the school or parents can request an EHC needs assessment leading to an EHC plan. Generally, if a maintained school (mainstream or special), an academy, a free school, a further education placement in England, a non-maintained special school or a placement that is approved by the Secretary of State is named on the EHC plan, then the child or young person must be admitted unless the placement is unsuitable, their attendance would adversely affect others’ education or it would not be cost-effective. WWW.SENMAGAZINE.CO.UK

SEN LAW

Fee paying or independent special schools and special post-16 placements can apply for approval from the Secretary of State. Parents can still request a placement at schools, usually independent schools, that are not on the approved list. The local authority has to consider the general principle that children are to be educated in accordance with parents’ wishes but key to their decision will be the additional cost to all sections of the public purse, including social services and health.

Right to mainstream education There is a strong presumption that everyone can have mainstream education. The local authority can only refuse to name a mainstream school on the EHC plan if parents do not want it and/or it interferes with the education of other children and there are no reasonable steps that can be taken to prevent this.

Types of schools Schools across England are funded and managed in different ways. The most common distinction is between fee paying and non-fee paying schools. Non-fee paying schools have expanded in recent years to include academies and free schools. The main types are: • mainstream with an SEN unit • special schools, that only take children with a statement or EHC plan • voluntary-aided schools, which can be mainstream or special and which are usually religious or faith schools • foundation schools, which have more autonomy than maintained schools • academies, that are run by a governing body, the Academy Trust, and which are independent from the local authority and can follow a different curriculum. Academies are publicly funded independent schools. They have to follow the same rules on WWW.SENMAGAZINE.CO.UK

admissions, SEN and exclusions as other state schools • free schools, that are funded by the Government but not run by the local authority. They have more control over how they do things. They do not have to follow the national curriculum. They are run on a not-forprofit basis and can be set up by groups such as charities, universities, independent schools, parents and faith groups • pupil referral units (PRUs), which are schools that operate outside normal schooling and are for children who may not fit into other schools for a variety of reasons. They are often for children experiencing behavioural problems or those who have been, or are at risk of exclusion. Some PRUs will also admit children with medical conditions and with autism. Local authorities have a duty to provide suitable education for all their children, including those who cannot attend school. Placing children in PRUs is one way to ensure that they comply with this duty. PRUs do not have to follow the full national curriculum and generally have smaller class sizes and higher staff to pupil ratios.

There is a strong presumption that everyone can have mainstream education be made by the local authority, the statement or EHC plan becomes legally unenforceable, meaning that the local authority no longer has a statutory duty to provide support outlined in the statement or EHC plan. Parents are advised to liaise with their local authority to ensure their child continues to receive some support. Though there are several choices available, parents do not always get what they want and ask for. Before choosing any school, parents should do their research and visit several schools on more than one occasion and share their child’s statement or EHC plan with the prospective school to ensure that the school will be able to meet their child’s needs. If the local authority is resistant to naming the parents’ preferred school, parents need to gather suitable evidence to challenge the decision. Remember that discussions will not be all about how good the parents’ preferred school is, but about why the school put forward by the local authority is unable to meet their child’s needs.

Other education choices Parents can choose a combination of schools, for example, dual placement at a mainstream and a special school. They can also choose to educate their child at home full-time or part-time with some attendance at a school. If home educating, the local authority can make informal enquiries to ensure that the child is receiving suitable education. If the authority is not satisfied, they may serve a school attendance order. Parents are advised to keep a record of education activities followed. If the child’s statement or EHC plan does not specify home education to

Further information

Laxmi Patel is a solicitor specialising in SEN and Head of the Education Team at Boyes Turner LLP: www.senexpertsolicitors.com

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SEN LAW

What’s so special about outcomes? Specialist SEN solicitor Douglas Silas answers questions about “outcomes”, a key concept in the new SEN system What are outcomes?

Why do we have them?

The new SEN framework, now in place, has brought in the new concept of “outcomes” in relation to education, health and care (EHC) plans. The SEN Code of Practice 2014/15 (paragraph 9.66) states that:

The opening section of the Children and Families Act, which ushered in the new SEN framework, contains four principles, which a local authority (LA) now needs to have regard to. The last, but most important, of these states that an LA must have regard to “The need to support the child and his or her parent or the young person in order to facilitate [their] development … and to help him or her achieve the best possible educational and other outcomes.”

An outcome can be defined as the benefit or difference made to an individual as a result of an intervention… it should be specific, measurable, achievable, realistic and time bound (SMART)… Outcomes are not a description of the service being provided – for example the provision of three hours of speech and language therapy is not an outcome. In this case, the outcome is what it is intended that the speech and language therapy will help the individual to do that they cannot do now and by when this will be achieved.

An EHC plan actually only goes up to 25 if the outcomes in it have not yet been achieved achieved by the end of a phase or stage of education in order to enable the child or young person to progress successfully to the next phase or stage. An outcome for a child of secondary school age might be, for example, to make sufficient progress or achieve a qualification to enable him or her to attend a specific course at college. Other outcomes in the EHC plan may then describe what needs to be achieved by the end of each intervening year to enable him or her to achieve the college place.

Does the Code of Practice add anything? Yes, paragraph 9.68 of the Code also adds the following information: Outcomes underpin and inform the detail of EHC plans. Outcomes will usually set out what needs to be

Has support for SEN changed then? Yes, there is now a clearer focus on the participation of children and young people (and also their parents) with decision-making, both at individual and strategic levels. There is also a stronger focus now on “higher aspirations” and “improving outcomes” for children with SEN. It is therefore expected that everyone (both parents and professionals) will now be “working together towards agreed outcomes”.

Are outcomes the same as “objectives” in a statement?

A focus on outcomes should prioritise a child’s individual needs.

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No, “outcomes” are not just “objectives” by another name – and they are not meant to be. One of the WWW.SENMAGAZINE.CO.UK

SEN LAW

Some argue that LAs may even be encouraged to write low achieving outcomes in EHC plans criticisms of objectives in a statement was that sometimes they were too vague. For example, objectives often referred to just general aims, such as to develop things like communication or motor skills. Outcomes, and EHC plans in general, are now striving to be more targeted and precise in relation to the child or young person’s individual circumstances.

Are there any problems with this? Theoretically, no; practically, though, there may be problems. This is because, unfortunately, whilst everyone appears to be trying to be more specific now in relation to agreeing outcomes in EHC plans, not everyone appears to be in agreement about what they actually are meant to be. For example, some LAs are focusing only on short to medium-term outcomes – such as in relation to the end of a school year or Key Stage – while others are trying to separate them into short or long-term outcomes. In fact, some are even trying to do all three.

Where do outcomes go in an EHC plan? Outcomes are meant to be put in Section E of an EHC plan. But they need to be agreed to by everyone when the EHC plan is first drafted or at an annual review of it. However, both parents and professionals have expressed concern that disputed outcomes are not challengeable, like the objectives were previously in a statement. Some have even been cynical about this and pointed out that, although we have been told that EHC plans now go up to 25, an EHC plan actually only goes up WWW.SENMAGAZINE.CO.UK

to 25 if the outcomes in it have not yet been achieved. There is no automatic right or entitlement to have an EHC plan kept in place until a young person reaches 25.

So age makes a difference? Yes, paragraph 9.68 of the Code goes on to say: From year 9 onwards, the nature of the outcomes will reflect the need to ensure young people are preparing for adulthood. In all cases, EHC plans must specify the special educational provision required to meet each of the child or young person’s special educational needs. The provision should enable the outcomes to be achieved. Therefore, the real question for young people (those who have reached the end of the academic year in which they turn 16) is whether their educational or training outcomes have yet been achieved. However, a young person may need extra time, compared to someone without their needs, to complete or consolidate their learning.

Can I challenge the outcomes in an EHC plan? Unfortunately, you can’t. In the same way as before 1 September 2014 in relation to statements, a parent (or a young person themselves now if they are 16 or over and have mental capacity) can only appeal against the contents of an EHC plan in relation to: • the description of special educational needs (in Section B of an EHC plan, previously Part 2 of a statement) • the special educational provision (in Section F of an EHC plan, previously Part 3 of a statement) • the school or other placement, which now includes colleges (in Section I of an EHC plan, previously Part 4 of a statement). But some people have pointed out that whilst outcomes are now also being put in EHC plans, there is no

way of challenging them, so it is like giving more with one hand and taking away with the other. Because of this, some argue that LAs may even be encouraged to write low achieving outcomes in EHC plans, so that the LA can then later argue that these outcomes have been met and there is no longer the need for an EHC plan to be kept. This is very worrying for many people, especially parents.

Are outcomes reviewed regularly? Yes, paragraph 9.69 of the Code states that: The EHC plan should also specify the arrangements for setting shorter term targets at the level of the school or other institution where the child or young person is placed… These can be reviewed and, if necessary, amended regularly to ensure that the individual remains on track to achieve the outcomes specified in their EHC plan…” Whilst shorter-term targets may be easier to determine, the difficulty is always going to be trying to decide the longer-term outcomes for younger children, as this may involve a bit of crystal-ball gazing.

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.

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High barriers, hidden gifts Ruth Broomhall reveals how to help looked-after children realise their potential “Every looked-after child is a gifted child… simply for surviving.” How do you react when you read this statement? When I worked as a strand leader promoting the education of gifted and talented looked-after children (LAC) a common response when I explained my role was: “Well, there won’t be many of them!” They were right. Right about the numbers and right about the general attitude and expectations towards LAC. A quick look at government figures in relation to these children (Outcomes for Children Looked After by Local Authorities in England as at 31 March 2014, published December 2014)

reveals the enormity of the challenge ahead of us in seeking to address the significant underachievement of this particular cohort of children: • at KS1 (Level 2), LAC achieved 19 percentage points below nonLAC for reading, 25 percentage points below non-LAC for writing and 20 percentage points below non-LAC for mathematics • at KS2 (Level 4), the combined percentage for reading, writing and mathematics for LAC was 48 per cent, compared with 79 per cent for non-LAC • 12 per cent of LAC achieved 5 or more A* - C grade GCSEs

Looked-after children face enormous barriers just by being looked-after

including English and maths, which represents an attainment gap of 40.1 per cent between LAC and non-LAC • 66 per cent of LAC have a special educational need, compared with 17.9 per cent of all children • 50 per cent of LAC have emotional and behavioural problems • LAC are twice as likely to be excluded than non-LAC. As these figures also highlight, LAC face enormous barriers just by being looked-after. To achieve well at school this child has to be an exception not a rule and with 68,840 LAC (as at March 2014) – an increase of seven per cent from March 2010 – this is a problem that is getting worse. A few years ago, I had the privilege to run a year-long gifted and talented project called The Climate Change Challenge, a project that culminated in 17 of us, including some foster carers and their children, travelling to Stavanger in Norway to attend the United Nations student conference on climate change. I think it is fair to say that the trip was a life-changing experience for all concerned and >>

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one that would not have happened but for a large number of people who were driven by the belief that there were LAC who not only deserved to be on the project, but who were also highly capable of being on it. It is that same belief that motivates my life and work today, a belief rooted in lifelong experience of living and working with children. In my roles as both educationalist and carer, I have seen the challenges faced by LAC and the adults around them in striving for a “normality” to life and learning that most of us take for granted. As professionals, we are all too aware of the barriers to achievement for LAC: instability in care and school placements; low self-esteem; gaps in learning knowledge; a lack of support, challenge or understanding by one or more of the contributors to their “corporate parenting”; the absence of any consistent role model; practical difficulties (such as transportation, bureaucracy and rules around being in care); poor attendance; inflexibility in the curriculum; the physiological and emotional impact of trauma; and their place on Maslow’s hierarchy of need (with many of them still on the bottom rungs). For the children in our care, it is often not just one barrier they are up against, but many.

A question of belief So, as educationalists, how do we address the complex problem of underachievement for our LAC? Clearly, we are more likely to have compassion for these children if we understand the barriers they face, not just in learning but in life. Having compassion, by which I mean an empathy that seeks to deliver rather than indulge, should develop within us a desire for greater knowledge of the issues surrounding them, together with a belief in both their self-worth and their abilities. Whilst attending the world gifted and talented conference in Vancouver in 2009, on behalf of Excellence East (the Eastern Region Gifted and Talented Partnership), I noted that not one presentation, workshop or seminar (other than ours) mentioned children in care. What’s more, the reactions we received when we did mention them were indicative of what I often experienced here: cynicism, apathy, disbelief and surprise. A major cause of underachievement for this group of children continues to be low aspirations – on the part of the child and the adults who surround them. It is a barrier, I believe, that is still not being understood or addressed as rigorously as it should be at all levels. How many people see the behaviour

Believing in children is a prerequisite of effective teaching and support.

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Limited academic ability does not mean a child is not intelligent

first and the child second, or judge a child’s intelligence on whether s/he can read or write? Limited academic ability does not mean a child is not intelligent. Neither does difficult behaviour. Poor behaviour may be because of emotional trauma, but could it not also be because of boredom or lack of the appropriate academic or intellectual challenges or stimulation? Whilst much emphasis is placed on dealing with the pain and trauma experienced by children in care, as it should be, how much emphasis is currently placed on the consequences for them if their ability is not properly recognised, understood and catered for? Education is massively important to all of us. It is no less important to children in care. Seeds that are sown now may not rise above the surface for many years, but as long as they are sown there is a chance that one day they will blossom. So believing in our children – having high aspirations for them – is as important as providing them with food, warmth and shelter. We should see the child separately to the behaviour. The message should be: “You’re OK; it’s your behaviour that needs to change”. We should stop asking the question “how clever is this child?” and start asking “How is this child clever?” And we should begin with the assumption that the child is good at something – and search for it. The need for belief in our children should not be underestimated. It is a fundamental starting point to changing the culture of underachievement. Many, possibly most, of our children do not have self-belief, so they need us to have it for them until they are in a position to acquire it for themselves. This may mean remaining stubbornly hopeful even when the situation seems WWW.SENMAGAZINE.CO.UK

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utterly hopeless. By believing in them we will be in a better position with a better attitude to provide for them. This in turn feeds into the cycle of effective identification of ability and potential: provide – identify – provide, provide – identify – provide. And it all starts with that simple word “belief”.

Practical steps So how can we help break this cycle of underachievement? What practically can we do? I offer here just a few brief ideas: • changed mind-sets, aspirations and motivation – we need to make these automatic so they run alongside and underpin everything we do • one-to-one support. This can be invaluable. As a tutor to disaffected and often misunderstood, misidentified and misplaced children, I have seen that the impact of oneto-one support with the right person can be immense on selfesteem and motivation as well as on academic attainment • looking out for discrepancies between attainment, progress and potential should be an on-going process for all, but it should be a priority for LAC. This requires efficient collation, handling and passing on of appropriate data by all those involved in the care of the child • audit writing skills. Statistics suggest that 63 per cent of pupils write too slowly, 19 per cent very slowly, with boys generally slower writers than girls. Consider the impact of this on attainment and self-esteem. There is a simple test that can be administered to measure writing speed, but how many of us use it and then make the appropriate adjustments and provision for our children? • early identification of ability and potential, followed by appropriate provision, is WWW.SENMAGAZINE.CO.UK

We know that an unhappy child is not a child that is truly free to learn

crucial. It guards against boredom and associated challenging behaviours. Delayed identification can put correct identification at risk if behaviours become the focus. It can also have a negative impact on mental health. Minds, especially bright minds, need to be channelled positively at school and at home to avoid too much reflection on trauma and troubles. • resilience is a positive quality that must be nurtured • ADHD or unmet attachment needs? ADHD or gifted? Both need to be ruled out (or in) before a true assessment of ADHD should be made • does the school foster “interest”? Adapting the curriculum to enable children to pursue their interests can have a positive impact. Interest and motivation go hand in hand, with greater chance of success. Success in one thing boosts self-esteem which can lead to success in other areas.

of 18 is not necessarily the end of their academic or learning achievements and should not be seen as such. Somehow, together, we need to instil a life-long love of learning that enables achievement to extend well beyond the school gates and which encourages our children to believe that success in life and learning is never too late. Consider that opening phrase again for a moment: “Every looked-after child is a gifted child… simply for surviving”. If everyone acknowledged this as true and believed that the courage and resilience of these children in surviving what most of us never experience in our whole lives is so amazing as to render them gifted – and retained this belief in times of adversity, frustration and disappointment – what a fantastic starting point we would have for improving the life chances of the children in our care. Underachievement would then be challenged and maybe then we would see many more lookedafter children achieving their potential. That is my belief. Is it yours?

Aim high Finally, we need to acknowledge the importance of the heart and time. These, particularly for LAC, are intimately connected. We know that an unhappy child is not a child that is truly free to learn. We also know that happiness cannot be bestowed upon our children easily or overnight. It takes time. Consequently, so may learning. Therefore, whilst we need to aim high throughout their school careers, we must not give up if their attainment fails to match our expectations or their potential. What they achieve by the age

Further information

Ruth Broomhall has over 25 years’ experience of working with and for children as a teacher, education adviser, foster carer and trainer. Her particular interest and expertise is in the area of underachievement and challenge, especially with regard to vulnerable and looked-after children. She is now a consultant and trainer.

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COMMUNICATION AIDS

Communication evolution Marion Stanton provides a useful guide to the ever-changing world of AAC

hildren and adults who need augmentative and alternative communication (AAC) include those who are unable to speak and those who find speech a struggle. The difficulty might be temporary, for example following an operation or an accident, or it might be permanent. Examples of permanent difficulty with speech or having no speech include some people who have experienced serious accidents with resultant brain damage, assaults to the brain (such as a stroke) and people who have impairments such as cerebral palsy, autism, Down syndrome, Angelman’s, motor neurone disease, amyotrophic lateral sclerosis and congenital conditions that affect speech. For all of these people communication aids can be a vital means for them to connect or re-connect with the world around them and make a contribution to their communities. However, there are many issues to consider when

planning to support someone to have access to AAC. Children who are born with speech difficulty or with no speech should be given access to AAC as early as possible. AAC provision won’t stop those children who may be delayed with speech from talking. On the contrary, there is some evidence that AAC may help those children to develop speech (Millar, Light and Schlosser, 2006; Blischak, Lombardino and Dyson, 2003). AAC is a means to get your message across if you don’t have speech or if you have speech which is unclear. It can be no-tech, low-tech, light-tech (sometimes known as basic high-tech) or high-tech.

Low-tech support Let’s start with low-tech. Low-tech communication aids are made with paper or card (often laminated or using paper that is difficult to tear). They can be as simple as two choices on a page or as complex as a comprehensive

AAC provision won’t stop those children who may be delayed with speech from talking language system that enables the person using it to say most of what they wish to. The system might comprise individual boards, books that have been made up using display type arrangements or Perspex boards that options can be put on or taken off. There are a number of ways you can access a low-tech communication system. You might point directly to your choice with a finger or fist or by looking at the choice you want to make. You might rely on a communication partner to say the options for you and then use a yes or no response to choose. You could have a coded system that works a bit like grid referencing on a map or where you indicate a block of options and then a colour to make your choice (see figure 1, left). Low-tech options are often cheaper than tablet or high-tech options and have the advantage that you can take them out in the sun and still see the display.

Hi-tech devices

Figure 1. Example of colour coded access where the communicator indicated their choice by eye pointing or hand pointing to the block where their choice is and then to the colour in the corner to indicate the specific choice.

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The person who is going to rely heavily on AAC for a considerable amount of time will probably need a high-tech device as well as a low-tech back up device. High-tech devices are usually >> SENISSUE77

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larger, more substantial tablet based computers, although for some people an ordinary computer will suffice. There are a number of different companies offering such devices and the cost will normally run into the thousands. They are accessed via direct access (pointing with finger, some sort of pointing device or eyes) or by indirect access (switches). Some AAC users might be able to use a joystick as an alternative mouse. There are a number of commercial and free communication sets available that enable the AAC user to make choices which then speak out loud, usually in an electronic voice. If the AAC user has any kind of significant movement difficulty, no-tech will be of limited use. Light-tech can be very useful to get the person with speech difficulties started but there are usually a limited number of options on a light-tech device and this could be off putting for someone who has a lot that they want to say. Light-tech can be particularly useful in the classroom where the device can be programmed to fit in with a particular lesson which may only need a limited number of choices. For example, you could use a light-tech device to help a student to join in with a story where the same line occurs over and again. The line can be recorded onto the device and the

You could use a light-tech device to help a student to join in with a story

student can be encouraged to join in at the appropriate moment. The advent of small, reasonably priced tablet devices has opened up options for many who may have previously been limited to the few options available on most light-tech devices. There are many communication apps available for tablet devicesÂ some of which are extensive and comprehensive, others of which are of dubious value. There are a number of practitioners who provide up to date information about AAC on the tablet devices. If a person has difficulty pointing to the screen on account of movement issues, the small, portable tablet may not be the answer. There are some things you can do with the tablet to make it easier to access. It is possible to get keyguards that fit over the screen which can help improve the accuracy of a point. Some also have switch access. This means that you can use one or two movements to access a number of

Figure 2. At the top of this picture is a question on a normal test paper. The bottom is an exact replica made accessible through the specialist communication software. This means that students can listen to the question read out loud electronically and point to the answer using their preferred access method.

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A student uses eye gaze to operate her communication aid.

options on the screen by, for example, touching one switch to move through the options and another to choose the one you want. Switch access to tablet devices is still at a fairly basic stage, so anyone who has difficulty with access might want to consider either a lowtech or a high-tech communication aid. Both can be developed to support extensive communication and both can be accessed in many ways offering options to those with the most complex movement difficulty.

AAC and the curriculum In addition to using them for communication, AAC resources can also be very handy curriculum tools. The same software that is set up for communication can also be used to develop word lists to support engagement in lessons and even for providing the student with an accessible replica of the text book or worksheet. Of particular importance to the student who uses AAC is acquisition to literacy. There is some research that suggests that overuse of symbols can impede literacy development. It is imperative that the students who uses AAC should have sustained and repeated exposure to text based literacy. This should be offered across the board, even to those students who may well eventually have to rely on symbols or objects to aid their understanding. If a person is not exposed to text, they are unlikely to learn it. The young non-disabled preschooler is likely to have had many experiences with a pencil and paper WWW.SENMAGAZINE.CO.UK

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where scribbling is assigned meaning and built on. Once the child joins nursery or reception, this will certainly happen. It is these early, random explorations that lead to the formation of early literacy skills. It is these very important base-line activities that most students who use AAC miss out on. It is therefore essential to give these students access to “alternative pencils” through giving them the opportunity to be random in their use of hightech or low-tech communication aids and then scaffolding their learning by assigning meaning and encouraging the development of meaningful engagement with text. I work with students from Year 1 through to A Level students who are using their communication software to access the curriculum. It can be particularly useful to encourage independent access to revision guides and assessments as well as the dayto-day lessons (see figure 2, page 42).

AAC resources can also be very handy curriculum tools Changes to AAC provision Until recently, the provision of communication support was not the clear responsibility of any local or central service. The result was that each local area had their own system, and some had no system, for providing for the needs of people who needed help with AAC. In England, an agreement has now been reached that a budget will be available within the NHS to provide for supporting the development of local area AAC provision and carrying out assessment and providing communication aids for the ten per cent of child and adult AAC users judged to have a need for the most complex equipment. It is expected

that local areas will retain responsibility for the remaining 90 per cent of AAC users. In addition, local areas will retain responsibility for day-to-day support for all AAC users in their locality. This means that local authorities should still take responsibility for the vast majority of delivery, however, it is hoped that the new system will help local areas to make some progress towards a more unified approach to AAC provision. In the first instance, ask your GP to put you in touch with your local AAC service. The world of AAC is a complex one and it is unwise to try to go it alone if you are trying to help a young person to gain access to better communication. There is a lot of knowledge out there that could save you hours of frustration and complications. It is advisable to make the best of it. One final word of caution: if you find a device or a piece of software that really grabs you, please don’t assume it will work for everyone. I have seen so many instances of local teams who have latched on to one device and/or one piece of software and then not developed their skills beyond it. A good way to find out about what communication aids are available is to visit an AAC roadshow or exhibition. These take place in designated parts of the UK throughout the year and a whole range of the latest products are showcased so that you can make an informed choice.

Further information

Marion Stanton is a special needs teacher and AAC practitioner. She is the lead trainer and assessor for Communication and Learning Enterprises and a trustee of Communication Matters, the UK umbrella organisation for AAC: www.candleaac.com More information on AAC and AAC events can be found at: www.communicationmatters.org.uk An example of a low tech book (courtesy of Julie Wicher).

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COMMUNICATION AIDS

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One button that puts you in control The Comfort Audio DM10 is the ideal solution to improve classroom communication. Its unique red button puts staff in control like no other comparable device. Users can easily configure the single button to control on/off, mute or even push-to-talk. This makes DM10 the ideal partner for enhanced one-toone communication. It is of particular benefit to anyone working with learners with SEN, attention or hearing problems in mainstream education. DM10 is part of the Comfort Audio Digisystem range, which is growing in popularity around the UK for its ease of use, fantastic digital sound quality and performance. Comfort Audio scores as an attractive, modular system that develops with the users’ developing needs. Find out more about Digisystem or trial it free by contacting PC Werth on: 020 8772 2700 or visit www.soundforschools. co.uk/products-for-education/comfort-audio WWW.SENMAGAZINE.CO.UK

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PHONICS

Phonics: politics and practice Official guidance may have caused more problems for teaching reading than it’s solved, writes Debbie Hepplewhite

t is time to take stock of how we teach reading in England. A significant aspect of this is to understand what systematic synthetic phonics provision looks like in different schools. To date, not all schools apply the systematic synthetic phonics teaching principles in full, which is very worrying. Many, perhaps most, schools continue with multicueing reading strategies, amounting to teaching children to guess some words routinely in place of decoding them. Children will also invariably default to guessing words when asked to read books independently which include words with alphabetic code beyond their code knowledge. The fact that England’s teachers do not share a common professional understanding of the research on reading and reading instruction, or might not apply the systematic synthetic phonics teaching principles in full, is clearly evidenced in official Department for Education (DfE) and Ofsted reports. This means that children’s experiences of reading instruction in their schools is still based on chance and not

necessarily informed well enough by science and leading-edge practice. Let’s look at some evidence. Ready to read The following are selected bullet points from Ready to read – how a sample of primary schools in Stoke-on-Trent teach pupils to read (Ofsted, June 2014): • “Not all the schools taught early reading using phonic decoding as ‘the route to decode words’, as required by the national curriculum 2014.” • “Almost all the schools visited used a wide range of early reading books to teach young children to read. Many of these books, however, were not ‘closely matched to pupils’ developing phonics knowledge and knowledge of common exception words’. In other words, the books used did not support young children to practise and apply the phonics they were learning.” • “Four of the schools did not send home phonically decodable books so that children could

Children’s experiences of reading instruction in their schools is still based on chance practise their new knowledge and skills at home.” • “The teaching of phonics was not always of good quality and pupils did not progress quickly enough in several of the sessions observed.” Phonics screening check The following are selected bullet points form the DfE Phonics screening check evaluation, Research report (NFER, May 2014): • “In the majority of schools, however, other strategies alongside phonics were also supported…” • “More than half (60 per cent) of schools reported that they taught systematic synthetic phonics ‘first and fast’, although teachers’ responses regarding use of other methods to teach children to decode words were not wholly consistent with this data”.

What does schools’ phonics provision look like? In England, the notion and promotion of systematic phonics is certainly not new. After years of successive governments promoting phonics and even funding systematic synthetic phonics (programmes, decodable books, resources and training), it would SENISSUE77

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be understandable if all infant and primary teachers in England consider that they are well-equipped in terms of their professional understanding and their schools’ phonics provision. But observation and analysis reveal some major differences between schools – and of course the question arises as to what effect different practices and professional understanding may have on the literacy results of the children, particularly the slowest-to-learn children who have the widest range of challenges and disadvantages. In the 2010 Ofsted report, Reading by six – How the best schools do it, much was made of the following commonalities between the selected schools: The schools represent a diverse range of communities but have striking features in common. They are passionate in their belief that every child can learn to read. Teaching children to read is at the heart of their curriculum. Rigorous, intensive and systematic phonics teaching underpins reading, spelling and writing. Teachers and teaching assistants are welltrained and highly effective, and the schools are led and managed by able, committed headteachers and reading managers who assure quality and drive improvement. This heavy emphasis on rigorous, fit for purpose, intensive systematic phonics teaching, staff training and senior management commitment and monitoring to assure quality and drive improvement was made abundantly clear. Further, in Reading by six – how the best schools do it (November 2010), Ofsted said that: Shortcomings in the rigour and fitness for purpose of schools’ programmes for phonics teaching should be redressed urgently, for example through using a high-quality synthetic phonics scheme. This should be accompanied by training for staff to use it, by rigorous monitoring of the implementation of the programme, especially the quality of the teaching, WWW.SENMAGAZINE.CO.UK

The Government gave teachers a mixed or contradictory message about reading instruction methods and by evaluation of the impact of the programme on pupils’ decoding and spelling skills. The Reading by six report concludes by providing the Government’s “Criteria for assuring high-quality phonic work” including the “Explanatory notes”. These official core criteria are the basis for the teaching principles underpinning Letters and Sounds (DfES, 2007) and are reiterated via various government documents and websites. The official core criteria include the following clear guidance in the Explanatory notes: 1) Phonic work is best understood as a body of knowledge and skills about how the alphabet works, rather than one of a range of optional ‘methods’ or ‘strategies’ for teaching children to read. For example, phonic programmes should not encourage children to guess words from nonphonic clues such as pictures before applying phonic knowledge and skills. 7) It is important that texts are of the appropriate level for children to apply and practise the phonic knowledge and skills that they have learnt. Children should not be expected to use strategies such as whole-word recognition and/or cues from context, grammar and pictures.

Inconsistencies from officials However, whilst the DfE made clear its official criteria for assuring high-quality phonics work avoiding a focus on multi-cueing reading strategies, it also continued to fund a whole language intervention programme until 2014. The Government therefore gave teachers a mixed or contradictory message about reading instruction methods, and potentially risked damage to

children’s reading profiles (instilling flawed habits of guessing words from multi-cueing reading strategies) which is particularly worrying for the slowerto-learn children. In 2009, the Science and Technology Select Committee conducted an inquiry into whether the Government was justified in funding and promoting the whole language intervention programme as a fundamental part of the Every Child a Reader initiative and as part of the inquiry’s conclusions stated: Teaching children to read is one of the most important things the State does. The Government has accepted Sir Jim Rose’s recommendation that systematic phonics should be at the heart of the Government’s strategy for teaching children to read. This is in conflict with the continuing practice of word memorisation and other teaching practices from the ‘whole language theory of reading’ used particularly in Wave 3 Reading Recovery. The Government should vigorously review these practices with the objective of ensuring that Reading Recovery complies with its policy. So, did anything happen as a consequence of the Science and Technology Committee’s recommendations? We have evidence via the NFER May 2014 phonics survey, and the Ofsted June 2014 Stoke-onTrent survey, that multi-cueing reading strategies remain established practice in many of our schools. Systematic synthetic phonics provision, and independent reading practice with cumulative, decodable reading books, were nevertheless considered so essential that in 2011, the Department for Education launched the phonics match-funded initiative (September 2011 to October 2013) and also piloted the Year One Phonics Screening Check in 300 schools. At this point, take note of some further guidance in the Government’s official Explanatory notes “for assuring high-quality phonic work” which states: >> SENISSUE77

PHONICS

5) Multi-sensory activities should be interesting and engaging but firmly focused on intensifying the learning associated with its phonic goal. They should avoid taking children down a circuitous route only tenuously linked to the goal. This means avoiding overelaborate activities that are difficult to manage and take too long to complete, thus distracting the children from concentrating on the learning goal. The phonics match-funded catalogue, however, included pages of various phonic manipulative resources and games. Was this wise? Some schools spent their entire £6,000 matched funding on stocking up with the various games and activities, no doubt considering them to be “fun”, “kinaesthetic” and “age-appropriate” – perhaps endeavouring to further equip their programme of choice – Letters and Sounds. According to the NFER May 2014 phonics report, most teachers involved in the survey stated that their schools’ core programme was Letters and Sounds. This raises questions as to how differently schools may have translated Letters and Sounds into a comprehensive programme – considering that Letters and Sounds has no teaching and learning resources. It is understandable if many Letters and Sounds schools – which might also be “multi-cueing reading strategies” schools – chose to spend their money on the phonics manipulatives in the matchfunded phonics catalogue rather than on commercial phonics programmes and/or cumulative, decodable reading books and/or on training for systematic synthetic phonics.

The Year One Phonics Screening Check The negative responses to the statutory Year One Phonics Screening Check rolled out in 2012 have been evident in the national media, through which various literacy organisations, early years advisors, teaching union leaders, children’s authors and some academics expressed their disquiet. SENISSUE77

Teachers are working very hard whatever their approach and wherever their school The Year One Phonics Screening Check, however, has served to reveal significant differences in opposing professional understanding; some teachers argue that children are making sense of words by turning the pseudo words into real words, while other teachers expect accurate decoding of pseudo words. The results of the check also reveal differences in teaching effectiveness. These revelations are important for us to address. The phonics check has fortunately sharpened teachers’ phonics provision leading to year-on-year improvements since the national roll-out. In 2014, over 600 schools demonstrated that nearly every six-year-old can achieve good decoding skills by the end of Year One. So can we expect that all schools can achieve this level of decoding moving forwards? Teachers are working very hard whatever their approach and wherever their school, but it could well be quite common that the children themselves simply aren’t getting enough of the right kind of rigorous systematic phonics practice, which is especially worrying for the slower-to-learn children. There is grave danger in believing that some children do not need phonics, that it doesn’t suit some children or that some children have had too much of it and didn’t learn so now they need something different. Instead, we should consider that it is the phonics teaching content and practices that might need changing or strengthening. Thus, the dangers remain for the slowest-to-learn 20 per cent of children if professional understanding is not truly based on the international body of research which warns about the flawed practice of multi-cueing reading strategies – and if teachers are unable to differentiate

between rigorous, content-rich phonics practices and weaker multi-sensory activities “which take children down a circuitous route only tenuously linked to the goal”.

More official confusion Ofsted itself also has much to answer for in regard to promotion of “circuitous” or “extraneous” activities (Sir Jim Rose warned about “extraneous” activities in his Final Report, March 2006). Six phonics and literacy specialists took Ofsted to task for promoting a phonicsparachute game on the Literacy: a nonnegotiable footage via the Ofsted site. In other words, whilst Ofsted and the DfE have gone to considerable lengths to look into the teaching of reading based on international research findings and leading-edge practice, and to promote rigorous, fit-for-purpose programmes and practice based on their findings, other branches or people within the DfE and Ofsted have promoted practices which are contradictory. So what are teachers to conclude? No wonder many remain confused with conflicting guidance from officials. No wonder teachers may feel that they can pick and choose their own approach to reading instruction. No wonder we have not yet reached the point of all schools teaching all their children to read well.

Further information

A former primary headteacher, Debbie Hepplewhite is the author of Phonics International programme and the Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme. She is an international synthetic phonics consultant and trainer and a member of the UK Reading Reform Foundation. She helped to inform the UK parliamentary inquiry (Teaching Children to Read, March 2005) and Sir Jim Rose’s independent review of 2006: www.phonicsinternational.com

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DYSLEXIA

Why assess for dyslexia? Anita Sawyer Vasan looks at what dyslexia/SpLD assessments involve and why they matter

any children and young people have specific learning difficulties (SpLD) such as dyslexia which go undetected because neither the student nor the teacher is aware that they have processing difficulties. Most people assume they are “normal” and it can be a revelation for a child, their teacher or their parent to find out that they cannot read, spell or write fluently because they cannot hear sounds within words, have a weak verbal or visual memory or are slower than others at processing. In a school assembly recently, I showed a video of auditory processing difficulties and of words moving around on the page as an indicator of underlying processing difficulties; one of the students gasped audibly as it was the first time she had realised that this wasn’t the norm. Many schools have effective target setting to identify next steps within National Curriculum learning but these do not take account of underlying processing weaknesses, which can easily go undetected. If these difficulties are not identified and remediated, they can have a disastrous impact on learning and self-esteem. WWW.SENMAGAZINE.CO.UK

Underlying difficulties which affect learning Key indicators of dyslexia include weak phonological skills, poor verbal memory and slow speed of processing. Dyslexia exists on a continuum and other difficulties which can cluster around it include poor working memory, poor visual memory, visualspatial processing difficulties, difficulty sequencing ideas in speech and in written work, poor concentration, poor organisation and weak fine motor skills.

Weak phonological skills The building blocks of both language and literacy are sounds. The ability to match sounds to letters and to break words down into segments and then blend them together, is a key skill required for reading and spelling unfamiliar words. The way that weak phonological skills can impact on literacy can vary enormously from person to person. Some students who struggle to hear the sounds may use other strategies and remember the whole word as a picture; their phonological processing may be weak but they compensate with visual memory. It can appear that they read quite fluently but by Year 5, they

If these difficulties are not identified and remediated, they can have a disastrous impact on learning are struggling because they cannot decode new words; when they get into secondary school, they face major problems as there is an enormous expansion of new vocabulary to be learned.

Weak verbal memory and slow speed of processing Weak verbal memory and slow speed of processing impact directly on the ability to absorb verbal information in the classroom and to complete tasks set within a given time. Both can be very distressing for the individual concerned because if they do not understand that there is a reason why they cannot remember information, or complete their work more slowly than others, they may blame themselves and feel inadequate. >> SENISSUE77

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SpLD screening checklist The table below shows some key indicators of dyslexia and how to spot them in the classroom. Observation

Never

Sometimes

Often

Difficulty matching sounds to letters and/or letter groups. Cannot identify rhyme. A tendency to guess at words, rather than breaking them down. Apparent fluency with reading but difficulty with decoding unfamiliar words. Bizarre spelling. Mistakes in pronunciation or syllables confused i.e. "remember" pronounced “renember”. Spellings phonetically plausible but incorrect. Gap between verbal ability and written work. Can’t remember verbal information or does not seem to follow class discussions. Doesn’t seem to remember or understand what they have just read or what has been read to them. Does not want to read out loud in class. Asks friends what was just said. Copying from the board is very slow. Reluctant to contribute in class. Can’t remember times-tables. Frequently forgets books or equipment. Mental maths makes them very anxious. Work incomplete. Copying from the board unfinished. Homework not written down properly. Letters reversed beyond KS1. Skips lines or misses words when reading. Poor formation of letters, spacing and position of the page in handwriting. Finds subjects which require good visual spatial skills, such as geography and geometry, difficult. Finds it hard to start writing. Speaking is jumbled or incoherent. Written work is poorly sequenced. Loses concentration and daydreams. Swings on their chair or fidgets. Seems to be anxious, frustrated or withdrawn. Is self-critical and keeps re-starting work or tears up work.

If you notice any of these, the table above will provide an initial audit of observable difficulties to raise with the school SENCO. In the absence of other reasons, such as poor hearing or eyesight, or other cognitive difficulties, to explain what is happening, your student may be struggling with a specific learning difficulty which will affect their learning unless it is identified and appropriate interventions are put in place. SENISSUE77

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DYSLEXIA

Getting an assessment A full SpLD assessment will let parents and teachers know how severe the students’ difficulties are, identify their learning strengths as well as their weaknesses and provide detailed recommendations of how best to intervene. Either a specialist teacher with a Level 7 Diploma in Specific Learning Difficulties (Dip. SpLD) and an Assessment Practising Certificate (APC), or an independent consulting

KS3: Peter's story When Peter's mother rang me, she sounded upset and anxious: Her son, in Year 5, had been a happy and easy going child, but over the last couple of years he had become increasingly moody and angry. She told me that homework was a battleground and he hated school. His older brother was achieving well and Peter felt completely demoralised. “The strange thing is, he makes such intelligent comments and observations when we're talking but he can't seem to remember the simplest of things”, she said. An SpLD assessment revealed that he had above average verbal ability and a very weak working memory, coupled with poor phonological skills. As we discussed the results she started crying. “I feel so terrible for shouting at him”, she said. A few months later, Peter was still finding school challenging but he had a new found confidence. He was really enjoying being in the peer group reading scheme, his parents were supporting a homeschool phonics programme and he has started reading adventure books for pleasure.

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psychologist registered with the Health and Care Professions Council (HCPC), can carry out the assessment. The assessment should come with a raft of clear recommendations and suggested resources. Ask for an example of an anonymised recent report to find out if this is included. Then, most importantly of all, let all staff know what the recommendations are and ensure that these are embedded in individual education plans or provision maps and the schemes of work. Access arrangements for exams and adjustments in class may also need to be put in place. Where a programme of intervention at one-to-one or small group level has been put in place, regular assessment and monitoring is important to make sure that the difficulties are being effectively tackled. If you are responsible for the SEN provision in your school, make sure staff understand how to implement the assessment recommendations and monitor this regularly. Seek support from senior management and look into practises at whole-school and classroom level, so that you know you have put practices in place which will enable all learners to be supported. If you are looking at whole-school provision, consider whole-school screening as well. In many parts of the country there is patchy provision from local authorities and many academies are just getting to grips with these issues. The Department for Education Inclusion Development (IDP) Programme also has excellent dyslexia resources which provide good strategies and guidance to support specialist advice.

The consequences of not assessing The problem with not identifying these underlying difficulties is that often the assumption is made by the teacher, and by the child, that they are either lazy or stupid or both. The child then internalises this and loses motivation

In many parts of the country there is patchy provision from local authorities as well as struggling with their learning difficulty. As a result, some dyslexics may develop low self-esteem and anger issues. Many struggle with fatigue, as processing difficulties make learning much more tiring. Conversely, when their learning strengths have been identified and harnessed, they can go on to do very well in the world of work. Typical of this are the many high profile entrepreneurs, who are big picture thinkers and good at problem solving and thinking outside the box. For those who have not been fortunate enough to understand their learning profile or to have effective intervention, watching the cycle of failure that they can fall into is depressing. Indeed, it is particularly shocking when you know that an assessment followed by effective intervention can stop the downward spiral of failure and enable those students to learn again.

Further information

Anita Sawyer Vasan, a qualified SpLD/dyslexia specialist teacher, has worked in school management and in SpLD/ dyslexia assessment and intervention, both within schools (primary, secondary and FE) and at borough level: www.love-learning.org

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DYSLEXIA

Dyslexia: Raising Achievement Conference 5 November 2015 The BDA seeks to raise achievement for dyslexic people, both adults and children, and this conference will explore the various ways that this can be brought about. Speakers will include: • Professor Sonia Blandford - Founder and CEO of Achievement for All, Professor of Education and Social Enterprise at the Institute of Education, and Senior Research Fellow at Oxford University • Victor Van Daal, Edge Hill University • Glenys Heap, Head of Educational Development at Dyslexia Action • Abi James, Chair of the BDA New Technologies Committee • Tom Cone, Director of Admissions and Placement at Eagle Hill School, Connecticut. More information about the conference can be found on the BDA website: www.bdadyslexia.org.uk SENISSUE77

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SEN CODE OF PRACTICE

DYSLEXIA

Local charities champion healthy lifestyles at disability conference Henshaws College and People First Keighley and Craven have held a joint conference in Harrogate to promote healthy living. Over 45 people with a wide range of disabilities attended the recent Healthy Me event, which was opened by mayor Andrew Willoughby and his wife Christine (pictured presenting awards to participants). The conference celebrated the learning, skills and experiences gained from the charities’ residential learning holidays, which were funded by the Airedale, Wharfedale and Craven Clinical Commissioning Group. Healthy Me built on the themes of these holidays, including healthy eating, healthy lifestyles, exercise and relaxation, positive food shopping, safety and good hygiene in the kitchen. “We want participants to place the idea of Healthy Me at the heart of their daily health and wellbeing choices”, says Jean Carter of Henshaws. For more information about Henshaws, contact the College on: 01423 886451 http://henshaws.org.uk WWW.SENMAGAZINE.CO.UK

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PSHE EDUCATION

Celebrating difference Inclusion is the key to effective PSHE education, says Sandra Saint

t is incumbent on schools to provide a planned programme of learning through which children and young people can acquire the knowledge, understanding and skills they need to manage their lives. Personal, social, health and economic (PSHE) education lies at the heart of this. The following positions provide the starting point for the rightful place of PSHE education within school life: • children and young people have the right to a good quality education and that education should help them to use and develop their talents and abilities. It should also help them to learn to live peacefully, protect the environment and respect other people (UN Convention on the Rights of the Child) • schools have a responsibility to provide a broad and balanced curriculum for all pupils (National Curriculum) • every child should have the chance to fulfil their potential by reducing levels of educational failure, ill health, substance misuse, teenage pregnancy, abuse and neglect, crime and anti-social behaviour among children and young people (Every Child Matters, Department for Education, 2003). PSHE education is defined by the PSHE Association as “a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future. PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.” It is widely accepted that PSHE education needs to be a fundamental SENISSUE77

PSHE education needs to be a fundamental part of a school’s curriculum

part of a school’s curriculum and although not currently a statutory subject, it does need to be present and used effectively. In its 2013 Guidance on PSHE education, the Department for Education (DfE) stated in that it is “an important and necessary part of all pupils’ education”, concluding that “All schools should teach PSHE.”

A can-do approach All children should receive a good diet of PSHE education to ensure that they are encouraged and supported to develop the qualities and attributes needed to thrive both as individuals and as members of society. Arguably, this is even more important for young people with SEN. Indeed, anti-discrimination legislation demands that pupils with special needs are not disadvantaged in terms of access to the full curriculum. Whether in a mainstream setting, a nurture group or special school, differentiation in PSHE education, when implemented well, leads to high-quality personalised learning.

A healthy diet of PSHE education will nourish children’s personal development.

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PSHE EDUCATION

When organisations merely play lip-service to differentiation, it can actually lead to discrimination. Even if this is well-intentioned, as positive discrimination, it can in reality produce negative outcomes. A different approach to PSHE provision for those with SEN is not always required; focusing on diversity and inclusion can be a much more effective way forward. Concentrating attention on ability and reframing thinking (and planning) into a “can-do” approach will have a positive effect on outcomes. Celebrating difference can, over time, be the best way to positively affect attitudes and values leading to a truly inclusive whole school ethos; inclusion becomes an implicit and accepted (and therefore an intentionally unnoticed) part of being.

PHSE education across the school The elements that go to make up a comprehensive whole school PSHE education programme can be divided into four essential components: implicit, explicit, integrated and distinct. Addressing each of these elements in turn will allow further exploration and will assist in the identification of separate, yet linked, areas of PSHE education. This will then facilitate the development of inclusive practice. Implicit PSHE education is an embedded part of the school’s values and ethos. How are the fundamental principles of the school ethos owned by and communicated to the whole school community (including visitors)? As well as being in written form, could these values also be communicated pictorially and audibly? Could you ensure that there are photographs of all pupils (thus reflecting the school’s diversity) illustrating the desired behaviours. This is a great way to demonstrate inclusive communication. Clever use of modern technologies can also allow an audio narrative to be added. Explicit PSHE education links to the above in relation to a display about the school ethos. Are there also engaging WWW.SENMAGAZINE.CO.UK

PSHE education should support personal development by helping each pupil to grow

displays which demonstrate learning in the selection of the subject content and related activities? Again, these should use the rich visual elements described above. Could texture also be incorporated? How about a reinforcement activity for independent learning? Are there displays about any specific events that take place? Integrated PSHE education is evidenced by the cross-curricular learning that takes place. Specific events also feature in this component. Examples may include a visit to the local store for cooking ingredients, a trip to the park or planning a stall at the school fair. Careful and considered planning and preparation of these activities will enable many PSHE learning objectives and outcomes to be addressed. Distinct PSHE education is the actual planned curriculum programme – the lessons where subject content is delivered. Fundamental here are increasing self-esteem and developing a sense of achievement. This agenda should be at the centre of all schools’ curricula in responding to the unique needs of pupils.

Personal development Planning for pupils with SEN should be part of, rather than separate to, the planning for all pupils and should include a range of techniques and strategies that provide opportunities for pupils to demonstrate what they know and can do. The PSHE Association has developed evidence-based principles of good practice in PSHE education; the first is: “start where children and young people are: find out what they

already know, understand, are able to do and are able to say.” This baseline assessment is crucial. A particularly effective method which is especially useful for pupils with SEN is the Draw and Write technique (developed by Noreen Wetton). Once this baseline assessment information has been collected, you can then begin to build a spiral programme where core themes and learning needs are revisited at regular intervals, gradually building in more comprehensive learning which is aligned with the age, stage and abilities of the pupils. PSHE education should support personal development by helping each pupil to grow and by reinforcing their self-esteem so as to increase their self-confidence as they build their personal identity. By developing selfunderstanding, empathy and the ability to work with others, young people will go on to enjoy healthy and productive relationships in all aspects of their lives. PSHE education helps us all continue to recognise that every individual is unique, different and special. The most effective education generally (and specifically within PSHE education) is that which is truly inclusive and which, by default, celebrates these differences.

Further information

Sandra Saint has many years’ experience as a classroom teacher and as a PSHE/healthy schools school improvement adviser with a local authority. She is now an independent consultant and co-Director of Golden Tree CIC, a community interest company providing health and wellbeing training: www.goldentreecic.co.uk

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MANUAL HANDLING

Handle with care Christian Dunnage provides some lifting solutions for an SEN environment

ncreasingly, SEN specialist schools are seeing the benefits of investing in moving and handling solutions such as mobile and tracked ceiling hoists to maximise opportunities for their pupils and make life easier and safer for their staff. Every advance in technology boosts the ease and dignity with which children can be assisted and gives them a chance to experience activities which may not previously have been possible. Manual handling guidelines have become increasingly stringent, so hoist manufacturers have needed to keep up to date to ensure they can offer a solution for every scenario. Should a child need to be transferred from their wheelchair onto a changing bed, from one chair to another, from the changing room to the swimming pool or onto a trampoline, every manoeuvre must be carried out using good practice to protect the staff member while

A mobile pool lift in action over a sunken trampoline.

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ensuring the child is safely handled and maintains their dignity at all times.

Weighing the options Pat Alexander from Herts Handling Training believes that ensuring children reach their potential while staying healthy and happy has sometimes been seen as a potential risk to staff assisting their activities. “Balancing the benefits against the risks has never been easy, and support staff have on occasion felt obliged to take risks to benefit the child or young person”, she says. “The conditions encountered in schools have increased in complexity – children with life-limiting diseases are enabled to live longer than before. This, plus the inclusivity now expected in schools, has increased the number of children requiring special help to experience the curriculum. Again, a balanced decision is required, with a pragmatic approach being an

Gone are the days when having a bad back came with the territory

essential aspect of this decision making process”, Pat concludes.

Training staff Brookfields Specialist SEN School in Reading is tackling the issues associated with manual handling by offering in-house training to its staff. With 225 pupils, many of whom have profound and multiple learning difficulties, the need for a comprehensive manual handling programme is clear. Helen Thurgood, the School’s Moving and Handling Trainer, explains how she coordinates this training: We have five mobile and eight overhead ceiling hoists and just over 120 staff so there is an ongoing programme of training and refreshing. It is our aim to ensure every member of staff is trained on the equipment provisions we have here. By offering in-house training, the disruption to classes is kept to a minimum as sessions can be worked around the school timetable. Every new member of staff has an initial training programme. Together with Deputy Head Mr Mills, I attend moving and handling refresher courses on an annual basis, from which we gather the necessary information and accreditation to run our in-house refresher courses every term and these sessions are used to highlight new products and ideas so that pupils can benefit. WWW.SENMAGAZINE.CO.UK

MANUAL HANDLING

With complex needs, Hayleigh is unable to transfer without the use of the hoist

Physical Education Coordinator at the school, explains more: Every child is encouraged to take part in as much physical activity as their disability will allow and thanks to the hoist… rebound therapy on the trampoline is one activity that almost every child can now enjoy.

Solutions for changing times seating or onto the floor for therapy. As Hayleigh is now non-weight bearing, none of this would be possible without the tracked ceiling hoist system we have here in Key Stage 3.

More and more special schools are installing tracked hoists.

Manual handling has changed beyond all recognition in the last ten to 15 years. Gone are the days when having a bad back came with the territory. With the latest advances in hoisting and slings, the solution fits the child rather than the child fitting the solution, which was sometimes the case back then. Examples of where the School is benefitting from hoisting solutions include its indoor swimming facility, which recently had two tracked systems installed from the separate male and female changing rooms directly into the pool. “These latest hoists enable us to transfer the children directly from the changing bed into the pool, ensuring dignity and comfort at all times”, says the School’s swimming instructor Kellie Stone. Professional manual handling systems are also proving effective in other areas of the school. In the Key Stage 3 area, the installation of new hoists has changed the school experience for 11-year-old Hayleigh, as her teacher, Kimberley, explains: With complex needs, Hayleigh is unable to transfer without the use of the hoist and is often hoisted seven or eight times a day from her chair to her standing frame, into specialist WWW.SENMAGAZINE.CO.UK

New opportunities As rebound therapy has become increasingly popular in many SEN schools, so has the need for suitable manual handling solutions. One such example is Lady Zia Wernher School in Luton where all pupils can now take advantage of the recently installed sunken trampoline. The staff at the School have a “no lifting” policy and work to strict moving and handling guidelines, so a mobile hoist is incredibly important. Without it, children like Callum, who has cerebral palsy, would be unable to use the sunken trampoline and reap the benefits of a rebound therapy session. Maxine Shearer,

Times are indeed changing. In recent years, manual handling equipment suppliers have reported a significant rise in the number of enquiries for hoists which are suitable for use as part of manual handling and rebound therapy programmes in SEN schools. Flexibility is also increasingly important these days. As sunken trampolines are often situated outside, hoists need to be easy to manoeuvre around the school and its grounds and to store away when not in use. Gone are the days when hoists needed to be fixed to a socket in the ground. As investment in moving and handling solutions increases, it is likely that procedures such as self-hoisting will become more commonplace within school environments, improving the lives of children with complex and additional needs.

Further information

Christian Dunnage is a Director of UK manual handling equipment supplier Dolphin Mobility: www.dolphinlifts.co.uk

Tracked hoists provide increased comfort and dignity for students.

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MANUAL HANDLING

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PSHE

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BOOK REVIEWS

Book reviews by Mary Mountstephen

The Secrets in Their Eyes: Transforming the Lives of People with Cognitive, Emotional, Learning, or Movement Disorders or Autism by Changing the Visual Software of the Brain

Melvin Kaplan Jessica Kingsley Publishers £16.99 ISBN: 978-1-84905-736-3 This is the latest book from the founder of the Center for Visual Management in New York and it describes how vision therapy techniques

can

produce

astounding outcomes for those with a number of difficulties. Kaplan uses a range of therapies, including glasses with prisms, to address issues such as anxiety, depression, learning difficulties and “even autism”. He believes that many diagnoses may be incorrect in that, once the visual weaknesses are addressed, the presenting symptoms often disappear. In the first section of the book, Kaplan provides a useful overview of visual perceptual difficulties and the function of the two types of prisms he uses. The second section looks at the impact of visual difficulties at different ages. Eight-year-old Dylan has difficulties with depth perception and spatial orientation. The programme devised for him, using balloons and balls as well as glasses with prisms, proved very effective, as an excerpt from a letter from his mother attests. The next section looks at different aspects of visual dysfunction, such as memory, consciousness and reduced empathy, while the concluding section links practice to research. This is a fascinating book which would be of interest to a wide audience, but also to those who work as or refer to behavioural optometrists.

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Teaching Reading Comprehension to Students with Learning Difficulties: Second Edition Janette K. Klingner, Sharon Vaughn and Alison Boardman Guilford Press £19.99 ISBN: 978-1-4625-1737-4 This book is a practitioner course that provides evidence-based tools to help students understand and acquire new knowledge from text. It describes ways to assess comprehension, build teaching skills and teach students to use multiple comprehension strategies flexibly and effectively. The authors state that this book is aimed at teachers who want to help their students develop a love for the “world of imagination” and their strategies are based on research relating specifically to comprehension difficulties that are not linked to decoding, fluency and vocabulary. The authors explore what is actually happening when readers are engaged in comprehending and they link this to an overview of different types of comprehension assessments. They then provide checklists for analysing classroom comprehension instruction and for developing vocabulary. Sample lessons provide clear structures that model effective strategies and provide guided practice for groups as well as individual and partner activities. There is specific guidance for subjects such as maths and science, as well as for EAL learners with learning difficulties and useful specific guidance on inference in the sciences. This book explores a number of approaches that the authors have found to be effective for improving reading comprehension and their Collaborative Strategic Reading (CSR) has proven to be a valuable approach for students at varying achievement levels. The book would be very useful for teachers working with students who can decode well, but who have limited comprehension skills.

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BOOK REVIEWS

Making Classrooms Better: 50 Practical Applications of Mind, Brain and Education Science Tracey Tokuhama-Espinosa W.W. Norton and Company £21.99 ISBN: 978-0-393-70813-4

The author of this book serves on the Organisation for Economic Co-operation and Development (OECD) expert panel on teachers’ pedagogical knowledge, whose remit includes the influence of neuroscience and technology on education. Broken down into two main sections, the book provides a comprehensive overview of the concept of “Mind, Brain and Education Science” (MBE) and then details specific successful classroom practices. MBE is characterised as a combination of biology, cognitive science, development and education that has also been known as “brain based education”, “educational neuroscience” and “cognitive neuroscience”. The MBE approach begins with the premise that problems in education are complex and require a “transdisciplinary perspective” and then applies this scientifically to specific practices. This is a very interesting book that details some prevalent “neuro-myths" and contrasts these with principles underpinning proven successful teaching techniques and beliefs. The author provides very substantial references to support her case and to provide teachers with evidence from MBE to help them decide where best to invest their time and energy. This is a well-written and accessible text, which deserves to be read widely as it approaches education from a highly informed perspective which is influenced by a number of well-respected academics. It is highly recommended.

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Beating Dyspraxia with a Hop, Skip and a Jump: A Simple Exercise Program to Improve Motor Skills at Home and School Geoff Platt Jessica Kingsley Publishers £11.99 ISBN: 9781849055604 This is a revised version of Platt’s popular guide to physical activities and dyspraxia. Coming

from

sport

science background, Platt has a PhD based on exercises for children with this difficulty and the book provides a guide to proven interventions to improve children’s ability to improve balance, timing and coordination. Platt also stresses the social importance of being able to interact with other children in physical activities. This is a slim and accessible book which lists the many different “labels” for dyspraxia and provides a guide to the most commonly, identified symptoms of the disorder, as well as an overview of published diagnostic assessments. The author then outlines the programme he has developed and the rationale that underpins it. He has developed the concept of “feral play”, which combines features of PE with the principles of unsupervised play. The activities are designed to improve strength and endurance within a competitive and positive framework, which mimics the way that children would improve their fitness and strength if left to play unsupervised with their friends. The programme includes activities such as running, hopping and bench stepping over a 30-minute period on a daily basis in the primary school. Platt also provides programmes for small groups to encourage children to practice their skills in planning movements. This is a useful and practical resource.

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Is poverty blind? John Harris assesses the chances of vision impaired children becoming socially mobile adults

hile the UK is one of the richest countries in the world, the gap between the very rich and the very poor has increased dramatically over the past 25 years. Not surprisingly, this has resulted in considerable interest in social mobility, that is the extent to which children’s social and financial prospects are constrained by the circumstances of their parents; “higher social mobility - has become the new holy grail of public policy” (Social Mobility and Child Poverty Commission 2013). Families caring for disabled children are much more likely than those with non-disabled children to live in poverty. It is estimated that 27 per cent of disabled children in the UK (just over 200,000) live in poverty – that is in households with an income below 60 per cent of the national median. If we take into consideration the disproportionate burden of housing costs on families with low incomes and adjust for the contribution of Disability Living Allowance (a benefit designed to offset the additional costs of caring for a disabled child), the number of children

It is estimated that 27 per cent of disabled children in the UK live in poverty living in poverty rises to over 300,000 or 40 per cent (Children’s Society, 2013). Recent research on families with vision impaired children shows a similar picture. Over a quarter (27 per cent) of families with vision impaired children aged 11 were found to be living in poverty compared to just under 20 per cent of those with sighted children. Similarly, in nearly 30 per cent of families with a vision impaired son or daughter one or both parents were unemployed, compared to just over ten per cent of sighted children (Harris et al., 2014).

Poverty trap Conventional wisdom suggests that “the poor will always be amongst us” and poverty itself is a necessary evil; those who experience poverty SENISSUE77

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first hand are keen to escape and those fortunate enough to live above the poverty line are either hungry for greater wealth or terrified of falling into poverty. Either way, poverty acts as an incentive for character traits that lead to financial security: hard work, aspiration and achievement. The evidence, however, points in a different direction. Not only has the gap between rich and poor grown considerably over the last 25 years, but it seems that almost no progress has been made in terms of social and economic mobility (Dorling, 2014; Picket and Wilkinson, 2010; Social Mobility and Child Poverty Commission, 2013). In these circumstances, what are the chances of a young person with vision impairment progressing from a low income household to join the relatively affluent middle classes? As things stand, they are not very promising. Data from a large national household survey found that half of adults with sight loss (49 per cent) live in a household with a total income of less than £300 a week and people with sight loss were twice as likely as those with no impairment to face great difficulty making ends meet (Natcen/RNIB). Young people with vision impairment face even greater obstacles to finding paid employment than their sighted counterparts – 44 per cent of young people aged 16 to 25 with vision impairment are not in employment, education or training (NEET). This is twice the proportion of young people who are NEET in the general population (Hewett and Keil, 2014). And of course employment largely determines a person’s income and their position on the gradient between being financially well off and living at or below the poverty line. But why is it that young people with vision impairment struggle to move out of being NEET into paid employment? In terms of academic results in schools, their performance is only a little below those of their sighted peers (Chanfreau and Cebulla, 2009). However, even those with university degrees are significantly less likely to WWW.SENMAGAZINE.CO.UK

Half of adults with sight loss live in a household with a total income of less than £300 a week be in employment compared to sighted people without a degree (Hewett and Keil, 2015) and many employers admit that they know little about vision impairment and would be reluctant to appoint a vision impaired candidate (RLSB Youth Forum, 2014).

Character building A swathe of new research suggests that previous efforts to prepare both sighted and vision impaired young people for employment have ignored a hugely important area of human abilities – so called non-cognitive skills. Sometimes called character traits, they refer to such qualities as motivation, perseverance, social abilities, selfawareness, resilience and coping. In 2014, the All Party Parliamentary Group on Social Mobility found “there is a growing body of research linking social mobility to social and emotional skills, which range from empathy and the ability to make and maintain relationships to application, mental toughness, delayed gratification and self control. These research findings all point to the same conclusion: character counts” (APPGSM, 2014). Research on non-cognitive skills in the UK and North America leads to four important conclusions: non-cognitive skills can be reliably measured (Gutman and Schoon, 2013); children brought up in conditions of deprivation have significant deficits in respect of noncognitive skills compared to their more affluent peers (Margo et al., 2006); non cognitive skills can be enhanced through structured interventions (Tough, 2012); and early intervention to boost non-cognitive skills has a significant impact on subsequent employment, income and overall wellbeing (Berreuta-

Clement et al., 1984; Heckman and Mosso, 2014). Children and young people with vision impairment are doubly disadvantaged in respect of noncognitive skills. First, because vision plays such an important part in the development of social skills and emotional intelligence during childhood, those with vision impairment are disadvantaged from infancy; compared to sighted children they take longer to learn social interaction skills and how to interpret emotions and language (Fraiberg, 1977; Dale and Salt, 2007). Second, at school, any deficits in respect of non-cognitive skills are often compounded by a narrow emphasis on academic success, together with limited opportunities for participation in extra curricular activities such as sports and socialising.

Soft skills These concerns are reflected in a recent analysis of scores on the Strengths and Difficulties Questionnaire (Goodman, 1997) completed by children aged 11 as part of the Millennium Cohort Study. This indicated that those with vision impairment are rated by their teachers and parents as having more emotional symptoms, peer problems, conduct difficulties and elevated hyperactivity compared to their sighted peers; they were also rated as having fewer pro-social skills. The vision impaired 11-year-olds were also rated as being less likely than their sighted peers to continue full-time education after the age of 16 and less likely to go to university (Harris and Lord, 2015). Other studies have shown that vision impaired young people have difficulty in socialising and becoming part of a social group (Rosenblum, 2000; Gold et al., 2010; Khadka et al., 2012) and that they have difficulty in taking responsibility for planning and organising their time (Wolffe and Sacks, 1997; Shaw et al., 2007; Gold et al., 2010). >> SENISSUE77

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These findings are particularly disturbing in the light of current trends in the labour market: Soft skills are increasingly important for young people to access and maintain employment, with customer facing skills often required for work in sectors which employ large numbers of young people such as retail, leisure, and hospitality. There is also greater pressure for younger people to be job-ready and able to perform from day one. For those young people with less developed soft skills, accessing the labour market is likely to become more difficult as a result of these changes. (Sissons and Jones, 2012). If young people with vision impairment are to have a realistic prospect of being upwardly socially mobile through paid employment, it is essential that they are equipped not

Vision impaired young people have difficulty in socialising and becoming part of a social group

References

Gutman, L., and Schoon, I. (2013) The Impact of non-cognitive skills on outcomes for young people: a literature review. Cabinet Office/ Educational Endowment Foundation.

Berreuta-Clement, J.R., Schweinhart, L.J., Barnett, W.S., Epstein, A.S. and Weikart, D.P. (1984) Changed Lives: The Effects of the Perry Preschool Programme on Youth through Age 19, Monographs of the High/Scope Educational Research Foundation, No.8. High/ Scope Educaional Research Foundation, Ypsilanti, Michigan. Children’s Society (2013) The Good Childhood Report. Children’s Society/University of York. Chanfreau J. and Cebulla A. (2009). Educational attainment of blind and partially sighted pupils. National Centre for Social Research (NatCen) for RNIB. Dale, N. and Salt, A. (2007) Early support development journal for children with visual impairment: the case for a new developmental framework for early intervention. Child:Care, Health and Development,33,6, 684-690. Dorling, D. (2014) Inequality and the 1%. London:Verso. Fraiberg, S. (1977) Insights from the Blind. London: Souvenir Press. Gold, D., Shaw, A. and Wolffe, K. (2010) The social lives of Canadian Youths with Visual Impairments. Journal of Visual Impairment and Blindness, July 431-443. Goodman R. The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry 1997;38: 582-586.

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just with academic qualifications, but with the rich compendium of noncognitive skills that is expected of all aspiring employees. Non-cognitive skills can be developed in activity programmes for young people. For example, sports activities can build self-confidence and agency through physical activity; social and peer programmes can encourage social interaction and self-efficacy based on group approaches to planning

Harris and Lord (2015 submitted for publication) Mental Health of Sighted and Vision Impaired Children Aged 11 Years: A Secondary Analysis of Data from the Millennium Cohort Study. Harris, J., Keil, S., Lord, C. and Lloyd, C. (2014) Sight impairment at age eleven: Secondary analysis of the Millennium Cohort Survey. RLSB, RNIB and NatCen Social Research. Heckman, J. and Mosso, S. (2014) The Economics of Human Development and Social Mobility, National Bureau of Economic Research, Cambridge, Mass. Hewett, R. with Keil, S. (2014) Investigation of data relating to blind and partially sighted people in the quarterly Labour Force Survey. October 2010 to September 2013. VICTAR, University of Birmingham report for RNIB. Khadka, J., Ryan, B., Margrain, T.H., Woodhouse, J.M. and Davies, N. (2012) Listening to the voices of children with a visual impairment: A focus group study. British Journal of Visual impairment, 30, 3, 182-196. Margo, J., Dixon, M., Reed, H, and Pearce, N. (2006) Freedom’s Orphans:Raising Youth in a Changing World, London: IPPR. McManus, S, and Lord, C. (2012) Circumstances for people with sight loss:

and problem solving; programmes can also promote personal reflection and critical self-awareness, as well as goal setting and the social skills needed for proactive engagement in community and work settings. Young people with visual impairment often show a great deal of enthusiasm for such programmes and improvements in a wide range of their non-cognitive skills are often readily apparent.

Further information

John Harris is Head of Research and Community Services at Royal London Society for Blind People: www.rlsb.org.uk

Secondary analysis of Understanding Society and the Life Opportunities Survey, London:RNIB. Picket, K. and Wilkinson R. (2010) The Spirit Level: Why equality is better for everyone. London: Penguin. Rosenblum, L.P. (2000) Perceptions of the impact of visual impairment on the lives of adolescents, Journal of Visual Impairment and Blindness, 94, 7. Shaw, A., Gold, D. and Wolffe,K. (2007) Employment related experiences of youths who are visually impaired: How are these youths faring? Journal of Visual Impairment and Blindness, 101, 1. Sissons, P. and Jones, K. (2012) Lost in transition? The Changing labour Market and Young People Not in Employment, Education or Training. The Work Foundation at the University of Lancaster. Social Mobility and Child Poverty Commission (2013) State of the Nation 2013:Social Mobility and Child Poverty in Great Britain. London:HMSO. Tough, P. How Children Succeed: Confidence, curiosity and the hidden power of character (2012) London: Random House/Arrow Books. Wolffe, K. and Sacks, S.Z. (1997) The lifestyles of blind, low vision and sighted youths: A quantitative comparison, Journal of Visual Impairment and Blindness, 91, 3, 245-258.

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Out of sight Hidden vision problems may lie at the heart of many children’s academic difficulties, writes Ruth Low

hildren who are underachieving at school, and are often diagnosed as dyslexic or dyspraxic, frequently have a hidden vision problem that prevents them from reaching their true academic potential in the classroom. These children are generally not easy to spot. They do not have obvious visual issues, such as squints or thick lenses, and they may appear to have normal vision, prompting teachers and parents to ask the not unreasonable question: how can these children have vision problems when they can see as well as me? A lot of children with hidden vision problems will have had a routine NHS Sight Test that, in many cases, only tested for distance vision clarity. Even if the child has 20/20 vision, or as it is referred to in the UK 6/6 sight, this simply means that the child sees well at a distance of 20 feet, or 6 metres, or further. It does not usually refer to how well they see at 30 to 50 centimetres (12 to 16 inches), the distance at which they do most of their close work. In addition, an NHS Sight Test will not investigate in any detail, eye tracking, eye teaming, focusing control, visual perception or the complete visual process. Despite this, once a routine NHS test has determined that there is not a sight problem, vision is commonly ruled out as a contributing factor to child’s problems with learning and an opportunity is missed to provide vital support to the child.

Why is vision so important? Vision is much more than simply seeing clearly. Vision is the entire process whereby an individual understands what he or she sees. Not only is vision SENISSUE77

Modern lifestyles can place great strain on a child’s vision.

the understanding of what is seen, it is also the ability to direct one’s own actions and motor activities accurately and efficiently, with a minimum expenditure of effort and energy. Vision is what directs the cricket player to swing the bat at just the right moment and at exactly the right point in space

How can these children have vision problems when they can see as well as me? to make contact with the ball, to collect and collate the information on a page of print and to write accurately on a line. So much of human learning is conducted through vision. Reading, writing and spelling are all fundamental visual tasks and therefore the correct management of vision must be the first area that should be looked at when there are learning problems.

Most children are born with the “hardware” needed to allow the development of all necessary sensory skills, but it takes a busy childhood of play, exploration and experience to develop and train the “software” that controls what we take in from the world. If this software is not established properly, it can result in problems with the visual system and therefore learning. These problems can continue into adulthood, if left undetected.

What are the signs of a visual problem? Some of the following symptoms may seem very familiar, and almost part of the package, to many SEN staff, but each one could be a sign of an underlying visual difficulty and should not be ignored: • blurring of words when reading • covering one eye when reading • moving the head from side to side when reading

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• an unusually close working distance when writing or reading • blinking or rubbing the eyes a lot • feeling excessively tired at school and exhausted at the end of school day • headaches and/or aching eyes • difficulties with copying from the board • poor or variable handwriting • reading accuracy and speed being below expected levels • losing the place or line when reading • regularly using a finger or marker to keep on the line when reading • missing out words or letters when reading • mixing up numbers in maths • reversing letters and numbers • mirror writing • confusing right and left, over seven years of age • poor visual memory. Parents of children with learning problems should consider having their child examined by a behavioural optometrist to determine whether or not a relevant visual problem exists. Behavioural optometry can help resolve many visual problems for these individuals.

What can be done? There are three treatment alternatives available to the behavioural optometrist and these are often combined in a vision care programme.

1. Compensatory lenses These are for simple long sight, short sight and astigmatism problems and help the child to see more clearly at a basic level. Compensatory lenses are often what is provided as a result of an NHS sight test.

Today’s demanding visual environment is filled with sustained near point visual demands

2. Treatment lenses Special lenses are prescribed for near-centred tasks, such as reading or working on a computer screen, to reduce the stresses which contribute to vision problems. Lens prescriptions may be modified to guide the vision to a better mode of operation. In some cases, prescribed tinted (coloured) lenses are also beneficial.

demanding visual environment. This is an environment that is filled with sustained near point visual demands, often indoors, within restricted spaces and carried out in artificial light.

Treatment lenses are a tool available to alter human behaviour beneficially and immediately allow patients to alter their perception of the world around them. This gives them the means to change how they function in their environment, reducing visual stress and allowing them to undertake their visual tasks more efficiently. Spectacles become a useful appliance – similar to a good pen to aid handwriting, or football boots for football – to use when working in today’s

3. Optometric vision training Here the behavioural optometrist provides a training programme to develop those visual abilities that either are not present or have been poorly developed. Optometric vision training is a step-by-step, developmentbased series of activities and procedures that the patient practices over time. These activities facilitate the development of a more efficient and comprehensive visual process. So when you find a child who is failing to progress, consider a full assessment of their visual system, not just a sight test. There is no reason for children to struggle with poor visual skills when full assessment and treatment is available.

Further information

Ruth Low is an optometrist practicing behavioural optometry in Winscombe, Somerset. She works with children and adults with anomalies of binocular vision and visual function who struggle with literacy, numeracy and visual perception. Ruth is accredited by the British Association of Behavioural Optometrists: www.babo.co.uk Many learning skills are essentially visual tasks.

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AUTISM

Avoiding conflict How should we respond when kids with autism display challenging behaviour? Steve Brown offers some useful strategies

hen a child displays a behaviour that challenges us, it is usually ten per cent what the child does and 90 per cent how the adult reacts that is really important. Adults have a difficult role because they are trying not only to keep the child safe but also to keep themselves, other adults and the other children safe. That is a lot of responsibility and it’s why de-escalating behaviour is usually hard work. Our reactions can “wind up” a situation or person, or “wind down”. Clearly, it’s much better to try and wind it down. Think about how close we stand and the posture we present to a child who is in crisis, is confused or being aggressive. How do you feel when another person approaches you and stands too close, in your

Adults use far too many words when talking to children who are in crisis personal space? How do you react? Personal space is defined as the area between the elbow and fingertips of an outstretched arm. When the adult positions him/herself outside of the fingertips it creates a safer place to start talking and listening. Almost every time a child displays a behaviour there will be an emotion behind it – a thought, feeling or perception. Usually, behind the emotion is an experience. If the experience is negative, the emotion will generally match their behaviour, as it will if the experience is positive.

The spiral of conflict Most of our communication is done nonverbally, through facial expressions, posture and eye contact. This is very difficult to disguise. In my experience, roughly half of serious incidents with pupils with autistic spectrum disorders (ASD) happen because the adult gets too close. This often prompts a physical reaction from the child, and staff can get hurt. By standing a good arm’s length away from a child who is being challenging or unpredictable, you can lessen their anxieties and ensure they feel less threatened. Standing sideways on is also less challenging to the child and allows them to feel more reassured. When we communicate, it is not just what we say but also how we say it and the tone, volume, pace and intonation of our voice that is important. In potential crisis situations, the words we say may only form a small part of the overall message we are communicating. Words are important but, in my experience, they are the first thing that children start ignoring and switch off from. Adults often place far too much emphasis on the words.

Processing difficulties When a child is in crisis, processing becomes more difficult. We have to adjust our voice and talk more slowly and in a lower voice to allow the child to process what we’re saying more easily. Sometimes, the adult simply needs to stop talking and start listening. Faster, louder voices tend to fire up children’s brains and cause them to become more aroused, leading to greater anxiety and stress. Adults use far too many words when talking to children who are in Understanding what is happening can be a struggle for a child in crisis.

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crisis or are confused. Visualising language through symbols and photographs can help children with limited communication or those who struggle with comprehension, including many pupils with ASD. Some of the words we speak in a conversation are fairly meaningless because they do not add much in terms of meaning or clarification. Consider which words carry important information in this sentence? “We are going into assembly in a minute so I want you to walk quietly and sensibly down the corridor.” Can we simplify this? The key words in this sentence are “assembly”, “walk” and “corridor”. There are words that are not necessary, such as “sensibly” and “in a minute”. While these words can add detail, they can also slow down processing because there is more information to deal with. Simplifying the language we use is a difficult skill and shouldn’t be under-estimated. It doesn’t come naturally to many of us. There are though, a number of language strategies that I find useful. Here are just a few. Embedded commands The use of embedded commands is a subtle tactic to encourage children to follow a command without realising they are being given an instruction – for example, saying, “It would be a good idea to finish your work” instead of saying, “You need to finish your work now”. When using embedded commands it is usually best to sound very matter of fact and use inflection at the end of the sentence. Positive directives It is often the easy option to tell a child to stop doing something they should not be doing, such as “stop talking” or “don’t touch that”. It is more useful, though, to turn it into a positive statement, letting the child know what you want them to do instead. If a child is running in the classroom, you could say, “don’t run” – leaving SENISSUE77

open the option to hop, skip or jump – or you could provide a more positive and informative response by saying, “walk in the classroom”. This could also be backed-up with sign language or visual cards, even if it becomes simply “Stop! Walk!” Some children do not understand what they need to do as an alternative, so the adult may need to provide one. This also helps to switch the brain’s way of thinking away from interpreting a command as negative and as blocking the child’s activity. Presupposition The use of presupposition can seem like a con trick, which perhaps it is. Essentially, it is about hoodwinking the child into deciding to do the next thing in the sequence in a positive way. With this intervention the adult is expecting the child to carry out the request or task: “Well done for sitting down in the chair”. The child had no intention of sitting down but suddenly finds him/ herself doing it. The child has been led to believe that they have either already agreed to do it, or they are receiving praise at the start of the interaction so may feel like going ahead with the task. The manner of delivery can be very important when using such positive language. Children with ASD who have communication difficulties don’t have to respond, as there is no pressure or reason to do so. These children may need just the key information words (such as “[child’s name] sit, chair”), or a phrase like “good sitting”, followed by the appropriate level of praise.

They are looking for us to be consistent and composed

When adults become stressed, the strategies they use to manage children can quickly seem out of reach. A good tactic for staying calm and in control is to vocalise our thoughts. Children with ASD can struggle to understand how other people are feeling or thinking. They can be less able at predicting what needs to happen next and they may not understand what the adult is expecting. Vocalising our thoughts can help the child to recognise emotions and feelings and can assist with the child’s sequencing in terms of changing their behaviour. The adult can offer options or restricted choices through vocalisation. This type of communication is less threatening than a direct approach, such as issuing commands. Autistic children often cannot readily read the adult’s red face, raised eyebrows or gritted teeth as an indicator of frustration or dissatisfaction. Visualising the options or choices helps to remind the child of them and encourages easier processing. This strategy can also help the adult to think through their ideas, while receiving feedback from the child and letting other staff know what they are thinking.

Calmness and kindness It is crucial that adults try to stay calm when de-escalating a child’s behaviour. This encourages the child with ASD to engage in flexible thinking, which is essential in enabling them to process and to reflect on the options and choices we give them. If the adults become panic stricken, fearful and confused, it is likely that the child will experience the same emotions. They are looking for us to be consistent and composed.

Further information

Steve Brown is the author of Autism Spectrum Disorder and De-escalation Strategies and is Senior Team Teach Tutor at Steve Brown Behaviour Support and Training: www.stevebrownbst.co.uk

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have been increased to take on an important data transfer

the quality of the learner experience.

project; he is delighted. Understandably, staff are keen to give the young people themselves all the credit for their wonderful

Buoyed by the excellent achievements of its students, the

achievements, but it’s clear that staff enthusiasm, consistency,

enthusiasm and expertise of its staff and a growing demand

expertise and experience have continued to play a vital role in

for such specialist provision, Hesley Group remain committed

ensuring a true multi-disciplinary (care, education and clinical)

to investing in their ISCs to achieve their aim of providing the

approach designed around the unique needs of each individual.

best support for young people with their transition into adult life.

Looking forward, one of the key focuses of the ISCs remains

With solid foundations laid since the ISCs’ opening in 2013, staff

preparation for those vital, and often challenging, transitions.

and students alike are hoping for a long and positive future; if

Some young people will be looking forward to their third and

the successes of the last two years are anything to go by, this

final year, whilst others will be starting their very first year in

hope appears well founded.

college; whether a final year student preparing for an adult, community placement or a school leaver accessing adult education for the first time, staff aim to help every young person to manage these potentially difficult transitions as positively as

WWW.SENMAGAZINE.CO.UK

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

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AUTISM

Advertisement feature

Seashell provides outstanding education and care services for children and young people with complex communication and learning needs, including autism and multi-sensory impairment. Our specialist on-site assessment and leisure facilities enhance and extend the curriculum; individual programmes are designed by a multi-disciplinary team and delivered by qualified and experienced staff. Our Objectives:

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accept and value each student, recognising strengths and develop and broaden experiences provide an individual education and care plan that targets key priorities for the student emphasise the teaching of communication and social skills and the development of independence understand and meet the changing needs of the individual student by providing an innovative, flexible, interdisciplinary approach throughout their education and care work in partnership with parents/carers in a positive and supportive way.

Royal School Manchester Royal School Manchester is a 60-place, non-maintained day and residential special school for children and young people with low incidence disability. The school specialises in supporting students with severe and complex learning needs including autism, hearing impairment, visual impairment, multi-sensory impairment and sensory processing difficulties.

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

Short Breaks Seashell offers a range of short breaks packages for children and young people aged between three and 25 years of age. Designed for those with severe and complex learning difficulties, they are tailored to meet the needs of the individual and their family. Short breaks can range from a few hours during the day or evening, to overnight, weekend or week long stays and they are delivered with the same skills, expertise and care given to those in our full time care.

Family Support Our Family Link Worker organises a range of events to support family members including family weekends, training sessions and coffee mornings. Stanley Road Cheadle Hulme, Cheshire, SK8 6RQ t: 0161 610 0100 e: info@seashelltrust.org.uk

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

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WWW.SENMAGAZINE.CO.UK

AUTISM

New art competition for people with autism People with autism are being given a chance to show off their creative talents by entering a new national art competition. The competition is open to all age groups. The theme of the Creative Future competition is “art and technology”. Entrants are invited to show how art and technology can be combined to create show-stopping artworks in any medium imaginable. There will be two rounds of judging. All entries that make it through to the finals will be exhibited at Autech 2015, a national conference focusing on autism and assistive technologies, to be held on 1 October at the Old Trafford stadium in Manchester. The shortlisted entries will be judged by autism champion and art patron Dame Stephanie Shirley and winners will be chosen on the day. Competition organiser Dave Smith said, "When you put art and technology together, the sky's the limit. How about making a model animal out of cables and circuit boards, crocheting a space ship, sculpting a robot out of clay, sketching a futuristic car or building a papier maché jet engine? Or you could use the latest computer software to

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create a unique artwork or even copy a Van Gogh. Anything goes – and we predict that we'll be amazed by the sheer ingenuity of the competition entries." Dave continued, "People with autism enjoy art because there's never a right or a wrong answer. They can be free to express themselves without fear of being different. In fact, differences, quirks and special interests are celebrated in an artistic environment. It'll be the same with our competition." How to enter: Photos, scans or links to the artwork should be emailed to: Dave.Smith@AuTech2015.co.uk by 21 August 2015. Entrants should also include a completed information sheet, which can be downloaded from: www.autech2015.co.uk/creativefuture

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RECRUITMENT

Ringing the changes Denise Inwood explains how schools can restructure staff in an effective way

here are a variety of reasons and pressures that can lead school leaders to think about restructuring staff, such as curriculum changes and changes to pay and conditions. There may also be financial pressures which dictate the consideration of more efficient and effective use of resources. However, staff restructuring should not be a result of individual concerns or re-grading of staff to keep costs down. A restructure is simply defined as a management-led change that results in reorganisation of an existing structure. It can be for one team, or on a much larger scale. It can lead to redeployment of staff to other roles, changes to the grading of posts or positions becoming redundant.

Key questions to ask Managers need to understand if the proposed change is driven by student need; will teaching provision and outcomes for students actually improve as a result? Restructuring offers the opportunity to re-think some traditional educational roles. Could roles such as heads of house and year be kept with amended job description and remits, or could you develop some creative ideas, such as technicians supporting learning in the classroom, or all staff being tutors? Does the restructure align with future changes to the education requirements? No-one wants to restructure regularly, so does the proposed structure have a long life-span? Does the proposed structure provide opportunities for your talent pool? We all have future leaders in our school who we want to retain. Are you providing opportunities for their promotion, now and into the future? Who are the likely winners and losers in the structure? Are staff likely to welcome the change in time and how will it affect morale? SENISSUE77

Restructures should be as simple as possible, based upon fairness and transparency Essential elements of an effective restructure Any restructure should align with the school’s vision, strategy and direction over the next few years. If your curriculum structure is changing, then a restructure should support that strategy and enhance the outcomes. Restructures should be as simple as possible, based upon fairness and transparency and providing staff with an opportunity to air their views and give alternative suggestions. You should avoid making any leadership roles too complex. Keep the attention on the school’s core activities of teaching and learning, as it can be easy to focus on areas not central to this. The new structure must add as much value as possible. Ensure new roles are feasible; do not overload roles by making the workload too high in a drive to reduce costs. Management roles, in particular, must be realistic; leaders should not have too many staff to manage or supervise, and they must be able to perform their own work as well as their management roles. Work-life balance is also important for all staff and must be taken into account. Flexibility in restructuring planning will also be important, as plans may need to be adapted in the light of experience.

Know your staff Many staff find change hard; it is important to be sensitive to their concerns and to make them feel valued during the process. It is also crucial to ensure that the right people are in the right places after the restructure. How well do you know your staff? Do you

know their skills and attributes? Can they lead, coach, mentor, manage, adapt to change and develop their roles? Can they fulfil the roles you have for them? It is also important to plan for the training needs generated by the restructure. By providing staff with the right continuing professional development opportunities you will help them manage the transition to the new structure, while ensuring that the school benefits from having well-motivated individuals performing the right roles for them in the right structure for the organisation.

Further information

Denise Inwood, a former assistant headteacher, is Managing Director of BlueSky Education: blueskyeducation.co.uk

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RECRUITMENT

bespoke SEN recruitment Call us to discuss

Vision for Educationâ&#x20AC;&#x2122;s SEN team are specialists in providing a bespoke recruitment service for all alternative education and SEN provisions

Emergency day-to-day cover, long-term and permanent candidate sourcing Leadership, Teachers, SENCOs, Teaching Assistants and Learning Support Assistants Experienced SMEH, ASC, MLD, SLD, SpLD, PD and complex needs teachers and support staff

Fully AWR compliant, and best rates paid to candidates In- house training offered to candidates including; Intro to BSL, Team-Teach, Moving & Handling, Autism Awareness, ADHD Awareness, AAC and Sensory Integration

For more information call 0800 085 0644 or email: will.washington@visionforeducation.co.uk www.visionforeducation.co.uk

for the perfect match Negative press for supply teachers The falling profile of supply teaching is sidelining the importance of the profession and contributing to the current shortfall of teachers, according to Randstad Education. The organisation analysed national media coverage over the past fifteen years, finding that the press profile of supply teaching is in steady decline, and becoming increasingly negative. Nearly half (46 per cent) of all articles in the press reporting on supply teaching over the past fifteen years fell between 2000 and 2004. By the period 2005 to 2009, the proportion of media attention had fallen by 13 percentage points to a third. Only a fifth of all articles in the national press related to supply teaching were over the five years to 2014. The company believe this negativity can be countered by greater training for supply teachers, and are partnering with the Sheffield Institute of Education (SIoE) to host a national development conference for supply teachers. www.randstad.co.uk WWW.SENMAGAZINE.CO.UK

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ABOUT SEN

Contribute

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

Never miss an issue of the UK's leading special educational needs magazine! See inside back cover or contact Anita or Amanda: 01200 409 800 subscribe@senmagazine.co.uk

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

In the next issue of SEN Magazine: • Asperger’s syndrome • adoption • SEN publishers • BESD • TES Special Needs Show preview • dyslexia • dyspraxia • choosing the right school for a child with SEN • school visits Plus news, reviews, CPD and events listings and much more Follow us on

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

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

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CPD, TRAINING AND EVENTS Rebound Therapy Staff Training Courses The National Rebound Therapy Consultancy - with founder Eddy Anderson. The official UK body of reference and provider of nationally accredited, certificated staff training courses in Rebound Therapy.

01342 870543 www.reboundtherapy.org

Speech and Language Sciences MSc University College London

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

Sounds of Intent training days In-house training packages for schools

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

MA in Education (Early Years) Accredited by Birmingham City University and recognised for their practice based approach, the modules are intended for practitioner researchers looking for a framework and academic recognition of their current research and work. Popular modules include: Learning Outdoors in Early Childhood, Early Years Music, Leadership and Management and others www.crec.co.uk

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

Certificate in Understanding Autism in Schools

Autism and Learning - PG Certificate/Diploma/MEd University of Aberdeen

www.autism.org.uk/training

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

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A resource pack to enable you to deliver autism seminars in your local area. A cost effective way to help you support families. www.autism.org.uk/familyseminarpack

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

Centre for Research in Early Childhood

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.birmingham.ac.uk

Autism Seminars for Families: sensory needs insert now available

Postgraduate Diploma in Dyslexia and LiteracyÂ This course is for those who have already completed a Postgraduate Certificate in Dyslexia/SpLD or equivalent at Level 7. The Postgraduate Diploma has a focus on assessment and leads to 120 credits with Middlesex University. The Diploma provides eligibility for an Assessment Practising Certificate (SASC accredited) as well as AMBDA (BDA) with Module C2.

MA Leading Inclusive Education Middlesex University

The MA Leading Inclusive Education provides career development for teachers working in inclusive education, allowing them to explore the best ways of leading and managing children and teachers in an inclusive situation. The course provides an insight into the skills needed to deal with various conditions affecting children's learning, and allows teachers to gain a deeper knowledge of how good, effective leadership can impact children's learning and development. www.mdx.ac.uk

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. www.mdx.ac.uk

Henshaws Specialist College Family Open Days Harrogate

Regular Open Days for families and students to explore the campus, meet staff and students and learn how Henshaws could support you to achieve your goals. Contact Henshaws to book your visit.

01423 886451

admissions@henshaws.ac.uk

Various dates and times

What You Need To Know (The New SEN Framework) Webinar (1-hour)

Award-winning, specialist SEN solicitor Douglas Silas comprehensively explains the new SEN framework in his weekly, CPD-accredited training webinars, available to watch on computers, tablets and phones. This training is aimed at both parents and professionals. www.SpecialEducationalNeeds.co.uk

July 2015 1 July

SoSAFE! Social and Sexual Safety Leeds

SoSAFE! is a set of visual and conceptual tools designed to promote social safety for people with MSID and/ or autism spectrum disorder. SoSAFE! provides visual tools to enhance the social-sexual and social-safety training of these individuals.

01273 609555 www.pecs-unitedkingdom.com

2 July

Engage in their future National Conference 2015 Marriott Hotel, Leeds How's Your Mental Health?Â

The conference will be delivering an exciting, inspirational and practical programme of keynote speakers and workshops around the theme. www.engageintheirfuture.org

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

dyslexiaaction.org.uk

WWW.SENMAGAZINE.CO.UK

SENConference 2015 South East

‘No Two Children Are The Same’ Introduced by Anne Massey Keynote Speakers Fintan O’Regan and John Williams Demystifying SEMH and ASD - Systems, Strategies and Stories

Additional Workshops Trevor Hawes on Boys’ writing Fintan O’Regan on ADHD - impact and intervention Dr Tina Rae on Attachment Disorder also Using Apps to support SEN and EHC Plan Annual Review

Friday 16th October 2015 • 9.00am to 4.00pm Kent Event Centre, Detling, Maidstone, Kent ME14 3JF £130 per delegate Refreshments and lunch included • Book now to avoid disappointment For information email info@e2iconsultancy.co.uk Full details, bookings and payment visit www.e2iconsultancy.co.uk/conference

evaluate to improve

www.e2iconsultancy.co.uk

CPD, TRAINING AND EVENTS August 2015

4 July

Out-of-control Behaviour: Aggression, Self-Harm, Eating Disorders Conference with award-winning author Dr Margot Sunderland 10.00 - 17.15 Cost: £174 The Centre for Child Mental Health

020 7354 2913 www.childmentalhealthcentre.org

8 July

SENCOs and SpLD: New Times, New Code, New Practice Hilton London Euston (booking ref LON08/07/15)

This event is specifically designed for SENCOs, learning support managers and teachers 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. www.patoss-dyslexia.org

9 July

SENCOs and SpLD: Access Arrangements Hilton London Euston (booking ref LON09/07/15)

The event will cover the roles and responsibilities of centre staff, appointment of appropriate assessors, common access arrangements, evidence gathering, JCQ Form 8 assessment and interpretation, processing applications and the centre inspection process. www.patoss-dyslexia.org

10 - 12 July

Various Sept. to Dec.

ADHD Day Course 4 August

Training course Understanding behaviour London

This course, organised by The National Autistic Society, 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/ BehaviourCourse2015C

11 August

Diagnostic Assessment: Renewing Your Assessment Practising Certificate Hilton London Euston (booking ref LON11/08/15)

The new SEND Code of Practice is for individuals 0 to 25 years and has a four stage process, “Assess, Plan, Do and Review”. A diagnostic assessment report will enable the current/future educational setting/s to “Assess” the current situation, “Plan” the intervention and “Review” the intervention. www.patoss-dyslexia.org

Various Sept. to Dec.

Visual Interventions and Social Stories 8 Sept: Premier Meetings Leeds/ Bradford Airport 18 Nov: Premier Meetings London Victoria 26 Nov: Premier Meetings Coventry East (M6, J2) 10 Dec: Premier Meetings Halifax South

A visual and auditory social and behavioural strategy for teaching and support staff working with learners with autism, Asperger syndrome, ADHD and related conditions. The aim of this fun, informative and effective workshop is to provide each delegate with a deeper knowledge and understanding of the needs of a range of learners and provide the skills necessary to create appropriate interventions. £145+VAT per delegate www.peoplefirsteducation.com

Various Sept. to Dec.

Dyslexia Day Course 22 Sept: Premier Meetings London Edmonton 29 Sept: Premier Meetings Liverpool Albert Dock 8 Oct: Premier Meetings Carlisle (J44)

27 & 28 August

PECS Level 1 Training Workshop Aberdeen

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.

New Forest Spectrum

01273 609 555

Lyndhurst

www.pecs-unitedkingdom.com

Three days of music, dance, circus school, theatre, shows and activities with camping, exclusively for people of all ages with learning disabilities, their families and those in the care industry. Bands will include ABBA Revival, Kosheen (unplugged), Fleetwood Bac, Wille and the bandits, The Egg and more.

September 2015

8 December: Premier Meetings Manchester Central

Strategies for the effective inclusion of learners with dyslexia for educators and/or support staff. This fun, informative and effective workshop will provide each delegate with a deeper knowledge and understanding of the needs of a range of learners and provide the skills necessary to create appropriate interventions. All courses cost £145+VAT per delegate www.peoplefirsteducation.com

9 Sept: Premier Meetings, Huddersfield North 30 Sept: Premier Meetings, Manchester Trafford Centre West 17 Nov: Premier Meetings, King's Lynn 2 Dec: Premier Meetings Newcastle (Team Valley)

Strategies for the effective inclusion of learners with ADHD; a day course for educators and/ or support staff, designed to successfully include learners with ADHD/ADD and related conditions. This fun, informative and effective workshop provides each delegate with a deeper knowledge and understanding of the needs of learners with ADHD/ADD and provides the skills necessary to create appropriate interventions. All courses cost £145 ex vat per delegate www.peoplefirsteducation.com

Various Sept. to Dec.

Promoting Positive Behaviour Day Course 15 Sept: Premier Meetings Hull City Centre 17 Sept: Premier Meetings Newcastle (Team Valley) 1 Oct: Premier Meetings Bradford South 24 Nov: Premier Meetings Liverpool Albert Dock 3 Dec: Premier Meetings Sheffield City Centre

A day course for educators and/ or support staff, designed to enable successful inclusion of individuals and groups whilst fully meeting the needs of their peers. This training is designed to enable successful inclusion of a broad range of individuals and groups of learners including those with neurological disorders such as ADHD, autism, Asperger syndrome and other ASDs and related conditions. All courses cost £145 ex vat per delegate www.peoplefirsteducation.com

www.newforestspectrum.org

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CPD, TRAINING AND EVENTS

Professional Training for Healthcare Professionals ADOS-2 Update

21st October, 2015 Must have attended previous ADOS Training Fee £275 | Venue: Derbyshire

Occupational Therapy for Children with Developmental Co-ordination Disorder Lecturer Sidney Chu 9-11 November, 2015 Fee £330 | Venue: Derby

Occupational Therapy for Children with Autism Spectrum Disorders Lecturer Sidney Chu 29 Feb – 2 March, 2016 Fee £330 | Venue: Derby

Sensory Processing Disorders Training by the SI Network 22-24 March, 2016 Fee £375 | Venue: Derby

For full details of these courses www.ncore.org.uk

01332 254679 | dhft.ncore@nhs.net | Twitter: @NCORE_NHS

www.ncore.org.uk

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS Various Sept. to Dec.

16 September

21 Sept: Premier Meetings Rugby North

Vital Statistics Workshop: The Essentials for Diagnostic Report Writing

(M6, Jct1)

Hilton London Euston

6 Oct: Premier Meetings Liverpool

(Half Day – Morning or Afternoon Event)

Albert Dock

Combine with Access Arrangements course (above)

Autism Day Course 16 Sept: Premier Meetings Carlisle (J44)

1 Dec: Premier Meetings Huddersfield North

Strategies for effective inclusion of learners with autistic spectrum disorders (ASD): A day course for teachers and/or support staff, designed to enable successful inclusion of learners with Autism and Asperger syndrome. All courses cost £145 ex vat per delegate www.peoplefirsteducation.com

16 September

Teaching Assistants: High-Impact Training and Effective Deployment London

The definitive event to ensure your school is maximising the impact of teaching assistants through effective communication, high-quality training and successful deployment in the classroom. Book using promotional code SEN15 and receive 20 per cent off your place.

020 7954 3434 james.allen@optimus-education.com www.optimus-education.com/ conferences/TA15

16 September

Access Arrangements: Update on the 2015/2016 JCQ Regulations Hilton London Euston (Half Day – Morning or Afternoon Event)

Combine with Vital Statistics Workshop (below) For the day delegate rate of £155 www.patoss-dyslexia.org

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.

For the day delegate rate of £155 www.patoss-dyslexia.org

23 September

Pathological Demand Avoidance Parents Conference Northampton

The PDA Society has announced its first ever parents conference, to be held at The Park Inn by Radisson, Northampton. Speakers will include: Phil Christie (Consultant Child Psychologist), Jo Clarke (Director of Petros: Resilience for Life), Jane Sherwin (author of PDA: My daughter is not naughty) and Neville Starnes (PDA Society Trustee). www.pdasociety.org.uk

24 September

Training course - Dr Wenn Lawson – Autism, communication and sensory London

This one-day workshop, organised by The National Autistic Society, will explore communication and sensory differences in depth, using available research, personal stories and anecdotes, video and practical hands on examples. The presentation will be non-technical (but will utilise technology), down-to-earth – and fun! www.autism.org.uk/ LawsonCommunication2015C

Language of Emotions London

Many people with autism have difficulty acquiring language related to expressing their emotions and identifying emotions in other people. How do we talk about things that happen inside us?

01273 609555 www.pecs-unitedkingdom.com

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Women and girls on the autism spectrum conference Falkirk

This conference, organised by The National Autistic Society, will examine the unique challenges facing women and girls with autism, including firsthand accounts from women on the spectrum about the issues surrounding day-to-day living, whether diagnosed or undiagnosed. www.autism.org.uk/Women2015C

29 September

PECS to Speech Generating Devices London

Learn to identify students ready to make the progression to an SGD. We will teach you how to select a device, prepare the learner and trouble shoot. A full day interactive workshop.

01273 609555 www.pecs-unitedkingdom.com

29 September

Training course Understanding and supporting children with PDA Glasgow

Delivered by Phil Christie from the Elizabeth Newson Centre, the course aims to develop a clearer understanding of PDA and its relationship to autism spectrum disorder. The session will focus on developing an understanding of developmental pathways and educational management of some of the more complex children within the autism spectrum, particularly those who fit the profile of PDA. This course is organised by The National Autistic Society. www.autism.org.uk/PDAtraining2015C

1 October

Autech 2015 Manchester

Conference on autism, assistive technologies and sensory issues featuring Dr Matthew Goodwin and Olga Bogdashina. Essential for autism professionals, carers and educators wanting inspiration and critical information.

0151 334 7510

www.autech2015.co.uk

1 October

Supporting young people with autism conference Belfast

Delegates at this conference, organised by The National Autistic Society, will hear information and best practice around identification and diagnosis of autism, as well as practical advice on how to support those affected by autism in school and at home. www.autism.org.uk/Young2015C

7 October

Training course Understanding autism and introduction to the SPELL framework Manchester

The course will provide an overview of the autism spectrum and focus on providing effective support for individuals with autism, based on The National Autistic Society’s SPELL framework. www.autism.org.uk/SPELL2015C

7 October

Child Development in Education: Integrating Neuroscience with Education in Policy and Practice Conference RSA House London

Launching this year, GESS Indonesia will serve Indonesia’s booming education industry. 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.

The conference will examine what children really need in terms of the physical, social and neurological substrates that support educational success. The conference will cover theory and practice including evidence of the role of physical development in educational performance obtained from schools in different regions of the UK, and will provide a forum for the exchange of information between different professional disciplines, academics, policy makers and parents.

www.gessindonesia.com

www.inpp.org.uk

30 Sept. - 2 Oct. 28 September

October 2015

29 September

GESS Indonesia – Bursting with Education Ideas Jakarta Convention Centre, Indonesia

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

7 - 8 October

Independent Living Scotland

12 & 13 October

PECS Level 2 Training

SECC, Glasgow

Newcastle

Independent Living Scotland will bring together people with disabilities, their families and carers along with healthcare professionals to test and compare the latest products on the market, network, gain advice on what is new and identify which product is best suited to each individual need.

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.

www.independentlivingscotland.org

01273 609 555

9 to 11 October

9th Biennial Conference of the Asia Pacific Society of Speech, Language and Hearing (APSSLH) Guangzhou, China

The theme of APCSLH 2015 is “Education, Research and Clinical Service: Within and Beyond Asia and the Pacific” and it will be focusing on the issues of training, research, and practice of the speech, language and hearing science within and beyond the Asia Pacific Rim, benefiting more people with speech, language and hearing disorders. http://en.cantonrehacare.com

WWW.SENMAGAZINE.CO.UK

www.pecs-unitedkingdom.com

13 October

Autism and relationships, puberty, sex and sexuality conference

13 - 16 October

Children/Young Adult Handling and Risk Assessment Key Trainer’s Certificate Birmingham

This four day “train-the-trainer” is endorsed by the College of Occupational Therapists and will provide you with the knowledge, skills and confidence to train others in the safer moving and handling of children/young adults and how to conduct manual handling risk assessments. www.edgeservices.co.uk

15 October

Optimus Education’s Early Years SEN: Identification and Intervention conference ILEC Conference Centre, London

Meet increased responsibilities under the SEND Code of Practice, improve communication with parents and learn how to identify need early. Book using promotional code SEN15 and receive 20 per cent off your place.

0207 954 3410 sebastian.treasure@optimuseducation.com www.oeconferences.com/EYSEN15

Birmingham

Join this conference, organised by The National Autistic Society, to learn tools and strategies to help you talk confidently about relationships with children and adults with autism. Also featuring interactive seminars on keeping safe, sexual health, puberty and the legal framework for teachers and support workers.

www.twitter.com/senmagazine

Join us on

www.facebook.com/ senmagazine

www.autism.org.uk/ Relationships2015C

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CPD, TRAINING AND EVENTS November 2015

19 to 23 October

TEACCH five-day course Intensive course combining active learning sessions with direct, supervised experience working with students with autism in a structured setting. Led by TEACCH trainers from Division TEACCH and trainers from Prior’s Court with extensive training and experience with the TEACCH approach following more than seven years working with Division TEACCH. Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 247202 www.priorscourt.org.uk

20 October

Training course Learning to wee and poo in the right place – continence problems in children with autism Sheffield or Barnsley

The course, organised by The National Autistic Society, will focus on the common toileting difficulties in children with autism, toileting training, specific continence issues and autismrelated continence issues. The day will be presented by Dr Eve Fleming (Community Paediatrician) and Lorraine MacAlister (NAS). www.autism.org.uk/ ContinenceProblems2015C

20 October

The Future for Early Years - regulatory change, workforce development and improving delivery of the Foundation Phase

10 November

Challenging behaviour in people with autism conference Exeter

This conference, organised by The National Autistic Society, will present the latest research and best practice in understanding and responding to challenging behaviour in children and adults with autism. www.autism.org.uk/Behaviour2015C

18 November

Training course Understanding and supporting children with PDA London

19 November

Kidz Up North EventCity, Manchester

Training course Understanding behaviour Manchester

Bett Excel London

The UK’s biggest education technology show returns to Excel London with an A-list of speakers and hundreds of stands featuring the latest tech gear for schools and colleges. www.bettshow.com

27 January 2016

Occupational Therapy Show NEC Birmingham

Central London

Free-to-attend show for NHS, care sector and independent OTs with CPD training, education conference and exhibition. Around 250 exhibitors are expected to be in attendance, showcasing the latest products in assisted living and mobility. Lectures and presentations will cover issues such as mental health, physical support, and children and the family.

Guests of Honour will be Heath Monk, Chief Executive Officer of The Future Leaders Trust, and Professor Sonia Blandford, Founder and Chief Executive Officer of Achievement for All 3As. This seminar is timed to follow the publication of the Social Mobility and Child Poverty Commission's annual State of the Nation report, due at the end of the year. Delegates will consider measures to raise the attainment of the most disadvantaged pupils in England. Sessions will assess the impact of the Pupil Premium, as well as strategies to raise the quality of teaching in the most deprived areas of the country, including the progress of the Teach First and Talented Leaders programmes.

www.theotshow.com

26 November

Pathological Demand Avoidance syndrome conference Peterborough

Information on PDA is extremely limited; this conference, organised by The National Autistic Society, provides a rare opportunity to learn about the disorder and hear experts in the field discussing the latest strategies. www.autism.org.uk/PDA2015C

This Policy Forum for Wales Keynote Seminar will include presentations by Professor Chris Taylor (Cardiff University), Jane Alexander (Wales Preschool Providers Association), Linda Davidge-Smith (University of South Wales), Professor David Egan (University of Wales), Cecile Gwilym (NSPCC Cymru), Lynne Hill (Children in Wales), Noeline Thomas (Carmarthenshire County Council), Sandra Welsby (NDNA Cymru) and a speaker from Voice the Union. It will be chaired by John Griffiths (National Assembly for Wales). This event is CPD certified. www.policyforumforwales.co.uk

www.disabledliving.co.uk/Kidz/North

www.edgeservices.co.uk

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20 - 23 January 2016

Social mobility - raising teaching quality and reducing the attainment gap

25 - 26 November

One of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. More than 170 exhibitors will be offering advice and information on subjects such as funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory issues, and sports and leisure. Running alongside the event are free seminars for parents and professionals. Topics include will include moving and handling, sleep issues, continence, direct payments, parental experiences, transition and legal advice.

Cardiff

Janary 2016

25 November

December 2015 December1 - 4 December

Children/Young Adult Handling and Risk Assessment Key Trainer’s Certificate

www.westminsterforumprojects.co.uk

March 2016 17 - 29 March 2016

The Education Show Birmingham NEC

National event for education professionals with conference speakers and seminars covering a wide range of topics and a major exhibition showcasing products and services for education. www.education-show.com

Brighton

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Pathological Demand Avoidance Parents Conference 23 September 2015 Northampton

The PDA Society has announced its first ever parents conference, to be held at The Park Inn by Radisson, Northampton, on Wednesday 23 September 2015. Speakers include: • Phil Christie, Consultant Child Psychologist • Jo Clarke, Director of Petros: Resilience for Life • Jane Sherwin, author of PDA: My daughter is not naughty • Neville Starnes, PDA Society Trustee and creator of “bluemillicent” YouTube videos.

www.pdasociety.org.uk

WWW.SENMAGAZINE.CO.UK

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SEN RESOURCES DIRECTORY

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

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

www.adders.org

Bullying 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)

Down’s Syndrome Association (DSA)

www.aspergerfoundation.org.uk

www.downs-syndrome.org.uk

Support for people with Asperger’s syndrome:

Autism Awareness

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

www.autism-awareness.org.uk

Information, support and training for those affected by Down syndrome:

The Down’s Syndrome Research Foundation UK (DSRF)

Charity raising funds for medical research into autism:

The National Organisation for Foetal Alcohol Syndrome UK Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Autistica

The FASD Trust www.fasdtrust.co.uk

Dyslexia

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

www.autistica.org.uk

www.bild.org.uk

National Autistic Society (NAS)

Cerebra UK

Help and information for those affected by ASD:

Charity for children with brain related conditions:

www.autism.org.uk

Research Autism

Charity focused on researching interventions in autism:

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA)

Charity dedicated to reforming attitudes and policy towards bullying:

www.cerebra.org.uk

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

Child Brain Injury Trust

www.bdadyslexia.org.uk

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

Crick Software

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.anti-bullyingalliance.org.uk

Dyslexia Action

The UK Government’s education department:

www.education.gov.uk

Charity providing services to those affected by dyslexia:

Mencap

UK bullying prevention charity:

www.beatbullying.org

www.dyslexiaaction.org.uk

www.mencap.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)

Learning outside the classroom Council for Learning Outside the classroom (CLOtC)

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

Awarding body for the LOtC quality badge:

www.nasen.org.uk

Literacy National Literacy Trust (NLT)

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 charity for adults and children:

www.literacytrust.org.uk

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

Holistic Music for Children

Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

Music resources for young children and children with additional needs. All original material designed to enable the non-musician to deliver music sessions including, body awareness, sensory experiences, early verbs, self and spatial awareness, communication skills and turn taking. For more information, visit:

www.holisticmusicforchildren.com

PMLD PMLD Network Information and support for PMLD:

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

www.ndcs.org.uk

Home education The Home Education Network UK National organisation for home educators:

www.thenuk.com

www.pmldnetwork.org

Rebound therapy The National Rebound Therapy Consultancy UK governing body for rebound therapy:

www.reboundtherapy.org

SEN law Douglas Silas Solicitors Specialising exclusively in SEN cases:

Law

SLCN ACE Centre Advice on communication aids:

www.ace-centre.org.uk

SLCN Afasic Help and advice on SLCN:

www.afasicengland.org.uk

Communication Matters Support for people with little or no clear speech:

www.communicationmatters.org.uk

The Communication Trust Raising awareness of SLCN:

www.thecommunicationtrust.org.uk

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

www.tourettes-action.org.uk

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

www.nbcs.org.uk

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

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

WWW.SENMAGAZINE.CO.UK

www.shinecharity.org.uk

Crick Software

Music

Action on Hearing Loss

Shine Information and support relating to spina bifida and hydrocephalus:

www.lotc.org.uk

www.cricksoft.com/clicker

Hearing impairment

Spina bifida

Royal National Institute of Blind People (RNIB)

Legal advice and support for parents:

Support and advice to those affected by visual impairment:

www.ipsea.org.uk

www.rnib.org.uk SENISSUE77

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