SEN Magazine - SEN82 - May/June 2016

May • June 2016 Issue 82

Changing lives

What’s it like to foster a child with SEN?

Switched-on classrooms

Does technology promote inclusion for students with SEN?

Learning with autism Alternatives to formal education

SLCN • sport • cycling • learning disabilities • the SEND Tribunal Down’s syndrome • parenting kids with SEN • dyslexia • mentoring CPD and events • latest SEN news • recruitment and much more…

This issue in full 06

SEN news

12

What's new?

18

Point of view

20

SEN legal Q&A

22

SLCN

28

Mentoring

(p.46) and Lucy Pottinger explains how alternatives to formal education can support learners with autism (p.74).

33

All-ability cycling

36

Sport

40

Trampolining

Elsewhere, you will find articles on speech, language and communication needs (p.22), mentoring (p.28), all-ability cycling (p.33), trampolining (p.40), Down’s syndrome (p.53), learning disabilities (p.56), parenting (p.57), dyslexia (p.58) and play (p.64 and p.69).

42

Fostering

46

ICT

52

Down's syndrome

56

Learning disabilities

57

Parenting

58

Dyslexia

In our regular features, solicitor Douglas Silas provides the lowdown on the SEND Tribunal in his legal Q&A (p.20) and, in the recruitment feature (p.86), Jenny Rollinson looks at what schools can do to combat the worsening teacher shortage (p.86).

63

About SEN Magazine

64

Play

69

Play therapy

72

Book reviews

74

Autism

As always, you will also find all the latest courses, seminars and exhibitions covering all things SEN in our CPD, training and events section (p.89).

86

Recruitment

88

CPD, events and training

96

SEN resources directory

98

SEN Subscriptions

May • Jun 2016 • Issue 82

Welcome

Taking part in sport and physical activity can be a great way to engage kids, while helping them to improve their health and wellbeing. But what about the pupils who are left behind in the race towards sporting excellence, and those whose individual needs don’t quite fit with the rest of the team?

In this issue of SEN Magazine, Jimmy Smallwood talks to four successful athletes with disabilities about their experiences of school sport (p.36). While their stories highlight the progress made in recent decades, it would seem that there are still serious issues to be tackled before inclusive PE becomes a reality for all children.

Also in this issue, Daniel Sinclair looks at fostering (p.42) and asks: what does it take to foster a child with SEN? Paul Mullen examines the role of ICT in promoting inclusion for students with special needs

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409 810 ADVERTISING SALES Denise Williamson Sales Manager denise@senmagazine.co.uk 01200 409 808 MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409 802

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Peter Sutcliffe Editor editor@senmagazine.co.uk

SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry www.flunkyflydesign.co.uk design@senmagazine.co.uk Next issue deadline: Advertising and news deadline: 8 June 2016 Disclaimer The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

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

CONTRIBUTORS Mick Allan Arron Bevan-John Liz Dunoon Jane Elston Natasha Hallam Ros Harker Libby Hill Angus Macwatt Jim McGurn Stuart Mills Mary Mountstephen Paul Mullen Vijay Patel Lucy Pottinger Adam Reed Jenny Rollinson Delia Samuel Douglas Silas Daniel Sinclair Jimmy Smallwood Jeff Thomas

SEN Magazine ISSN: 1755-4845

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In this issue

SLCN

22

22

64

Play

Routine communication

64

Helping pre-school children with ASD to develop their communication

28

Leading the way The benefits of mentoring a child with SEN for the young person and the mentor

33

Cycle of life

Playing out

69

Play as therapy Using play therapy to help kids with emotional, behaviour and mental health issues

74

Learning with autism How alternatives to formal education can support learners with ASD

Inclusive PE Is the experience of school sport for pupils with disabilities changing for the better?

40

Flying high Promoting physical and personal development through trampolining

42

Regulars 6 12

Changing lives Switched-on classrooms Does technology promote inclusion for students with SEN?

52

Hearing, learning and Down’s syndrome How hearing impairments affect learning and what teachers can do to help

56

Opening up communities A young man with learning disabilities talks about friendship and relationships

57

18

What's new?

20

72

Book reviews

86 Recruitment Fighting the teacher shortage

CPD, training and events Your essential guide to SEN courses, seminars and events

96

Fighting for understanding

SEN legal Q&A The SEND Tribunal: what is it and how does it work?

88

Against the odds

Point of view Have your say!

The challenges of parenting children with SEN

58

SEN news The latest products and ideas from the world of SEN

What’s it like to foster a child with SEN?

46

74

Autism

Designing outdoor spaces for pupils with SEN

A useful guide to making cycling accessible to everyone

36

May • June 2016 • Issue 82

SEN resources directory

A mother’s struggle to get her son’s dyslexia recognised and supported

Follow SEN Magazine on

Visit us at:

www.senmagazine.co.uk

Join SEN Magazine on

36 Sport 42 Fostering

46 ICT

52 Down Syndrome

In the next issue of SEN:

PSHE • literacy/phonics • cerebral palsy • bullying • SEN law • dyslexia • autism looked-after children • communication aids • manual handling • visual impairment and much more…

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SEN NEWS

Inquiry into sexual violence at school Schools not doing enough to combat sexual assaults and bullying, says report Inquiry seeks submissions from interested parties Parliament has established its first ever inquiry into sexual harassment at school. The Women and Equalities Committee will look into the scale and impact of sexual molestation and sexual violence in primary and secondary schools in the UK. The Inquiry follows research which shows that schools are not playing their part in recognising the pressures young people are under when dealing with matters of sexual harassment and sexual bullying. The report says that teachers may brush off incidents of sexual assaults or sexually threatening behaviour because of students relatively young ages. It also found that many incidents go unreported because victims are worried that they will be punished along with the perpetrators.

The Committee gathered the views of 300 young people from across the UK through a series of workshops run by the charity Fixers.

One participant reported a “lad culture” in which “lads would come up to girls and grab their ass, try and push them into the changing rooms and stuff and then say don’t get upset it’s just banter.”

Another said that, “At my school a girl was pressured into performing oral sex on an older boy in school. They were caught and both suspended for the same amount of time.”

Maria Miller, Chair of the Committee, believes that the report shows that sexual harassment and sexual violence in schools is having a profound impact on the day-to-day lives of pupils.

“We need to address this issue now, and stop it from blighting the lives of another generation of young people – both male and female”, she says.

An investigation by the BBC, published in September 2015, showed that 5,500 sexual offences were recorded in UK schools over a three year period, including 600 rapes.

Submitting evidence to the Inquiry The Committee is seeking written evidence from individuals and organisations that focuses on one or more of the following issues: Establishing the scale of the problem How much sexual harassment currently occurs in primary and secondary schools? Who are the targets of harassment and who are the perpetrators? How often are teachers the victims of sexual harassment and sexual violence in schools? Are levels of sexual harassment and sexual violence increasing in schools?

How well is the problem being recorded and monitored?

Understanding the impact of sexual harassment in schools What impact does sexual harassment and sexual violence in school have on girls and young women, boys and young men, and teachers?

What can be done to reduce levels of sexual harassment and sexual violence in schools?

What measures are currently in place to address this issue and how adequate are they? What evidence is there of schemes proven to reduce levels of sexual harassment in schools in the UK or elsewhere? Can schools tackle this problem individually or is national action needed to reduce levels of harassment?

What role can Ofsted play in monitoring and enforcing action on reducing sexual harassment and sexual violence in schools?

What role can other stakeholders, including teacher training providers, teaching unions, governors and parents, play in tackling this problem? What action would be most effective in reducing levels of sexual harassment and sexual violence in schools?

What can schools do to support students to deal better with the online elements of this problem?

How adequate are schools’ current responses to sexting and online sexual harassment? What can schools do better to support their students to deal with sexual harassment and sexual violence online? What impact is pornography having on levels of sexual harassment and sexual violence in schools? What can be done by schools and other stakeholders to tackle the impact of pornography?

The deadline for written submissions via the Committee’s website is 11pm on Sunday 22 May 2016. To make a submission, search for “The Women and Equalities Committee” at: www.parliament.uk Sexual harassment may be widely under-reported in schools.

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SEN NEWS

Young people with autism need supporting into employment Only 15 per cent of young adults with autism are in full-time paid employment, despite 99 per cent of these people saying they want a job.

Autistic people “trapped” at home Half of autistic people do not go out because the public does not understand their condition. A new report from the National Autistic Society (NAS) finds that poor understanding of autism in the UK is pushing autistic people and their families into isolation, in some cases leaving them feeling trapped in their own homes.

Released for World Autism Awareness Day on 2 April, the report, Too Much Information: why the public needs to understand autism better, surveyed over 7,000 autistic people, their family members and friends, and professionals.

Of those taking part, 87 per cent of families say people stare and 74 per cent say people tut or make disapproving noises about behaviour associated with their child’s autism. Roughly 84 per cent of autistic people say people judge them as strange and 79 per cent of people with autism and 70 per cent of family members feel socially isolated. As many as half of both autistic people and family members sometimes or often don’t go out because they are worried about how people will react to their autism.

The charity is calling on the public to find out more about autism so they can respond to autistic people with more understanding.

People on the autistic spectrum make up more than one per cent of the population. These people see, hear and feel the world in a different, often more intense, way to other people.

Autistic people often find social situations difficult and struggle to filter out the sounds, smells, sights and information they experience, which means they can feel overwhelmed by “too much information” when out in public.

Awareness of autism is at an all-time high, with over 99 per cent of the public saying they have heard of autism. However, only 16 per cent of parents and carers of autistic people told the NAS that the public understand how autism affects the way they may behave in social settings.

“It isn’t that the public sets out to be judgemental towards autistic people”, says NAS Chief Executive Mark Lever. “They tell us that they want to be understanding but often just don’t ‘see’ the autism. They see a ‘strange’ man pacing back and forth in a shopping centre, or a ‘naughty’ girl having a tantrum on a bus, and don’t know how to respond.”

The charity has launched its Too Much Information campaign, which seeks to help everyone in the UK to learn more about autism.

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These are the findings of new research by Ambitious about Autism. The survey revealed that less than one in five young people with autism say they have had good careers advice. A 2011 study by the charity also found that less than a quarter of young people with autism go on to further education beyond statutory age.

Ambitious about Autism has launched a campaign which aims to give the UK’s 75,000 young people with autism a fighting chance of getting a job by ensuring that the right support is in place for them to get meaningful work.

The campaign is calling for substantially improved careers advice, better vocational programmes in schools and colleges to prepare young people for work, and more opportunities for young people with autism to access entry level positions and work experience.

The charity’s Youth Council, who are leading the campaign, found no specific advice from the National Careers Service (NCS) on how to overcome communication barriers to get a job, or access support to stay in employment. The charity is calling for the NCS to produce resources which support young people with autism in finding and sustaining them in work.

Campaigners also want to see the NCS appoint an Employ Autism champion at a strategic level to ensure that all of the organisation’s resources are accessible to young people with autism and disseminated widely to schools and colleges.

“As a country we spend a huge amount of money each year on educating children with autism and yet, we deny them access to work”, says the charity’s Chief Executive Jolanta Lasota.

“In fact, we would save £9 billion per year across the UK if we supported people with autism to access employment. By making training and work opportunities available to them, these changes could bring huge benefits to UK businesses as well as to the lives of young people with autism and their families.”

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SEN NEWS

Support for deaf-friendly teaching The National Deaf Children’s Society (NDCS) has launched new resources to help education professionals develop deaf-friendly teaching techniques.

Education professionals working in early years, primary, secondary, special schools and in further education can access simple tips through online tools, videos and booklets to help them effectively support the achievement of the deaf children that they teach and promote inclusion in the classroom.

Children waiting years for mental health treatment Young people awaiting mental health assessment are at the mercy of a postcode lottery, with waiting times for referrals varying from under a week to more than a year depending on where they live, according to a new investigation by the Sunday Times.

One child was left waiting for four years. In another case a child in Liverpool took their own life while waiting to be assessed by the local Child and Adolescent Mental Health Services (CAMHS).

“There is a mental health crisis for children and young people, with families not knowing if or when they will be seen”, says Sarah Brennan, Chief Executive of mental health charity YoungMinds. “We are being told by parents that long waitingtimes are causing their children to self-harm or become suicidal, to be violent and aggressive, or to drop out of school, which can ruin their prospects for the future.”

Parents are being forced to leave their jobs to look after their children and are desperately searching for support and not knowing where to turn, the charity says.

The Government has pledged to introduce waiting-time targets for children’s mental health services, but they will not all be rolled out until 2020. “The promised improvements are not taking place quickly enough, and in most of England the Government and local providers do not even know what is happening”, says Sarah Brennan.

The Sunday Times research found that the vast majority of local clinical commissioning groups were unable to give any information at all about waiting-times, as they were not recording them.

YoungMinds is calling on the Government to ensure there is transparency about waiting times and funding for mental health services, and about the quality of CAMHS across the country.

Without urgent action the charity warns of further unnecessary harm to children and distress for parents.

News deadline for next issue: 8/6/16 Email: editor@senmagazine.co.uk SENISSUE82

Deaf children and young people can miss out on effective learning at school and often have lower literacy levels than other children their age. Almost two-thirds of deaf children are failing to achieve the Government’s expected benchmark of five GCSEs at grade A* to C (including English and Maths), compared to just over a third of other children with no identified SEN. Deaf children can also experience difficulties around incidental learning and may struggle to pick up what others are saying, which can restrict social integration with peers.

Deafness is not a learning disability and the charity believes that with the right provision and encouragement from families and professionals, deaf children can develop and achieve as well as any other child. “Having high expectations of deaf pupils is vital and it is important that teachers of deaf children can identify the pupil's strengths, weaknesses and highlight any particular barriers to making progress”, says Ian Noon, Head of Policy and Research at the NDCS.

Tina Wakefield, a Teacher of the Deaf, is keen to stress the importance of teachers of deaf children and young people understanding the effects of hearing impairment on learning.

“We know that even mild hearing loss can have an impact and if teachers are aware of barriers, they can identify targets and support strategies to address them”, she says.

The resources can be found at: www.ndcs.org.uk/supportingachievement

Healthy Eating Week An initiative has been launched to promote healthy eating amongst school children.

The British Nutrition Foundation’s Healthy Eating Week, running from 13 to 17 June 2016, will highlight the importance of eating and drinking healthily and raise awareness about food provenance issues, cooking and leading an active lifestyle.

Schools and other education providers are being encouraged to register for the Week to receive a range of free resources and information. Registration for Healthy Eating Week is now open.

To find out more, visit: www.nutrition.org.uk/healthyliving WWW.SENMAGAZINE.CO.UK

SEN NEWS

Call for better understanding of adopted children in schools The Government has announced plans aimed at improving life in the classroom for adopted children.

The role of virtual school heads is to be extended. Virtual schools were set up in England to provide extra help for looked-after children’s education. The Department for Education issued statutory guidance in July 2014 which requires the appointment of a virtual school head (VSH) in every local authority and the provision of a personal education plan (PEP) for every child in care, but not for adopted children.

The Government will now look at extending the role of VSHs to include adopted children, as set out in the schools white paper Education Excellence Everywhere, which contains the Government’s plans for the next five years.

Helping schools involve kids with SLCN A new resource has been launched to support staff working in education settings to include children and young people with speech, language and communication needs (SLCN).

A free online toolkit, Involving Children and Young People with SLCN, is available from The Communication Trust, a coalition of over 50 not for-profit organisations with expertise in speech, language and communication.

Over one million children and young people in the UK have long-term and persistent communication difficulties. SLCN are the most prevalent type of SEN in primary schools in England and the second most prevalent type of need of all pupils who receive SEN support or who have SEN statements or education, health and care plans.

The toolkit is designed to support staff working in education settings to understand, review and shape their approach to meaningfully involving children and young people with SLCN as part of everyday good practice. It provides information about what practitioners are required to do under the 2014 SEN Code of Practice around involving children and young people and enables settings to review their current practice.

It also has guidance and practical activities, approaches and signposts to tools that can be used across a whole setting to make systemic changes.

The toolkit draws on content from the “Children and Young people at the centre” chapter of The Trust’s 2015 resource Communicating the Code. It also draws on research conducted by the University of the West of England and Bristol Speech and Language Therapy Research Unit, focussed on exploring the involvement of children and young people with SLCN and their families in decision-making.

The proposals have been welcomed by Adoption UK, which has been campaigning for a better understanding of the issues facing adopted children in schools. “Adopted children can be under local authority care one day and then adopted the next, so their needs do not change overnight”, says Hugh Thornbery, the charity’s Chief Executive.

The Government white paper also includes proposals to continue pupil premium plus funding and increase targeted support for looked-after children and those who have been adopted from care or left care under special guardianship or a child arrangements order.

There are also outline plans to improve the effectiveness of pupil premium spending in England. Adoption UK claims that action is needed to ensure better use of pupil premium, following instances where it was not used as intended, such as for purchasing new uniforms for adopted children in some schools.

The charity is also calling for issues of trauma, separation and loss to be included in the initial teacher training curriculum.

“There is the misconception that once a child is adopted their difficulties disappear”, says Mr Thornbery. “However this is not always the case and it’s the children who bear the cost of this lack of understanding, especially within the school setting.”

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

The toolkit can be found at: www.thecommunicationtrust.org.uk/involve.

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SEN NEWS

People with SEN “poorly prepared” for adult life Too many young people with learning difficulties and/or disabilities are not being effectively equipped for life after school and college, according to a recent report by Ofsted.

The report, Moving Forward?, explores the early implementation of the Children and Families Act 2014 and the impact it has had on the lives and prospects of “learners with high needs”.

In the past, ineffective arrangements between education, health and social care agencies have impacted on the ability of high needs learners to successfully transition from school to post-16 provision and to adult life. The Children and Families Act 2014 made a firm commitment to tackle this.

Ofsted’s report finds that, in most of the local authorities and FE providers surveyed, the implementation of the Act had not been fully effective. As a result, the support that high needs learners received varied considerably.

The education watchdog highlights a number of concerns about arrangements. Nearly half of the providers visited did not have adequate strategies, experience or expertise to support their learners with learning difficulties or disabilities. Specialist, impartial careers guidance was found to be generally weak, with 16 of the 20 local authority websites reviewed failing to provide sufficiently detailed information. The report revealed slow progress by high needs learners in English and mathematics. It also found that there were too many learners on programmes which do not lead to further learning, employment or independent living.

Inspectors did see some strong performance from councils. In the best examples, local authority staff use their long-standing experience to commission provision for learners which supports individual needs. However, too many staff in other authorities lack this expertise, resulting in poor quality of support for high needs learners.

National guide runner database England Athletics and British Blind Sport have introduced a national guide runner database to support more people with a visual impairment to run.

“It is imperative that local authorities and providers work together to collect and analyse information on learners’ progress and achievements”, says Paul Joyce, Ofsted’s Deputy Director for Further Education. “Only then will they be able to implement necessary improvements and ensure learners get the additional support they need to achieve their potential and prepare them for adult life.”

The report makes a number of recommendations to help improve the standard of support for high needs learners. These include the Government producing a national set of data on learners’ destinations to allow for the impact of provision, and local authorities putting in place arrangements to enable education, health and care providers to work effectively together to provide support for learners. It also stresses the need for providers to ensure staff have the relevant expertise and specialisms to support learners with high needs.

Call for teacher training to include autism

Find a Guide is an online tool for anyone aged 18 years or older with a visual impairment, whether they have never run before, are a gym-goer looking to take their running outdoors or a seasoned runner looking for a new guide. It aims to enable visually impaired people to go for a run on their own, join a club or running group or take part in an event or race.

The resource allows users to search for a guide runner in their local area. All guide runners on the database are licensed, which means they are DBS checked and have attended an England Athletics Sight Loss Awareness and Guide Running workshop.

Over 7,000 people, including MPs and school staff, have signed a letter calling on the Education Secretary Nicky Morgan to make autism training mandatory for teachers in England.

The letter, written by The National Autistic Society (NAS) and Ambitious about Autism, says that autism should be included in the initial teacher training framework for England, which the Government is reviewing.

Roughly one per cent of children are thought to be on the autism spectrum and over 70 per cent of them go to mainstream schools, so every teacher is likely to have students with autism in their classes during their careers.

For more information, go to: www.englandathletics.org/findaguide

The charities say it is “shocking” that autism training is not mandatory for teachers and that some have no SEN training at all.

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SEN NEWS

Using food as a reward could lead to “emotional eating” Parents who use overly controlling feeding practices with their children, such as using food as a reward or a treat, could be unintentionally teaching their children to rely on food to deal with their emotions. These children may then be more likely to “emotionally eat” later in childhood.

These are the conclusions of a longitudinal study of parents and their children carried out by Dr Claire Farrow from Aston University and her colleagues at Loughborough and Birmingham University.

The study looked at how parents used food and the different feeding practices that they regularly used with children when they were aged three to five. The researchers then followed the children up when they were aged five to seven to explore whether earlier feeding practices influenced the development of emotional eating in the children. The researchers assessed how likely the children were to eat snack foods, or play with toys, when they were not hungry but were mildly stressed. The results showed that children were much more likely to emotionally eat at ages five to seven if their parents had reported using more food as a reward and were overtly controlling with foods when the children were younger.

With high levels of obesity being documented in children and associated health risks being increasingly evident at a younger age, the research team hopes that understanding why certain people turn to particular types of food at times of stress or anxiety could help in encouraging healthier eating practices.

“As a parent, there is often a natural instinct to try and protect our young children from eating ‘bad’ foods: those high in fat, sugar or salt”, says Dr Farrow. “Instead we often use these food types as a treat or a reward, or even as a response to ease pain if children are upset.” Initial evidence from the study suggests that in doing this, parents may be teaching children to use these foods to cope with their different emotions and “unintentionally teaching them to emotionally eat later in life”.

Boy with autism opens London Stock Exchange Dame Stephanie Shirley, the tech entrepreneur and founder of autism research charity Autistica, joined Samuel, a 7-year-old boy with autism, to open the London stock market during April’s Autism Awareness Week.

Samuel (pictured above), who was diagnosed with autism aged three, is the youngest person to ever open the market.

Autistica organised the event to highlight the need for autism research, which the charity says remains one of the most underfunded areas of medical research.

Dame Stephanie (pictured on the right), who had a son with autism, has donated in excess of £50 million to autism charities.

She believes that research is key in providing better support for those with the condition. “I have given the majority of my wealth away to fund autism projects. Although we have made some progress, there is still so much we don’t know about autism and how to best support those like my late son Giles”, she said.

Samuel’s mother Katie believes early diagnosis for those with autism is crucial. “The earlier parents get a diagnosis, the sooner they can start educating themselves, seeking support, and adapting the ways that they care for their child with autism”, she said.

Toolkit for families in dispute with SEN support agencies

National Smile Month returns

A new toolkit has been released to support disabled people and carers who are having difficulties with the statutory agencies in relation to the provision of health, social care and education services.

The UK’s longest running oral health education campaign will this year take place from 16 May to 16 June. Now in its fortieth year, National Smile Month promotes awareness of oral health issues through education.

Published by children’s charity Cerebra, the “problem-solving toolkit” aims to help unpick commonly experienced problems and offer strategies for resolving them. It considers nine general categories of dispute, from inter-agency disputes and complex cases to delays and resource issues. It identifies key factors that can empower people to claim their rights and to challenge failures when they occur. It also offers advice on preparing for, attending and following up on meetings. The toolkit includes a series of template letters that families can use in a variety of situations, a “jargon buster” and an explanation of the duties of public authorities.

Organisers the Oral Health Foundation are keen to help school children understand the three key messages that they say are central to good oral health: brush your teeth last thing at night and at least one other time during the day with a fluoride toothpaste; cut down on how often you eat sugary foods and drinks; visit the dentist regularly, as often as they recommend.

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News deadline for next issue: 8/6/16 Email: editor@senmagazine.co.uk SENISSUE82

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WHAT’S NEW?

What’s new?

A sign a day

Speech and language toolkit

Learning a few sign language signs is a great way to enhance your communication skills and is a fun activity to encourage your students to think about the way in which they interact with those around them.

WellComm: Revised Edition, a speech and language toolkit for screening and intervention in the early years, is a quick and easy-to-use screening, monitoring and intervention tool for children aged six months to six years.

You can learn a different British Sign Language sign each day by visiting: www.british-sign.co.uk or: www.facebook.com/BSL.British.Sign.Language with the daily signs and other posts. You can also browse the online dictionary to view the BSL signs for other words.

At: www.british-sign.co.uk you will also find information and resources to help learn and teach fingerspelling and BSL.

Choice Care Group rated “Outstanding” Stroud Lodge, one of Choice’s residential services in Gloucester, was rated “Outstanding” following a recent CQC inspection.

Inspectors comments about the service included: “Staff were constantly looking for opportunities to offer to people that would help them grow, gain confidence and live a fulfilled life… Staff lived the values of the provider and put people at the heart of everything they did”.

Choice homes provide residential care for groups of individuals of differing ages and abilities. Each home has its own personality and group dynamic and each individual is encouraged to contribute to the life of the home. www.choicecaregroup.com 0203 195 0151

Twirling fun with Swirl Roundabout

By using WellComm, teachers can identify pupils in need of further help and support them with tailored interventions that can help improve their language skills.

The Online Report Wizard provides every teacher with access to enhanced reporting, reporting progress, individual and cluster level reporting, and a secure system that's password protected.

For more information, visit: www.gl-assessment.co.uk/products/wellcomm-revisededition or call: 0330 123 5375.

Develop the SEND dream team in your school Hays Education is partnering with Anita Devi, a leading education consultant, to deliver UK breakfast seminars between now and June 2016. These will support headteachers and senior leaders to “Develop the ultimate SEND dream team in your school”.

Anita Devi will explore a range of ideas, enhancing teacher and staff skills and confidence to meet the requirements of the DfE’s 0 to 25 SEND Code of Practice 2015 around the “assess-plan-do and review” cycle. These will examine effective strategies for recruiting and retaining high quality SEND practitioners, including SENCOs/inclusion managers.

To book your free place, email: hayseducation@hays.com

DDA compliant and ultrastylish, the Swirl Roundabout offers hours of safe, twirling fun for all abilities.

Edible sensory garden takes shape at Henshaws Specialist College

It is designed to be flush to the ground and therefore has easy wheelchair and buggy access, making it an ideal way for those with disabilities to fully enjoy the swirling sensation.

Work has started on a new sensory garden to provide a safe and relaxing sensory space for students in Henshaws Starting Point, a specialist centre for young people with autism.

The Swirl is manufactured from structural grade steel, complete with a 3mm chequered steel tread plate to aid security underfoot. It is available in different colour combinations to suit individual requirements. It is durable, low maintenance and comes complete with a steel structural guarantee of 25 years.

The garden has been designed using National Autistic Society guidelines. All the plants will be edible so it is safe for students who have pica, a condition which causes individuals to seek out and eat items with strong flavours which could lead to harm.

Sales@fawns.co.uk Fawns.co.uk 01252 515199 SENISSUE82

Specialist features include a safe surface play area, sheltered safe spaces and level paths. Henshaws hope to open the garden this summer. www.henshaws.ac.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

October event celebrates Autism Heroes The Autism Heroes Awards 2016 will take place at the Amba Hotel in Mayfair, London on Saturday 1 October 2016.

The Awards have been created to showcase excellence amongst those living and working with autism. All proceeds for the evening will be donated to the Anna Kennedy Online charity to continue its work in helping to raise autism awareness in society.

Tickets are £50 each, including a welcome drink on arrival, a three course meal, a DJ and entertainment. Black tie is optional.

For more information and to discuss dietary requirements, contact: lisa.robins@thevines.org.uk

SEN updates from Douglas Silas For many years, specialist SEN solicitor, Douglas Silas, has used technology to provide regular “SEN Updates” to many thousands of parents and professionals who use his website at: www.SpecialEducationalNeeds.co.uk Sent by email and through social media platforms like Twitter or Facebook to coincide with new academic terms/halfterms, Douglas aims to ensure people don’t have to search for things, as his links to information and summaries keep everyone up to date and are readily accessible.

Douglas says: “As one person once said to me: ‘It’s like having you personally in the room talking to me!’” www.SpecialEducationalNeeds.co.uk

Autism and mental health conference Tired of paper based medical management?

Medical Tracker is a revolutionary web application used by schools to record, track and manage all areas relating to first aid and medication. It can manage care plans, record first aid incidents, notify parents and carers, create detailed reports for governors and much more.

Medical Tracker is compatible with every management information system and has automatic links set up with the market leading MIS applications.

You can find out why schools are moving from paper based systems to Medical Tracker’s online medical management application by watching the 90 second overview video at: www.medicaltracker.co.uk. Tel: 020 3743 9599.

This conference, organised

by The National Autistic Society on 11 May in Manchester, will give professionals the tools and strategies they need to identify and provide targeted support for people with autism. High-profile speakers will talk about adapting screening and diagnostic instruments for assessing individuals with complex needs. There will also be practical discussions focusing on how to adapt therapies and interventions to make them appropriate for individuals on the autism spectrum and case studies illustrating best practice models for diagnosis and transition planning.

For more information and to register, visit: www.autism.org.uk/mentalhealth2016C

NRS Healthcare introduce new catalogue for 2016 New MemRabel 2 memory alarm Medpage Limited have introduced the new MemRabel 2, a daily calendar reminder alarm for people with failing memory.

It uses high specification multi-media playback to display reminder videos, photos, and prerecorded voice reminders. Up to 20 daily, weekly, monthly or annual alarms can be set to provide reminders for medication, appointments, daily tasks, birthdays or any other event a person may forget.

MemRabel 2 also helps with time of day association where people can be confused. It has a choice of time displays to suit people of varying cognitive ability.

For more details, visit: www.memrabel.com WWW.SENMAGAZINE.CO.UK

The new NRS Healthcare catalogue will feature their latest range of new and proven equipment which is suitable for use at schools, nurseries, play areas and at home.

It will include moving and handing equipment, mobility solutions, writing aid products, specialised furniture for children, toileting and bathing solutions, eating and drinking aids and more.

Designed by the award-winning NRS Product Development Team, one of the highly anticipated products is the Seahorse Plus Toileting and Shower Chair, available from August 2016.

To order a free copy of the NRS Healthcare Professional Catalogue, call: 0345 121 8111 or email: info@nrshealthcare.co.uk SENISSUE82

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WHAT’S NEW?

Only eight weeks to go until The Autism Show 2016

engage in their future National Conference

The Autism Show, sponsored by Hesley Group, will be returning in June and July to London, Birmingham and Manchester.

The engage in their future National Conference will take place on Thursday 7 and Friday 8 July 2016 at the Bristol Marriott City Centre Hotel, BS1 3AD.

The Autism Show connects the autism community with the latest information, advice, products and services on the condition. Visitors can hear from the UK's leading autism professionals, discover 100s of products and services and listen to adults on the spectrum talk about their experiences.

They can also learn new strategies for home and school and access one-to-one specialist advice.

Save 20 per cent by booking in advance at: www.autismshow.co.uk

An exceptional programme of speakers and workshops will be delivered around the theme “Curriculum for Life”. Keynote talks will be delivered by Tom Bennett, Sharon Gray, Dr Rona Tutt, David Cameron and Mary Rayner HMI. There will also be plenty of opportunity to network with colleagues plus the everpopular Teach Meet session.

Sponsorship opportunities are also available.

Fo further details, visit: www.engageintheirfuture.org

Universal screening system for behavioural strengths and weaknesses The BASC-3 BESS Behavioral and Emotional Screening System is a brief, universal screening system for measuring behavioural and emotional strengths and weaknesses in children and adolescents.

Reliable, quick, and systematic, SENCOs can use the BASC-3 BESS to determine pupils’ behavioural abilities and areas they may struggle with. With brief forms that can be completed by teachers, parents or students, it provides one of the most comprehensive and efficient tools available today.

For support around social, emotional and mental health difficulties, Pearson, the publishers of BASC-3 BESS, are organising a free event on 10 June. www.pearsonclinical.co.uk/bascbess

Playquest water tunnel Playquest’s water tunnel has clear sides, so children can pump and see water cascade down the tunnel walls.

It’s easy for children to use and the sides have a ledge enabling them to collect the water as it squirts down. Standing in the tunnel gives a similar experience to that of being in an aquarium area.

When not used as a cascade, the Lexan walls can also be painted on.

The tunnel makes a fun addition to Playquest’s outdoor range and it offers excellent learning opportunities. It comes fully assembled and its four corners need to rest on blocks.

01745 561117 www.playquest.co.uk SENISSUE82

Movement system for profoundly disabled kids The Akka Smart is a means of introducing movement and stimulus to profoundly disabled children as well as providing a unique development system for children working towards independence in an electric wheelchair.

Operated by switches, the Akka Smart follows simple black adhesive tape and introduces decision making by using the tape to create branches and junctions. The user can reverse as well as change direction by turning the platform around on the spot.

For more information about the Akka Smart, call: 01952 463050 to request a brochure, or visit: www.quest88.com

iPad operated interactive sensory equipment Rhino UK’s interactive sensory equipment, including bubble tubes and fibre optics, is now compatible for control by an iPad app.

Users simply need to plug the MSE App receiver into any Rhino interactive sensory equipment and download the free App from the App Store. Colours and settings of interactive sensory equipment can then be controlled direct from the iPad. The system is simple to operate and requires no technical expertise or set-up. The MSE App receiver is compatible with all bubble tubes purchased from Rhino in the last two years. sales@rhinouk.com 01270 766660 www.rhinouk.com WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Autism support groups

Grass sofas for outdoor living rooms

Living with autism isn’t easy but finding out all about it should be. There is a lot of advice and information out there to help and the Autismlinks website is a good place to start.

You can now recreate your own living room area outdoors with an all-weather outdoor sofa and armchair from Timotay.

The support groups section of the website is constantly updated to ensure the details are as correct as can be and it is filtered into geographical areas for ease of reference. To find a support group nearest to you, visit: www.autismlinks.co.uk and choose your region.

Autismlinks will be exhibiting at the upcoming Autism Shows in London, Birmingham and Manchester, so you can also visit them there.

Whether you wish to create a calming retreat, a one-toone space, a teaching and story time area or a sensory relaxation zone, these items are ideal.

Timotay are currently running a special offer with an introductory price of £550 per sofa and £450 per armchair.

You can find out more about the grass sofa or armchair and order online at: www.timotayplayscapes.co.uk

Trampoline maintenance service across the UK Sunken Trampolines have announced the expansion of their trampoline maintenance service.

The company have many years of experience working with different types of trampolines across the UK and are now offering their knowledge and expertise in looking after this specialised piece of equipment. So schools and homes with a trampoline, either above or in the ground, can now have a trained professional to maintain their equipment and provide on-going safety and performance servicing.

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

The evolution of snug Sutcliffe Play has given Snug a makeover with a new name, colour scheme and equipment – transforming playgrounds into stimulating playscapes for children of all abilities to discover and learn.

It encourages social interaction and problem solving and comprises ten shapes that can be moved to create new environments every time.

Sutcliffe Play’s Andy Love says: “We’ve seen Snug play an important role as part of physical literacy. With our resource kit, Snug Evolution stimulates natural exercise and embodies fundamental movement skills.”

Design evolution from Tough Furniture Tough Furniture specialise in designing and making furniture for challenging behaviour environments, including a range of SEN furniture which is robust but flexible for students with complex needs, learning difficulties and ASD. They’ve recently invested in brand new CNC machinery to facilitate curved edging and softer finishes that enhance the overall look of the products and improve safety. Stuart Briscoe, Tough Furniture Production Director commented: “These machinery investments and enhancements have enabled us to make another leap forward in creating furniture that is durable and strong but also offers long-term value for money while looking fresh and modern.”

01588 674340 liz.vesty@toughfurniture.com

Vision for Education agrees new partnership with Engage in their Future Vision for Education has announced its appointment as the preferred recruitment partner for Engage in their Future. The new partnership brings together two organisations that are dedicated to ensuring the best possible education for pupils with SEN.

It’s weather proof, requires no installation or safety surfacing, and is soft yet robust enough to withstand the rigours of the playground.

Will Washington, SEN manager for Vision for Education said: “We are delighted to become the recruiter of choice for Engage. By bringing together Vision’s specialist SEN consultants and unrivalled safeguarding checks amongst many other benefits, we’re confident we can add high value to Engage members and we’re looking forward to working closely with them.”

www.sutcliffeplay.co.uk

www.visionforeducation.co.uk

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WHAT’S NEW?

SEN RESOURCES/SERVICES

Foster carers wanted in Warwickshire Warwickshire Fostering Service is looking for people who want to make a difference to a young person’s life, people with the time and commitment to meet the individual needs of a young person.

Foster carers receive support from a dedicated fostering social worker and social care worker, as well as monthly support groups.

For more information about becoming a foster carer in Warwickshire, visit: www.warwickshire.gov.uk/fostering or call: 01926 746956.

Alternatively, text FOSTERING and YOUR NAME to: 07950 081082 (using all capital letters) and Warwickshire Fostering Service will call you by the end of the next working day.

Towards a Positive Future SEN conference in London On Thursday 16 June 2016, the annual Towards a Positive Future conference will take place in London for parents of children with special educational needs and the professionals who support them.

Focusing on providing encouragement, information and hope for parents and professionals, the conference supports parents to take control, to share, inspire each other and make sure children with SEN get the education and care they need and that will empower and enable practitioners to be heard and shape the future.

To find out more and book your place, visit: http://senconference.co.uk

Affordable sensory environments Sensory Technology specialise in the design, manufacture and installation of sensory environments. Their expertise covers sensory rooms, sensory gardens, sensory pools and sensory soft play and calming rooms.

They pride themselves on their adeptness to continually create new products for the enjoyment of those of all capabilities.

Their client’s sensory environments are developed using modern innovative technology. The I-Digital LED products included within their “Senteq Select” range are great examples of this technology. Combining advanced digital systems with personal sensory favourites guarantees a stimulating multi-sensory environment that puts the control in the hands of its users.

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SEN LEGAL

Advertisement feature

Is children’s wellbeing at the centre of your school culture?

Each day, every child experiences a world that induces many different and sometimes conflicting emotions. Their experience of their world at school, at home and in between can help or hinder their progression.

Daily challenges within these environments require children to deal with sometimes complex issues and ongoing feelings, meaning it is vital that schools continue to be a nurturing place, providing the opportunity to release troubles or worries and ensure that each and every child feels valued.

We want to make children’s wellbeing the centre of school culture. Within the Jellyfish Programme, all children are able to share their feelings and emotions, learning how to cope with and manage them and develop an understanding of themselves and those around them.

Ensure wellbeing is at the centre of your school culture. Visit us at: www.bethejellyfish.com or email: bethejellyfish@outlook.com WWW.SENMAGAZINE.CO.UK

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POINT OF VIEW

Point of view: education consultant

Making progress?

Adam Reed asks how special schools can determine what constitutes progress for each pupil

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s an education consultant, I work in a range of schools across the UK and I see a wide variety of practice relating to the area of “making progress”. I think it is obvious from parent views, teacher perspectives, Ofsted requirements and leadership quality assurance, that we should pay close attention to ensuring pupils make progress. My question, in every school I visit, is “but what does progress actually look like?”

With the removal of National Curriculum levels, this question is even more relevant. Schools have adopted a diverse range of approaches to measuring progress, including employing new systems and techniques, copying great practice from around the world, and instigating pupil-specific targets and tracking. My input as a consultant to the school is at least in part dictated by what specific method or approach a school has adopted. Understanding the system goes a long way to understanding the school, and therefore being able to recognise good practice and areas for development in teaching and learning at that particular setting.

Nowhere is this more relevant than in special education establishments and special schools.

In the special schools I have worked with, I have encountered a huge range of purchasable systems that track the following: behaviour, P-Level assessments, specific-element assessments (such as pupils’ responses to musical stimuli, motor skills, eye gazing recognition or personal skills), generic National Curriculum KPIs, and other systems that provide a variety of blends of each of the above.

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The difficulty, I have discovered through countless conversations with teachers, leaders and support staff, is that the range of needs and abilities even within one class of one special school can be so diverse that “progress” can mean ten different things to one teacher. Some pupils have degenerative diseases that may mean “progress” for that individual is the same as standing still or even going backwards for another pupil in the same school. Some pupils have such difficulty with retention and recall of information that “progress” steps are almost imperceptible when compared to other pupils in the class or school.

Some pupils have singular areas of real academic strength, so even within their own pupil profile they may be dramatically exceeding expected progress in one area while in another area or subject they find it difficult to get even close to expected levels. For some pupils (and their parents), “progress” means non-academic results, such as tying their own laces, taking themselves to the toilet independently or eating without assistance.

The range of needs and abilities even within one class of one special school can be so diverse all face with sometimes conflicting expectations and priorities.

What is the answer? Well, I’m afraid I don’t possess a magic wand for supporting special schools, but I would say this: the schools that I have worked with appreciate bespoke and tailored support, where providers have worked hard to understand the specific needs of the school, the pupils, the parents and the leaders. They appreciate an approach that acknowledges the difficulties and constraints outlined above. Most beneficial, in my experience, is a synthesised approach that utilises the best elements of good practice that are appropriate to the specific setting.

Is this a formula for success? I’m afraid not. Is it a flexible way of supporting a school and helping them grow and develop? Definitely.

Individual support Exacerbating this situation (although it is in part caused by it) is the distinct lack of specific training and support for special schools. While training does exist, it can at times be so generic that it doesn’t always address the particular needs of a school. This can be frustrating for headteachers and staff. This is in no way a criticism of individual training or support companies, but hopefully demonstrates the complexity of the situation and the difficulties that we

Further information

Adam Reed is Director of School Improvement at TT Education: www.tteducation.co.uk

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POINT OF VIEW

Point of view: teaching assistant

TAs taken for granted Teaching assistants are undervalued and under rewarded, says Arron Bevan-John

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he role of a teaching Assistant (TA) is one of the most rewarding, fulfilling and exciting jobs there is. I should know, I spent three years as a TA in a medium-sized Welsh secondary school on the outskirts of Swansea.

Those three years were some of the best of my life and I know I was able to make a real difference to the lives of countless learners under the umbrella of our wonderful education system.

There is nothing more exciting than seeing the learners you are responsible for mentoring and coaching achieving great things, whether through examination results, learning a new skill or moving on to bigger and better things.

TAs are not just the classroom assistant mums many people assume they are, because of their working hours.

They are the lifeblood of our school system, especially when contributing to supporting learners with SEN. However, the work of TAs is often seen as something that anyone could do.

The poor pay and terms and conditions associated with the role do little to dispel this myth. Where would learners with SEN be without the support of their classroom allies, though? Do our elected representatives understand the importance of the TA to our education system and our children?

I worked in a team that was amongst the most dedicated and hardworking departments in the school. Going the extra mile was simply part of the job. In many respects, we were lucky because the Headteacher, who was willing to invest time and support into the team, allowed TAs to take on extra responsibilities. Phrases such as “safe WWW.SENMAGAZINE.CO.UK

haven” and “extra support” were part of the everyday vocabulary within the team and the TAs were viewed as useful colleagues of both teaching staff and management.

Poor conditions With every swing of the Government’s arm, the TA is dealt yet another blow.

TAs are told to remember how lucky they are that they have a job, albeit a job that pays an extremely modest wage and with very few opportunities to progress. They are told to take on the extra responsibilities once fulfilled by teachers, with nothing extra in return. The TA is taken for granted by the Government as “someone who will” rather than “someone who might”. This treatment contributes to TAs being seen as the poor relations of those with a Post Graduate Certificate in Education (PGCE) and lowers morale. Yet, in my team alone, there were three TAs with a degree, two taking additional qualifications, a qualified teacher and many others who were fantastic at their jobs.

So how could the work of a TA be developed in the future? I would start with the pay and terms and conditions offered by many schools and local authorities and encourage them to work towards a more inclusive, involved effort. TAs should be encouraged to take up courses to improve their continued professional development, be involved in the in-service training days in schools, be encouraged to be a bigger part of school meetings and inspections and have clear goals around career progression. The TA often knows more about what’s happening on the

With every swing of the Government’s arm, the TA is dealt yet another blow ground than many other school staff and should be encouraged to share this information with governing bodies and other school stakeholders, including parents of learners with SEN. Can the strong team of TAs in the UK continue to deliver the high-standard, selfless and much needed support to our vulnerable learners when their jobs are already being seen as largely obsolete by the Government? I hope so, for the sake of our learners and teaching staff, and for the future of education. Concern for teaching assistants is here, and here to stay.

Further information Arron Bevan-John worked as a teaching assistant in a comprehensive school for three years until September 2015. www.abjcreations.wordpress.com

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LEGAL Q&A

What is an appeal to the SEND Tribunal?

Specialist SEN solicitor Douglas Silas answers key questions about appealing to the SEND Tribunal What is the SEND Tribunal?

Parents of children with SEN – or young people over 16 who have “capacity” for matters related to education, health and care (EHC) plans – who wish to appeal about their local authority’s (LA's) decision regarding SEN, must apply to the Special Educational Needs and Disability Tribunal (often referred to as the SEND Tribunal or SENDIST). The Tribunal is formally known as a First-tier Tribunal (FTT) in the Health, Education and Care (HESC) Chamber. The Tribunal is an informal and independent forum that hears SEN-related appeals in relation to a statement of SEN or an EHC plan. These include decisions regarding refusals to conduct an EHC needs assessment (previously known as a “statutory assessment”) or against the contents of a statement or an EHC plan.

What decisions can you appeal against?

Parents and young people can appeal about LA decisions: • not to conduct an EHC needs assessment/re-assessment • not to issue an EHC plan after an assessment/re-assessment • regarding the educational contents of a statement/EHC plan • not to amend an EHC plan following a review or re-assessment • to cease to maintain a statement/ EHC plan.

What decisions can you not appeal against?

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The Tribunal normally follows a 20-week timetable from an appeal being registered to a hearing complaints about the way that SEN provision is made, or in relation to complaints about the way a school or LA is dealing with a case. In these circumstances, you can make a formal complaint through the school’s governing body, the LA’s complaints system, the Local Government Ombudsman or the Secretary of State for Education. Sometimes, a child (through their parents) or young person can even bring a legal claim (known as a “judicial review”) to the High Court. The Tribunal will also not hear appeals about outcomes, personal budgets or decisions about the health and social care elements of an EHC plan. At the time of writing this though, the Tribunal is conducting a pilot into making recommendations about the health and care provision in EHC plans.

related decisions, the LA must now tell the parent or the young person of their right to go to mediation and the fact that they must contact a mediation adviser before lodging an appeal and then obtain a Certificate of Mediation (they do not actually have to mediate if they do not want to) before they can appeal (unless the appeal is only about the school named in an EHC plan). In these cases, appeal deadlines are extended by one month of a Certificate being issued following the actual mediation, or the parent or young person being given the mediation information. There is a standard appeal form to complete on the Tribunal’s website, but many people also send this with more detailed reasons for making an appeal.

What are the stages in an appeal?

The Tribunal normally follows a 20week timetable from an appeal being registered to a hearing. There are also a further two weeks for a written decision to be issued after the hearing. The process is as follows:

How do you appeal?

Until September 2014, under the previous SEN framework, parents had two months from the date of the LA’s decision letter to lodge an appeal.

However, since that time, although there is still a two month deadline, when it sends the parents or young person notice of a decision which can be appealed to the Tribunal for EHC-

Tribunal hearings are conducted informally.

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SEN LEGAL Q&A

• Week 0 (after the appeal is registered) – the Tribunal sends a copy of the appeal to the LA • Week 6 – the LA has to respond to the appeal • Week 16 – both parties submit “further evidence”, documents which were not available to them when they lodged their appeal or response (although the Tribunal requests that parties send copies of any reports that they have as soon as they come into existence) • Week 18 (or around then) – “bundles” of all the documents to be used at the hearing are provided by the LA or the Tribunal • Week 20 – the “hearing” of the appeal takes place.

There are also other deadlines to comply with, such as both parties providing details of witnesses they wish to bring to the hearing and telling the Tribunal how the case is progressing.

Parties can also apply to the Tribunal at any time for directions in relation to other things, such as obtaining documents or changing the hearing date. There is a legal deadline for LAs amending statements/EHC plans in relation to secondary transfer appeals of 15 February (of the academic year prior to transfer) and for post-16 placements of 31 March (or at least five months before the transfer is to take place). As this would not allow the Tribunal to hear the appeal prior to transfer, the Tribunal now routinely “expedites” (hears more quickly) these types of appeals and adopts a 12-week (or seven-week) timetable.

What happens at the hearing?

The hearing is conducted informally with everyone sitting at a long table (although the Panel usually sits at another table further away). Everyone is allowed to speak about an issue and oral evidence is usually given without taking an oath. The Tribunal always points out that, although they are conducting formal proceedings, it is an informal WWW.SENMAGAZINE.CO.UK

setting and they are not a “court”. Both parties are usually allowed to bring up to three witnesses (sometimes four, in exceptional circumstances) who can be questioned by the other party and the Tribunal panel.

How long does a hearing take and what happens afterwards?

Generally speaking, appeals against refusals to assess or make statements/ EHC plans and appeals against the contents of a statement or EHC plan in relation to just SEN and/or provision, usually take half a day, but appeals against the contents of a statement or EHC plan where the school is in dispute, decisions to cease to maintain a statement or EHC plan, or appeals after a review (if the school is also in dispute) can take a full day. After the hearing, the Tribunal panel considers all of the written and oral evidence they have been presented with and then issues a written decision, usually within two weeks of the hearing.

Can I appeal against an unsuccessful decision?

When the decision is issued, the losing party has a right to challenge the decision, either by way of requesting a review of the decision on factual grounds or through an appeal, if they believe that the Tribunal’s decision has been made unlawfully. In the latter case, they must first request the Tribunal’s permission to appeal to the Upper Tribunal and, if refused, they can still seek permission from the Upper Tribunal themselves. If permission is granted, the appeal will be heard by the Upper Tribunal which has the power to quash the decision and remit it back to a freshly constituted FTT panel to reconsider.

Do I need advice or representation?

The short answer is probably not. The Tribunal tries to be as parent-friendly as possible and if a parent (or young person) is unrepresented, the Tribunal

The hearing is conducted informally with everyone sitting at a long table panel will usually try and assist them in articulating their case, although the Tribunal, obviously, cannot present the case for them, give them legal advice, or be biased in any way.

However, many parents often feel that it is not an even playing field, if the LA’s case is represented by an LA officer who has a lot of experience of appeals or if the LA is represented by a solicitor or barrister. The majority of parents who seek advice or representation usually do so from a voluntary organisation in relation to general SEN matters, or one that is more focused on a particular condition, like autism. Some parents, however, feel that they need legal support and approach specialist solicitors who either represent them directly or instruct barristers to do so on their behalf.

Further information

Douglas Silas is the Principal of Douglas Silas Solicitors and runs the website: www.

SpecialEducationalNeeds.co.uk.

He is also the author of A Guide To The SEND Code of Practice (What You Need To Know), which is available for all eBook readers: www.AGuideToTheSENDCode OfPractice.co.uk

The advice provided here is of a general nature and Douglas Silas Solicitors cannot be held responsible for any loss caused by reliance placed upon it.

Unfortunately, Douglas cannot respond to questions sent to him directly but if you have a question you would like answered in a future issue of SEN Magazine, please email: editor@senmagazine.co.uk

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SLCN

Routine communication Empowering parents is key to helping pre-school children with ASD develop their communication, write Libby Hill and Natasha Hallam

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he thing we hear most from parents of pre-school children who have social communication or ASD difficulties (diagnosed or suspected) is that they feel helpless. They know their child has a problem, but don’t know how to help. Their child may not have words, may have terrible temper outbursts because they can’t communicate and family life may be in tatters. Dads, in particular, usually want to feel they are doing something which will “fix it”.

It is important that parents are supported to work out the stage of their child’s communication and that they are taught strategies to help take their child through to the next stage.

Communication stages There are four stages of communication for children with ASD.

Own agenda: these are the children who don’t really see the point of communication; they play alone and like to do things by themselves.

Communication is usually pre-intentional.

Requester: these children have begun to realise that the adult can be useful; they may take a parent’s hand to lead them to what they want.

Early communicator: these children have started to use specific gestures, sounds, pictures or words to ask for things in motivating situations.

Partner: these children can take part in conversations.

Not all children will start as “own agenda” and they may have elements of more than one stage. Where they are depends on their interaction skills,

It can be very effective to use simple everyday routines to promote communication understanding and how and why they communicate.

Using everyday routines Instead of relying on worksheets or flashcards, it can be very effective to use simple everyday routines to promote communication. It is also the case that many children with ASD find it hard to generalise learning from one situation to another, so learning language in real life situations can be crucial.

An enormous amount of learning can take place when children are involved in

Daily events provide opportunities for learning in an informal way.

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daily routines such as bath-time, snack or meal times, nappy changing and going out in a car – things that parents do with their children every day. These daily events are so important because they provide opportunities for repetitive learning in a natural, yet structured way. Within the context of such daily routines, a young child begins to make sense of their world.

Since there are targets in all our daily routines, it is clear to the child what has to be done. For example, the target of getting dressed is for the child to end up wearing clothes, socks and shoes. The goal of going in the car is to be seated in the car seat.

Each routine consists of a series of small steps, such as opening the car door, climbing into or being put into the seat, sitting on the seat and then being fastened in. Routines have language that go along with them and there are cues in each situation, such as, “Time to get dressed” or “Let’s go in the car.”

Useful strategies Use the child’s interests and follow their lead By observing the child’s interests it is possible to use what really motivates the them. Giving the child a reason to communicate, then waiting, is a great start. The things that motivate each child will be different, but will generally include common themes, such as food and especially chocolate.

Giving the child a reason to communicate, then waiting, is a great start Alice, a child at the own agenda stage, loved chocolate buttons, so we discussed how we could use these to make her need to ask the adult for help to get them. A clear plastic box with a lockable lid served this purpose well.

By the next session, Alice had learned to take the box to her mother for her mother to open for each individual button. This situation wasn’t without initial difficulties, as Alice hadn’t been happy about the new arrangement, but by week four Alice had moved to being a “requester”, as she now saw the point in interaction with adults. Although the interaction was geared to having her needs met, it was still a huge step in the right direction.

Another child liked to stim with pieces of paper she’d torn from a colouring book, so the parent copied this and was able to have some really useful interaction by getting the child to copy them and gain eye contact too.

They were able to set targets and move on from there.

OWLing Hanen’s* “observe, wait and listen” strategy works well as it shows how to stand back, wait and see what

Questions to ask yourself

will happen before jumping in. This approach can be a great help in getting to know how a child communicates.

Susie Shah, mother to Aisam (requester level), aged four years, says: “I found it so hard to stand back and wait to begin with, but it was the best thing I learned. I can now see that he was actually communicating even though he couldn’t talk”. She felt it was positive and a gave her a renewed impetus to want to help him.

Being face to face This sounds so simple, but how you position yourself is important.

You need to be level with the child’s eyes for maximum communication opportunities; so if the child is sitting on the floor, you have to lie on your tummy or on your side, level with the child. You can get a few doubters with this strategy but once they try it people report back very positively. Joshua’s Mum, Tori, found this very awkward to start with: “I felt I was the wrong shape to lie on the floor, but Josh loved it so much I persevered and it really works for him”, she says.

Making it work Strategies such as those above can help to empower parents, making them feel they know more about what they can do to support their child’s communication development and what others, such as nursery staff, can do to help. The more everyone involved understands the process, the more their confidence grows and the better equipped they are to seek further support and try out new things.

Parents, in particular, need to understand how important their role is in helping children to develop communication. It can be very worthwhile to consider a few simple questions.

• where would you rate your child's communication on a scale from one to ten?

• can you identify their communication level?

• do you know how to use everyday routines to help communication?

• do you know how to use books to help communication?

• do you know how to use songs/music to help communication?

• do you know how to use toys and games to help communication?

• how confident are you that you know what to do to support your child’s communication?

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Further information

Libby Hill and Natasha Hallam are speech and language therapists at Small Talk SLT: www.private-speech-therapy.co.uk * Hanen’s More Than Words by Susan Feryhough.

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SLCN Advertisement feature

Narrowing the gap in attainment through Communication Friendly Schools Pupils’ learning, behaviour and social interactions are dependent on their language and communication skills.

Improve communication and you will transform the learning environment.

As schools work to narrow the gap and improve outcomes for all pupils, training in speech, language and communication can have a significant impact on pupil attainment. Whole school training equips every staff member to improve pupils’ communication skills.

Evidence shows that staff in Elklan Communication Friendly Schools have a greater awareness and ability to help those with SLCN. They ask questions at the correct level enabling highly effective differentiation. Pupils are more confident and engaged because visual supports are used to ensure understanding of words and directions. Those working below age related expectation are helped by Level 3 trained staff to become independent learners, narrowing the gap with their peers. Whole school accredited training works. www.elklan.co.uk

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01208 841450

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SLCN Advertisement feature

Supporting parents through autism diagnosis We provide diagnostic assessment and speech and language therapy services to...

Pre-schools, School and Academies Clients looking for diagnostic assessment services Families and their children Adults and their support networks

ITS have been focusing on supporting parents and settings to access the diagnostic pathway for autism spectrum difficulties.

Did you know you can: • self-refer to the local NHS SLT Department without a GP referral • refer to an educational psychology department as a parent • speed up the diagnostic process by accessing a specialist diagnostic clinic – there are a good number of private providers, like ours, supporting multi-disciplinary assessment throughout the UK. A well respected diagnostic intervention should include:

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• a multi-professional team undertaking the assessment process • assessment in a variety of environments • evaluation of the triad of impairments: communication, rigidity of thinking and social Interaction.

For more information on diagnostic and therapy services, visit: www.integratedtreatmentservices.co.uk.

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Speech and language therapy intervention moves into the video age Children aged five to 16 spend an average of 6.5 hours a day in front of a screen, compared with just three hours twenty years ago. Whilst many will see that as a bad thing, there is increasing knowledge that can be picked up online, particularly using video as a learning tool.

Instructional videos are now a part of mainstream culture, and this is something that can be capitalised on through video modelling to assist in making speech and language therapy more accessible and more effective. Video modelling is a form of observational learning in which a model, for example a peer or adult, performs a target skill through the use of video technology, for example play skills, turn taking or initiating conversations. This technique, in which desired behaviours are learned by watching the video demonstrations and then imitating the behaviour of the model, has now been brought into SEN education at LVS Hassocks.

The day and weekly residential school in West Sussex, for learners with a diagnosis on the autism spectrum, has a team of speech and language therapists using a blended approach to support learners aged eight to 19. Working closely with occupational therapists, teachers and support staff provide an integrated way of helping to enable meaningful communication skills essential for learning and developing social relationships.

As a team they recognise that the scope and remit of work with learners can be varied and have searched for evidence-based interventions – such as social skills groups or verbal prompting – which meet their criteria of being age appropriate, able to be individualised, flexible and increasing independence.

Speech and Language Therapist Nicola Kenny said: “Making learning motivating, age appropriate and functional is one area that we have focused on. Video modelling is something we have found very effective, not least because young people are so comfortable with technology and really identify with it”.

Improving communication skills Video modelling is an evidence-based intervention strategy that has been shown to be effective in improving the social communication skills of learners with autism, and the school is now using this intervention effectively in functional skills sessions.

It is an extremely useful technique as it is appealing to learners

who have grown up in an age of technology and can teach them valuable functional life skills they might not have been able to learn in the traditional way. Video also allows the small steps of a demonstration to be broken down into sections so each can be taught separately.

The video is individualised to the learners’ goals, interests and preferences. Video modelling can be used to support a range of skills in people with ASD, including social and communication skills as well as a range of practical skills. The introduction of tablets and smart phones means that high quality video and audio are easily accessible and, as many learners have their own devices, the videos can be shared between home, school and residential.

Speech and language therapy using video modelling as an intervention follows a five phase procedure: • preparation • recording of the video • implementation of the video modelling intervention • monitoring the response • planning the next steps.

Due to its extensive facilities, LVS Hassocks can help learners play out and video role play scenarios in a real setting without even leaving the grounds. The school has opened the Oast Café, a small business run by learners and supported by staff, which is open to the public and allows learners to gain valuable work experience and interaction skills. It also lends itself perfectly to carrying out role play scenarios which can utilise video modelling to practice and demonstrate purchasing skills, serving customers and initiating conversations.

Nicola said: “We are currently in the recording phase of this initiative, having completed the preparation phase along with a baseline assessment and task analysis for these skills. As we are a specialist school for young people with autism, we are able to use peers who have different strengths and needs to model the targeted skills. We are looking forward to monitoring the responses to these interventions and are confident that we will report positive outcomes in the skills learned”.

For more information on LVS Hassocks visit: www.lvs-hassocks.org.uk. LVS Hassocks also has a sister school, LVS Oxford: www.lvs-oxford.org.uk.

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MENTORING

Leading the way Mentoring a child with SEN offers great benefits for both the young person and the mentor, writes Jane Elston

T

he twins bounce into the room full of grins and hellos and, like most 14-year-old boys, dive straight into the chocolate biscuits. Mum Jackie follows behind accepting the offer of a coffee, but gently turns down a biscuit proffered by her boys.

Whilst the boys whoop with laughter as they thrash Dean, their case worker from their mentoring charity, at Top Trumps, Jackie tells me more about the family.

All three of her boys were born with global learning delay and problems with their speech. Her eldest son is now 22 and lives independently near the family home. The twins Jake and Brett live with Jackie and her partner.

Nan is in the next road. They are a close knit family.

I can tell Jackie is very proud of her boys. The twins went to a mainstream primary school and are now at an “amazing” school for special educational needs in East London, where they are thriving. The boys have problems with reading, writing and maths. Jackie says their core subjects will never be up to standard, although Jake’s maths is “at quite a level”. But, she adds, they don’t let their difficulties get in the way of anything.

The family became involved with a peer mentoring charity after a good friend of Jackie’s suggested she contact them and for the past year Jake has been paired with Tamasin, and Brett with James.

Making connections For the charity, the children and young people are referred by their families, services such as their school or child and adolescent mental health service SENISSUE82

Brett (left) and mentor James have shared a lot of experiences together.

(CAMHS) or they can refer themselves.

They are all children who are in need.

They may be a young carer, have a problem with social integration at school or may be isolated socially. One of the largest categories are those with SEN. The aim is to give the child an outlet – a chance to go out and have one-toone time with someone who is there just for them. With the families, it’s not that they don’t want to provide this for their child, but they may have other commitments that need to take precedence; for example, they may have other children to look after. This is where the mentor steps in.

Mentoring should always be child led; the child is the focal point. The young person should not be told “we are going here, we are doing this”. They should be asked what they would like to do and where they would like to go, and be fully involved in all aspects of the relationship.

The main benefit of mentoring seen in the young people involved is

If someone is being listened to, it makes a lot of things easier for them the increase in their self-esteem. For them, it is something special to have someone spending their time taking them out to places they may never have seen and doing things they have never done before. But it is also about having someone just to talk with. What is important is that the children have someone – a responsible adult who they can trust – dedicated just for them. This really improves their self confidence.

There is no typical mentor. The main attributes needed are to be reliable, consistent and an active listener. If someone is being listened to, it makes a lot of things easier for them.

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to commit for up to two years, meeting their mentees several times a month on a weekend. Mentors need to be interviewed and DBS checked, before attending training sessions and being matched with a young person.

Mentors and mentees are best matched through their interests; this may be a particular sport, the arts or perhaps animals. A conversation about a shared interest is a great way to start things off.

Positive impact Finishing her coffee, Jackie tells me how having a mentor has affected her boys: “They are really together a lot. Every week they go bowling, have computer and sports club and on Saturdays go to an adventure playground for children with special needs. They mainly do the clubs together and at school they see each other at break time and for lunch. Although they are twins, as they are growing up, they don’t like to do the same things. It’s getting harder, the older they get.”

However, every Sunday, they spend the morning separately with their individual mentors James and Tamasin.

“Having their mentors means they can separately decide what they want to do – things that they individually like. Jake adores the cinema and Brett adores everything travel based. Doing

what they want to do and having time away from each other really helps. They need that little bit of a break to bring their own personalities out.”

They also get to do things they wouldn’t usually have the chance to.

“I am terrified of heights. Their mentors have taken them up the Shard and on the London Eye. I could never have done that. The boys love doing things like this; it’s been really good for them.”

I ask Jackie if there had been any problems.

“No – we all get on really well and I like to think James and Tamasin can come and talk to me about anything. If the mentors are going to be away, they give me enough notice in advance so I can prepare the children that they are going to be away. There haven’t been any challenges, only positives.

“The children look forward to seeing their mentors every week and I can definitely see a lot of change in them.

It has brought out their personalities and they have calmed down a lot. It really works and I’d tell anyone who is thinking about getting their children involved to ‘Go for it’.”

As we persuade the boys to finishing playing Top Trumps I ask them what they think about their mentors. Jake goes first: “We go to the cinema and I get to do stuff I don’t usually do.

Tamasin is nice and caring; she does loads of hard work for me.”

Brett takes his turn: “James is funny; he cares about me. We do things I have never done before. I’ve even been up the Shard, which was excellent.”

He gives a big grin and finishes with: “You’re the best, James and when I leave you I miss you a lot”

James (Brett’s mentor)

Mum Jackie enjoys some quiet time.

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I have a busy work life so I tended to just flake out at weekends. I felt that there had to be more than just either work or fun and thought that mentoring would be a meaningful thing to do.

I enjoy being around my nieces and making them laugh, so I thought being a mentor might be a good “fit”.

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Mentors and mentees are best matched through their interests

It’s a commitment and this was drummed into us at the presentations and training sessions. I didn’t enter into it lightly. I think that if you are a solid, reliable sort, it will suit you. However, if you have doubts, it would be best not to adopt a “see how it goes” attitude.

You are dealing with a child; if you quit, you are really letting them down, which may be difficult for them to understand.

I know that for the minimum two years, I will meet Brett most Sundays which I have become accustomed to. He is very lively and cheerful. He has some special needs, but I just see him as a great kid with boundless energy and enthusiasm.

Being a mentor is akin to being a friend and acting as a role model. You are not there to chastise, educate or imbibe the child with your own values or views. You are there to listen, which is very important. For some children this may be the first time they have ever really been listened to by an adult in a one-to-one situation. For them and for you, it’s a rewarding position to be in.

Mentoring is, of course, also about fun. It’s not so much about the activities themselves; simple pleasures like a game of hangman and having a laugh over a hot chocolate can be meaningful and memorable.

Our big trip last year was a day out in Southend which was great fun. I know Brett enjoyed it because he tells me he often looks at the photos of the trip I sent him afterwards. Last summer we hired “Boris bikes” and cycled round the outer ring road of Regents Park.

It was a glorious summer’s day and was a wonderful experience for both of us. I would never have done this myself so it’s turned out that mentoring >> SENISSUE82

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Being a mentor is akin to being a friend and acting as a role model

Top Trumps with Brett (left) and Jake.

a child has actually given me a chance to experience lots of things I would never normally do. We saw a really daft movie a few weeks ago and I laughed myself silly. I would never have gone to see that film, but because Brett wanted to see it, a new, daft world was opened up to me!

The best thing about being a mentor is you get an appreciation about watching a child grow up. I get great satisfaction through knowing that I always try to do the best thing for him. It’s nice that he’s always raring to go when I arrive. I also get to view the world through a child’s eyes again.

I guess this makes one less cynical, which is a great thing.

The whole experience has worked so well. Brett and I were carefully matched which I think is the key to the friendship. The training weekend, initial meeting and supervision calls are handled well so you feel supported along each step of the way. The two year minimum commitment also makes sense for both sides and in the long term I would hope that I will keep in touch with Brett. I’m very fortunate in that Brett’s family is very organised and reliable. This makes things a lot easier.

It is a big commitment so you need to think hard about it. But, if you want the rewarding experience of helping a young person and if you are openminded, non-judgemental, are a good SENISSUE82

listener and you are open to learning new things yourself, then I would recommend it.

Tamasin (Jake’s mentor) I chose to be a mentor as I wanted to provide support to someone who needs it through my life experience.

Life can be tough and being able to provide some respite to families, or a new experience for a child, might just help them to see other options or possibilities in life.

I saw Jake’s profile and it made me smile, especially as we have a shared love of films. As well as loving the cinema, Jake loves to walk. This is a key component of our relationship as

it’s his opportunity to talk about his week or the latest film trailers. It makes Jake feel at ease and allows him to talk to me about lots of things. However, I’ve learnt not to push things as he will talk about things that are more sensitive when he is ready – not before. It took me a while to understand this. It’s very special that I’m someone that Jake can trust and talk to.

I also find it very rewarding when I see that he has taken on board something I said weeks ago and that he is pleased to see me. This, and when we have fun, makes me smile. I also really like doing more child orientated activities and seeing things through Jake’s eyes.

Being a mentor provides a fantastic opportunity for people like me to give their support and time to make a difference. As a female, I never considered mentoring a boy, but it’s been really fun.

You need to build it into your life and don’t think it will all be roses, but if you are open to different options and are prepared to try something different, it can be a really fulfilling experience.

Further information

Jane Elston is Media and Communications Manager at Family Action. The charity runs the Friendship Works mentoring programme in London: www.friendshipworks.org.uk

Tamasin enjoys the challenges and rewards of mentoring.

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CYCLING

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Cycle of life Jim McGurn and Mick Allan provide a useful guide to accessible cycling for everyone

H

ow do we help young people with disabilities discover personal mobility, exercise and fun, all in one go? Cycling to the rescue! It's second only to swimming as a “low-impact” activity, but I think cycling is more exciting, and it does better scenery.

All professionals know that a child’s developmental trajectory can be hugely influenced by early intervention. There are specialised cycles for all ages and needs and the provision is not as difficult as some would have us believe.

Humans, with or without a disability, come in a fairly standard range of shapes and sizes, and bike technology is there for every need.

Tricycles The most common option is a simple trike. Tricycles come in sizes to fit all ages and body types. They are most commonly “delta” format, with one wheel at the front and two at the back, but are sometimes seen in “tadpole” format – with two wheels at the front. The following is a guide to the basic types.

Fixed-wheel cycles make it easy for a novice to get their head around the idea of pedalling Trikes work best from 0 mph to trotting speed. The faster they go, the less stable they become, especially where corners are concerned. They are great at carrying heavy loads and, because they are stable and freestanding, great for people with more limiting physical disabilities.

The options list within trikes is a long one. These are just a few of the things that you’re likely to encounter.

You need to understand the concept of freewheel and fixed-wheel. With freewheels, found on 99 per cent of cycles, you can stop pedalling and hear the freewheel clicking away.

Fixed-wheel cycles are different. Put simply, when the wheels are turning so are the pedals: it’s the absence of a “free-wheel”.

Fixed brings a whole host of benefits.

Combined with a very low gear ratio, it limits the trike’s top speed. This is a good thing. Fixed-wheel cycles also make it easy for a novice tricyclist to get their head around the idea of pedalling, because when you push the pedals the bike goes and if you stop pedalling, it stops. For riders with poor muscle tone or poor coordination, fixed-wheel allows the rider to push easily through the “power stroke” from 2 o’clock to 4 o’clock and use their momentum to propel their feet through the difficult 12 and 6 o’clock positions. A fixed wheel transmission can also be pedalled backwards. Don’t underestimate how much fun this can be!

It’s also important to consider the height of the tricycle – the lower the better, for stability. So recumbents are good if the rider can get down that low to get on board. They usually have very supportive seats, as opposed to saddles, and give a great fly-by-theseat-of-your-pants sensation.

For larger children, perhaps with weight problems and lacking confidence, there are even heavy duty quadricycles.

Bicycles These work best from trotting speed upwards (5mph plus). They become more stable the faster they go; at low speed they get wobbly and the rider needs to be able to get their foot off the pedal and down to the ground quickly.

With restricted articulation of the knee or hip, or poor balance, a “low step” or “super-low step” frame makes getting on and off a safer manoeuvre.

Learners can use balance bikes.

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CYCLING

specialised. Your local bike shop can take the entire drivetrain off a cheap conventional cycle and off you go (but make sure it's a bike with relaxed steering angles and an easy stepthrough, and make sure the shop give you something for the valuable bits they have removed).

Young people with autism may well want “normal” bikes, but these need to be high quality and able to take abuse.

They will probably need extra levels of servicing from your local bike shop.

Lying Back Recumbents and semi-recumbents (bikes, trikes and tandems, in all kinds of configurations) have a laid back, supportive and comfy seat.

Handcycles are usually tricycles and come in various degrees of recumbency, depending on need and end use. Some are clip-on additions to a standard wheelchair.

Tandems are great for children who need to ride with an adult. There’s a bewildering array of formats. A traditional-style two-wheeled tandem with captain in front is just the tip of the iceberg. There are tandem bikes, trikes and quadricycles. There are options for captain in front, captain behind (steering via a linkage) and side-by-sides, where captain and stoker sit shoulder to

shoulder. Then there’s the usual array of riding positions; recumbent front tandems are a common solution when the stoker’s height starts to interfere with the captain’s ability to see where they are going.

Wheelchair/bike combos. Children who are unable to contribute any power can still enjoy inclusion, and the happiness which movement brings; wheelchair tandems are part roadgoing wheelchair and part bicycle, the rear end being detachable for storage. Alternatively, there are wheelchair transporters which carry passengers in their own wheelchair on a special platform.

Adaptations Sometimes it’s the little things that matter. Simple, low cost adaptations can, for certain individuals, make the difference between riding and not riding. Two brakes can be set up to operate via one brake lever for people who’ve lost the use of one hand.

Even better is to use one hand brake plus a back-pedal brake. “Eccentric crankshafts” can be used for those who lack a degree of articulation in their knees.

Pedal sandals – supportive platform pedals with straps to keep the rider’s feet safely on the pedals – are available

Simple, low cost adaptations can make the difference between riding and not riding with or without calf supports for those who wear splints. “Parent” handles attached to the rear frame allow a supervising adult to control the speed of the cyclist when needed. “Rearsteer” handles have the added benefit of being able to influence the direction of travel and are often equipped with a brake lever to help with slowing down.

For tricyclists who struggle to sit upright a back support can be fitted, with or without lateral supports and with any type of restraint harness imaginable.

Bikes which don't move Static pedal-powered machines are also available for use by special schools and individuals indoors. These can be great fun and can include innovations like pedal-powered Scalectrix racing, a pedal-powered virtual velodrome and a pedal-powered gramophone and light show. Static machines are particularly useful when students can't get outdoors for exercise in the winter.

Some can even be hand-cranked rather than pedal-powered.

There are so many different ways for children and young to propel themselves and, with a little thought – and the right supplier – the right solution can be found to meet everyone’s needs.

Cycling really should be a part of every child's life.

Further information

Cycles come in a wide range of formats to suit all needs.

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Jim McGurn is Chief Executive of Get Cycling, a not-for-profit community interest company.

He is also the father of a young man with Down’s syndrome and autism. Mick Allan is Head of Inclusive Cycling at Get Cycling: www.getcycling.org.uk

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SPORT

Inclusive PE Over the years, pupils have had some very different experiences of school sport and disability, as Jimmy Smallwood reports

H

ow clearly do PE teachers, even trainee PE teachers, understand the needs of all pupils, regardless of ability?

And to what extent are PE teachers in mainstream schools supported to be able to include young disabled people within the PE curriculum?

A 2011 survey by Whizz-Kids, featuring hundreds of disabled school children, revealed that a third felt they did not participate in PE lessons as much as their non-disabled peers. Of those, 33 per cent felt this was because of their impairment; for wheelchair users, it was 54 per cent.

Training schemes for teachers and trainee teachers exist to support PE teachers in mainstream schools to provide a high-quality PE curriculum for all, to prevent disabled pupils from

Support at school helped Chris Greenhalgh become an international athlete.

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Someone who wanted things modifying was too difficult a concept for them feeling excluded and improve their lesson experience. But what are the practical, on-the-ground experiences of pupils and former pupils?

In this article, four disabled people, three of whom are wheelchair users, discuss their differing experiences of PE in mainstream schools.

Excluded by consent Wheelchair rugby player and coach Martin Beddis attended a mainstream comprehensive in the mid-1980s. “I have cerebral palsy and when I was at school inclusion didn’t exist,” he says.

“Inclusive sport was non-existent.

The school liked to put on PE classes in cross-country running, football, cricket, tennis and rounders. So no matter what the sport, I was not physically capable of participating.”

For Martin, whose participation in sport and physical exercise tailed off after school, only to be rekindled in later life, the consensus as he neared his O-Levels was that sport should play no further part in his curriculum.

“By the time it came to the final two years of High School it was agreed by all – the school, my parents, me – that whenever PE was on I would go to the library. For the final two years at school I didn’t bother turning up to PE lessons.

No attempt was made to adapt PE for me, and the school in Barnsley itself wasn’t accessible.”

Such a lack of inclusion damaged his self-confidence at a time when his body, and disability, were still developing.

“At the time I hated it, being the only disabled kid in a school of 1,200.”

History repeating That sense of alienation and of difference affected Martin in the 1980s, but fast-forward a few decades and other disabled pupils are still feeling the same.

“I didn’t have a great time at the start of my school career, with fellow pupils not being very understanding of my disability and teachers not understanding that I could do sport, just in a different way,” explains Chloe Ball-Hopkins, a 19-year-old from Gloucestershire who attended mainstream secondary education in the 2000s.

“My impairment is muscular dystrophy; as I have got older it has affected me more and more.

“In my second year of secondary school I started to want to get involved in sport as a way of coping with my developing disability.

“I was 12 or 13 when I first tried wheelchair sports; I was in Year 8 at school. At that point I was still able to get up and out of my seat much more than I can do now. Other people at school struggled with the concept of someone being able to walk and also being in a wheelchair. I received a lot of comments at school from people telling me I could either be disabled or non-disabled, not both.”

Chloe says that that lack of understanding extended to teaching staff.

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SPORT

assumed I could do sport just as well as everybody else, rather than adapting it for me. I was told PE worked in black and white, so someone who wanted things modifying was too difficult a concept for them.

“There were times when I was told to get up out of my chair and join in with things like gymnastics, hockey and so on.”

These days there are approximately 900,000 disabled children aged under 16 in the UK, seven per cent of the child population, and young disabled people are more likely to experience bullying.

This, sadly, proved to be the case for Chloe.

“If you’ve seen Little Britain, you’ll know the character Andy Pipkin, who uses a wheelchair but can secretly walk. I used to get called ‘Andy’ all the time, because I could still walk but I had to use a chair. I was a fake, an Andy, and I had a lot of online bullying through social media.

“If my teachers had helped me with my PE earlier, then some of the other issues that arose may not have.

Ask anybody who is disabled who plays sport – it’s a really good coping mechanism. If my teachers had helped me, maybe the other stuff wouldn’t have happened.”

The consensus was that sport should play no further part in his curriculum However, Chloe’s story is ultimately a positive one. Motivated to defy the teachers who told her sport wasn’t for her, and inspired by a day of wheelchair tennis experienced thanks to Active Gloucester, she took up tennis, basketball, track events and more recently archery.

“My passion for sport was always within me. My problem at school was confidence; my self-confidence took a knock and I hadn’t yet got my head around my disability, because it was evolving as I grew.

“Looking back on it it’s quite clear to me that my school wasn’t accommodating because they simply didn’t have the experience of working with someone like me. I had a rubbish time there but I hope, if nothing else, that they learned from me.”

Fortunately, the difficult experiences of Martin and Chloe are not replicated across the board, and both recognise

A willingness to adapt is central to teachers’ commitment to inclusive PE.

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that the current situation in terms of inclusive PE provision within mainstream schools is often much improved, thanks in part to development opportunities being made available to teachers.

Going the extra mile Chris Greenhalgh, a wheelchair basketball, rugby and tennis player, attended a school in Bolton in the 1990s and, despite being one of a handful of disabled pupils, felt included and catered for.

“I stopped walking when I was nine or ten because I have spina bifida. I was always going to stop walking, and I was using a chair full-time by the time I got to secondary school.

“The school did a great job for me.

When I first got there I don’t think they knew what to do with me; they had had wheelchair users at the school before, but no-one that wanted to actively take part in PE. “Fairly soon after I started they managed to find a bloke to come in once a week and play some wheelchair sport with me. He wasn’t a teacher, but he came over from Southport to do one or two hours a week with me.”

Not only did the PE department at his school in Greater Manchester provide specialist staff to teach Chris disability sport, but teachers made other lessons accessible to him by altering their equipment and facilities.

“In terms of adapting lessons, my teachers were excellent,” Chris says.

“They would modify equipment for me; I remember them cutting down a hockey stick in the woodwork shed so that I could use it in my chair.

“I got the impression that they were learning about inclusive teaching alongside me. No-one had done it before at the school, so there wasn’t a more experienced member of staff that they could consult for advice.”

All this adjustment and encouragement reaped success; Chris secured a C grade at PE GCSE, developing into an international athlete >> SENISSUE82

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and representing Great Britain at three different World Cups playing three different sports.

Now, at 32 years old, he continues to travel across Europe playing wheelchair basketball for Oldham Owls, as well as wheelchair rugby for Leyland Warriors.

Looking back on his school days, how does Chris regard his PE experience?

“At the time I didn’t notice what the teachers were doing for me. I felt like everyone should feel, that I had as much right as anyone else to do PE at school.

“But now that I look back I realise just how hard people fought for me to be able to do what I wanted to do.

Looking back, I wouldn’t have become a sportsman without them.

“Everyone should have the same opportunities, and now things are so much better than they were. There is expertise and training out there for teachers to utilise. For teachers, it’s just about a willingness to adapt.

Anything’s possible.”

That adaptability is at the heart of successful PE delivery. It is logical to connect the success of an accessible approach with the engagement of a disabled pupil within a class setting.

Finding a way George Bollands, 22, has cerebral palsy and attended mainstream schools in Warwickshire in the 2000s.

Happily, his experiences at secondary school broadly match those of Chris. In the main, provision for his needs was excellent: “Most of the time I had very positive experiences of PE and was able to join in most sports with the rest of the class.”

However, George concedes that for his school, his parents and himself, initially it proved a learning curve for all involved.

“We were taught rugby, a sport that due to my disability I absolutely hated playing. While my classmates were all participating fully, I was left either standing on the sidelines in the cold or being made to run lengths of the field by me teacher as an alternative activity.

“At times it got to the stage where my parents would be writing notes to my teacher excusing me from the lesson, or I would fake an injury, something that I never liked to do.”

However, as much as anything through a process of trial and error involving learning to accommodate George’s needs, the situation gradually improved.

“In my second year at secondary school, instead of playing rugby my PE teachers allowed me to join the middle group in the fitness suit which suited me better as it allowed me to participate in lessons at my own pace.

“As I progressed through secondary school I was fortunate to have the opportunity to go swimming and do

In terms of adapting lessons, my teachers were excellent rock climbing in my PE lessons, which I absolutely loved.”

As an example of working with the pupil and his parents to best cater for the needs of the individual, George’s is a strong example of what can be done and what impact inclusive PE can make.

So what can we take from George, Chris, Chloe and Martin’s stories?

Accessible PE provision has improved considerably in recent decades, and with support and appropriate training school staff can expect to improve their knowledge and skill set.

This is perhaps best summarised in the words of George, as a recent school-leaver.

“I think every mainstream school in the country has a responsibility to provide accessible PE, as well as making sure teachers are aware that there’s no one-size-fits-all approach when it comes to teaching children sport.

“It is vital that every school child, with or without a disability, should have the same opportunities to participate in PE lessons at school, to gain positive experiences of sport which will enable them to be active throughout their entire life.”

Further information

Jimmy Smallwood is Communications Officer at the charity the English Federation of Disability Sport: www.efds.co.uk

Chloe Ball-Hopkins’ passion for sport helped her overcome a difficult time at school.

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Flying high Trampolining is a great way to promote physical and personal development, says Angus Macwatt “When I’m jumping, it’s as if my feelings are going upward to the sky. Really, my urge to be swallowed up by the sky is enough to make my heart quiver. When I’m jumping, I can feel my body parts really well too – my bounding legs and my clapping hands – and that makes me feel so, so good.”

These are the words of the Japanese poet and writer with autism Naoki Higashida, written when he was thirteen years old. Higashida’s appraisal of the benefits of jumping is echoed by many schools, carers, families and professional bodies working with SEN groups across the world in response to the question “why trampolining?”

The effectiveness of trampolining for recreational and therapeutic development is widely accepted; the use of a trampoline can help to improve communication skills, add physical strength, improve balance and coordination, and promote emotional wellbeing through relaxation and sensory integration. Working with a trampoline is intrinsically motivating and enjoyable and returns high value

Trampolining can be very motivational for children.

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Working with a trampoline is intrinsically motivating and enjoyable in therapeutic terms for the time and effort involved.

“The trampoline is ‘ready’ all the time and is used every day, whatever the weather”, says Maxine Shearer of Lady Zia Wherner School, Luton. “It is used for recreation at break times and during lessons. It can be used as time-out for children with challenging behaviour, giving them a space to be active and work off any frustrations safely. It can be used as a motivator and reward for work completed and the children also learn that they have to take turns and cooperate with staff and classmates.”

More than just fun The physiological effects of trampolining use are numerous. It can be of great benefit to the cardio-respiratory system: because of the high demand on muscles during use, the heart works harder, thereby increasing the flow of oxygen through the body. Trampolining also generally causes an increase in postural muscle tone by promoting the development of muscles in areas of the body which are not usually affected by normal everyday exercise. It improves balance and promotes kinaesthetic awareness, helping the user to relate to muscles and other body parts and to feel the position and movements of their body in a way that is not achieved during many other forms of exercise.

From a therapeutic perspective, trampolining produces an increased perception of body image and

spatial awareness, combined with an understanding of rhythm, and movement itself, which greatly aids coordination. Of course, it is also fun and can really help to boost the individual’s confidence.

“The new trampolines we have in our playground have been a very popular addition and choice at break and lunch time while also helping the children learn to share, as well as incorporating counting which helps to educate while having fun”, says Marilyn Ross of Michael Tippett School.

So why are more schools and families not using trampolines? For many, trampolines are seen as a risk, something which they do not have the resources or energy to cope with.

Others have yet to experience the benefits a trampoline can bring. The fact that the activity is so enjoyable means it can be used as a motivational aid for learning. Many teachers also report increased concentration and willingness to learn in the classroom following a trampoline session.

Whether it be an outdoor trampoline or a traditional indoor one in a sports hall or Rebound Therapy room, it is clear that adding a trampoline to a school, family or care setting can make a huge difference for children.

Further information

Angus Macwatt is a Director of Sunken Trampolines Ltd: www.sunkentrampolines.co.uk The author would like to thank reboundtherapy.org for their assistance with this article.

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Jump Street rolls out regular special needs sessions Colchester trampoline park Jump Street has ended the trial period of its special needs sessions and has made them a regular feature every Wednesday 2pm to 3pm and 4pm to 5pm outside of school holidays.

Jump Street hosted a month of trial sessions for people with SEN to gauge demand for this type of session and it was a huge success. Jump Street’s coaches Zoe Anne Cross and Ria Holmes, both British Gymnastics and Gymnastics and Movement for People with Disabilities (GMPD) qualified, received high praise from the attendees and their carers.

“We’re keen to provide the types of activities people in and around Colchester want from us and we’re very grateful to all our customers for their support”, said the centre’s General Manager Tony Hudson.

For more information, visit: http://jumpstreet.co.uk WWW.SENMAGAZINE.CO.UK

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Changing lives Fostering a child with SEN isn’t easy but it can bring joy to the whole family, says Daniel Sinclair

Fostering family – Brodie (right), her dad Alan and mum Sara (both seated) – with the Duchess of Cambridge and Fostering Network President Jim Bond.

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distinctly remember being asked the question when my wife and I were going through the approval process. It was a question I had been expecting, but one which, in all honesty, I wasn’t sure how I was going to answer: “Would you be willing to look after children with significant special needs?”

For anyone who is thinking about being a foster carer, this is a question they will have to grapple with. For some it will be an easy answer; they may have experience with their birth children or in the workplace of working with children with SEN; but for others it will take more thinking through. What is clear is that with the number of children who need a foster family growing – around 70 per cent of whom have special needs – and The Fostering Network predicting the need for 9,070 new foster families in SENISSUE82

Having a range of families with diverse experience and skills is becoming ever more important 2016, the question of whether or not a prospective foster carer feels they have the skills and qualities needed to look after a child with SEN is becoming ever more important.

The right fit Sara, from Lichfield, and her family had to make this decision several years ago when they became foster carers. For them it was a relatively easy choice

given their experience of caring for a daughter with SEN: “Our late daughter had a severe disability and all that she had taught us had left us with a unique skill set that we knew could be used to care for others. Fully adapted home, fully adapted lives and fully adapted hearts.

We were surprised to find how great the need was and is for carers like ourselves and now in our sixth year of fostering we can honestly say we haven't regretted our decision once.

“Of course there have been days where we just wish we could slow down a little and nights where we have craved a little more sleep but our job has offered us so much. Our diaries are full of appointments and we have become knowledgeable in more medical conditions than we can spell, but we love every minute of it.

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“I would never say it's easy but it's so rewarding.

“You don’t have to have a background in disabilities; most fostering services are willing to train carers in all they need. What you do need is the ability to advocate strongly.

All children need you to speak up for them, to allow their voices to be heard, but this is paramount for children with disabilities. We need to advocate to get the best medical input, equipment and support.

“We became foster carers to offer love to children who needed it but also to help children reach their full potential.

Nothing changes with children with disabilities. The targets may be different but the goal to live life to the maximum still stays the same.

“Watching a child find their way in this world is one the greatest gifts you can give to them but also yourselves.”

As Sara says, becoming a foster carer for a child with SEN can be incredibly rewarding. You may not have specific experience of working in that field, but if you have love, resilience, a sense of humour and the ability to provide a welcoming home where a child can feel secure and safe, then you could make an excellent foster carer. It is vital that a child going in to foster care is correctly matched with a suitable foster family, so having a range of families with diverse experience and skills is becoming ever more important.

A well matched fostering placement can see a child live and thrive with one foster carer over many years.

Foster Care Fortnight Foster Care Fortnight is the annual foster carer recruitment and awareness campaign run by fostering charity The Fostering Network. It runs from 16 to 29 May 2016.

To find out more or to get involved, visit: www.thefosteringnetwork.org.uk

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We would never be who we are today without the foster children who have blessed our lives

A family decision When I was asked whether we would consider caring for a child with special needs I was concerned about the impact that might have on my own birth children. In my experience, that is something that many prospective foster carers have to think through. Sara has other daughters, one of whom, Brodie, wrote this about being part of a foster family which cares for children with special needs: “Nearly seven years ago, my sister Olivia passed away in her sleep. She had a condition called Rett Syndrome.

She was unable to do the usual activities a nine-year-old would do.

We were told that she was not going to be able to walk, talk or make a difference; she did all of those. She showed us how she could talk, walk and she definitely showed us that she would make a difference in this world.

She was nine when she passed and, as I was seven, it made a large impact on my life.

“A few years after, we decided to foster a little boy. He had a hole in his heart and was tube fed – had never been shown the love a one-year-old should be shown. Sadly, ten months later his conditions took his life.

“After that, my parents insisted that we were no longer going to foster because the heartbreak of losing two people in our lives was too much to handle. As I was then nine, I felt as if my voice should be heard. I explained to my family that if we hadn’t fostered that little boy for those ten months, he would have never have experienced the love of a family who cared. This then made my parents think; they thought about maybe fostering another child

who has a disability, yet not one that was life threatening.

“So, a few months later, we had a call about this ten-year-old boy who has global learning difficulties, autism and much more. We agreed that he was to become part of our family and we were so excited for him to become part of our lives.

“Four years later… that ten-yearold who was shy and nervous is now my 14-year-old brother who enjoys being cheeky and mischievous. My experience of being able to watch him grow from a nervous child into a cheeky teen has been the best experience I could ever ask for. And yes, my family isn’t the most ‘normal’ but it is the most loving, caring, cheeky and unique family there is, and we would never be who we are today without the foster children who have blessed our lives.”

Of course, not all fostered children and young people have the complex needs of the children that Sara and Brodie’s family have cared for, but all are individuals in need of support to help them develop and thrive. A wider pool of foster carers with the right skills and qualities would make it more likely that the right homes can be found for children first time, giving them the best chance of a happy childhood and a successful future. Good foster carers can transform children’s lives.

We know that this Foster Care Fortnight over 1,000 children will come into care in need of a foster family – about one every twenty minutes. Could 2016 be the year you contact your local fostering service to start your very own fostering journey?

Further information

Daniel Sinclair is a foster carer and Communications Manager at The Fostering Network: www.thefosteringnetwork.org.uk

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Switched on to learning Does technology promote inclusion for students with SEN? Paul Mullen investigates

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oday’s classroom is dramatically different from one of a decade ago, with interactive and assistive technologies now commonplace in learning environments.

From the early days of bulky workstations connected to a large projector via a tangle of cables, to pocket-sized PCs that power interactive whiteboards thinner than a pad of writing paper, technology has certainly been transformed in the last ten years.

Schools now employ bring-yourown-device (BYOD) policies and have access to synchronised apps that work across each learner’s individual phone or tablet. The plethora of e-learning

These days, it doesn’t draw attention if a student uses their assistive technology in front of others apps has given rise to dedicated teacher/student interaction systems, adaptive learning tools that challenge pupils, and concepts like augmented reality that are only just emerging.

But do these new technologies promote inclusion for students with SEN and support their learning and development? Or are they another opportunity for distraction?

A wide range of computer interfaces is now common in our classrooms.

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The basics of e-learning and assistive technology Just having basic technology in the classroom can encourage engagement and foster inclusion for pupils from a variety of SEN backgrounds.

As Denise Ainsworth, Second in Technology and member of the Digital Leader Team at LSA Technology and Performing Arts College, explains, offering a laptop to students who struggle with focusing in class can be more conducive to learning than any other tactic.

“There are always children in the class with some kind of special educational need; often letting them work on the computer to produce written work is more successful than asking them to use a pen and paper. It seems to help with disruptive behaviour and they become more focused.”

Using computers helps students with legibility difficulties, by taking away any stigma associated with poor handwriting and bad spelling. Word prediction tools support those who may have difficulty stringing sentences together, helping them understand when word structure doesn’t sound right and ultimately aiding their speech development as well.

The variety of applications and programmes available promotes further independence and prevents disruptive behaviour, with many targeted towards supporting those pupils with specific special educational needs. Examples of assistive technology include voice recognition apps that support those who may have limited mobility with their WWW.SENMAGAZINE.CO.UK

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hands, speaking tools that read out content for those who have problems with their sight, and screens that allow text, images or video to be magnified.

Even well-established presentation software provides additional visual learning and support, helping to create an immersive environment for all students. Slides could feature animation, emphasis or “bouncing balls” to guide the attention of easily distracted pupils and help them focus on the important parts that need to be remembered.

Teachers could even wear small, simple microphones whilst discussing presentations; making no difference to other students, the sounds could be amplified into the ears of a pupil with hearing aids who has trouble hearing explanations and instructions.

Acceptance of technology Jonathan Bishop, founder of the Centre for Research into Online Communities and E-Learning Systems, has conducted research into alternative computer interfaces, like touchscreen technology, and emphasises how they can “improve learner engagement and realise learning outcomes.”

From his experience, technology is helping with social inclusion more than ever because the majority of people now use smartphones and tablets in all kinds of circumstances, whether that’s in the playground, on the bus, at the dining table or in the classroom.

“As most people often disengage from a social situation by using their smartphone or tablet, a person with an SEN will be able to use their smart devices without looking out of place,” says Bishop.

These days, it is no longer rude, and doesn’t draw attention, if a student with SEN uses their assistive technology in front of others, and it is generally much more accepted without question.

In Ainsworth’s school, large touchscreens are now used extensively in every department, but more so with some specific subjects than others.

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ICT builds an inclusive classroom ethos and encourages a fair contribution from every student Touchscreen technology offers direct interaction with information.

staff, rather than the technology not being suitable for particular pupils or certain subjects.

This widespread acceptance also has an impact in the home too, as parents understand and help with the technology. Students with SEN also have support for learning outside of school, with interactive programmes and video conferencing for those who cannot attend classes for one reason or another.

Boosting inclusion In the classroom, interactive whiteboards and touchscreen technologies are great tools for encouraging engagement, aiding motivation and promoting inclusion. This can work in a number of ways. For example, in encouraging every pupil to fully engage with the lesson, teachers could use gamification tactics and applications to promote learning through games, competition and achievements.

Students are motivated because they want to use and experience the technology. Rather than looking at a text book, they can stand in front of a huge touchscreen and interact directly with the information, which prevents them from becoming distracted.

Even if a pupil doesn’t know the solution themselves, they can simply be the one who answers on the touchscreen, whilst the class in front guides the individual to the correct choice and helps them to feel like part of a team.

In particular, using large touchscreens in front of the whole class and working electronically in lessons

like maths and technology helps to ensure “inclusion rates are at their optimum”, says Ainsworth.

“Students will often work better when they can see their peers solving problems on the touchscreen rather than the teacher, and the more capable students are often used as coaches in this respect, as those who struggle find it easier to work with them. Many students who would not always offer answers or solutions within a traditional classroom environment are more willing to use the touchscreen, creating a climate of inclusion.”

This approach ensures that no matter what the level of student ability and whether they have SEN or not, using large touchscreens allows the entire class to relate to the lesson. Each child has the ability to engage with the subject, in one way or another, and no-one is left out.

Promoting engagement Both communication and social interaction skills are generally impaired by autism, for example, and immersive technology helps students communicate in different ways whilst enhancing their learning experience through the stimulation of senses.

Smartboards equipped with the internet can help explain and visualise problems for students with SEN, whilst touchscreen and trackpad technologies are ideal for refining fine motor skills.

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with their eye movements, and can even be used to initiate keystrokes and clicks via facial movements.

Tactile learning has long aided students with SEN and, as Jonathan Bishop explains, interactive touchscreens can provide haptic feedback to pupils with vibration, force and motion responses to a user’s touch.

Similarly, motion detection in smart devices could support a variety of learning techniques as new applications are developed.

Just having large touchscreens in the classroom is prompting teachers to find new ways of teaching, as those pupils who are normally shy and withdrawn find more encouragement using this form of interaction, as Denise Ainsworth explains: “During a life or citizenship lesson, for example, students are often asked for their opinions. Twenty-five students shouting out is not the best way to handle the situation, but this technology offers a better and clearer presentation format which allows all students to have a voice and add their perspectives to a group discussion in a constructive manner”.

Not only does this prevent disruptive behaviour in the classroom, it also builds an inclusive classroom ethos and encourages a fair contribution from each and every student.

Problems and limitations Despite all the benefits of technology in the classroom, there are still limitations.

Different types of accessibility adaptations are required for students with different special educational needs. As Ainsworth explains, the same technology can be ideal for some students, but too complicated for others: “I’ve seen dyslexic students really excel using the symbols or just having an intuitive flair for the workings of CAD (computer aided design) packages, but if their reading age is very low and their comprehension skills are weak, they can struggle with the complexity as they find it hard to read and understand the instructions to carry out the software tasks.”

Knowledge or understanding of the capability of computers and the different uses is often the main problem, according to Bishop, who is also a school governor. In his opinion, technology is often “oversold and underused”, because many classrooms do not have the training or expertise to use it effectively, something which needs to change.

This could be a particularly challenging problem for students with SEN, who often crave continuity in their lessons; they may find themselves moving from a subject where interactive technology is fully embraced to one

Many classrooms do not have the training or expertise to use technology effectively

where they’re not permitted to use any assistive technology due to a lack of understanding by the teacher.

Solutions to this will not come easy, even if the use of ICT equipment was made compulsory in every classroom.

Costs remain prohibitive, especially where assistive technology specifically for students with SEN could put strains on budgets for the rest of the pupil population. And many of those schools that have held bring-your-owndevice sessions have struggled with maintaining teaching permissions and preventing phones from becoming too intrusive. Strict rules are vital.

However, technology certainly has its place in supporting pupils in the classroom. For those schools that cannot afford to provide devices for every pupil, large classroom touchscreens can be a viable alternative to facilitate group work rather than individual computer activities. In whatever forms it takes in the future, interactive and assistive technology will continue to play a vital role in education, especially for students with special educational needs.

Further information

Paul Mullen is Head of Sales and Marketing at Tiny Green PC, specialist providers of interactive technology for the classroom: www.tinygreenpc.com/education

New technology can encourage shy learners to take part in lessons.

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HCPC online workshop to inform new social media guidance The Health and Care Professions Council (HCPC) is launching an online workshop on 10 May 2016 inviting its registrants and stakeholders to share their views on what should be included in its draft social media guidance.

Participants will be able to respond to questions until 24 May about the use of social media and networking websites and also have the opportunity to input their ideas and opinions as to what should be included within the guidance.

The feedback from the online workshop will help the HCPC to produce a draft document that presents clear guidelines and advice for registrants using social media and networking websites which will then go out to public consultation.

The HCPC currently regulates 16 professions, including arts therapists, hearing aid dispensers, occupational therapists, physiotherapists, practitioner psychologists, prosthetists/ orthotists, social workers in England and speech and language therapists.

The development of guidance on use of social media and networking websites follows an increasing number of HCPC registrants using these platforms for communication. Whilst recognised as an effective tool in a professional setting where users can engage in dialogue with other professionals

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to aid learning and development, it can also present a number of challenges. For example, some registrants are seeking clarification about how the use of social media and networking websites interacts with the HCPC’s standards of conduct, performance and ethics.

“A large number of our registrants are now using social media and networking websites in both their personal and professional lives”, says Michael Guthrie, HCPC Director of Policy and Standards. “Registrants have told us these platforms can bring great benefits but also some challenges.

As a result of these conversations we intend to produce social media guidance to give advice to our registrants who want to operate more confidently in this area whilst meeting the standards we set.”

To participate in the online workshop, visit: https://hcpc.clevertogether.com from 10 May.

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ICT Advertisement feature

Combating stress and anxiety at school Children with learning difficulties often spend their time at school feeling anxious and stressed. Many struggle to manage their emotions when dealing with difficult or stressful situations.

It is important that children develop the skill of self-regulation to be able to manage their emotions and develop their own strategies to deal with stress and stressful situations.

Improving such skills has the potential to improve outcomes for a number of groups of children and young people for whom self-regulation is a problem, including those with ASD, ADHD, and impulsive behaviour patterns. Resources to help train children in self-regulation can be hard to find, though.

TakeTen app for iPads can now offer children and young people a way to develop this life skill in the school setting.

TakeTen app takes the biological processes that are normally invisible and gives them a digital image allowing the child to “see their feelings”.

“Take Ten also allows the students to visually see what it is like to ‘calm down’ rather than it being, somewhat, this ‘mythical’ phrase that others are telling them they need to do. The students can visually see themselves calming down and begin to make the link between what it looks like and what it feels like. This is the other great benefit of Take Ten,

“TakeTen fits very naturally into the school. It is in every

the students are actually learning to breathe properly and

classroom and every child has access to it regardless of

slowly…”

need. TakeTen allows the children a period of calmness while

(teacher, ASC Upton Primary School, London)

they are preparing to transition”.

(Headteacher, Parkview Special School, Belfast)

When trying to improve self-regulation skills, one of the best places to start is with emotions and feelings. However, many children struggle with the concept of emotions. How can we expect them to regulate their emotions when they don’t really understand what emotions are? Some children know what emotions “feel like”, they recognise the physical signals and often the behaviour patterns. However, as “digital age children”, it’s probably more motivating and of greater interest to this group if we can show them what emotions “look like”.

The TakeTen app

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Using a simple ear sensor to measure heart rate, information is interpreted into meaningful images on screen. A series of “games” have been created to engage children. However, these games have a different mode of action – they respond solely to the child’s heart rate patterns and will only progress when the child is calm and focused. In order for the child to engage with the software, they have to employ breathing techniques to calm their physiology. They see an instant digital image of their body going from stressed to calm. It is the visual impact of this feedback which is so compelling for users of all age groups.

TakeTen has developed a programme for each of the key stages in education. The programme is supported by resources for the interactive white board such as “TakeTen and breathe”, a two minute breathing exercise to create a calm environment in the classroom, particularly for key transitions times during the school day.

Due to the increasing demand from parents whose children are benefitting from TakeTen at school, we will be releasing the Programme for home use. TakeTen will be exhibiting at the Autism Show in London and Manchester and a special deal will be offered to parents who order then.

Further details at: www.taketenteam.com Contact at: info@taketenteam.com

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DOWN'S SYNDROME

Hearing, learning and Down’s syndrome Stuart Mills looks at the effects of hearing impairment on children with Down’s syndrome, and what teachers can do to help

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earing loss is common in children who have Down’s syndrome, due to increased incidence of chronic ear diseases, differences in the structure of the ear and weaker immune systems. We know hearing plays a vital part in any child’s development; if undiagnosed and treated, hearing loss can have a big impact on language development, learning, social skills and behaviour.

Children and young people who have Down’s syndrome will be less

able to recognise they have hearing difficulties. If they are able to, it is less likely that they can explain what is happening to them. It is vital that professionals, and indeed all those in a child’s life, are aware that many children who have Down’s syndrome will experience some hearing loss.

Children who have Down’s syndrome typically have a speech and language impairment, although the type and degree of impairment will be different from person to person.

We know from research published in

Many children who have Down’s syndrome will experience some hearing loss 2014 that early episodes of severe, ongoing hearing difficulties have a more serious impact on the development of speech and language in children who have Down’s syndrome than for other children. The authors of this important piece of research highlight the need for speech and language therapy services to be involved as soon as a child is diagnosed with severe, ongoing hearing difficulties. They also suggest that joint working between audiology and speech and language services is a good way to ensure children receive the support they need.

Types of hearing loss Conductive hearing loss is usually a temporary hearing difficulty where sounds cannot pass freely into the inner ear and it is by far the most common form of hearing loss in children who have Down’s syndrome. It often happens because they have a build-up of fluid in the space behind the eardrum (glue ear, sometimes referred to as Otitis Media with Effusion or OME).

This can lead to a fluctuating ability to hear on a daily basis. Studies show that as many as 35 per cent of children with Down’s syndrome have OME at birth; by the age of one this rises to 93 per cent and by the age of five years it has SENISSUE82

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DOWN'S SYNDROME

dropped to 68 per cent. In recognition of the high occurrence of OME in this population the National Institute for Health and Care Excellence (NICE) has included a section about children with Down’s syndrome in their guidance about the management of OME in children. Conductive hearing loss can also occur as a result of a build-up of ear wax or an ear infection.

Sensorineural hearing loss is a permanent hearing difficulty that happens where there is damage in the inner ear. The hearing nerve can sometimes also be affected. Studies show that approximately six per cent of babies born with Down’s syndrome have sensorineural hearing loss. This increases to approximately 20 per cent in adolescence and early adulthood.

It is possible to have both conductive and sensorineural hearing loss.

Children may need ongoing help to realise that a hearing aid is helpful

Hearing tests All children who have Down’s syndrome should have their hearing tested regularly. The UK Down Syndrome Medical Interest Group recommendations are that:

• all new babies have universal newborn hearing screening • there is a full audiological review at ten months including a hearing test and impedance check, followed by yearly audiological reviews until a child starts school • when a child starts school, there is an audiological review every two years or more frequently if recommended.

Hearing aids It is important to be aware that some children who have Down’s syndrome will wear hearing aids. They may need ongoing help to realise that a hearing aid is helpful. A specialist teacher of the deaf can help children learn to use their hearing aids.

About Down’s syndrome • Around one in every 1000 babies born in the UK will have Down’s syndrome.

• There are approximately 40,000 people in the UK with the condition.

• Although the chance of a baby having Down’s syndrome is higher for older mothers, more babies with Down’s syndrome are born to younger women.

• Down’s syndrome is caused by the presence of an extra chromosome in a baby’s cells. In the majority of cases, Down’s syndrome is not an inherited condition. Down’s syndrome usually occurs because of a chance happening at the time of conception.

• Down’s syndrome is not a disease. People with Down’s syndrome are not ill and do not “suffer” from the condition.

• People with the syndrome will have a learning disability. The learning disability affects a person’s ability to learn, it does not mean they cannot learn.

• Today, the average life expectancy for a person with Down’s syndrome is between 50 and 60, with a small number of people living into their seventies.

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Signs to look out for It is possible that teachers may have a child in their class who has Down’s syndrome with hearing loss that has not been picked up. Although the behaviours listed here may be because of a child’s learning disability or personality, they may also be indicative that the child has hearing loss. If you have any concerns, talk with the child’s parents and suggest they ask their GP to arrange for the child to have a hearing assessment.

Possible signs of hearing loss in children with Down’s syndrome are: • difficulties with balance • poking and rubbing ears frequently • lack of response when their name is called • discharge from ears and/or ears that smell • looks at faces intently • may appear to hear some voices better than others because they are pitched differently • finds it hard to follow a conversation in a group • background noise makes it harder for a child to hear conversation • gets upset by loud noises • jumps if someone whom they haven’t seen or heard comes up to them from behind • sits close to a TV or other screen and turns the volume up • mouth breathes and has a blocked nose a lot of the time • difficulty modulating the volume at which they speak (for example, speaks very quietly or very loudly).

Strategies The suggestions here are not exclusive to children who have Down’s syndrome and may help lessen the effects of hearing loss for any child:

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• place the child near the front of class • to gain the child’s attention, use his/her name before giving an instruction or asking a question • speak clearly and directly to the child • face the child and maintain eye contact • reinforce speech with facial expression, sign or gesture • reinforce speech with visual backup – print, pictures, concrete materials (as well as highlighting key messages, visual prompts can be used to alert the child to a change in topic or activity) • make sure the child is focused on what you are talking about • check the child has understood • write new and key vocabulary on the board • when other children answer questions, repeat these answers aloud • rephrase or repeat words and phrases that may have been misheard • keep background noise to a minimum, work in a quiet environment and encourage the children to speak one at a time • speak clearly at a normal pace; avoid shouting or whispering

• give the child lots of time to respond to what you say • keep the light on your face and don’t sit with your back to a window • your face should not be obscured, for example with a book or by moving around • consider installing a sound field system; this will benefit all children in the classroom not just the child who has Down’s syndrome and hearing loss • remember a child with hearing loss may not be able to listen and carry out another task, such as writing notes or drawing, at the same time • seek advice from the specialist teacher of the deaf.

Other things that can affect hearing Some children with Down’s syndrome can be particularly sensitive to everyday sounds; this is known as hyperacusis. It may cause distress for a child in certain situations, particularly where there is a lot of background noise.

A child with hearing loss may not be able to listen and carry out another task at the same time invaluable as they know their child better than anyone. A home/school communication book is a great way of sharing information. Many children who have Down’s syndrome will have one book for staff to communicate with parents and one which is a personal diary for the child to show their parents what they have been doing at school on any given day.

Where a child also has hearing difficulties, parents can be a good source of information around how these difficulties affect their child; their child’s communication abilities/preferences and what works best; any difficulties they have had in supporting their child to use hearing equipment and what has helped; and whether their child is over sensitive to any particular sounds.

Working with parents Teachers will already be working with the parents of a pupil who has Down’s syndrome to support their learning and development. Parents’ input will be

Further information

Stuart Mills is an Information Officer at the Down's Syndrome Association: www.downs-syndrome.org.uk

Visual prompts can be used to alert kids to changes of topic or activity. Photo: www.seeability.org

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SENSORY

HENSHAWS

“everything they do at henshaws is geared around the real world�

Personalised Learning Programmes

OPEN DAY Tuesday 17th May 2016 Friday 1st July 2016

Henshaws Specialist College is a transformational place. Through our personalised approach to education, learning and care we empower children and young people living with a disability to progress and live life the way they want.

Whether preparing for employment, making friends or learning to live more independently, we enable our students to make their aspirations possible and goals a reality.

Please contact us or book a visit.

Call 01423 886451 Email admissions@henshaws.ac.uk henshaws.ac.uk Henshaws Specialist College, Harrogate, HG1 4ED Registered Charity No: 221888

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LEARNING DISABILITY

Opening up communities Vijay Patel writes about the issues people with learning disabilities face building friendships and relationships

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eople with a learning disability, like me, don’t often get a chance to have their voice heard. I know that throughout my life I’ve struggled to get people to listen to me and to feel included. I’ve always wondered why this is, but a big problem is that people seem to feel awkward around you if you have a learning disability. Rather than feeling awkward, most people find it easier to ignore you, and this can make life really difficult.

I’m 28 and have a learning disability, but I appreciate that I’m one of the lucky ones. I’ve volunteered and worked with a charity and I’m now getting support to find a full-time job. However, I still come up against the same barriers of employers not wanting to employ someone with a learning disability and doubting my ability.

It seems that wherever you go people don’t really understand about learning disability. It can make simple things like leaving the house, using public transport or going to busy venues really intimidating. Whenever I get on a bus or the tube I get people who look at me in a strange way. It makes me feel uncomfortable and I don’t understand why they do this or what they’re thinking. It can make me feel nervous about leaving the house or going out to socialise and make new friends.

people with a learning disability to go out, socialise and make new friends.

Unfortunately, there are still a lot of negative attitudes when it comes to learning disability, and this can make people like me feel nervous and afraid to go to leisure clubs, pubs or anywhere where it gets busy.

People like me feel nervous and afraid to go to leisure clubs, pubs or anywhere where it gets busy I’m lucky that I get to play football once a week with a team of people that I met through my work with the charity.

But this isn’t the case for everyone.

Loneliness is a real issue that can make life difficult and upsetting. Not being able to interact with people can really harm your confidence.

House-bound

Planning for accessibility

Almost one in three young people with a learning disability spend less than an hour a day outside their homes (according to recent research by Mencap). This doesn’t surprise me.

There aren’t enough opportunities for

I want to see clubs, venues and leisure activities become more accessible for people with a learning disability.

Staff could get training on how to communicate with someone with a learning disability and understand more

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about the type of support someone may need to feel comfortable. At the moment, when I go out I feel intimidated by people who don’t understand about learning disability and it makes me nervous.

It’s important these changes happen. Taking part in my football club has allowed me to make friends and socialise and improve my confidence.

Just because you have a learning disability doesn’t mean you should have to feel afraid to leave the house and be part of your community. We also want to go out and have a good time.

It is so important to raise awareness of the barriers we face, and to try to create a brighter future for the 1.4 million people with a learning disability in the UK.

Learning Disability Week 2016

Learning Disability Week is a week-long awareness raising campaign running from 20 to 26 June. As organisers Mencap mark the fiftieth anniversary of their Gateway leisure clubs, the Week will celebrate the vital role friendships play in people with a learning disability being included in society.

For more information, visit: www.mencap.org.uk/getinvolved/learning-disability-week

Further information Vijay Patel, a 28-year-old from London who has a learning disability, volunteers for the charity Mencap: www.mencap.org.uk

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PARENTING

Against the odds Delia Samuel discusses how she has overcome the challenges of parenting kids with SEN

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am the single parent of two boys with multiple special needs.

Joseph, who is nine years old, has autism and a speech and language impairment. My second son, Paul, is seven years old and has severe autism, is non-verbal, developmentally delayed, and has a very rare chromosomal disorder called Trisomy 14 Mosaicism, as well as other medical needs.

Caring for a child with special needs is not an easy task, but it is possible especially when parents and caregivers are blessed with a wealth of resources, assistance and support that enables them to triumph over the odds.

It is common for parents and caregivers of children with SEN to experience feelings of doubt, confusion, guilt, anger and hopelessness. My own journey has been far from easy and is probably the most challenging situation with which I’ve ever had to deal. Constant illnesses, debt, feeding disorders, communication difficulties, behaviour issues, and isolation from family and friends are just some of the struggles I’ve encountered.

When I was confronted with the news that both my sons had SEN, I went through stages of denial, bewilderment, guilt and anger. I could not understand why I had been chosen to mother not one, but two children with such critical needs and, to be honest, I wished for a different life. I felt that I had done something wrong and was being punished for all of my wrong-doings.

In time though, accepting my life and embracing my journey has led me to view this challenge as probably the greatest blessing of my life. I have learned strategies for caring effectively for my children, and how to continue giving them the best care possible as a single mother, working full-time and

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We enter our children’s world through play. We get to understand them and see how they feel part-time jobs, and being constantly on the go. I have learnt how to keep my head above water and keep smiling, regardless of the difficulties I have faced.

For me, the transition from asking “Why me?” to “Why not me?” was an essential first step to making life work. Parents have perhaps the most important of all jobs – bearing, loving and caring for their children – and unconditional love is the greatest blessing we receive. Like most mothers, I love my boys regardless of what they do or how they behave. My love is not based on my mood or their mood, the time of day or the place. I just love them.

Think like a child Children with SEN can feel misunderstood and ostracised – like they are nuisances, bothersome, and incapable of doing much. They can be made to feel inadequate. Too often, the world focuses on their disabilities and what they cannot do, but parents must focus on what they can do.

Trying to become a child again and playing with my children has reaped rewards for me. Play does not have to be extravagant or complicated and it’s not necessary to buy expensive equipment. Simple play, such as running around the room, rolling on the floor or playing hide and seek, can elicit great joy and delightful from

children. We enter our children’s world through play. We get to understand them and see how they feel. Through play, we get to interact and learn how to communicate with them. We build strong bonds of love.

Parents of children with SEN often burn the candle at both ends and can become irritable and overwhelmed. So for me, it is important to give myself permission to take care of myself, so that I can always be present for my children. I try to ensure I have some “me-time” to do the things that I enjoy.

Relaxation helps me free my mind from ugly, negative, and debilitating thoughts. It puts back the fire and positivity into my spirit. I’ve also found that time-outs from looking after the children have enabled me to rediscover myself and the energy within me. There is untold strength and love inside every one of us and the victories that we wish for are indeed possible.

Further information

Delia Samuel is a teacher and writer on mathematics based in Minnesota, USA, and the author of Against the Odds: Inspiration for parenting children with special needs (available at Amazon): www.againsttheoddsforautism.com

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DYSLEXIA

Fighting for understanding Liz Dunoon discusses her struggle to get her son’s dyslexia recognised and supported in her native Australia

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sat in my car feeling empty and numb as a warm tear slid down my cheek. My six-year-old son Leo called out from the back seat: “C’mon Mum. I want to go home.”

“OK”, I said as I started the engine.

Leo chatted constantly about his day as we made our way home, unaware of my growing feelings of despair.

So what had just happened? I had made the appointment to speak with Leo’s teachers after school because he was struggling to learn to read. Night after night we practised his reading and went though flash cards of basic sight words. After three months he knew only one word – “I” – and could not read any words or sentences in his readers.

The irony of this situation is that I am a primary school teacher and I have taught hundreds of children to read. I

felt sure Leo’s teachers would give me the key to the door, which I could then use to help my struggling son. Instead, I was greeted with blank faces and surprise. Neither had any idea he found reading difficult and when I expressed my concern, I was given a hotchpotch lecture where words like “phonics”, “syntax”, “semantics” and “phonemes” were thrown at me.

My anxiety increased and I wanted to shout, “You’re meant to know what’s going on”. The other teacher realised how distressed I was and offered to keep a closer eye on my son in the future.

As I drove Leo home I felt weary and confused; was I over-reacting? My oldest son had been a slow developer but I knew he was intelligent. Something just did not add up. Perhaps I just

We continued to work hard but poor Leo quickly became mentally exhausted couldn’t teach my own son because I couldn’t be objective. Was I blinded by my love for him?

Anger, fear and worry settled upon me like a winter coat. I knew children need to be able to read competently by the end of Year 3 because that’s when learning to read slows down and reading to learn becomes paramount.

I was in a race against time to secure my child’s future.

Searching for answers

Children who are struggling to learn will often try to hide their difficulties.

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As a teacher, I believed the best way forward was to engage Leo in more reading practice before and after school. I put sight words on the fridge, on the bathroom wall and in the car – repeating words after me on the way to school. Did it help? Marginally. Maybe Leo could now recognise four of his ten sight words, but he still couldn’t read more than one or two words in his readers and he could never transfer learning from one page to the next.

Dyslexia briefly crossed my mind, but I just didn’t know enough about it.

My teacher training offered me scant information. We were never told how to recognise signs or what to do to help a dyslexic child.

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DYSLEXIA

was fast losing its appeal and our relationship was suffering as a result.

A few months later, I went back to the classroom. I needed to see what was happening because, although Leo was making friends and was happy enough, he still could not read and struggled to write. As I flicked through his schoolbooks, I noticed beautiful handwriting, the use of full stops and capital letters. My joy was short lived.

It was Leo’s workbook, but it wasn’t his work. The boy who sat next to him had witnessed Leo’s struggle and had offered to do his schoolwork for him.

His teachers, of course, had no idea this had been happening. Again, I felt angry. I was a teacher and I knew this wasn’t good enough. Needless to say, I started to look around for a new school.

The one we chose was further from home and more expensive, but it was the right school for Leo. Within weeks of starting, his teacher told me that Leo was most likely dyslexic and he was placed straight into learning support.

Very slowly, with baby steps, Leo began to learn to read. It was difficult and took an enormous amount of mental energy, but it was reading all the same.

By grade three, however, it was evident that Leo’s challenges weren’t diminishing. He was still a struggling reader, a disaster at spelling and a slow writer, but he was now having difficulty mastering some basic mathematical concepts. He felt constantly frustrated and confused. “Something is wrong with me,” he would say. “I have to try so hard all the time when everyone else just mucks around and still does their work.”

The after-school hours were particularly challenging. He carried anxiety and fear of failure throughout the day, and, by the time he came home, he was mentally exhausted from his constant effort to keep up.

As a result, most days would end in an eruption of frustration and anger, with Leo taking it out on the people who loved him the most – his family.

The introduction of regular homework nearly tipped him over the WWW.SENMAGAZINE.CO.UK

Frustration and failure at school can put children at great psychological risk

edge. He would abuse, threaten, yell, cry and demand constant assistance to complete it. After a year of this, enough was enough. I was exhausted and this was only grade three. What was going to happen in Year 11?

Searching for assessments I sat at my computer and typed in “dyslexia assessments”. There were thousands of businesses trying to sell me a solution, but I didn’t want to spend hundreds of dollars on something that might not work. I wanted to know why my son struggled to learn and what I could do to help him.

I finally chose an assessor who was not attached to a specific learning program and, I hoped, was capable of being completely objective.

We had a long drive to Brisbane from our home in regional Queensland but, after Leo’s assessment, we had an answer. The expert opinion was that Leo had dyslexia. Yes, it was a label, but to me it was much, much more: it was a prescription for action and now I could help my son to succeed.

At school, an individual support plan was created and means of tracking his progress and keeping me informed were introduced. The assessment was relatively expensive, but now I finally felt in control of the situation.

Now in Grade Six, Leo is a “‘C” average student. I think he is a champion. His “average” is an exceptional achievement.

My quest to help my son has taken me on an amazing journey of discovery about dyslexia, my family and myself. I have spent years researching this condition and I know that what

researchers have discovered about dyslexia will change many lives, yet this information isn’t reaching our teachers or parents.

Without a diagnosis the child often has to fend for themselves, and teachers and parents try to support struggling children with limited information and resources. Children with dyslexia do not “grow out of it”; instead, the gaps in learning tend to widen, and frustration and failure at school can put children at great psychological risk.

A child who is struggling to learn will try anything to cover it up so they are not seen as “the dumb kid”; until our politicians and educators provide more resources for training and assessment, parents will need to be vigilant, well-informed and persistent in seeking answers.

Children with dyslexia are generally of equal or higher intelligence compared to other children. The child who struggles to read, spell or write today might just be the next Richard Branson, Agatha Christie or Albert Einstein – all high-achievers who have battled dyslexia. I believe that my son Leo is destined for greatness. He works harder than most and understands what it means to struggle and to succeed. He knows his weaknesses and utilises his strengths to look forward confidently to his future.

Further information

Liz Dunoon is a teacher and a mother of three children with dyslexia. She is the author of Helping Children With Dyslexia, now in its second edition. Liz runs a website with information and free resources on dyslexia: www.dylexiadaily.com N.B. The people pictured are not those featured in the article.

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PLAY

Playing out Ros Harker talks about the challenges of designing outdoor spaces for pupils with SEN

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think everyone would agree that children and young people with SEN need attractive and accessible outdoor play spaces.

While inclusive design can enable and empower those with SEN and disabilities to participate in the wonder and power that outdoor experiences can provide, consideration must be given to their specific physical and cognitive abilities, to ensure their needs are met within the outdoor provision.

Inclusive outdoor design goes beyond a standardised model, considering all users and addressing any barriers that might preclude anyone.

There is no doubt that we have come a long way. Children with physical impairments thirty years ago would have been poorly catered for in any playground. Although they do receive consideration in the majority of designs now, as a result of the Disability Discrimination Act (1995), there is undoubtedly still a lot more that could be done.

Children with disabilities are often grouped together as one when it comes to play provision

Children with disabilities are often grouped together as one when it comes to play provision. However, with such a wide range of different needs, how could it ever be a case of one size fitting all?

Flexibility in design of studies, documents and legislation concerning accessibility to public play spaces for children with disabilities.

The scarce literature available on the subject led Friesner to conclude that there is a widespread lack of understanding about a child’s needs in a play environment. “Subsequently, the user is not fully considered during the design and planning process”, she said. “Previous work by academics has also been flawed, either being too specific in dealing with impairments or it has not fully explored the particular needs of disabled children whether in a public or educational setting.”

Mossbrook School is a community special school in Sheffield, specialising in children with autism and communication difficulties. While most of these children are physically capable, their condition predisposes many of them to having preferences for certain kinds of equipment.

The school is fortunate in having several separate areas of outdoor space. “With five specific outdoor spaces, plus a green field, we are able to group children daily in the best way to suit their preferences”, says Headteacher Dean Linkhorn. “Some of our children have a need for calm and quiet, whilst others prefer to explore the

What to look for When designing inclusive play environments, consideration should be given to a number of key issues, including: • access and space • sensory awareness • enhanced learning • flexibility and adaptability • health and wellbeing • safety and security • sustainability • budget.

During her time at the University of Sheffield with Helen Woolley, landscape architect for the Pegasus Group Robyn Friesner conducted a literature review SENISSUE82

Children of all ages and abilities find water play stimulating.

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Outdoor play is essential for building social, emotional and life skills

Outdoor play helps children to understand the world around them.

auditory potential of the surroundings.

So some children can enjoy the peace of the sensory garden, whilst others let off some steam in the junior playground with climbing frame.”

This illustrates perfectly how even children with the same condition require very different provision, and not just in terms of quiet and loud; other children will have issues around sensitivity, with some being hypersensitive and needing textures to feel a certain way, and others hyposensitive and actively seeking out a wide variety of tactile experiences.

Although developing the right outdoor space requires continual reassessment, investment and great vision, Linkhorn believes the benefits of an outdoor environment make the process very worthwhile. “For our pupils, focusing and participating in structured lesson time requires great control, comprehending why they are being asked to behave in certain ways and repeatedly being requested to qualify their knowledge or understanding”, he says. “This can be very stressful and a great source of anxiety. Break times are an essential part of the school day as they enable children the time to behave as they wish, giving them the space to de-stress.”

Making the most of outdoor spaces during lesson time is also important.

“There are far fewer distractions outdoors and structured activities WWW.SENMAGAZINE.CO.UK

always seem to run smoother when conducted outside”, says Linkhorn.

“To this end, we use the outdoors at all times of the day, at all times of the year, with a huge set of wellies and waterproofs to ensure our pupils remain dry and warm and can still benefit from time outdoors.”

Outdoor play is essential for building social, emotional and life skills. The benefits for children are well-known – keeping them healthy and active, developing a deeper understanding of the world around them and opening their eyes to an awareness of risk and danger.

A disabled swing or cradle swing can be a very effective piece of inclusive kit, but it is time providers thought more imaginatively beyond this. More consideration needs to be given to the different ways that a space can be used. The use of natural resources can greatly enhance the quality of the play experience for disabled children.

Easily accessible water play is one of the most inclusive play elements and children of all abilities and ages find experience with water very stimulating and rewarding. Although health and safety concerns can act as a barrier, these fears are often unfounded and dissipate once staff understand the potential and far-reaching benefits of water play.

channels and a mushroom pump.

Water play remains one of the most inclusive play elements available, and is great for nurturing communication and accommodating many children at any one time, working together to pump, control and divert the water.

“Water is a very popular item for primary play installations but we do need to be able to control the output so we are able to turn off when appropriate”, says Headteacher Sarah Lynch. “We wanted to provide as wide a range of play experiences as possible, so also have a climbing structure which is particularly popular with older children. The wide slide delights the younger children who love the sensation of sliding down the hill. If I had to pick one feature though, I would select the Whirlpool Column, a sensory play piece which enables children to create a whirlpool by turning a wheel.”

In terms of planning a play installation, Lynch believes it is important to take your time, to work out a wish list, prioritise areas for development and refine your plans again and again. While it is important to have an overall idea of what you want to achieve, it is crucial to observe how play equipment and space is used and to adapt plans accordingly.

“Designing and implementing new outdoor play provision represents a significant investment”, says Lynch.

“Don’t rush it and make sure to invest in quality; after all, you want the design and the equipment to be robust enough to last.”

Inclusive by design As a new build, Brent Knoll Primary School had a blank canvas when it came to creating the perfect outdoor play provision. The issue for the School was to create distinct play areas that were suitable for the different needs of their pupils at Foundation level and Key Stages 1 and 2.

Water has been used, with a pebble play stream combined with wooden

Further information

Ros Harker is Business Development Manager at specialist play company Playgarden: www.playgardens.co.uk

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PLAY Advertisement feature

Enabling play spaces Greenstone Design were brought in by the School Council at Pyrcroft Grange School, Surrey to design a safe, sensory, play and outdoor learning space that met the varied needs of the SEN unit and mainstream children.

Children from every class, including the SEN unit, sat on the Council. They told us they wanted to be able to play with friends from across the school, to share experiences, including races using a handicap system so that disability became invisible. In short, they required an enabling play space.

Some individuals needed upper body extension, some tactile inputs for way-finding. Teachers requested spaces where they could take an art or music class outdoors. Our design response met the brief.

Overwhelming research shows that all children benefit from nature-based interactions in an outdoor sensory play space. As evidence-based design consultants we share our experience and research with school leaders, health professionals, parents and policy makers. www.greenstonedesign.co.uk 07813512981

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PLAY

Play as therapy Jeff Thomas explains how play therapy can help children with emotional, behaviour and mental health issues

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any children do not want to talk about their problems or cannot talk about them because the underlying causes are lodged in their unconscious. When Jimmy is asked “why did you kick the dinner lady?” and answers “I dunno”, he is probably right.

Recent research suggests that play therapy can have a big impact on these individuals, helping them to address their conditions and ultimately enabling them to learn more effectively. This is based on information from 28,000 pre and post therapy measures from referrers and parents gathered over the last ten years. The extent of the improvement depends upon the severity of the presenting issues; the more severe the problems, the greater the percentage of children showing a positive change.

A new model Over the past ten years, an integrative holistic model of play therapy has been developed in the UK, working with children of many cultures. It integrates: • working with the child’s unconscious and conscious processes • non-directive and directive approaches. The nondirective approach is safe and effective and is used to form a therapeutic relationship with

The play therapist provides a safe environment in which the child can heal themselves the child. However, it may need to be supplemented with a directive approach when there are time or budget constraints.

Working therapeutically with groups of children also requires a combination of both ways of working • the use of many therapeutic creative arts media. The model uses the therapeutic play toolkit: sand tray work, drawing and painting, clay modelling, music, puppets, movement, masks, therapeutic story telling and guided imagery • research and practice. It is essential that practitioners utilise recent research developments in their work to ensure their practice is evidence based • holistic approaches. The model aims to take account of all the needs of the child, including, their emotional, physical and communication needs, their understanding and thinking, their need for caring for self, their moral and spiritual needs, social relationships and creativity.

therapist provides a safe environment in which the child can heal themselves, providing safe boundaries, reflections when they add to the process, and a very close focus on the child. They must be able to communicate with the child in whichever medium the child has chosen.

Play therapists help to coordinate the rational brain with the child’s emotional systems. Some children are tormented by the triggering of flight, fight and freeze impulses resulting from traumatic memories. Others have been cut off from feelings of love or care and are unable to form close relationships because they are ruled by their rational brain.

There is another reason why a new model for working therapeutically with children was required. Children are an especially vulnerable client group, so improvements in methods of quality assurance and risk management were needed. Having CRB/DBS checks is only the first step in the protection of pupils; much more is needed for therapeutic work.

The regulation of play therapy under the Accredited Register programme in April 2012 was a major step forward in the recognition and credibility of the profession. The Register of Play and Creative Arts Therapists is managed by Play Therapy UK and accredited by the Professional Standards Authority.

Making it work

A chaotic sand tray, reflecting a child's emotional state.

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Play is a natural process that is essential for the development of a child’s brain.

Play Therapy uses metaphors and fantasies which have been shown to be effective forms of communication when dealing with the emotions. But it’s more than just letting a child play. The play

Further information Jeff Thomas is the Registrar of Play Therapy UK: www.playtherapy.org.uk

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17-year-old disabled racing driver appointed Mobility Roadshow Ambassador Alex Tait, a young racing driver from Sheffield has been appointed as Event Ambassador for The Mobility Roadshow, incorporating Get Going Live! at Silverstone Circuit, Northamptonshire on 26 to 28 May. Alex, who has the hereditary muscle wasting condition myotonic dystrophy, has been passionate about motorsport since the age of nine when he was given the rare opportunity to drive a Ferrari 360 and decided that his future lay in motorsport. He is thrilled that The Mobility Roadshow will be making its debut at Silverstone this year, allowing visitors to experience accessible driving on the famous Grand Prix circuit.  Organised by charity Mobility Choice, the free-to-attend Mobility Roadshow is a consumer-focussed event for people with restricted mobility. Visitors have the opportunity to test drive adapted and wheelchair accessible vehicles and talk to suppliers about the latest mobility products and innovations. www.mobilityroadshow.co.uk SENISSUE82

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PLAY

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Controversial Therapies for Autism and Intellectual Disabilities: Fad, Fashion, and Science in Professional Practice

Leading with Spirit, Presence and Authenticity

Edited by Richard M. Foxx and James A. Mulick

Jossey-Bass (A Wiley Publication) £29.99 ISBN: 978-1-118-82061-2

This book brings together

This is a book that will be of interest

leading behavioural scientists

to professionals working in, or

and practitioners who review

aspiring to, senior management

the origins and background

positions. Part of the International

behind a number of practices

Leadership Series, it includes

and therapies. In the second

contributions from a number

edition of this comprehensive

of eminent leaders in this field.

guide, they offer a rationale

The book’s style and content

Routledge £44.99 ISBN: 978-1-138-80223-0

for appraising the quality of various services.

The authors raise important issues relating to treatments that may be based on unvalidated or disproven methods of intervention, or that are selected based on endorsement or marketing, and reach conclusions based on their findings.

The book is divided into six parts, opening with a description and exploration of the term “fad” as “nonscientific therapies” or “questionable treatments”.

For each intervention, the contributors describe the treatment and evaluate the underpinning theory, assessment protocols and outcomes. They review data-based studies and attempt to explain the appeal of each method. Their

Kathryn Goldman Schuyler

would also be of relevance to a wider audience interested in the concept of embodied cognition and the interplay between the intellectual and emotional aspects of the individual.

The contributors come from a range of backgrounds, but with a common theme of developing concepts of leadership based on, for example, inner wisdom, mindfulness and emotional awareness.

The book is divided into three main sections, with the first being devoted to exploring metaphors of leadership and the concept of “embodied being”. The emphasis is on re-conceptualising leadership at a more emotional, rather than purely intellectual, level.

In the second part, the concept of “presence” is explored

approach is scientific, rational and detailed. Ethical, legal

and one contributor writes about “joyful leadership” using

and political concerns are discussed and developments

the metaphor of ballroom dancing.

over the last ten years are outlined.

In the third part, there are interesting contributions

This book makes a significant contribution to our

from an actor outlining the physical aspects of embodying

understanding of various interventions in this field. It is

leadership and from a contributor writing from an African

impressive, comprehensive and academic in its approach

tribal perspective.

and will help parents seeking unbiased information about therapies.

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This is a well-written and thought provoking book that asks the reader to explore what “leadership” means.

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BOOK REVIEWS

The Complete Guide to Asperger’s Syndrome Tony Attwood Jessica Kingsley Publishers £17.99 ISBN: 978-1-84310-669-2

Cognitive Assessments for Multilingual Young Learners: A tool for identifying SpLDs in young learners of English Anne Margaret Smith Sage Publications £25.99 ISBN: 978-1-4129-2881-6

Tony Attwood is a clinical

Dr Anne Margaret Smith has

psychologist from Australia

produced this very useful

with over 30 years’ experience

guide to the most common

with individuals with autistic

specific learning difficulties

spectrum disorders.

(SpLDs) in children aged

This updated edition of the

seven to 15 who do not

book includes an introduction

have English as a first

on the new DSM-5 diagnostic

language. It is based on

criteria and the implications

her work internationally

they have for diagnosis and

in schools, colleges and

interventions.

clinical settings and on her

The book is written in a very accessible manner,

doctorate work.

using stories to illustrate the main points and covering a

Some of the activities discussed are accessible for group

wide range of issues that would be of concern to parents

interventions, while others are intended for one-to-one

and teachers. Topics include, teasing and bullying, theory

use, and the multi-sensory resources required for this are

of mind, movement and coordination, sensory sensitivity

included.

and life after school

Smith provides an overview of aspects of SpLD,

Attwood looks at Asperger’s syndrome through the

such as processing speed and visual/auditory memory

eyes of the child, the parent and the clinician, providing

and links these to assessment activities. Each activity

useful insight into the different perspectives. He provides

is clearly described in terms of aims, procedures and

advice and strategies for specific situations, such as ways

interpretation and the resource is intended for teachers and

to improve conversational ability and activities to enhance

support assistants.

listening skills and change topics.

Smith stresses that the assessment materials are “tools”

The book also describes situations in schools that can be

to help support learners and that professional judgment is

problematic for those with Asperger’s, such as background

the most important element in the process. They are not

noise and auditory distortion. He also points out that the

intended to replace more formal assessments.

person with Asperger’s syndrome may have strengths and natural talents in areas such as foreign languages.

The book includes a wealth of information that would be of value to parents and schools.

WWW.SENMAGAZINE.CO.UK

Smith has produced a very useful resource for schools, grounded in theory and practice. She makes reference to other available tests and also to additional sources of resources.

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AUTISM

Learning with autism Lucy Pottinger looks at how alternatives to formal education can support learners with autism

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hile all children learn differently, those who work with learners with autistic spectrum conditions (ASC) will know that a whole new set of challenges present themselves when it comes to teaching children who are autistic.

The characteristics of autism manifest differently in each individual, but what unites each of these youngsters is a fundamental difficulty in understanding those unwritten social rules that come so naturally to other children.

Students with ASC tend to have low social performance and struggle to read facial expressions and body language of others, often making them appear to be emotionally unaware. They can have difficulties communicating and interacting with adults and other children in an appropriate way, which can certainly be a challenge for any educator in a mainstream school environment. As with any child with SEN, close attention must be paid to their methods of learning in order

Even the most inventive learning models are futile if their effectiveness isn’t monitored to ensure they are receiving the right support at all times.

That said, it is possible for highfunctioning children and young people with ASC to fully integrate into a mainstream educational environment and perform very well. I’ve found that bespoke plans, plenty of interaction and a huge attention to detail to ensure they are comfortable and able to communicate are key to helping them reach their full potential.

One of the most important approaches to teaching children and young people with ASC is ensuring their learning programme is continually monitored and adapted to meet their specific needs.

A person-centred model of support, grounded in applied behaviour analysis, can make all the difference. This kind of approach gives learners an area of control over their own teaching and outcomes, giving them the responsibility and level of respect that many of us take for granted.

Such a model provides consistent structures and routines that increase opportunities for them to engage in activities appropriate for their ability level. The main challenge for providers in delivering these experiences is, of course, the sheer amount of time needed from learning support assistants (LSAs), who must be on hand to monitor, assess and ensure that tasks are broken down and delivered appropriately.

Of course, variety and enjoyment are also key components of effective schooling and it is essential to find creative ways of teaching to ensure pupils’ imaginations are fired up and they feel fully included in the school environment.

Meaningful activities

Ryan Brain, 18, Becky James, Adam Henderson, 14 and Lucy Pottinger at The Orb.

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While it can take time and resourcefulness to craft activities that are stimulating and appropriate for an entire class, there are some really simple ways of doing this.

Taking standard lessons out of the classroom is one of the easiest ways of creating stimulating learning. With a little inventive thinking, everything from numeracy and science through to art can be taught outdoors to great effect. For example, working with their classmates on a giant outdoor art project, such as painting a large canvass together, means that autistic children can begin to develop their communication skills while learning WWW.SENMAGAZINE.CO.UK

AUTISM

Outdoor learning can be very stimulating for young people with autism.

how to interact with others in a lively and creative environment.

Children can also be encouraged to take part in sensory play and enjoy the messy elements of art while being as creative as they like. This leaves plenty of room for helping children to use all of their senses, for example by using their hands to learn how materials feel and experimenting with employing different tools to put the paint on the canvas.

Music sessions are another very simple way to capture the minds of pupils with ASC. It has been shown that learning through music can help support these pupils by improving their ability to focus on tasks for longer periods of time, as well as increasing communication opportunities and improving body awareness and coordination.

Music classes can also be used to teach core literary and numeracy skills in a way that autistic children respond well to. Simple tricks such as clapping out the number of syllables in their own name and the names of their classmates or counting along to the beat of music helps to subtly teach basic literacy and numeracy skills while opening doors to better communication with their peers.

Real world skills Youngsters with the most severe forms of autism have so much to learn in terms of communication and social interaction, so it is also vital to find ways of teaching everyday life skills that come naturally to most people.

One project I recently headed up was the launch of a high street hub to give young people with autism the WWW.SENMAGAZINE.CO.UK

chance to experience working in a real-life environment.

The Orb consists of a second-hand shop, a café, a working kitchen and an office, and is full of opportunities for young learners to try their hands at catering, retail, leisure, art, office skills and ICT. Fully operational and open to the public, the centre’s activities have been designed to give pupils a chance to interact with real customers and see what working life is like.

By taking part in real-life situations in a supported but authentic setting, young people with autism can be empowered to develop the kind of independent living skills that are so important in later life. In lieu of any legislation requiring employers to undergo autism awareness training, it’s an unfortunate reality that people with autism can be subconsciously discriminated against by employers.

This kind of learning can therefore be valuable in helping to combat negative perceptions and can open up doors for young people with autism in terms of securing employment in the future.

What’s more, when it comes to leaving school and potentially entering the world of work, experience of specific tasks and responsibilities is invaluable in helping them to transition.

Promoting integration There are countless skills, behaviours and social cues that form an essential part of everyday life and the vast majority of us take for granted the fact that we can decipher social situations and react appropriately. For a person with a more severe form of autism, it is common for social situations to make little sense – and learning through traditional methods becomes that much more difficult as a result.

Sometimes, a child’s autism is so severe that staying in a mainstream school is disruptive to their classmates, and their own, learning experience.

As a result, some families decide that a permanent alternative to a formal education is a better option for their child.

It is vital to find ways of teaching everyday life skills that come naturally to most people That said, it’s clear that pupils with mild ASC can integrate fully into mainstream classes, provided they are supported properly and their progress is monitored with care and attention to detail.

No matter what type of school is involved, teaching a young person with autism and adjusting programs and accommodating these extra needs in a classroom environment are not without their challenges, particularly if a child is very low-functioning.

For people with autism, from issues faced in education right through to finding and holding down a secure job and integrating themselves into everyday society, they routinely face difficulties that many of us will never fully understand; so it is vital that any educator in the SEN sector works to help them overcome these barriers in the most effective way.

By looking into alternatives to formal education settings, we can really help equip people who live with autism with the tools and skills they need to enjoy as much independence as possible later in life, in terms of living as independently as possible, growing in confidence and leading a rich and fulfilled life.

Further information

Lucy Potting is Head of Education at Orbis Education and Care, a Wales-based care group which runs residential schools for children and young people with autism: www.orbis-group.co.uk

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AUTISM Advertisement feature

The Westminster Commission on Autism The Hesley Group is proud to be part of the Westminster Commission on Autism. Established in 1975, Hesley Group is a South Yorkshire-based, specialist independent provider, offering care, education and vocational opportunities for children, young people and adults. Hesley’s mission is to help people with autism and a learning disability, with complex needs including behaviour which may challenge, achieve their full potential.

Hesley’s role on the Commission is to advocate for those with the most challenging of needs.

Chaired by Barry Sheerman MP for Huddersfield (pictured right), the Westminster Commission on Autism has been established to raise the political and public profile of Autism.

The Westminster Commission is an independent, cross-party body made up of leaders from the autism sector, the world of academia, the major political parties and individuals with autism spectrum conditions. The Commission will make representations to the Government on key issues affecting those with ASC and their families will campaign widely for improved policy across government departments and will seek to raise the profile of ASC in parliament and beyond.

Other members of the Commission include the National Autistic Society, Autism Alliance, Ambitious About Autism, Research Autism, Autistica, the Royal College of GPs, the NHS Confederation Mental Health Network, Hidden Impairment National Group and more. The Commission is funded by the National Children’s Group, part of the National Children's Centre, but is concerned with autism across the ages.

Areas of interest There are a great many areas where the Commission could focus, for example: • employment – we know that only 15 per cent of autistic adults in the UK are in full-time, paid employment1.

• mental health – people with autism are almost three times as likely to develop a mental health condition and suicide attempts are worryingly high among adults with Asperger syndrome. Professor Baron-Cohen reported in the Lancet that 30 per cent have attempted suicide and 60 per cent have suicidal thoughts.

• the journey to diagnosis – waiting times to get an autism diagnosis are at crisis point. Some diagnostic services are patchy, underfunded, overstretched and usually do not support those diagnosed on a pathway to postdiagnostic support.

There are so many areas where things need to improve and so, to start with, the Commission is focusing on how people on the spectrum access health services. It is investigating: WWW.SENMAGAZINE.CO.UK

• the barriers to getting the right healthcare support • training for health professionals as well as resources to help people with ASC get the most out of health services • premature mortality amongst people with autism • the role of bodies such as NHS England, Public Health Chair, Barry Sheerman.

England, CQC, Healthwatch, the Royal Colleges and NICE in securing quality healthcare for people with ASC • sharing examples of good autism practice • looking at the role of data collection and inspection in securing good services.

The Commission is currently interested in feedback from persons on the spectrum, or carers or professionals about this topic. People can feedback by going to: https:// westminsterautismcommission.wordpress.com/2016/03/15/ input-to-the-westminster-commission-on-autism/ The Commission wants feedback on: 1. What problems does a person with autism have going to the doctor or hospital?

2. What would help to make it easier to go to the doctor or hospital?

3. Do you think the doctors and nurses understand autism?

4. How could the Commission help to make sure doctors and nurses understand autism?

5. What can be done to prepare for a visit to the doctor or the hospital?

6. Do you think someone should check that doctors and hospitals are doing a good job for people with autism?

The Hesley Group is proud to be part of this Commission and its work to try to improve the lives of those people on the spectrum and their carers. Hesley will speak up for those people with severe learning disabilities to ensure their voice is heard and that their needs are covered by any recommendations the Commission decides. If you wish to know more about Hesley’s involvement, contact Matthew Jones at: matthew.jones@hesleygroup.co.uk 1. Redman, S et al (2009). Don't Write Me Off: Make the system fair for people with autism.

London: The National Autistic Society, p8

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AUTISM SHOW Advertisement feature

The Autism Show 2016 The national event for autism (including Asperger syndrome), is coming to a city near you in just a few weeks time, packed with a new programme of talks, features and exhibitors.

This year's speaker line-up is perhaps the most impressive yet, headed up by the internationally acclaimed micro-sculptor Willard Wigan MBE. Growing up in the 1960s and struggling with autism and dyslexia, Willard would be regularly humiliated by his teachers and told that he would be “a nothing”. These episodes were so traumatic that he was unable to speak for a number of years. During this time, he started to create small sculptures as a means to escape his teacher's criticisms and gain a sense of self worth. Since then, Willard has been determined to fulfil the huge potential which his mother always saw in him and push the boundaries of her prophetic words: “The smaller your work, the bigger your name will become”. His minute sculptures now sit in the eye of a needle or head of a pin and his work is owned by Prince Charles, Sir Elton John and Simon Cowell, to name but a few.

Other high profile speakers include the Rt Hon John Bercow MP, Speaker of the House of Commons and father of an autistic son, Barry Sheerman MP, founder of the Parliamentary Commission on Autism, Dr Glenys Jones from the Autism Centre for Education and Research (ACER) at the University of Birmingham, and TV presenters and parents of two autistic children, Carrie and David Grant.

In The Hub: Theatre 1, in partnership with Autistic UK, visitors can listen to the life experiences of adults on the autism spectrum and in so doing gain unique insights into how to approach the past, present and future. Presentations include My Childhood with Applied Behaviour Analysis, Autism and Minecraft, and Diagnosis in Later Life.

Next door, The Hub: Theatre 2 provides a huge variety of practical tips and strategies to support autistic children and

adults. Hear professionals cover subjects including how as parents you can make a difference to the outcomes for your child; autism, sport and physical activity; and a parent led session on transition into adult services.

Parents and carers looking for individualised help and advice can book a free one-to-one clinic with specialist professionals on topics such as Legal Advice on SEN, Managing Challenging Behaviour, Welfare Rights, Employment, Speech and Language, and Occupational Therapy.

Energetic visitors can try out a range of specially adapted bikes, from recumbent tricycles to wheelchair cycles in the Cycle Test Track in association with Wheels For All, or discover how dance can support, anchor and accelerate learning in the new Movement Matters feature, in association with MovementWorks Developmental Dance Movement and Autism Movement Therapy.

Those with a more creative nature can enjoy the Willard Wigan Gallery which displays and views Willard's micro-sculptures through microscopes or join award-winning photographer Polly Braden in the Great Interactions Photography Workshop, where visitors will be supported to take photographs of themselves with their messages of “one thing” they would like people to know about them.

Last year's Sensory Classroom feature, created by Sensory Spectacle, will be returning, but now set in a secondary school environment, providing visitors with a simulated experience of what it may feel like to have a sensory processing difficulty.

The ever popular Sensory Room, created by Mike Ayres and OM Interactive, will be enticing visitors to interact with the latest in sensory design and technology.

Amongst all this content visitors can access hundreds of products and services which can make an immediate and positive difference to someone on the autism spectrum. Visitors can explore the exhibition to find the UK’s leading suppliers of learning tools, visual aids, sensory equipment, furniture, advice and support services, residential care, specialist schools and much more.

To find out the latest news and to book your tickets in advance to save 20 per cent, visit: www.autismshow.co.uk Help to connect the autism community by inviting others living and working with the condition.

17 to 18 June, ExCeL London 24 to 25 June, NEC Birmingham 1 to 2 July, EventCity Manchester

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Ofsted report praises school for children with autism

Cruckton Hall

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

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

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

Please contact: T: 01743 860206 F: 01743 860941 Cruckton Hall School, Cruckton, Shrewsbury, Shropshire SY5 8PR www.kisimul.co.uk email: referrals@kisimul.co.uk

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Pupils and staff at an Oxfordshire school for autistic children are celebrating after it received praise from Ofsted last month, whose recent residential inspection confirmed it as being "Good" in all areas.

Eight of LVS Oxford’s forty-five learners currently enjoy residential facilities at the school in Begbroke, which offers a supported learning environment for children with a diagnosis on the autism spectrum. It received a thorough inspection over three days in January, and in March received a glowing report which noted that “staff communication with parents and carers is a strength of the residential provision, some describing it as ‘brilliant’.”

The positive effects staff are having on learners themselves was also observed, with Ofsted noting: “staff are enabling young people to better manage their own behaviour. This is beginning to make a difference to their lives and that of their families and carers”. www.lvs-oxford.org.uk WWW.SENMAGAZINE.CO.UK

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“Your INSET was invaluable to us and several pieces of advice that you gave us came in very useful on Friday, when one of our students with Autism became very upset...” Teacher

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RECRUITMENT

Teaching time-bomb We need to fight the teacher shortage before it’s too late, says Jenny Rollinson

A

cursory glance at national teaching vacancies reveals they’re relatively low. But delve deeper and these vacancies are concentrated in a handful of subjects – physics, maths and chemistry. With take-up for teacher training courses below target, and 40,000 new teachers needed to square up to spiralling pupil numbers (The REC Guide), the current teaching recruitment crisis begins to take shape.

And this is just a short-term snapshot.

By 2022, the number of people in the UK workforce aged 50 to state pension age will have soared by 3.7 million. As the baby boomer generation approaches retirement, classrooms face a mass exodus of senior teaching talent. And that’s not all. According to research by Randstad Education, almost a third (32 per cent) of teachers plan to retire early as a result of perceived societal pressure to leave the profession before state pension age, feeling that older workers aren’t welcome in the workforce any longer.

Action needs to be taken to ensure that when this ticking time-bomb explodes, the education sector has reinforcements waiting in the wings.

Battling it out Teaching is already embroiled in a fight for graduate talent, with a redhot jobs market syphoning off many university students into other industries.

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Teaching is already embroiled in a fight for graduate talent careers. We need to look beyond the frontline of starting salaries to ensure that ambitious, high-performing teachers aren’t later forced out of the profession to find roles that better meet their pay demands.

We have to tackle geography and gender. The North-West of England is leading the charge when it comes to training institutes, but we can’t rely on trainee teachers to relocate to reach the places where school vacancies are highest. Many are filling unqualified education posts near where they trained, while schools suffer shortages elsewhere. The Government should create and publicise tax incentives for teachers to relocate where they’re needed, but also regionalise the teaching recruitment model rather than looking at a distorted national picture.

Women account for three-quarters of jobs in education, and in the primary sector this rises to 90 per cent. Boosting male recruitment into teaching jobs could help square off the shortage, but there’s a more complex balancing act to strike. Despite dominating in overall staff numbers, only two-thirds of headteachers are female, and the gender pay gap widens with seniority.

These problems all require attention to ensure diversity both in classrooms and school leadership structures.

Retention needs to go hand in hand with entry-level recruitment; with an ageing population, and the state pension age only moving in one direction, the education sector needs to

shake up societal attitudes and become more accepting and accommodating towards older teachers. Increasing the provision of flexible working or jobshares could persuade teachers to delay their retirement. Supply teaching is one flexible resourcing model that can attract retired or disillusioned teachers back into the workforce, offer an olive branch to NQTs and give schools a vital reprieve while hiring.

Additionally, 45 per cent of teachers say that taking on more of a mentorship role would encourage them to stay working for longer – benefitting the progression of junior colleagues too.

Phased retirement programmes, a narrower curriculum and regular retraining schemes can also push back retirement plans and stem the retreat of senior expertise.

There’s a time-bomb heading our way, and we can’t afford paralysis. It’s time to launch a long-term offensive, and ensure the safer passage of staffing levels in years to come.

Further information

Jenny Rollinson is Managing Director of Randstad Education: www.randstad.co.uk

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

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

CPD, TRAINING AND EVENTS

Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE - £391 27-29 June 2016 Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapist, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

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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. www.birmingham.ac.uk

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

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

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

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

NAS Training and Consultancy NAS Training and Consultancy has many years' experience delivering autism training courses to teachers, education professionals, local authorities, social services, parents and professionals across the UK. The NAS collaborates with universities and institutes of higher education on courses leading to recognised qualifications in autism spectrum disorders. www.autism.org.uk

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

Postgraduate Diploma in Dyslexia and Literacy 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. dyslexiaaction.org.uk

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

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

Various dates

Visual Interventions and Social Stories

A visual and auditory social and behavioural strategy for teaching and support staff working with learners with autism, Asperger syndrome, ADHD and related conditions. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various Dates

Helping Learners Who Are Able/Gifted/Talented

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

A day-course of strategies for teaching and support staff to engage, teach and include those who are able/gifted/talented.

Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions.

www.autism.org.uk/familyseminarpack

www.peoplefirsteducation.co.uk

Autism Seminars for Families: sensory needs insert now available

Various Dates

Dyslexia Day Course Strategies for the effective inclusion of learners with dyslexia, for educators and support staff. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various Dates

Bespoke Inset Training Days Inset training catered to your organisation’s specific needs.

Highly successful, personalised SEN training to a range of environments. www.peoplefirsteducation.co.uk

Various Dates

Helping Learners with Autism, Asperger Syndrome and ADHD A day-course of tried and tested strategies for teaching and support staff working with learners with autism, Asperger syndrome, ADHD and related conditions. Fun, informative workshop designed to provide a deeper understanding of the needs of learners, and the skills to create appropriate interventions. www.peoplefirsteducation.co.uk

Various May to September

Autism and sport 14 May: Manchester 1 June: Glasgow 7 July: London 4 Sept: South Wales

This one-day course, organised

by The National Autistic Society, provides a comprehensive introduction to autism, focusing on the delivery of sport. www.autism.org.uk/sportcourseA

Various May to October

Understanding autism and introduction to the SPELL framework 10 May: Manchester 4 Oct: London

A one-day, CPD certified course, organised by The National Autistic Society. www.autism.org.uk/SPELLcourseA

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

New films support teachers, young people and parents dealing with self-harm YoungMinds, The Charlie Waller Memorial Trust and The Royal College of Psychiatrists have launched No Harm Done, a series of three short films about self-harm based on the experiences of teachers and other professionals, young people and parents.

The films aim to provide hope and give practical support to those affected by self-harm, and counteract the negative and frightening messages that are widely available online.

The accompanying digital packs seek to dispel myths, answer frequently asked questions, provide practical advice and signpost to more help and support.

“No Harm Done is a response to the powerful cry for help from teachers, professionals, young people and parents”, says Sarah Brennan, Chief Executive of YoungMinds. “These films are not intended to shock, but rather to show the reality of what is all too often a misunderstood subject.” www.youngminds.org.uk/noharmdone

WWW.SENMAGAZINE.CO.UK

Introduction & Application to the

SCERTS Model

2 DAY TRAINING COURSE - £260 30 June –1 July 2016 Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

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CPD, TRAINING AND EVENTS May 2016 11 May

Autism and mental health conference – featuring Prof Tony Attwood Manchester

Organised by The National Autistic Society, this conference will give you the tools and strategies you need to identify and provide targeted support for people with autism. www.autism.org.uk/MH2016A

21 May

The Art and Science of Assessing and Supporting Reading Comprehension London

£155 members/£185 non members www.patoss-dyslexia.org

16 May

Policy priorities for child protection – preventing abuse, improving children’s services and reforming social work Central London

With Lisa Pascoe, Deputy Director, Social Care Policy, Ofsted; Professor Di Bailey, Nottingham Trent University and Association of Professors of Social Work (APSW); Jenny Barksfield, PSHE Association; Josh MacAlister, Frontline; Mick McCracken, Newcastle City Council and Family Insights Programme; Naana OtooOyortey, FORWARD (Foundation for Women’s Health Research and Development); Alison Renouf, London Safeguarding Children Board and Maris Stratulis, British Association of Social Workers (BASW). This event is CPD certified.

23 May

9 June

Mental Health and Wellbeing Conference

Kids to Adultz South

Cardiff

The Kidz exhibitions are the largest UK events of their kind supporting individuals, parents, carers and healthcare professionals. The focus of these events is equipment, products and services for children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them.

Key topics covered will include implementing a whole school strategy to promote mental health and wellbeing; working effectively with other agencies to support pupils; implementing practical and workable strategies to help tackle self-harm, anxiety, depression, eating disorders, low self-esteem and more; knowing how to identify and refer pupils with mental health concerns; learning effective strategies to engage and support families with mental health concerns; using therapeutic play techniques to support pupils with emotional difficulties; and learning practical mindfulness techniques to help support pupils and staff £195 + VAT (early bird offer until 6 March 2016). £225 + VAT (after 6 March 2016). nsmtcbooking@hotmail.com www.nsmtc.co.uk

30 and 31 May

EduTECH Brisbane Convention & Exhibition Centre

EduTECH is the largest education event in Southern Hemisphere and Asia-Pacific. It is the only event in Australia that brings together schools, tertiary, VET and workplace learning under one roof. www.edutech.net.au

Various June to Nov

Understanding stress and anxiety in autism, and their impact on behaviour 15 June: Manchester 22 Nov: London

A one-day, CPD certified course organised by The National Autistic Society. www.autism.org.uk/behaviourcourseA

June 2016

www.westminsterforumprojects.co.uk

3 June

A day with Dr Temple Grandin Reading

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Reading

www.disabledliving.co.uk/Kidz/South

13 June

Dyspraxia Primary and Secondary London

£155 members/£185 non members www.patoss-dyslexia.org

13 to 15 June

Three-day Structured Teaching course A broad-based, intensive course which provides both the theoretical and practical applications of structured teaching. Ideal for professionals working with individuals with autism or parents/ carers. Modules include the culture of autism, designing and implementing structure to support activities in the learning environment and the home, methods to encourage independent work, developing communication, social, vocational and leisure skills, the use of social stories and an introduction to assessment in relation to structured teaching.

Delivered by TEACCH trainers with extensive practitioner experience. £295 professionals and £145 parents/concessions.

Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 247202/245911

This is a unique opportunity to hear world-famous author Dr Temple Grandin talk about her life and experiences. The event, organised by The National Autistic Society, will also feature other autistic speakers sharing their unique insights and perspectives.

training@priorscourt.org.uk

www.autism.org.uk/temple2016A

www.patoss-dyslexia.org

www.priorscourt.org.uk

14 June

Dyspraxia post 16 London

£155 members/£185 non members

14 June

NAS Masterclass – Cybercrime and autism Birmingham

The three-hour Masterclass, organised by The National Autistic Society, will be delivered

by Dr Juli Crocombe and Dr Lorraine Higham from St Andrew’s Healthcare. www.autism.org.uk/cybercrimecourseA

15 and 16 June

PECS Level 1 Training Workshop Leeds

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

01273 609555 www.pecs-unitedkingdom.com

16 June

Towards a Positive Future London

This is a conference for parents and the professionals who support them. It covers the changes in law which affect families with children with SEN, and practical inspiration and therapeutic strategies to enable families “Towards a Positive Future”. http://senconference.co.uk

We take every care when compiling the information on these pages.

However, details may change, and we recommend that you contact the event organisers for up-todate information before you make arrangements to attend.

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Professional Training for Healthcare Professionals Assessment & Treatment of Fine Motor Difficulties in Children with Different Development Problems Lecturer: Sidney Chu 8th - 10th November 2016 Fee £330 | Venue: Royal Derby Hospital, Derby

Occupational Therapy for Children with Handwriting Difficulties Lecturer Sidney Chu 5th - 7th December 2016 Fee £330 | Venue: Derby

Occupational Therapy for Children with Autism Spectrum Disorders Lecturer Sidney Chu 31st January, 1st-2nd February 2017 Fee £330 | Venue: Royal Derby Hospital, Derby

Assessment & Treatment of Sensory Modulation Disorders in Children with Different Development Disorders Lecturer Sidney Chu 7th - 9th March 2017 Fee £330 | Venue: Royal Derby Hospital, Derby

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

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

Concept Training in Sharjah The Al Shams Centre is a new special school for children with additional needs in the United Arab Emirate of Sharjah.

Earlier this year, Morecambe based Concept Training sent two trainers, Honor Coombs and Colin Troy, out to Sharjah to deliver some intensive days of staff training at the Centre.

Honor’s two-day course, Learning For All Through Sensory Play and the Outdoor Environment”, was greeted very enthusiastically. Pupils at the school glimpsed everyone taking part on a grassy area outside the classroom and were invited to join in. This provided an invaluable opportunity to demonstrate some of the physical games for the vestibular and proprioceptive systems. It was very rewarding for all concerned to include these primary-aged children in this learning opportunity for staff and for the trainer to see that this particular group of children were no different from the children she teaches back home in Lancaster. www.concept-training.co.uk

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS 17 to 18 June, 24 to 25 June and 1 to 2 July

The Autism Show in association with The National Autistic Society, sponsored by Hesley Group ExCeL London, NEC Birmingham and EventCity Manchester

The Autism Show is the national event for autism, dedicated to the two million people in the UK who live and work with autism on a daily basis. Taking place in London, Birmingham and Manchester the event connects the growing autism community with the latest information, advice, products and services on the condition. At the event visitors can hear from the UK's leading autism professionals; discover 100s of products and services; listen to adults on the spectrum talk about their experiences; learn new strategies and approaches for home and the classroom; access one-to-one specialist advice; and interact with inspiring and thought-provoking features.

To book tickets in advance and save 20 per cent, visit: www.autismshow.co.uk

4 July to 26 August

Online Autism Course ICEP Europe

This 20-hour course has been developed by ICEP Europe, in response to the need for flexible and accessible training for those who work with children and young people with autism spectrum disorders.

Price: £230 info@icepe.eu www.icepe.co.uk

4 July to 26 August

Online Course in Applied Behaviour Analysis

Current Issues in SpLD London

£155 members/£185 non members www.patoss-dyslexia.org

28 June

Learning to wee and poo in the right place – continence problems in children with autism Bristol

A one-day course organised by The National Autistic Society. www.autism.org.uk/continencecourseA

29 June

PECS in your Curriculum

Online Course in Teaching Gifted and Talented Students ICEP Europe

A comprehensive course of more than 20 hours duration, it tackles the myths surrounding giftedness and offers very practical strategies and skills for identifying students with advanced capabilities and talents and responding to their diverse educational needs.

Price: £230 info@icepe.eu www.icepe.co.uk

ICEP Europe

Applied Behaviour Analysis is a precise, systematic and measurable method for teaching children with developmental disabilities to learn. This course is 20 hours long and fully online.

Price: £455 info@icepe.eu www.icepe.co.uk

4 July to 26 August

Online Dyslexia Course 22 June

4 July to 26 August

ICEP Europe

A comprehensive course of more than 20 hours duration, this course offers a framework for understanding the nature of dyslexia and provides the practical skills and strategies essential for detecting and responding to the needs of students with learning difficulties arising from dyslexia.

Price: £230 info@icepe.eu www.icepe.co.uk

4 July to 26 August

Online Down Syndrome Course ICEP Europe

July 2016 4 and 5 July

PECS Level 1 Training Workshop

Bristol

An exceptional programme of speakers and workshops will be delivered around the theme “Curriculum for Life”. Keynote talks will be delivered by Tom Bennett, Sharon Gray, Dr Rona Tutt, David Cameron and Mary Rayner HMI. www.engageintheirfuture.org

12 July

Providing school places and improving school buildings in England London

This seminar will look at policy, funding and best practice in providing school places and

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.

improving school buildings.

01273 609555 www.pecs-unitedkingdom.com

6 July

Tricky Profiles Morning/ Making Sense of the Working Memory London

£155 members/£185 non members www.patoss-dyslexia.org

Speakers will include Laura Mcinnerney (Editor, Schools Week), a senior speaker (to be confirmed) from the Department for Education and many others. www.westminsterforumprojects.co.uk

18 July

Understanding and supporting the autism diagnostic process Bromley

A one-day course, organised by The National Autistic Society’s Lorna Wing Centre. www.autism.org.uk/diagnosiscourseA

September 2016

7 July

Kids to Adultz Wales Cardiff

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

01273 609555

info@icepe.eu

The Kidz exhibitions are the largest UK events of their kind supporting individuals, parents, carers and healthcare professionals. The focus of these events is equipment, products and services for children and young adults up to 25 years with disabilities and additional needs, their families, carers and the professionals who support them.

www.pecs-unitedkingdom.com

www.icepe.co.uk

www.disabledliving.co.uk/Kidz/Wales

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engage in their future National Conference

Nottingham

This course is designed for teachers, SENCOs, support staff and allied professionals and provides the latest research, detailed information and practical skills and strategies essential to delivering effective education and support to children and young people with Down syndrome.

Price: £230

Birmingham

7 and 8 July

15 September

The Expo Cardiff

The Expo returns to Cardiff for its 5th year and includes three events: The Social Health Care Expo, The Lifestyle and Mobility Expo, and The Autism Expo. The events will include workshops, seminars and exhibitors www.TheExpoUK.co.uk

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS 21 and 22 September

DNEX Newcastle Racecourse

This annual independent living exhibition is hosted by Disability North. This free exhibition provides information, advice and equipment for disabled people, older adults, carers and health and social care professionals on a range of disability related issues. DNEX 2016 will be co-located for the first time with Disabled Living Foundation's Moving & Handling People North: the two-day CPDaccredited learning event for healthcare professionals. www.disabilitynorth.org.uk

22 September

NAS Masterclass – Autism and gender dysphoria Birmingham

The three-hour Masterclass, organised by The National Autistic Society, will be delivered

by Dr Wenn B. Lawson. www.autism.org.uk/gendertraining

28 September

11 October

Children’s Mental Health and Wellbeing London

This seminar will look at integrating services, improving provision and the role of schools in mental health and wellbeing.

Speakers will include Natasha Devon (Mental Health Champion, Department for Education), Professor Stephen Scott (Chair of the Association for Child and Adolescent Mental Health and Professor of Child Health and Behaviour, King’s College London) and Dr Davina Deniszczyc (Medical Executive Director of Nuffield Health) and many others www.westminsterforumprojects.co.uk

12 October

SoSAFE! Social and Sexual Safety/Safeguarding Plymouth

The SoSAFE! Programme is a visual teaching tool which enables learners to develop their abilities in managing and communicating about their relationships. The program covers all degrees of interaction from a student’s expectations of strangers, to the intricacies of an intimate relationship.

01273 609555

www.pecs-unitedkingdom.com

November 2016

PECS to Speech Generating Devices

Aspergers Syndrome, ASD Social Stories 10.2

7 November

Cardiff

Learn to identify students ready to make the progression to an

Kidz to Adultz up North Manchester

SGD. We will teach you how

9.30am to 4.30pm

to select a device, prepare the

www.disabledliving.co.uk/Kidz/North

learner and trouble shoot. A full day interactive workshop.

01273 609555 www.pecs-unitedkingdom.com

October 2016 5 and 6 October

Independent Living Scotland SECC Glasgow

Event offering advice, support

8 November

Sensory considerations London

A one-day, CPD certified course, organised by The National Autistic Society. www.autism.org.uk/sensorycourseA

19 and 20 November

EDUCARE – Education Essential Trade Fair 2016 Abu Dhabi National Exhibition Centre, Abu Dhabi , UAE

opportunities.

An exhibition for the betterment of society through the amelioration of the world's education system with innovative ideas that will help shape the future of Middle East and its people.

www.independentlivingscotland.org

www.educareshow.com

and information for individuals living with disability or a longterm condition. Plus product knowledge and networking

WWW.SENMAGAZINE.CO.UK

2 DAY TRAINING COURSE 30 June–1 July 2016 Course Led by

Carol Gray Dir. The Gray Centre for Social Learning and Understanding This training is most appropriate for: Educators, therapists, administrators, paraprofessionals & families AM/PM refreshments, light lunch.

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com SENISSUE82

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SEN RESOURCES DIRECTORY

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

ADHD ADDers.org

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

www.adders.org

Bullying Bullying UK

Support and advice on bullying:

www.bullying.co.uk Advice and support for those suffering

Autism/ASD

Scope UK

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

www.scope.org.uk

Down syndrome

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

www.aspergerfoundation.org.uk

Autism Awareness

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

www.autism-awareness.org.uk

Down’s Syndrome Association (DSA)

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

www.downs-syndrome.org.uk

The Down’s Syndrome Research Foundation UK (DSRF)

Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

Dyslexia

Autistica

Charity raising funds for medical research into autism:

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.anti-bullyingalliance.org.uk

Dyspraxia Dyspraxia Foundation UK

Dyspraxia advice and support:

www.dyspraxiafoundation.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 The FASD Trust www.fasdtrust.co.uk

The National Organisation for Foetal Alcohol Syndrome UK

Support for those affected by foetal alcohol spectrum disorder:

General SEN

National Autistic Society (NAS) www.autism.org.uk

Charity providing services to those affected by dyslexia:

www.nofas-uk.org

www.autistica.org.uk

Help and information for those affected

by ASD:

Dyslexia Action

www.dyslexiaaction.org.uk

Childline

National Attention Deficit Disorder from bullying: Information and Support Service www.childline.org.uk (ADDISS) Resources and information for ADHD: Cerebral palsy www.addiss.co.uk

Dyslexia

IDL Literacy and Specialist Dyslexia Support

British Institute for Learning Disabilities Charity for learning disabilities:

IDL provides a unique, specialist dyslexia www.bild.org.uk intervention programme, which is highly Cerebra UK effective for improving reading and Charity for children with brain related spelling: conditions:

www.idlcloud.co.uk

www.cerebra.org.uk

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

www.bdadyslexia.org.uk

Crick Software

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

www.childbraininjurytrust.org.uk

Beat Bullying

Department for Education (DfE)

UK bullying prevention charity:

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

www.beatbullying.org

www.cricksoft.com/clicker

www.education.gov.uk

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The UK Government’s education department:

WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN Mencap Learning disabilities charity:

www.mencap.org.uk

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

www.nasen.org.uk

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

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

Awarding body for the LOtC quality badge:

www.lotc.org.uk

Literacy Crick Software

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

www.cricksoft.com/clicker

National Literacy Trust (NLT)

Literacy charity for adults and children:

www.literacytrust.org.uk

Music Holistic Music for Children

Hearing impairment Action on Hearing Loss Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

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 Network

National Deaf Children’s Society

www.pmldnetwork.org

www.ndcs.org.uk

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

www.thenuk.com

Information and support for PMLD:

Rebound therapy

SLCN ACE Centre Advice on communication aids:

www.ace-centre.org.uk

Afasic Help and advice on SLCN:

www.afasicengland.org.uk

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

www.communicationmatters.org.uk

The Communication Trust Raising awareness of SLCN:

www.thecommunicationtrust.org.uk

Tourette’s syndrome Tourette's Action 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

www.reboundtherapy.org

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

UK governing body for rebound therapy:

SEN law Specialising exclusively in SEN cases:

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

WWW.SENMAGAZINE.CO.UK

www.shinecharity.org.uk

The National Rebound Therapy Consultancy

Douglas Silas Solicitors

Law

Shine Information and support relating to spina bifida and hydrocephalus:

Information and advice on Tourette’s:

PMLD

www.deafnessresearch.org.uk

Charity to help deaf children and young people:

Spina bifida

New College Worcester

www.newcollegeworcester.co.uk

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

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eazine for special SthuebUK'sslecadrinib g mag

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

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