SEN Magazine - SEN83 - July/Aug 2016

July • Aug 2016 Issue 83

Skilling them softly Helping looked-after children to develop social skills

Too clever to have SEN?

How councils are failing people with high functioning autism

Joining-up phonics support

Five steps to improve phonics inclusivity SEN law • cerebral palsy • bullying • AAC • visual impairment • SRE apprenticeships • autism • dyslexia • manual handling • numeracy protecting teachers' backs • diabetes • CPD, recruitment and more…

This issue in full July • Aug 2016 • Issue 83

Welcome Children in care are often amongst the most vulnerable children in our society. They are far more likely to be excluded from school than their classmates and their educational attainment is generally significantly lower than their peers.

In this issue of SEN Magazine, Jennifer Nock looks at the unique challenges facing looked-after children (p.26) and suggests positive steps that schools can take to help these children develop social interaction skills and prepare for learning.

In SEN news, a new survey shows that budget cuts instigated by central government are preventing schools and local authorities from meeting their obligations under the new SEN system (p.6); this is leading to delays in SEN assessments and provision, and a failure to adequately support many young people with SEN. Perhaps most worryingly of all, headteachers fear that the situation is getting worse.

Also in SEN news, reports suggest that training on autism (p.7) is to be included as a core element in initial teacher training, a move that autism campaigners have long been petitioning Parliament for.

Elsewhere in this issue, Ed Duff argues that councils may be failing in their obligations to people with high functioning autism (p.22) and Abigail Steel describes five steps to improving phonics inclusivity in the classroom (p.26).

You will also find articles on sex and relationship education (p.24), diabetes (p.32), bullying (p.36), alternative and augmentative communication (p.41), visual impairment (p.44), apprenticeships (p.51), dyslexia (p.52), manual handling (p.59), cerebral palsy (p.69), autism (p.76) and numeracy (p.85).

Peter Sutcliffe Editor editor@senmagazine.co.uk

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SEN news

12

What's new?

18

Point of view

20

SEN legal Q&A

22

SEN law

24

Sex and relationships education

26

Looked-after chidlren

32

Diabetes

36

Bullying

38

Phonics

41

AAC

44

Visual impairment

51

Apprenticeships

52

Dyslexia

59

Manual handling

62

Teachers' backs

64

Rebound Therapy

69

Cerebral palsy

72

Book reviews

74

School refusal

76

Autism

85

Numeracy

86

Recruitment

88

About SEN Magazine

89

CPD, events and training

96

SEN resources directory

98

SEN Subscriptions

CONTRIBUTORS

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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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: 10 August 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

Mic Carolan Rosie Clark Helen Cronshaw Caroline Davies Ed Duff Richard Ellis Jarrod Gaines Hannah Golding Samantha Hale Bob Hext Martin Hirst Sophie Keenleyside Lesley Kerr-Edwards Melody Lowe Mary Mountstephen Jennifer Nock Douglas Silas Daniel Sobel Abigail Steel Lorna Taylor Penny Townsend Sharon Walpole

SEN Magazine ISSN: 1755-4845 SENISSUE83

In this issue

Phonics

22

38

59

Manual handling

Too clever to have SEN?

62

Promoting healthy relationships

Skilling them softly

64

Rebound Therapy The therapeutic and physiological benefits of Rebound Therapy

69

Working backwards

Helping looked-after children to develop their social interaction skills

32

Managing diabetes

Finding the right assistive solutions for children with cerebral palsy

74

School refusal

A useful guide to supporting pupils with diabetes at school

36

SEN, sexuality and bullying

Turning around the lives of those who refuse to learn

76

Enabled by a label

How schools can engender more tolerant attitudes to difference

38

Joining-up phonics support

How an early autism diagnosis can open up pathways to support

85

Maths manipulation

Five steps to improve phonics inclusivity in mainstream classrooms

41

The language of AAC Using communication aids to help pupils find their voice

44

Seeing the individual A personalised approach to learning support for children with visual impairment

51

The butcher’s apprentice Transforming opportunities for young people through apprenticeships

52

A new landscape for dyslexics How changes to the SEN system are affecting children with dyslexia

56

The “myth” of visual dyslexia The relationship between visual stress and dyslexia

59

Helping children with SEN to engage with mathematics

Regulars 6 12 18 20 72

SEN news What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say!

SEN legal Q&A

When, why and how to use mediation to resolve disputes

Book reviews

86 Recruitment

How to attract the best teachers

89

Handle with care Best practice in manual handling of young people with profound complex needs

69

Back saving tips for primary teachers and teaching assistants

Effective, appropriate sex and relationship education for pupils with SEN

26

Cerebral palsy

Ten steps to keeping your back healthy

How councils may be failing people with high functioning autism

24

July • Aug 2016 • Issue 83

96

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

26 Looked-after children 36 Bullying

44 Visual impairment

52 Dyslexia

In the next issue of SEN:

Asperger’s • adoption • SEN publishing • dyslexia • behaviour • dyspraxia choosing the right school • school visits • autism • recruitment • and much more…

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SEN NEWS

Report reveals systemic failings in SEN system Pupils hit by budget cuts and lack of resources School leaders fear SEN support is getting worse Mainstream schools are struggling to support the 1.1 million pupils with SEN or disabilities in England, says a new report from The Key.

More than eight in ten mainstream schools across England do not have sufficient funding and budget to adequately provide for pupils with SEN, the survey found, while 89 per cent of school leaders believe cuts to local authorities’ services have had a detrimental impact on the support their school receives for pupils with SEN and disabilities.

Three-quarters of schools have pupils who have been waiting longer than the expected maximum time of six weeks for an assessment of SEN or an education, health and care (EHC) plan.

Initial teacher training does not adequately prepare teachers to support pupils with SEN and disabilities, according to 88 per cent of those surveyed.

More than two-thirds of schools in England are calling for a greater focus on children with SEN and disabilities in mainstream education policy making.

The survey suggests that there are far-reaching and systemic issues in the support currently available to children with SEN and that the situation is getting worse. Nearly nine out of ten (89 per cent) of school leaders said the support they receive for these children has been affected detrimentally by cuts to local authority services.

Funding shortfall Budget issues associated with SEN provision, and the wider implications of these, was a recurring theme in comments left by those who completed the survey. One headteacher said: “Funding for pupils with SEN has become extremely difficult to access this academic year and this has a detrimental impact on staffing and the welfare of our pupils.”

When asked if initial teacher training adequately prepares teachers to support pupils with SEN and disabilities, 88 per cent of school leaders said they don’t believe it does. One headteacher explained: “Teachers cannot possibly have or expect to gain knowledge, experience and skills to cope with the many differing needs of children now coming into school.”

Speaking about the findings, Fergal Roche, Chief Executive of The Key said: “A year on from major reforms to the national system for SEND provision, these findings represent an important wake-up call from school leaders. Schools need adequate funding and a holistic, well co-ordinated and resourced system SENISSUE83

Many children are not getting SEN assessments within the expected timeframe.

of support behind them to provide effectively for children with SEND.”

While the findings show that pressure is being felt across the school system, primary schools appear to be under the most strain when it comes to providing for pupils with SEN and disabilities. More than eight in ten primary school leaders say their budget is insufficient and more than nine in ten have had the support they receive for SEN and disability provision affected by cuts to their local authority.

At the secondary school level, seven in ten school leaders raised concerns about their funding and budget for SEN and disability provision, and more than eight in ten experienced diminished SEN support because of cuts to their LA.

Delays in assessments of SEN and long waits for EHC plans also appear to be more prevalent for children of primary-school age: 79 per cent of primary schools have pupils who have been waiting longer than the expected time, alongside just over six in ten secondary schools.

The survey findings have raised concerns amongst SEN charities.

“We have always known that local authority budget cuts and funding cuts to vital local services has the potential to threaten the success of new SEN system, so it’s worrying to learn that school leaders believe this is indeed hampering their ability to support children with SEN in their schools and the impact that this may have on children and the families we support”, says Carmel McDermott, an SEN helpline advisor at Contact a Family.

The survey by the Key, which provides leadership and management services to schools, was based on the views of more than 1,100 school leaders. The questionnaire for this study was conducted online.

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SEN NEWS

Experience a meltdown through virtual reality Virtual reality is being used to help the public understand what it is like for an autistic person when they are taking in too much information in public places.

Autism to be included in initial teacher training The Government is reportedly planning to include training in SEN, and specifically autism, in core teacher training.

Responding to an exchange at Prime Minister’s Questions in Parliament on 25 May 2016, Education Secretary Nicky Morgan issued the following statement on social media website Twitter: “As outlined at #PMQs we want Initial Teacher Training to include focus on SEN including specifically supporting children with autism”.

The following day (26/5/16) The Telegraph quoted “a senior Government source” as saying that Nicky Morgan had “approached the chair of the initial teacher training review, Stephen Munday, and personally raised the issue of including training on special educational needs (SEN), especially autism, as key part of training. She recommended that this is part of the core content that teachers follow. She is passionate about this.”

The Telegraph went on to report that “the source confirmed autism will be now part of the core learning for teachers as part of their initial training following her recommendation.”

The move follows a concerted effort from autism campaigners to make instruction in how to support pupils with autism part of the core learning for trainee teachers. Earlier this year, over 7,000 people, including MPs and school staff, signed a joint letter from the charities The National Autistic Society (NAS) and Ambitious about Autism to the Education Secretary calling for autism to be included in initial teacher training.

Responding to Mrs Morgan’s Tweet, Mark Lever, Chief Executive of the NAS, said “today’s announcement is very promising and, if followed through, will transform the prospects of generations of children on the autism spectrum.” Mr Lever went on to say that while teachers do not need to be autism experts, “… a general knowledge of the lifelong condition and the different ways it can affect a child's time in school will make a huge difference.”

The Government has yet to formally confirm its plans for initial teacher training.

Launched by the National Autistic Society (NAS) at Manchester’s Trafford Centre in June, the Autism TMI VR Experience follows on from the charity’s Can you make it to the end? film, which was seen by nearly 60 million people and followed ten-year-old Alex having a meltdown in a shopping centre.

The VR allows people to go through that experience from Alex’s point of view. Made by creative agency Don’t Panic, it highlights the details that can feel overwhelming for autistic people but which many people might not even notice, like the flickering of lights or the rustling of bags. The film and VR were put together from people’s real experiences and feedback from the autistic community.

“I hate being in crowds and surrounded by too many people”, says Alex Marshall, the 10-year-old autistic star of the film.

“Sometimes I need a lot of room, and when someone brushes past me, it’s as bad as someone pushing me. Small things can make me overwhelmed and have a meltdown."

Shoppers at the Centre were able to try the VR Experience and download an app which they could use with their own phone and “Google Cardboard” goggles. The charity has also created a special pack for schools, including goggles, the app and an accompanying lesson plan, to use as a resource to teach students about autism. A similar pack will also be circulated to MPs. The June event also marked intu Trafford Centre becoming the first shopping centre in the UK to receive the charity’s new Autism Friendly Award.

The VR experience is set to tour the UK at shopping centres and other venues this summer.

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

News deadline for next issue: 10/8/16 Email: editor@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

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SEN NEWS

Children with life-threatening conditions turned away by mental health services Some children’s mental health services are failing children with life-threatening conditions, according to new information collected by the Children’s Commissioner for England.

Using her powers to request data from public bodies, the Commissioner’s report finds that more than a quarter of referrals for children’s mental health support are turned away and 14 per cent of children with life-threatening mental health conditions are being refused treatment.

The report also reveals that children and young people are being placed on mental health waiting lists for up to 200 days, while 35 per cent of trusts are restricting access to children who miss appointments.

On average, 28 per cent of children who were referred for specialist mental health treatment in 2015 did not receive a service. In one trust, though, 75 per cent of referrals were not considered to meet the threshold for treatment.

A significant proportion of children with life-threatening mental health conditions – 14 per cent of the 3,000 about whom information was obtained – were denied specialist support.

These included children who had attempted suicide or serious self-harm and those with psychosis and anorexia nervosa.

“Children and young people consistently tell me that they need better mental health support but the information we have received paints a picture of provision that is patchy, difficult to access and unresponsive”, says Anne Longfield, Children’s Commissioner for England. “Behind the stats are countless

stories of children and young people in desperate circumstances not getting the vital support they need.”

Of 28 trusts that submitted information on waiting times for mental health treatment, four reported average waits of over 100 days and in one, the average wait for children who made it onto the list for treatment was 200 days.

“I’ve heard from far too many Schools can help identify mental children who have been denied health issues in pupils. access to support or struck off the list because they missed appointments”, says Anne Longfield. “I’ve heard from others whose GPs could not manage their condition and who had to wait months to see a specialist whilst struggling with their conditions."

The Commissioner is calling for an enhanced role for schools in identifying early symptoms of mental ill health and reduced waiting times between referral and appointments with a specialist.

She says children also need better support whilst on the waiting list. Children want services that are closer to their home and on neutral territory such as in a park, as well as texts and phone calls rather than letters to encourage them to attend first appointments.

The Commissioner is also calling for the stigma of having a mental health condition to be tackled at all levels.

Professional standards for TAs resurrected New professional standards for teaching assistants (TAs), which were scrapped by the Government earlier this year, have been brought back to life and published by a group made up of unions and educational experts.

The new standards, which clarify the roles of teaching assistants, aim to bring them into line with their teacher and headteacher colleagues, both of whom already have their own sets of standards. Unlike the professional standards for all other groups of education staff, though, the teaching assistant standards have no legal backing.

Originally commissioned by the Department for Education (DfE), the teaching assistant standards were drafted by a working group of experts. However, shortly before they were due to be unveiled, the Government changed its mind and decided not to publish them.

Keen to see the standards published and the professional status of teaching assistants acknowledged, the group – made up of UNISON, the NAHT, the National Education Trust (NET) and SENISSUE83

Maximising Teaching Assistants – asked the DfE for permission to press ahead. This permission was granted, on the understanding that the four organisations made clear that this exercise no longer had the blessing of ministers.

“Despite the unnecessary government delay, there is now a set of standards that can help teaching assistants feel good about themselves”, says UNISON’s Head of Education Jon Richards.

Although they are not legally binding, the four organisations believe that the standards will help define the role and purpose of teaching assistants. This in turn will help ensure that schools can provide the best possible learning experience for pupils.

“School leaders will welcome this publication, which helps to clarify and solidify the role of teaching assistants as a profession”, says Russell Hobby, General Secretary of the NAHT. The new standards can be found by searching for “professional standards for teaching assistants” on the websites of the four group members, including: http://www.naht.org.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Governance in education is “shockingly poor” There is huge variation in the quality of governance in education and far too much of it is “shockingly poor”, according to a new book by school governance expert Mark A’Bear.

Effective governance can make a huge difference to the quality of education schools provide and therefore the life chances of young people. In Effective School Governance, Mr A’Bear argues that one of the key issues that governors face relates to finding appropriate training, focusing on developing soft skills like leadership, communication and relationship building, instead of the technical side of governance.

He believes that governors should lead through example, be self-critical and evaluate their own performance, and find the right balance between discussion and decision. Governors should have the highest possible aspirations for staff and pupils and, above all, they should operate strategically, without getting bogged down in operational matters, as is too often the case in many schools.

“Changing attitudes and expectations, and creating an environment of high standards and aspirations, together with time pressures and recruitment are the biggest challenges of the school governor; the education system needs high quality leaders and headteachers”, he says.

Mr A’Bear has been a school governor for more than 18 years at five different schools. He is a National Leader of Governance with the National College for Teaching and Leadership and coaches and mentors chairs of governors. He was awarded an MBE for his services to school governance in 2015.

Update to HCPC ethics and conduct Guidance for students The Health and Care Professions Council (HCPC) has published revised Guidance on conduct and ethics for students on courses approved by the Council.

This guidance is based on the standards of conduct, performance and ethics (SCPE), as these standards apply to both registrants and those applying to be registered. After changes to the SCPE, the HCPC have reviewed the Guidance for students to ensure that it continues to be fit for purpose, up-to-date and well understood by students, education providers, practice placement providers and others.

The new Guidance strengthens the requirements for students to report any concerns about the safety and wellbeing of service users or carers. It also introduces a new requirement for students to inform an appropriate member of staff at their education provider or practice placement provider if something has gone wrong in any care, treatment or other services they have carried out on or with a service user.

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Nominations sought for star teachers who tackle bullying Children and young people in England are being asked to nominate teachers and school staff who go above and beyond the call of duty to support students around issues such as bullying, relationships, family life and mental health.

The Anti-Bullying Alliance (ABA), part of children’s charity the National Children’s Bureau, has launched the Power for Good award for teachers and school staff as part of this year’s AntiBullying Week, which runs from 14 to 18 November 2016.

“Bullying is an abuse of power, whether face to face or online, and this year we want to support the whole community, children, teachers, parents and carers to work together to use their power for good to stop bullying wherever and whenever it happens and create safe environments where children can thrive”, says Lauren Seager-Smith, National Co-ordinator of the Anti-Bullying Alliance.

The ABA is also calling on students and school staff in England to create short films highlighting how important it is to prevent bullying. The winning film will become the official film of AntiBullying Week.

To enter the competition, pupils should submit a video clip of no more than two minutes duration where they share how important it is to stop bullying and create the best world possible. The film could be in the form of a story, animation, song, poem, rap or musical piece.

For further information, visit: www.anti-bullyingalliance.org.uk In this issue of SEN Magazine (page 36), Sophie Keenleyside of the ABA looks at what schools can do to prevent bullying and help create more tolerant attitudes to difference.

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SEN NEWS

Diabetes advice for schools A free booklet for schools containing information about diabetes has been published by the charity the InDependent Diabetes Trust.

The 16-page information document is part of the Trust’s campaign to drive up standards of care for pupils with diabetes in light of recent legislation.

The publication, Diabetes – What Schools Need To Know, is a resource for teachers and school staff, providing them with general information about diabetes and tips about managing the condition in the school environment.

It covers key facts, including the difference between Type 1 and Type 2 diabetes, as well as sections on using insulin, diet and carbohydrates, exercise and blood glucose testing. Information on hypoglycaemia, hyperglycaemia, stress and communication are also included.

A legal duty for schools in England to support youngsters with long-term health conditions, including Type 1 diabetes, was introduced at the beginning of the 2014/15 school year. Under the Children and Families Act 2014, schools need to have a medical conditions policy in place, along with an individual healthcare plan for any children with Type 1 diabetes.

The publication can be downloaded from: www.iddt.org Martin Hirst, Chief Executive Officer of the InDependent Diabetes Trust, outlines some of the key issues relating to managing diabetes at school in this issue of SEN Magazine (page 32).

Awards honour deafblind people Nominations are open for the Sensational Heroes Awards run by national deafblind charity Sense. The Awards celebrate the achievements of deafblind people and those who support them.

Anyone with a connection to the charity or the deafblind community is invited to put forward their choice of someone who has excelled in one of seven different categories, including Young Deafblind Person of the Year, Volunteer of the Year and Fundraiser of the Year.

“Every day, we hear about the remarkable achievements of people with sensory impairments, as well as the dedicated volunteers, fundraisers and carers that support them”, says Gill Morbey, the charity’s Chief Executive. “The Sense Awards is our way of recognising the incredible achievements of these important individuals.”

The deadline for nominations is the end of July 2016.

For more information or to make a nomination, visit: www.sense.org.uk/senseawards

Targeted CPD for teachers improves pupils’ communication skills New research by The Communication Trust demonstrates the role of professional development in furthering whole-school approaches to speech, language and communication support.

Expert-led training sessions and ongoing mentoring for staff provided by speech and language therapists were shown in the research to improve staff expertise and confidence in assessing and developing speech, language and communication, and boost pupils’ speech, language and communication skills.

The Trust believe that the findings of its two-year Talk of the Town research project provide encouraging evidence for universal and targeted approaches to speech, language and communication support, particularly for schools in areas of social disadvantage.

“We know from the evidence that particularly in areas of social disadvantage, many children are starting school with limited language skills needed for learning and despite committed teachers, these needs are often not picked up”, says Trust Professional Director Lisa Morgan.

The project’s findings suggest that the whole-school focus on speech, language and communication was perceived as valuable by senior leaders, teachers and teaching assistants.

One senior school leader commented that “speech, language and communication are now part of the bricks and mortar of the school”.

A separate independent evaluation of the project, funded by the Education Endowment Foundation, explored the impact of the Talk of the Town approach on attainment in reading; although there was no overall impact on reading comprehension during the four terms of the project, teachers were clear that they hoped to see improvements in reading and writing in the longer term. Teachers and senior leaders also reported positively on the wider benefits of the programme, with 88 per cent of staff confirming that the initiative was an important addition to the provision in their school.

For the latest news, articles, SEN resources, CPD and events listings, visit: www.senmagazine.co.uk SENISSUE83

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SEN NEWS

World’s Biggest Coffee Morning returns to schools Macmillan Cancer Support is urging schools to take part in the World’s Biggest Coffee Morning on Friday 30 September to help raise funds for the charity and promote understanding of cancer.

Last year over 18,000 schools took part in the event, raising around £2.3 million pounds towards cancer support.

“Discussing cancer openly can be difficult and despite the prevalence of cancer and its impact, it is too often left as a taboo topic”, says Laura Rentoul, the charity’s Teenage and Young Persons Information Nurse Specialist. “Whilst trying to protect children from difficult news is natural, it‘s important to give them the chance to talk about cancer and their fears”.

As well as providing schools with an opportunity to discuss the effects of cancer, the organisers are keen to stress that pupils can learn a range of skills from hosting a Coffee Morning, from creating the promotional materials, such as posters and invitations, to handling money, understanding health and safety and communicating with different people.

A series of resources and lesson plans are available to support primary and secondary schools to take part in the event. For further information, visit: http://coffee.macmillan.org.uk

New Chief Inspector for Ofsted Amanda Spielman has been named as Ofsted’s next Chief Inspector of Schools. She will take over from Sir Michael Wilshaw, who is due to step down at the end of the year.

The co-founder of the academy chain ARK Schools, since 2011 Ms Spielman has been Chair of the exam board regulator Ofqual, overseeing a programme of reforms to A levels and GCSEs. She is also a trustee of STEMNET, a network which works with schools, colleges and employers to encourage young people to study and pursue careers in science, technology, engineering and maths.

Confirming the appointment, Education Secretary Nicky Morgan described Ms Spielman as the right person to lead Ofsted as the government watchdog seeks to improve the quality and consistency of its inspections. Ms Spielman has been chosen as the preferred candidate because of her breadth of experience across the education sector and her proven commitment to raising standards for children and young people. “Amanda has extensive experience at the frontline of the education system, making her uniquely qualified to take up this important role”, said Mrs Morgan.

News deadline for next issue: 10/8/16 Email: editor@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

Schools to be educated about FASD The Foetal Alcohol Spectrum Disorder (FASD) Trust has launched the UK’s first education support service for FASD, to help teachers and education professionals tackle the rise in the number of children diagnosed with the condition.

The FASD in Education programme will capitalise on a growing awareness among education services of the problem, by providing resources, specialist INSET training and bespoke events for teachers and education professionals, parents and carers. As well as catering for children and families within the traditional education system, the programme will work with parents and carers who have chosen to home school their children, by providing a “Home School Hub” with access to resources and a support network.

The charity says that awareness of the condition needs to improve as many educators do not understand how FASD affects people. “In my role, I care for children with a wide range of physical and mental disabilities yet as far as FASD is concerned, I’m shooting in the dark”, says Lynn Shearing, a primary school SENCO from Oxfordshire. “My understanding of FASD amounts to one training session and my knowledge is sketchy.”

Schools entering the programme will be encouraged to identify a designated teacher who can take responsibility for championing the needs of pupils with FASD. Schools will also be asked to put in place measures to demonstrate that pupils with FASD are being educated appropriately.

The charity has reported a sharp rise in demand for its services in the last two years. In 2014, the Trust worked with 179 schools but in 2016, it is working with over 500 schools across the UK.

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WHAT’S NEW?

What’s new?

Specialist public sector recruitment from Baltimore Consulting Group

DVDs on attachment play for practitioners

Baltimore Consulting Group provide local authorities and trusts UK-wide with strategic recruitment solutions across all directorates, with a particular specialist focus around their educational requirements. This includes senior appointments and niche skills within SEN.

Using delightful footage of child-adult interactions, the DVDs offer practitioners a wealth of ideas for attachment play.

Baltimore provide a tailored recruitment offering through a consultative approach and having established themselves as leading suppliers within these key areas, now have an extensive number of experienced, acclaimed SEN specialists within the market place.

Brain science has found that attachment play can bring about brain growth and maturation in the frontal lobes, the part of the brain involved in cognitive functioning and social intelligence. In addition, brain science research shows that physical relational play is as effective as Ritalin (Panksepp, Burgdorf et al 2013).

To register your CV or vacancy, call Baltimore’s education team on: 0117 929 3812, or email: education@baltimoreconsultinggroup.com

Attachment play brings together key ways in which human beings feel connected: warm touch, eye contact and facial expression, open posture, playful tone of voice and shared humour, imagination, music and rhythm.

www.baltimoreconsultinggroup.com

www.childmentalhealthcentre.org

New WAV conversion from Brotherwood

The Centre for Child Mental Health

Wheelchair accessible vehicle specialists Brotherwood have recently expanded their range of WAVs to include a unique conversion of the Mercedes-Benz Vito Tourer. Offering a classleading 60 inches of internal headroom, and 60 inches of entry height, the Brotherwood Ex-i-60 conversion caters for wheelchair users of almost any height.

Larger families or groups can also enjoy the Brotherwood conversion, with the addition of two optional third-row seats. When equipped, up to seven individuals, including one wheelchair user, can travel together.

To arrange a free, no obligation home demonstration, call Brotherwood free on: 0808 271 6919 or visit: www.brotherwood.com

Care Check stepping out for cancer Care Check, a leading provider in DBS criminal record checks, is set to participate in a ten-mile walk for charity in October.

The company, which was established in 2002, will be doing the 18th annual walk over the Malvern Hills on Saturday 8 October to raise money for Cancer Research UK. Charles Eason, Care Check’s MD, says: “it is a charity close to my heart as I myself am in remission from bowel cancer and understand the importance of the work that Cancer Research do”.

To donate, visit: http://uk.virginmoneygiving.com/team/CARECHECK

The Centre for Child Mental Health offers CPD skills-based training, conferences, parttime accredited courses, tools, techniques and interventions to enable children and teenagers to thrive.

Providing key innovative strategies for working with children/ teenagers suffering from emotional and behavioural difficulties, all their events are staffed by eminent trainers from here and abroad, chosen for their ability to enthuse and involve participants.

In 2016, they have specific conferences on working effectively with children who have a mental health diagnosis, sensory integration disorders, and children/teenagers who are violent, anxious or depressed, and cutting edge child counselling techniques. www.childmentalhealthcentre.org

Lucid resources supporting identification of SEN and intervention planning Specialising in exam access and dyslexia, Lucid resources are easy and enjoyable to use.

They require minimal supervision and can be administered by teaching and nonteaching staff. There’s a range of licences to suit your needs, and reports are available immediately so there’s no timeconsuming marking.

Lucid resources include Exact for exam access, Rapid and LADS Plus for quick dyslexia screening, CoPS and LASS for fuller diagnostic dyslexia assessment, and Recall for working memory functions.

Learn more, and see demos of the assessments at: www.lucid-research.com

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WHAT’S NEW?

New Head of College for Hesley

Specialist legal help

Hesley Group have announced the appointment of their new Head of College, Richard Webster.

Richard has 20 years’ experience in education and is qualified with a Masters in Special Ed and holds the NPQH Certificate in Headship.

Whilst everybody is usually slowing down during the Summer term and looking to the summer holidays, specialist SEN solicitor Douglas Silas and his team are working hard to help children/young people get appropriate provision or school placement for the new academic year in September.

Richard’s appointment is representative of Hesley's intentions to drive forward their College provision.

Many key developments are planned for the College’s growth from September, including the development of “pathways for learning” with greater emphasis on sensory, independence and work based learning opportunities. The pathways identify and target the skill building the student needs to make their next step into adulthood a successful one.

Douglas says: “Parents ask us to help them with all kinds of SEN issues – whether getting their child more provision at their current school or securing placement at another school – especially now, with the confusion caused by the new SEN framework and transferring statements into EHC plans.”

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

www.hesleygroup.co.uk

Autism's Got Talent Roadshow After last year's successful show, Anna Kennedy OBE, Patron of Norton-based autism charity Daisy Chain, is again taking her Autism’s Got Talent show to Teesside.

The event, sponsored by Ann Barkas Consulting, will take place at ARC Stockton on Friday 16 September.

A popular showcase of the talents youngsters on the autistic spectrum can display, the event will include singing and dancing, music, magicians and talks from young people on the spectrum.

Tickets, which must be purchased in advance, are £15 for adults/£10 for children and concessions. For tickets and information, call Daisy Chain on: 01642 531 248 or email: info@daisychainproject.co.uk

Henshaws student triumphs in fundraising challenge A severely visually impaired student from Henshaws Specialist College, Harrogate has completed a 10k run to raise funds for the College.

Tom Oates, 19, has a number of disabilities due to Bardet Biedl Syndrome. He set himself the challenge of completing the Melmerby 10k to raise funds for a MOTOmed movement trainer to help other students improve their mobility.

Tom completed the race in 1hr 28m, a new personal best, and has raised almost £2,000. Principal Angela North said: “We’re hugely proud of Tom’s achievement. He always wants to help other people and is an inspiration to everyone at College.” www.henshaws.ac.uk WWW.SENMAGAZINE.CO.UK

Innovation Award for Immersive Interactive A technology firm which creates immersive environments for clients including special needs schools was named Merseyside Innovation Award winner for April.

Immersive Interactive’s Directors, David Salt and Chris Porter (pictured receiving the Award from dewinter MD Kate Cox), have taken existing digital projector and sensor technology and upgraded it to create interactive high definition, 360 degree environments which individuals can interact with and manipulate.

The system projects HD images and animations onto classroom walls while simultaneously producing related smells, smoke effects and even snow to create a totally immersive simulated environment.

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

New autism and social skills conference This conference, taking place on 25 November in London and organised

by The National Autistic Society, will focus on social skills, mental health, relationships, employment, conflict and technology.

Attend this event to get the tools you need to support autistic people at home, in the classroom and in other learning environments. Talks and workshops will be delivered by experts in the field and top autism speakers.

Tom Morgan, who appeared on Channel 4's The Undateables, will share his personal perspective on autism and relationships.

This event is for education professionals from mainstream schools, special schools and local authorities. www.autism.org.uk/socialskills2016C SENISSUE83

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WHAT’S NEW?

New events and courses from New College Worcester New College Worcester, a school and college for students who are blind or partially sighted, has announced its events and courses now available for 2016/17.

NCW runs a selection of free and very low cost events and courses for students with a visual impairment, and those supporting them at home and school. New courses include: Key Stage 4 Go For It Weekend, Preparing Tactile Diagrams, Working with Maths UEB, Local Authority and Professional Event, and Supporting Primary School Students.

For more information, visit: www.ncw.co.uk, or call: 01905 763933.

Play therapy shows positive change In March 2016, Hamilton House conducted a nationwide survey on SEN provision in schools. The most common areas of difficulty were attachment disorder (66 per cent of schools), behavioural, emotional and social difficulties (53 per cent) and anxiety disorder (40 per cent).

For such difficulties, therapy delivered to Play Therapy UK (PTUK) standards showed a positive change in 77 to 84 per cent of recipients, as observed by teaching staff and parents, based on over 12,000 cases in PTUK research.

PTUK placements are available to schools with no fee. www.playtherapy.org.uk mokijep@aol.com 01825 761143

Olympus assistive voice recorders The Olympus range of assistive voice recorders has been developed to support blind, visually impaired and dyslexic users.

Intuitive design and voice guidance enable audio recordings to be made for both business and personal requirements. From the voice command and audio text features to Wi-Fi smart phone compatibility, all applications are covered.

The top-of-the-range DM-7 also has a stereo sound microphone and a slick, intuitively designed user interface. In addition, it’s equipped with assistive features such as voice command and text-to-speech functions.

For more information, visit: www.olympus.co.uk/voice or email: georgina.pavelin@olympus.co.uk

Fun reading practice with Talisman card games Talisman card games are ten beautifully-illustrated playing card games that offer reading practice and consolidation for catch-up pupils.

Linked to the popular Magic Belt, Totem and Talisman phonic quest series, these games will enthuse and delight older, struggling readers as they learn to read.

The games are sold in two packs: the first includes CVC, CVCC, CCVC and CCVCC words and consonant digraphs; the second includes alternative spellings for vowel sounds ae, ee, ie, oe, oo and split vowel spellings. These traditional card games, published by Phonic Books, also offer opportunities for positive social interaction. www.phonicbooks.co.uk SENISSUE83

New hydrotherapy pool for RNIB Pears Centre Work to build a hydrotherapy pool at RNIB Pears Centre for Specialist Learning in Coventry is now underway.

This new on-site facility at the specialist school and children’s home will provide much needed water therapies to children and young people with multiple disabilities, complex health needs and vision impairment.

Construction began on 25 April and the pool should be ready in October 2016. Once complete, the centre is hoping to be able to offer use of the pool to the wider community.

For more information, email: pearscentre@rnib.org.uk or visit: www.rnib.org.uk/pearscentre

RNIB College Loughborough Family Open Day RNIB College Loughborough is a specialist residential college for people with vision impairment and a wide range of disabilities aged 16 plus, from all over the UK. Potential students and their families are invited to see what the college has to offer at their Open Day on Saturday 8 October between 10am and 2pm.

You’ll have the opportunity to meet students and staff, learn about its enterprises, further education and independence programmes and day time activities, plus visit the student accommodation.

To book your place, call on: 01509 631220 or email: enquiries@rnibcollege.ac.uk WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Staying at RNIB Sunshine House RNIB Sunshine House School and Residence is a specialist primary school, children's residence and service for families in Northwood, Middlesex. It provides a safe and supportive environment for blind and partially sighted children with significant learning difficulties and disabilities.

At the children’s home, RNIB Sunshine House can offer you and your child flexible day care, overnight and short stay options including an after school club, play days and regular overnight stays.

A safe, calming room system from Sensory Technology Sensory Technology have announced the launch of Sensory Serenity. This specially designed range of protective padding and technology is ideal for organisations that need to provide a calming and safe environment for users with raised emotional states.

Sensory Serenity is the ultimate calming room system, with fully padded and protected surfaces, coupled with a range of calming and soothing lighting and sound products, to help relax and distract the user to aid in de-escaltion.

For more information and to arrange a visit, call: 01923 822538 or email: sunshinehouse@rnib.org.uk

For a free consultation and proposal, contact Sensory Technology on: 01157 270777 or for more information, visit: www.senteq.co.uk/sensory-serenity

Medpage MP5V2S epilepsy seizure detection alarm

Cycling project needs volunteers

Easylink’s MP5V2 offers mobile phone connectivity. The monitor is supplied with an alarm pager with a range of up to 400m. A free app is available that enables your smart phone to receive alarm signals and collect seizure movement data.

The app automatically updates a seizure diary providing date, time and duration of seizures. It also allows the carer to reset an active seizure alarm without disturbing the user. The monitor can be set up manually or via the app and is suitable for babies through to adults.

For further details, telephone Easylink UK on: 01536 264 869 or visit: www.easylinkuk.co.uk

Stockport CP Wheelers disabled cycling project needs volunteers to help run the sessions.

Over the past year, nearly 400 disabled adults and 125 disabled children have accessed Stockport CP Wheelers disability cycling sessions at Woodbank Park, Stockport in Cheshire.

Many of the disabled children and young people who use the project have complex needs.

The cycles are specially adapted, so everyone can join in and have fun, whilst getting some healthy exercise.

Sessions are offered on a Thursday, Friday and Saturday each week. For more information: tel: 0161 432 1248, email: enquiries@stockportcp.co.uk or visit: www.stockportcp.co.uk

Sunken trampolines for home and school Since its inception in 2011, Sunken Trampolines have been working across the UK with schools, care institutions, OTs and families, providing safe and accessible trampolines for Rebound Therapy and recreational use.

The use of a trampoline for SEN is not new and, in association with Rebound Therapy, Sunken Trampolines have sought to make this effective form of therapy, exercise and recreation available to all.

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

Featuring simple language and visual cues, this edition gives readers a news round up of stories including the Hillsborough inquest, earthquakes around the world, the EgyptAir plane crash, the junior doctors’ strike and Leicester City FC winning the Premier League.

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

If you would like to discuss having a sunken trampoline for your home or establishment call: Joel 07801 573278 or Angus 07765 256537, email: sales@sunkentrampolines.co.uk or visit: www.sunkentrampolines.co.uk WWW.SENMAGAZINE.CO.UK

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WHAT’S NEW?

Expansion for Rebound Therapy equipment company Sports Hall Services, a leading supplier of Rebound Therapy equipment have had to move to new larger premises due to increased demand, something they are extremely happy about.

SEN RESOURCES/SERVICES

New versatile Buddy Grass Sofa Whether you wish to create a calming retreat, a one-toone space, a teaching and story time area or a sensory relaxation zone, the Timotay Buddy Sofa and Armchair perfectly compliment any outdoor space.

Having been involved with Rebound Therapy for many years – Lorraine Aldous being their Technical Equipment Advisor – they have the expertise and enthusiasm to offer a full consultation service with free advice and technical information.

The Sofa and Armchair are versatile and suitable for all weather conditions. All products are manufactured from a mix of recycled and natural materials to ensure longevity of your investment.

The company prides itself on being with the customer throughout the process, from initial advice, technical information, designs and quotations, right through to manufacturing, delivery and set up by their own engineers.

Use code SEN2016 to take advantage of the introductory price of £795.00 per Buddy Grass Sofa and £620 per Armchair (including VAT and delivery), or a Sofa and two Armchairs for £1695.

01327 861100 info@sportshallservices.co.uk www.sportshallservices.co.uk

www.timotayplayscapes.co.uk 01933 665151

Vision for Education at engage in their future conference As the preferred recruitment partner for engage in their future, Vision for Education will be speaking directly to delegates at this year’s national conference about how their specialist knowledge of SEN can support schools.

The event takes place on 7 and 8 July at the Bristol Marriott Hotel (City Centre).

Will Washington, SEN Manager for Vision says: “We are really looking forward to meeting both new and familiar faces as we continue to deliver a unique recruitment service that is tailored to schools’ specific needs.”

engage in their future National Conference 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. 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 ever-popular Teach Meet session.

Sponsorship opportunities are also available.

For further details, visit: www.engageintheirfuture.org

www.visionforeducation.co.uk

TES SEN Show School leaders, teachers, support staff, parents and carers can visit the UK’s largest SEN show on 7 and 8 October 2016 at the Business Design Centre, London.

The event will include: 48 CPD sessions exploring the latest research, trends and ideas; free exhibitor-led workshops; and networking and advice-sharing opportunities with thousands of peers, suppliers and industry associations. Over 200 exhibitors will be demonstrating thousands of resources and products, and you can sign up to share your ideas at TeachMeet SEN 2016.

Register for your free fast-track pass and book early bird CPD seminar tickets before 31 July at: www.tessenshow.co.uk SENISSUE83

Campaigner wins BILD Special Award Learning disability charity BILD has presented a Special Award for outstanding achievement to Beth Morrison of Dundee (pictured receiving the Award). The award recognises Beth’s years of campaigning for children with disabilities, and her recent success in securing the Scottish Government’s commitment to review its guidance on the use of restraint in schools.

Beth’s campaign – which included a petition that collected over 7,000 signatures in just six weeks – has also attracted the support of the United Nations Convention on the Rights of the Child, who have since written to the Children’s Commissioners in all four UK governments about the issue. www.bild.org.uk WWW.SENMAGAZINE.CO.UK

SEN SERVICES

SEN LEGAL

New support for families affected by ASD or ADHD Family Action is launching a new service to support families where a child has recently been diagnosed, or awaits assessment, regarding an autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD).

The Department of Health has awarded the charity funding for three years to deliver the Health Champions service in three sites: Breckland and West Norfolk, Peterborough and Sandwell.

The aim of the service is to link families with Health Champions – volunteers from the local community who will be trained and then matched with families for a period of six to ten weeks.

The service is based on a “social prescribing” model – providing help to patients through a “social prescription” to access local activities and support and also giving families the opportunity to meet other families facing similar challenges.

Family Action and their Health Champions will also be working closely with specialist voluntary and statutory services to widen the scope of support available to families at a time they may find stressful.

“It can be a worrying and challenging time for families when their child is waiting for an ASD or ADHD assessment or when their child has recently been diagnosed”, says David Holmes CBE, CEO of Family Action. “We want this exciting new project to provide the practical help, support and vital local networks that can make a big difference to families at a critical time”.

Family Action works with families by delivering services and support that reach out to many of the UK’s most vulnerable people.

Its work is wide-ranging and includes help for parents-to-be, the provision of many children’s centres in local communities, intensive family support, emotional health and wellbeing services, counselling, mediation and therapies, support in schools and financial grants programmes.

The charity also provides training and consultancy, offering organisations and their employees services that can help to minimise family issues that may have an adverse impact on work or home life, providing child and adult safeguarding training, and delivering training around family placement. www.family-action.org.uk WWW.SENMAGAZINE.CO.UK

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POINT OF VIEW

Point of view: education consultant

What works in SEN?

Daniel Sobel provides some personal reflections on the good and the bad in England’s SEN system

W

hen I consult with governments abroad they want to know one thing: how can they copy the SEN system of England?

I insist they learn from our best and don’t repeat our failures. It’s a useful exercise to think about the successes in our system. I don’t profess to consider this scientifically here, but what follows is a brief list of some of the good things and some of the things that bother me the most.

1: Unlike in most countries of the world, inclusion is high on Ofsted’s agenda. The stick is driving the changes but the carrot gets lost; it is having positive aspirations that will foster creativity and “going beyond the call of duty”, which is precisely what students with SEN need.

2: There is a great quantity of information per child in the UK (just look at any school SEN file), but what is needed is a small, focussed amount of useful and manageable information.

3: While many educational charities campaign successfully on their specific issue, few (if any) are campaigning on how all these issues can be addressed together, even though it is in how they all fit together, given limited budgets and resources, where all the big problems remain.

4: There are many opportunities for referral to outside agencies such as CAMHS but major problems have arisen with this. Once you build an awareness of need and open the door to referrals, there is an insatiable flow that cannot be met, waiting lists become ridiculous and the strain on service providers and budgets becomes unmanageable. The SENISSUE83

The gulf between teachers’ knowledge and what is expected of them is vast communication between services is stodgy and too much gets lost between the cracks, especially between the classroom and the specialist, where the mainstream teacher isn’t able to explain what they are bearing witness to. Joined up thinking and multi-agency meetings can be useful to get a broader perspective on the individual child, but problems arise in the practicalities of getting everyone around the table and agencies and individuals can “pass the buck” in terms of responsibility for the child.

5: “Passing the buck” also happens within schools and between schools as well. It seems that the moment you appoint a key person in the school to “lead” on SEN issues, almost all teachers send children to their door when they experience a problem instead of saying‚ “I am their teacher and I will address their needs”. Similarly, when you build services outside of the school, you are essentially sending a message to the school that they don’t need to deal with the issue. When the school conveniently does not address the student’s issues, the only thing they can do is expel them or pass them on to another school.

6: A whole industry of SEN suppliers has emerged and you can spend great sums of money on resources for schools.

However, the majority of them need to be delivered and practiced outside of the classroom, which is essentially exclusion and counter to the goal of promoting SEN learning in the classroom and within the curriculum.

7: All teachers are considered teachers of SEN students. However, there remains little or no serious training at the point of entry into the profession and the gulf between teachers’ knowledge and what is expected of them is vast.

8: Finally, we assume the language of “diagnosis” rather than “presentation”, imposing our labels and assumptions on the students in order to secure support and funding. We have learnt to recognise “problems” not students with their individual strengths and challenges.

My solution in a nutshell? We need to tackle the biggest problems in the delivery of outstanding SEN support by focussing on the most simple, foundational points: nuanced training for teachers, supporting SENCOs in time and money management, and simplifying all information into bitesized nuggets that help keep everybody consistently on the same page.

Further information

Daniel Sobel is founder and lead consultant at education training and support company Inclusion Expert: www.inclusionexpert.com

WWW.SENMAGAZINE.CO.UK

POINT OF VIEW

Point of view: education consultant

Beware the big ideas

Expertise and experience should inform our education system, not dogma, writes Michael Carolan

I

f we remove the links between the family in the community, the local authority (LA) and the development of locally based resources for children with additional and often very complex needs, we become a lesser society. We know that privatised provision for the elderly is stretched, social work provision is at breaking point and the ironic resignation of Ian Duncan Smith, the architect of cuts in benefits for the disabled, brought tears of painful laughter to many families.

There is currently still a strong link within local authorities between the educational psychologists and the leaders of special schools. There used to be a strong link between these teams and the LA assistant director for additional needs. In that role I was able to manage placements, make an ongoing analysis of provision, liaise with specialist services, develop local solutions and liaise with families. It involved local data, local planning, democratic review and team work.

Discover whether your LA has any senior representation for SEN/additional needs and if so, what their experience and qualifications might be. Look at the data on SEN tribunals and the struggles fought by exhausted parents.

There is, if governments choose to use it, access to clear thinking educationists, theorists, and writers around leadership in both universities and in public life. People like Professor John West-Burnham, Professor Sir Tim Brighouse, and Professor Jerry Wellington are all clear communicators, writers and fascinating thinkers. Yet we have arrogant politicians of whatever persuasion who rarely seek the advice WWW.SENMAGAZINE.CO.UK

or counsel of such thinkers. This is the point in special education equivalent to when building houses on flood plains was permitted, and what a great success that policy has been.

On the Friday following the budget Mark Steel wrote in The Independent “Why don’t the Tories go the whole hog and abolish teachers?” and very tellingly identified the banks as being the template for the free market business model. No worries there then!

Parental influence In one northern (recently graded Outstanding) special school, with which I am privileged to work, the wisdom of the parent governors and their enthusiasm and insight are of enormous benefit to everyone. What chance is there for strong parental input in an academy special school or academy inclusion base?

It was reported in 2015 that Sir Greg Martin, then an academy headteacher, received a salary and pension package worth in excess of £229,000, yet I do not believe that he worked any harder or for more hours, or has greater expertise than the special school teams with whom I work, or the teachers in our primary schools developing the social and learning skills of our little ones. I am questioning where this money came from and how the governors afforded to pay him a multiple of three times the more usual head teacher’s salary in the primary sector.

As a concrete example of what concerns me, The Sunday Times (5/6/16) reported that broadcaster Melanie Sykes’ eleven-year-old son (reportedly on the autistic spectrum)

There is, if governments choose to use it, access to clear thinking educationists had been asked to leave a mainstream academy; many of our families do not have either the broadcaster’s influence or income and might struggle to find alternative local provision.

We must be very alert to the political decisions around education and argue for the input of genuine practitioners, experienced researchers, and the great community of advocate charities. It is within my lifetime and memory that the educational provision for children with profound and multiple learning difficulties was transferred to the Department for Education from the Department of Health.

We, the professionals and the parents and advocates, must try to protect the worth, dignity, and value of all our children and work together to deny any future cost-centred provision analysis.

Further information

Dr Michael Carolan, a former head of three special schools, local authority officer and seconded Ofsted additional inspector, is an educational consultant.

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LEGAL Q&A

Mediation Specialist SEN solicitor Douglas Silas answers key questions about resolving disagreements through mediation What is mediation?

Mediation is one of the forms of resolving disagreements about SEN matters that may avoid an appeal to the Special Educational Needs and Disability (SEND) Tribunal.

Why is mediation used?

Mediation is voluntary and confidential and can be used to resolve disagreements about education in relation to education, health and care (EHC) plans, including between parents/young people and early years providers/schools/colleges and local authorities (LAs). It can also be used to resolve disagreements with health commissioners and social care agencies.

How do I know when I can mediate?

LAs must make known to parents/ young people the possibility of resolving disagreements through mediation procedures. Before an appeal can be lodged about an EHC needs assessment or the SEN element of an EHC plan, parents/young people must contact a mediation advisor.

Mediation is independent of other procedures being followed and it does not affect the right to appeal What is the difference between a mediation advisor and a mediator?

A mediation advisor provides information about the benefits of mediation, whereas a mediator is someone who actually conducts the mediation. Both must be independent of LAs and/or health commissioners.

What mediation advice will I receive before mediation?

The SEN Code of Practice (CoP) says that mediation information which is given to parents/young people should be factual and unbiased, and should not seek to pressurise them into mediation. It also says that the mediation advisor should be ready to answer any questions from the parent/ young person and explain: about

certificates of mediation, and that mediation is an informal, non-legalistic, accessible and simple disagreement settlement process, run by a trained third party and designed to bring two parties together to clarify the issues and reach a resolution. A mediation advisor/mediator should also explain the timescales that must be met, that the parent or young person’s use of mediation is voluntary, and that the LA will pay reasonable travel expenses and other expenses to the parent/young person and witnesses taking part in mediation.

Do I have to attend mediation before an appeal?

No, whilst mediation by independent mediators is often helpful in resolving matters, the only legal requirement currently is that, once the LA has issued the decision which can be appealed to the Tribunal, the parent/young person can only appeal to the Tribunal if they have obtained a mediation certificate.

If the parent/young person contacts the mediation service that is informed to them and states clearly that they do not want to mediate, a mediation advisor will still have to issue a certificate for them within three working days, which they can then use to register an appeal.

Also, if the parent/young person initially indicates that they want to go to mediation but then changes their mind, they can contact the mediation advisor who can still issue a certificate with which an appeal can be registered.

What happens after I receive mediation advice?

Mediation advisors must provide parents with comprehensive information about the process.

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The CoP says that once the information has been provided it is for the parent/ young person to decide whether they want to go to mediation before any WWW.SENMAGAZINE.CO.UK

SEN LEGAL Q&A

Young people with learning difficulties may need advocacy support when taking part in mediation appeal they might make to the Tribunal.

Parents and young people have the right to appeal to the Tribunal but are not able to register an appeal without a certificate and the LA must tell them this in the notice sent to them with the LA’s decision. The certificate will enable the parent/young person to lodge their appeal, either within two months of the original decision being sent by the LA or within one month of receiving the certificate, whichever is the later.

What happens if I want to go to mediation instead of appealing?

If the parent/young person decides to proceed with mediation, the LA must ensure that a mediation session takes place within 30 days of the mediation advisor informing them that the parent/ young person wants to go to mediation.

If the parent/young person wants to go to mediation, then the LA must also take part. Parents/young people do not have to pay for the mediation session(s). If the LA is unable to arrange mediation in a case which involves a disagreement on a matter which can be appealed to the Tribunal within 30 days, it must tell the mediator. The mediation advisor must then issue a certificate within three days. On receipt of the certificate the parent or young person could decide whether to appeal immediately or to wait for mediation to take place. If the parent or young person initially indicates that they want to go to mediation about a matter which can be appealed to the Tribunal but changes their mind, they can contact the mediation advisor who can then issue a certificate with which an appeal can be registered.

WWW.SENMAGAZINE.CO.UK

What happens in the mediation process?

What happens after the mediation?

The CoP says that for mediation to work well the following should happen: • the mediation session should be arranged in discussion with the parents/young people at a place/time convenient for all parties • the body (or bodies) arranging the mediation must inform the parent/young person of the date/ place of the mediation at least five working days before the mediation (unless they consent to this time being reduced) • the mediator should agree with the parties on who needs to be there • the LA/health commissioner representative(s) should be sufficiently senior and have the authority to be able to make decisions during the mediation session • the parents or young person may be accompanied by a friend/advisor/advocate and, in the case of parents, the child, where the parent requests this and the LA has no reasonable objection (in cases where it is not appropriate for the child to attend in person the mediator should take reasonable steps to obtain the views of the child) • young people with learning difficulties may need advocacy support when taking part in mediation • if either party has legal representation they will have to pay for it themselves • mediators must have sufficient knowledge of the legislation relating to SEN/health/social care to be able to conduct the mediation • both parties should be open about all the aspects of the disagreement and not hold anything back for a possible appeal to the Tribunal on the SEN aspects of EHC plans.

Once mediation is completed about a matter which can be appealed to the Tribunal, the mediation advisor must issue a certificate to the parent/ young person within three working days confirming that it has concluded.

Mediation may not always lead to complete agreement between the parties. The CoP says that if the parent/ young person still wants to appeal to the Tribunal following mediation, they must send the certificate to the Tribunal when they register their appeal.

Parents/young people have one month from receiving the certificate to register an appeal with the Tribunal or two months from the original decision by the local authority, whichever is the later. When cases are registered with the Tribunal following mediation the Tribunal will deal with the appeal on the facts of the case. The Tribunal may cover similar ground to that explored in the mediation but will reach its own independent findings and conclusions.

Mediation meetings are confidential and without prejudice to the Tribunal process and the Tribunal will disregard any offers or comments made during them.

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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SEN LAW

Too clever to have SEN? Councils are not meeting their legal obligations to people with high functioning autism, writes Ed Duff

T

he way children and young people with SEN are supported was changed in 2014.

One major change was the introduction of education health and care (EHC) plans. These documents, which are binding on local authorities, detail a child or young person’s SEN and the provision that they need. It can require support such as one-to-one tuition, therapy and/or particular equipment.

An EHC plan is prepared by a local authority and can only be written after the local authority has made an EHC needs assessment.

I am finding a worrying trend in local authorities refusing to make EHC needs assessments for children and young people with high functioning autism.

This prevents these children and young people from obtaining an EHC plan.

What is high functioning autism?

High-functioning autism (HFA) is an autistic spectrum disorder with difficulties relating to social interaction, social communication and rigid thinking. HFA is distinct because of a key diagnostic requirement being the lack of a cognitive impairment.

HFA can often appear to be similar to Asperger’s. There is no clear dividing line between Asperger’s and HFA. In practice, the key issue is how the condition affects your child and what support is necessary.

What’s happening?

Increasingly, local authorities are refusing to make an EHC needs assessment for children and young people with HFA. In addition, many SENISSUE83

parents are being told by their child’s school that there is “no point” in applying for an EHC needs assessment because their child is “not bad enough”.

The reasons being given are: • the child or young person is making some academic progress • the local authority requires that a child or young person is performing below a particular academic level before it will make an EHC needs assessment • the child or young person has to be below a certain IQ before it will make an EHC needs assessment • there needs to be clear evidence that the child or young person needs more than £6,000 worth of support before the local authority will make an EHC needs assessment.

The issue of academic progress can be considered by local authorities.

However, it is not determinative and should not be used by local authorities as the final question. The other bullet points do not feature in the law.

What should the local authority consider?

The law requires that a local authority should make an EHC needs assessment if: • the child or young person has or may have SEN • it may be necessary for special educational provision to be made for the child or young person in accordance with an EHC plan.

HFA is almost certainly an SEN. The question therefore is whether the

Local authorities are not considering applications for an EHC needs assessment properly particular child may need an EHC plan. This is a subjective question. The reasons that I am seeing are blanket policies, meaning local authorities are not considering applications for an EHC needs assessment properly.

Conclusion The only relevant consideration for an EHC needs assessment is whether the child or young person has SEN and may need an EHC plan. There is no reference in the law to funding, IQ levels or comparative academic achievement.

Children and young people with HFA are likely to have SEN. All children with HFA will demonstrate social interaction difficulties, social communication difficulties and rigid thinking.

If your local authority refuses to make an EHC needs assessment purely on the basis of academic achievement, that is failing to address the law properly. Such a refusal may well be unlawful and you should think carefully about challenging the decision.

Further information

Ed Duff is a specialist SEN solicitor at Boyes Turner, based in Reading: www.senexpertsolicitors.co.uk

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SERVICES

SEN RESOURCES

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SEX AND RELATIONSHIP EDUCATION

Promoting healthy relationships Lesley Kerr-Edwards looks at how to provide effective and appropriate sex and relationship education for young people with SEN

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e want to ensure that children are happy and safe. This is a surely a basic intention of everyone who works with children with SEN. Families want services which can help their children to learn the skills and knowledge they need to live positive lives, have healthy relationships, recognise difficulties, understand risks and learn how to keep themselves safe.

Where better to focus this work than in sex and relationships education (SRE)? However, while this is a core element of any school, it is still in a state of limbo – with no broad curriculum of statutory sex education, no requirement of academies to teach the subject and so many of our children missing out on fundamental learning which could benefit their whole development.

Schools have a statutory duty to promote pupil wellbeing and, since September 2015, Ofsted has given a useful lead on the importance of safeguarding in every school, highlighting this area as a core priority; only when this is excellent will a school achieve the “Outstanding” accolade.

Key tools in effective safeguarding are exactly the skills development and knowledge capture that SRE can deliver. I hope this requirement from Ofsted will encourage schools to reassess their SRE programmes and provide appropriate opportunities for their pupils.

Facilitating SRE Teachers are often convinced of the need for this work and many ensure SENISSUE83

Children need to understand how their bodies and feelings will change as they grow older.

that the wellbeing of their pupils is extended by delivering good SRE. However, it is a sensitive subject and not every teacher feels comfortable to deliver it. I would argue that SRE specialists within a school are best placed to support this area of work.

These teachers are interested in the subject and have not had it foisted upon them. They can team teach and

It is a sensitive subject and not every teacher feels comfortable to deliver it support each other, creating a forum where some of the sensitive issues that arise in delivering good SRE can be discussed.

So not only do teachers need to understand SRE, we are also asking them to bring their expertise in working with children with SEN into the mix.

Sometimes a teacher will say: “I could never do this”, but when I ask them how they manage their classroom with all their pupils’ feelings, behaviours and relationships, it seems to me that they are already effectively managing practical SRE in the day-to-day learning environment; it is only a small step for them to feel a bit more confident in delivering formal SRE, given appropriate resources and methods.

Not everything about SRE has to happen at once; in fact, this is the last thing we want. The joy of a planned, steady and relevant programme throughout the school means that both teachers and pupils can take the time they need.

Working together Staff training can be very beneficial, when led by organisations that understand the joys and challenges of making this area of work accessible for pupils with a wide range of needs and abilities. Specialist resources are essential for pupils with SEN with WWW.SENMAGAZINE.CO.UK

SEX AND RELATIONSHIP EDUCATION

It is crucial to recognise the importance of maintaining safe boundaries to deliver the lessons SRE can help keep children safe.

clear and sometimes explicit images to ensure their understanding.

SRE provides schools with a positive opportunity to invite parents and carers to be partners in the process.

A classroom lesson, however excellent, is an isolated occurrence and needs to be supported by consistent messages throughout the school and at home.

A child with SEN will benefit greatly in their understanding of privacy, for example, if the family bathroom and toilet are identified as private spaces which everyone respects. Inappropriate touching is easier to deal with if children know the correct names for body parts and understand the key phrases, or can indicate with a gesture that something is private. Parents can recognise these concepts and support their child to use them appropriately.

Although parents have the right to withdraw their child from SRE, in my experience they are usually pleased that this area of work is being addressed.

They may be looking for help to deal with it and are appreciative of clear SRE that addresses the realities of their children’s lives and value staff who “tell it like it is” and do not shy away from practical teaching and solutions.

It is vital that we recognise the physical realities of the situation; for example, puberty happens whatever the level of disability. How much kinder and simpler it is if young people understand how their bodies will change, how to deal with the practical facts of menstruation or increased attention to hygiene as teenage bodies sweat more, how their feelings may be in flux, and how suddenly they may WWW.SENMAGAZINE.CO.UK

experience new sexual feelings that are natural and common to young people.

Making a difference I have been working for 30 years to find methods, images, stories and activities to explain such topics. It is possible for children and young people with SEN to learn about this. When a parent looks ahead for their child and asks “How can I help him stay safe?” or a teacher asks “How can I help her learn this?”, we can reassure them that though it may not always be simple and it may require a consistent partnership approach, there are techniques that will work.

It is crucial to recognise the importance of maintaining safe boundaries to deliver the lessons and children should not be asked to reveal any personal information. Stories and character work can be very effective ways of distancing the material from the personal, while interactive, engaging techniques can ensure the topics are delivered clearly and age appropriately.

I believe that SRE can start when a child begins school; foundation work about gender, public and private, and appropriate behaviour lay the building blocks for later development. We know that for many children with SEN repetition is important, consistency of language and attitudes is helpful and a matter-of-fact approach builds their confidence.

As children grow up, appropriate topics can be introduced, respecting the child’s development and needs.

It is important to discuss positive friendships, practising social skills and understanding about consent.

Assertion skills can be practised at every level.

Understanding the real world For our teenagers, the Internet can be a wonderful place to contact others, learn about social behaviours and gain understanding and knowledge.

However, in SRE we can work to ensure that they also understand the risks, the importance of privacy settings and how people can indeed lie online and not be a gorgeous fellow teen but a middle aged adult grooming a vulnerable young person.

In time, if appropriate, the nature of intimate relationships can be addressed and the consequences of a sexual relationship or behaviour can be part of a good SRE programme.

Young people with SEN have a right to know about these matters if their development and understanding make them relevant.

SRE is a crucial area of work for children and young people with SEN. I believe that the support of effective and enjoyable SRE will help young people to grow up cheerfully and with optimism, understanding risks but confident in their skills.

SRE is sometimes difficult to address and asks us to consider sensitive and complex topics. But my overwhelming experience is that it is a positive, creative and cooperative endeavour and it can be at the heart of teaching and learning for pupils with SEN.

Further information

Lesley Kerr-Edwards is the author of the Talking Together… series (published by www.fpa.org.uk) and is Director of Image in Action, a non-profit making organisation which runs training, consultation and direct work on SRE for people with SEN and disabilities: www.imageinaction.org Links to SRE organisations and resources can be found at: www.sexeducationforum.org

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LOOKED-AFTER CHILDREN

Skilling them softly Schools need help looked-after children develop social interaction skills if they are to prepare them for learning, writes Jennifer Nock

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t is well known that there is a significant gap in the educational attainment of looked-after children (LAC) and their peers.

A related concern is that LAC are twice as likely as their peers to be permanently excluded from school and five times more likely to have a fixed-term exclusion. The institution of virtual schools, established by local authorities to support and improve the educational achievements of LAC, has begun to address the challenges that the inclusion of LAC present, but many schools, and the overarching education system, have a long way to go in order to be truly inclusive and responsive to the needs of LAC. Although LAC have similar issues to other children who have difficulties around attachment and trauma, they have particular issues related mainly to permanently being in a state of flux. Even if their placement is longterm, it nevertheless is not permanent, and achieving “security” is extremely difficult. Educators are well placed to build skills and resilience with LAC, but

are often at a loss to know how to do this because their needs go beyond the strategies educators have learned through training and experience. Thus, LAC are most at risk of exclusion from the very places that are in a position to provide safe environments where the lengthy work of repair and trustbuilding can begin.

This article aims to consider how the needs of LAC differ from their peers who are not in the care system and to suggest steps that schools can take to ensure that all children, including the most vulnerable, experience school as a positive, safe, supportive environment.

Understanding the issues LAC have often had similar experiences to other children who have difficulties related to attachment and relational trauma, such as those who are adopted, on the threshold of care or in households where their needs are not met, for whatever reason. However, adopted children are usually placed in loving and secure households, where

Educators need to understand what is happening to the looked-after child.

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To be taken into care, life has to be inconceivably harrowing and traumatic the parents are committed to the child’s wellbeing. While many adoptive parents report that they frequently feel under-supported, nonetheless, they are persistent in the struggle to find ways to build a sense of permanence, security and trust, over the long-term, with the intention of this loving care being delivered over the child’s lifetime; in short, they have deep desire to build an authentic, attachment relationship with their adopted child. Unlike the adopted child, many LAC experience frequent placement changes, which prevent the development of a secure attachment bond.

The child who lives in a home where his or her attachment needs are not met, sometimes within a family that is known to and monitored by social services, and sometimes below the radar of the services, has not experienced the trauma of separation from birth parents and all that is familiar.

Research indicates that removing children from their birth homes, thus causing disruption to the parent-child (mal-)attachment, is so disturbing, even to those who are ill-treated by their parents, that it results in adverse social and emotional outcomes ranging from mild to severe. Thus, LAC face particular difficulties specific to their own experiences.

There are over 90,000 children currently in care in the UK, mostly, because they have been abused and/ or neglected. Childhood adversity is WWW.SENMAGAZINE.CO.UK

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The key adult can challenge and change the child’s distorted beliefs not something that children just “get over” once they are removed from an abusive or neglectful parent, because to be taken into care, life has to be inconceivably harrowing and traumatic.

Because babies’ and children's brains are still developing, trauma has a much more pervasive and long-range influence than on adults. Interactions with caregivers communicate to the infant and young child what is safe or unsafe, how ready they need to be for fight or flight, and who they can rely on to help them when they experience fear or discomfort. Those early relationships shape beliefs about self, others and the world in general.

The nurtured child has a positive selfconcept embedded from the start; they know, through positive interactions with caregivers, that they bring joy and delight to others. The LAC has usually not experienced the safe base that a secure attachment relationship provides, has not experienced a loving voice, loving hands and eyes, and has not experienced caregivers who soothe them by understanding them and meeting their needs. This child’s experiences are of neglect, chaos, violence, unpredictable or abusive caregivers, criticism, rejection, abandonment and a lack of positive engagement and feedback. Thus, the core beliefs reflect those destructive messages and the child believes that they are a bad, worthless person; that other people are dangerous, untrustworthy, unreliable and deceptive; and that the world is a dangerous, hostile place. These core beliefs will persist through the life-span unless someone or something changes them, making them more congruent with the reality that the child is a good and WWW.SENMAGAZINE.CO.UK

loveable person who can bring pleasure and delight; other people are generally kind, reliable and approachable; and the world is an interesting, exciting and mostly safe place.

Tackling trauma Sometimes, the LAC has experienced a lack of positive regard and affirmation not only in their birth family, from which they have been removed, but from multiple foster placements, which have broken down because the child’s behaviour has been too “challenging”.

Consequently, the child ends up in a children’s home, where there may be frequent changes in carers, and shift patterns prevent the development of a secure relationship.

Developmental trauma, because of its impact upon the brain, affects the child’s ability to self-regulate, and LAC are often reactive, impulsive and in a highly aroused state, alert for danger and any possible vulnerability.

This can manifest in a number of ways, such as withdrawn, avoidant behaviours, clingy and demanding behaviours or aggressive, destructive and controlling behaviours. Parts of the brain that are responsive to threat are overactive, so the child over-reacts to what might be described as minor situations. Such children have “safety blindness”; that is, they do not detect signs of safety in the environment, but perceive almost everything as a threat.

Traumatised children often attempt to defend themselves through mobilised fight, flight or active freeze responses, or even use immobilisation through dissociative behaviour, sometimes referred to as “flop” mode. These states are incompatible with learning and school; learning, peers and adults can all elicit reactive fear and anger responses in children with complex trauma histories, through inadvertently raising stress and arousal.

Because the child views the world through the mesh of insecurity and chronic fear, they make, and usually react upon, an initial assumption that the adult or child is “out to get

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them” in the most non-threatening, commonplace exchanges, such as another child asking to use a shared resource or an adult asking the child to tidy up. Because their behaviour is frequently impulsive, rather than planned and considered, they do not consider what the outcome of a desirable or undesirable action may be; therefore, the threat of a lost privilege or harsh consequence, or even a reward, will not motivate this child, and ultimately, will damage, rather than build trust.

Parts of the brain that are associated with thinking, self-control, planning and reasoning are also affected, and traumatised children experience various developmental delays, including cognitive, language, motor, and socialisation skills and they tend to display complex difficulties and behaviours with a range of different and often inconsistent, presentations.

Considering this brief and simplified overview of the complex nature and behaviour of many LAC, it is unsurprising that some schools fail to meet their needs. Yet, schools are best placed to build relationships with children who are not experiencing permanence anywhere else, and there are a number of steps that schools can take to ensure that the needs of these, the most vulnerable pupils, are met.

How should schools approach supporting LAC? Most important is to suspend the need to know what to do, and to reflect upon understanding what is happening for the child. When educators take this position, there is a movement away from doing things to the child towards knowing and understanding the child.

Relational experiences, providing enriched, nurturing care, scaffold the child’s progress from mistrust learnt in previous relationships to trust, which allows them to drop destructive, hyper-vigilant defensive strategies and engage the learning system. >> SENISSUE83

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LOOKED-AFTER CHILDREN

While all staff should receive at least basic training about the effects of early adverse experiences on the developing brain, the appointment and training of a key adult, who takes responsibility to meet and greet the child and to checkin with them during the school day, is essential. The key adult can challenge and change the child’s distorted beliefs, by providing warmth, consistency and empathy, whilst maintaining high firm-and-fair boundaries. In such a relationship, messages about self and others from previous relationships are contradicted, and the child can start to experience affirmation, and build a different self- and other-belief.

Schools also must scrutinise their behaviour management systems and ask if they are meeting the needs of all pupils. If we have the same behavioural expectations of these vulnerable pupils as we have of typically developing children, we are being grossly negligent in terms of meeting their specific needs.

We are, in short, setting the child up to fail from the outset. Traditional reward and punishment methods work for children who are securely attached in their relationships, because they have a deep, implicit trust that the motives of the first adults, the parents, are in the best interest of the child, and later, they generalise this belief to other adults, even when it is difficult. Most LAC have not had the benefit of safety and security and are so mistrustful that they cannot let adults be in charge.

children, they can’t play unsupervised with them. They will then be given time to play and work with younger children as an important social and developmental intervention, closely supported by an adult. This will help facilitate better understanding of other children, because they will experience them with, and through the proximity of, a trusted adult. Careful planning and support keeps the child away from potentially explosive situations.

Uninformed adults can frequently misinterpret behaviour and judge it harshly, considering it volitional, rather than accepting that in this moment, this is the only way that the child can express themself. Accepting the child’s intentions and motives with empathy rather than invoking the “no excuses” mantra, or similar, reduces the child’s defensiveness and leaves them more open to learning new and more appropriate ways of communicating needs.

Closely related to this is the need to teach the child to articulate needs instead of using destructive behaviours.

This can be difficult as many LAC are “feelers” not “wordsmiths” (Baylin, 2016). Secure children learn to interpret their feelings through caring interactions with caregivers. They are taught a vocabulary to describe how they are feeling – for example, hungry, cold, frightened – which allows them to communicate how they feel and to

Careful planning and support keeps the child away from potentially explosive situations carry out appropriate problem solving strategies such as getting a snack, putting on a coat or seeking protection from an adult. Maltreated children can generate feelings and are reactive to them, but cannot communicate them in words, make sense of them or take steps to reduce discomfort. Formal emotional literacy interventions are of no use unless the child is experiencing authentic, nurturing, emotional interactions with a trusted and reliable adult.

In conclusion, schools need to build the social interaction and learning skills of LAC by developing reflective, therapeutic educational environments that are sensitive to the needs of traumatised pupils. Children who have experienced relational trauma need to feel safe and secure before they can get ready to learn, so for LAC, the development of trust, through the experience of a nurturing, compassionate relationship, can often mean that academic progress is placed on the back burner while relationshipbuilding is prioritised.

References

Baylin, J. (2016). Brain Based Parenting: From mistrust to trust. “Helping mistrusting children to learn trust”. Leeds, 23 April 2016.

A positive approach In order to meet the needs of LAC, schools need to develop positive approaches to behaviour that do not include shame, humiliation, rejection or harsh outcomes. It is not rational to give consequences unless we understand the underlying causes of or purposes for behaviour. Educators need to make sense of the behaviour from the child’s perspective. Then “consequences” can be sharply focused and instructional in nature. For example, a child who hurts a younger child can be told kindly that as they are having difficulty with younger SENISSUE83

Further information

Dr Jennifer Nock is a chartered psychologist and educator, who has worked for over three decades, and in a wide range of education and SEN settings, with educators, children and young people, families, foster and adoption agencies, and those in the caring professions: www.jennifernocktandc.co.uk Empathy is a useful tool for teachers of LAC.

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LOOKED-AFTER CHILDREN Advertisement feature

Promoting social and emotional wellbeing for learning at Wings School Nottingham A specialist school in Nottingham is innovating its services to help young people affected by trauma in a bid to reduce placement breakdown and the need for CAMHS involvement.

Wings School Nottingham, part of Kedleston Group, is a residential school for young people. It is approaching education and care flexibly to meet the individual needs of the young people.

The goal of the school is to promote the social and emotional wellbeing of children and young people, enabling them to achieve in education, enjoy social activities, have positive relationships and feel empowered and supported to take care of themselves physically and emotionally as they make the transition towards independent living.

Dr Berit Ritchie, a Health and Care Professionals Council registered practitioner psychologist who works with the school, said: “We believe our approach helps young people reach their full potential in all aspects of life.

“Our ethos is not to look at what is ‘wrong’ with a young person, but to look at what has happened in their lives which may be contributing to their difficulties.”

Wings School Nottingham provides education and care, enhanced with additional clinical and therapeutic support. It has developed a multi-disciplinary service featuring professionals with a range of clinical backgrounds and experiences that will help us to provide a bespoke care package and meet the complex needs of this group of young people.

The team is psychology-led and also includes occupational therapy, psychotherapy, and speech and language therapy. The team is trained to deliver CBT informed therapy, trauma therapies such as EMDR and (trauma focused) CBT, attachment based therapies such as dyadic developmental psychotherapy and play therapy. It further draws upon newer emerging approaches for this population such as dialectical behavioural therapy (DBT), cognitive analytical therapy (CAT) and compassion focused therapy (CFT).

Helping looked-after children The types of issues the team can work with include trauma, abuse, attachment difficulties, self-harm, aggressive behaviour, child sexual exploitation and sexually harmful behaviour.

The approach can help overcome difficulties often experienced by looked-after children having access to WWW.SENMAGAZINE.CO.UK

CAMHS and other mental health support services due to frequent moves and waiting times.

The school’s clinical model is embedded in the principles and values of the NICE and SCIE guidelines for looked-after children and young people. Overall care is informed using principles from the Attachment, Regulation and Competencies (ARC) framework (Blaustein & Kinniburgh, 2010).

The ARC framework helps to identify key targets of intervention for young people who have been exposed to trauma and adverse experiences in their young lives and recognises that safety and stability is of utmost importance in order that more targeted therapy can be delivered.

The core areas the service aims to work with includes addressing attachment needs and relationships, working with young people to develop positive social and interpersonal skills, emotional regulation, working on problem solving skills and impulse control and delivering evidence-based individual therapy if needed to resolve specific trauma memories.

As well as working with young people individually, the MDT also works with staff to ensure practice and therapeutic approaches are embedded into every day engagement with the children, not just during therapy sessions.

Dr Alexandra Hardy, Health and Care Professionals Council registered practitioner psychologist, works alongside Dr Ritchie at the school. She said: “We believe the approach can support young people effectively, helping combat those issues they often experience in relation to their mental health. Our holistic and wraparound approach makes up the basic building blocks of support which can address the effects of childhood trauma for young people in our care.” www.kedlestongroup.com/wings-notts Referrals: 0800 0246 985 referrals@kedlestongroup.com SENISSUE83

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SEN RESOURCES

Orpheus Centre gets Queen’s Award for Voluntary Service The Orpheus Centre in Godstone, a specialist college for young disabled adults, has been honoured with the Queen’s Award for Voluntary Service, the highest award a voluntary group can receive in the UK.

Orpheus offers a full and varied curriculum that gives young disabled adults the practical skills they need to live independently when they leave. It was set up by Sir Richard Stilgoe in 1998 and specialises in the performing arts.

Sue Mitchell, Volunteer Coordinator and long-standing volunteer Steven Beal attended a garden party given by the Queen at Buckingham Palace on 24 June to celebrate the winners of this year’s Award. The Orpheus Centre is one of 193 charities, social enterprises and voluntary groups to receive the prestigious Award in 2016.

“The judging panel for this year’s awards were struck by the quality and breadth of all the successful groups”, said Martyn Lewis, the former broadcast journalist who chairs The Queen’s Award for Voluntary Service Committee.

“The thousands of volunteers who give up spare time to help others in their community and to help solve problems demonstrate the very best of democracy in action.”

The Awards were created in 2002 to celebrate the Queen’s Golden Jubilee and winners are announced each year on 2 June, the anniversary of the Queen’s Coronation.

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A volunteer works with students at the college.

“I am enormously proud of the Orpheus Centre volunteers’ achievement in being awarded the Queen’s Award for Voluntary Service – the MBE for charities”, said Graham Whitehead, Chief Executive of The Orpheus Centre. “It reflects the outstanding contribution made by hundreds of volunteers since we began in 1998. Their ‘gift of time’ represents so much for our young disabled students, as they strive to become as independent as possible. Every volunteer brings something unique and special to impact on the lives of our students and staff and with their involvement Orpheus becomes a much richer and dynamic learning environment"

For more information about the Orpheus Centre, visit: www.orpheus.org.uk

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DIABETES

Managing diabetes Martin Hirst provides a useful guide to supporting pupils with diabetes at school

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ou are almost certain, at some point in your teaching career, to have a child with diabetes in your class. Diabetes falls under the broad umbrella of the SEN and disabilities regulations so schools will be aware of the responsibilities they have to fulfil in this regard. Many parents will object strongly to their child being described as having SEN but unfortunately there is evidence to show that some children with diabetes do not perform as well as their classmates who do not have diabetes. This article looks at not just the practical side of managing diabetes but also the emotional effect it can have on everyone involved, with the aim of minimising the impact that living with the condition can have.

Almost every child you are likely to meet with diabetes will have Type 1 diabetes. This type accounts for about ten to 15 per cent of the total number of people with diabetes. It usually affects children and adults up to the age of

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40 but can be diagnosed in much older people.

In Type 1 diabetes, the beta cells in the pancreas no longer produce insulin and blood glucose levels rise. Treatment with insulin injections is always required for survival. It is usually diagnosed as an acute condition requiring hospitalisation.

The symptoms of undiagnosed Type1 diabetes include frequent urination, excessive thirst, tiredness, blurred vision and weight loss.

There is no cure for Type 1 diabetes and a definite cause has not been established. It is thought that there may be several causes with a genetic link in some people. Research shows that a common virus may trigger the body’s immune system to attack its own insulin-producing pancreatic cells.

Treatment of Type 1 diabetes is by managing three factors that all interact to affect blood glucose levels – insulin, exercise and diet. The aim of treatment is to maintain blood glucose

Almost every child you are likely to meet with diabetes will have Type 1 diabetes levels at a safe level to avoid either low blood sugar (hypoglycaemia or a “hypo”) or high blood sugar levels (hyperglycaemia or a “hyper”). Blood sugar levels are checked several times a day to maintain blood glucose levels within a safe range.

Diabetes in children Children of different ages will have different levels of understanding about their condition, different feelings about it and require managing differently.

Smaller children are less likely to understand what is happening to them compared to older children who will have a better grasp of the fact that they

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DIABETES

have a medical condition that needs to be managed.

Whether you have a toddler or a teenager they might not be able to tell you or sometimes even be aware that they are having a hypo, so you need to keep an eye out for behavioural clues. One of the common signs of a hypo is irritability. It can be difficult to tell the difference between this and a toddler (or teenage) tantrum and always keeping blood testing kit handy is a good idea so you can tell the difference and take the necessary steps.

There is never a good age to be diagnosed with diabetes – it is always difficult. Health professionals often comment that teenagers tend to be either very good or very bad at controlling their diabetes. This is probably because they are a notoriously self-conscious age group and blood testing, injections, regular eating times and diet all contribute to a sense of being different from their peers when they simply want to fit in.

As well as feeling different from their classmates, other children may single a child out for these differences and it is not unheard of for a child with diabetes to become the target of bullying. Bullying is usually born out of ignorance, so it may be a good idea if you run a classroom session to explain about diabetes.

Using insulin Insulin serves to lower the levels of glucose in the blood, provided by the consumption of carbohydrates.

Children will most commonly take insulin either four times a day or twice a day.

It is not uncommon for younger children to inject twice a day and this negates the need to inject at school and therefore having someone responsible for administering insulin. As they get older they will need to begin injecting four times daily, meaning introducing injections at school.

However, this should not be a problem as the child will, most likely have taken responsibility for injecting themselves.

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Hypos are more likely with more extreme weather conditions, either hot or cold The more pressing difficulty with teenagers is ensuring they have got themselves organised so they have got the equipment they need.

By far the most common method of insulin delivery is by using a pre-filled, disposable injection pen. Some children use subcutaneous insulin pump therapy as opposed to injections, which delivers a continuous supply of insulin.

Diet and carbohydrates Carbohydrates are sugars and starches, principally bread, potatoes, rice, pasta and sugars. They provide energy our bodies need for all its various activities.

For a child with Type 1 diabetes the pancreas does not produce insulin so blood sugars rise and insulin injections are needed to control blood sugar levels. The aim is to balance the amount of carbohydrate eaten with the amount of insulin given to keep blood sugar levels within a safe range.

It is not unlikely that a child with diabetes will have a hypo while in class.

Hypos are initially treated with a sugary food or drink in the classroom so it is important that you and the other children understand that this is not a treat but a necessity. Similarly, a child with diabetes may need to have a snack between meals to maintain blood sugar levels and this may be at lesson time – again, a necessity not a treat. Perhaps this is something you could explain if you run a classroom session on diabetes.

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blood sugar levels and increases the risk of a hypo.

It is important for a child with diabetes to eat sufficient carbohydrate before, during and after exercise to avoid a hypo.

Hypos are more likely with more extreme weather conditions, either hot or cold, so this is maybe something to consider as well, for example, whether a child is exercising in a room temperature gymnasium or on a comparatively cold playing field.

Another thing to consider is timetables. You may want to consider swapping the times of PE slots, for example, from morning to after lunch, which would (hopefully) reduce the risk of a hypo.

A final thing to remember is that a hypo can be triggered for up to 24 hours after a prolonged period of exercise, so it is important that both you, the child and parents know when periods of exercise happen.

Blood glucose testing Children who take insulin will need to test their blood glucose levels on a regular basis. At school this may be: • before, after and possibly during physical activity • before a meal • anytime they feel or you suspect their blood glucose levels are falling too low or climbing too high.

Ideally blood glucose levels should be between 4 and 8mmol/l before meals and no higher than 10mmol/l two hours after a meal.

The school should provide a lockable room with hand-washing facilities, where testing equipment can be stored safely when not in use. Older children may prefer to keep their testing equipment with them so they can test as and when needed.

Exercise Exercise is an important part of school life, be it on the playing field or in the playground. Exercise, formal or informal, scheduled or unscheduled, is important but has the effect of lowering

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Stress and anxiety can be caused by a variety of things and will affect blood glucose levels

Hypos Hypos occur when blood glucose levels fall too low. A hypo is said to occur when blood glucose levels fall below 4mmol/l, hence “4 is the floor”.

Symptoms and warning signs of a hypo include: • being abnormally tired or sleepy • bad behaviour, aggression and/ or irritability • confusion and/or inability to concentrate • hunger • appearing pale • sweating • trembling or shaking.

Children who are having a hypo will usually display some but not necessarily all of these symptoms and sometimes may not recognise they are having a hypo at all.

Treating a hypo is by giving the child a sugary drink or sugary food, followed by some longer-acting carbohydrate to prevent another hypo. There are a few things to do, and to avoid doing, when dealing with a hypo.

What to do • Do stay with the child.

• Do be aware of the emotional distress that a hypo can cause.

• Do give comfort and reassurance.

• Do send for help.

• Do record the incident.

What not to do • Don’t leave the child alone.

• Don’t take them to another room; treat them immediately where they are.

• Don’t send them to the nurse or sickroom.

• Don’t let other children crowd around.

Hyperglycaemia Hyperglycaemia (or hyper) is the opposite of a hypo, with blood glucose levels rising. Hyperglycaemia SENISSUE83

best you can support them depending on the cause of the stress.

Communication

Stress can lead to erratic blood glucose levels.

is a potential risk for all children with diabetes but children who use an insulin pump have a slightly increased risk. Symptoms include: • frequent passing of large amounts of urine • thirst • vomiting.

If hyperglycaemia occurs, a pump malfunctions or the child vomits, a parent or guardian should be contacted immediately. If a parent or guardian is not available, then emergency medical advice should be sought.

Stress We all can suffer from stress at times and children are no different. Stress and anxiety can be caused by a variety of things and will affect blood glucose levels. Examples could be: • difficulties at home, such as divorce • stress before and during tests and exams • bullying.

Stress will, in the initial stages, cause blood sugar levels to rise. Stress, if prolonged, will lead to erratic blood glucose levels, and exhaustion amongst other things, so for example, you will need to make sure a child has a quickacting carbohydrate available during an exam. If you suspect that a child is going through a prolonged period of stress, you may want to consider how

Good communication is vital to manage diabetes well and this is both communication within the school as well as between the school and home.

Within the school make sure that everybody who needs to know does know. This is not just teaching staff but also staff such as lunchtime supervisors and door monitors.

It is also useful for parents to have at least one named contact at the school, with whom they can discuss their child’s diabetes. The same person could also contact the parents when things like stocks of hypo treatments and medication are running low. This information could then be entered onto a central database and provided to all teachers who have contact with the child.

On a day-to-day basis a daily communication book or diary that goes between the school and home is a good idea. The book or diary can be used to record blood testing times and results, any hypos as well as things like lancing and injection sites, which need to be rotated to avoid soreness.

Further information Martin Hirst is Chief Executive Officer of the charity the InDependent Diabetes Trust: www.iddtinternational.org

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BULLYING

SEN, sexuality and bullying Sophie Keenleyside looks at how schools can engender more tolerant attitudes to difference

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isabled students and pupils with SEN are more likely to be bullied than their nondisabled peers – a hard truth which is sometimes overlooked by schools. Moreover, disabled students or those with SEN who are also LGBT+* or perceived to be, are more likely to be bullied and are at greater risk of not being believed when they report bullying. As one young person said, “it’s a double whammy”.

Academic research shows that being of a different gender identity, sexual orientation or being disabled (including having SEN) increases the risk of a child being victimised by peers. This kind of victimisation will often focus on the real or perceived differences between the victim and the rest of their peer group. When schools fail to champion difference and have an environment which is hostile to “difference” bullying, then these children are more likely to become ostracised. This is why wholeschool approaches that champion respect and celebrate the things that make us all different are proven to be effective at reducing bullying.

In an average class, ten children will report that they have been bullied in the last year and one child will experience persistent bullying every day. Research shows, however, that in primary schools, disabled pupils are twice as likely to suffer from persistent bullying as their non-disabled classmates; with more than twice as many children with SEN saying they experienced bullying “all the time” at age seven, than those without SEN. SENISSUE83

Many pupils do not tell anyone that they are being bullied.

Similarly, over half of young people who identify as LGBT+ have experienced bullying related to their gender or sexual orientation: homophobic, biphobic and transphobic bullying (HBT). Disabled children and those with SEN are at increased risk of HBT bullying: a survey of LGBT+ young people in the UK found that twothirds of those who also had SEN or were disabled had experienced HBT bullying, compared to 55 per cent among the sample as a whole.

Changing attitudes Although schools have made commendable progress in dealing with bullying over the years, levels of homophobic and disablist bullying are still a concern. School culture, alongside attitudes towards supporting disabled children and those with SEN, can often be hurdles to change, with

In primary schools, disabled pupils are twice as likely to suffer from persistent bullying attention often focussing on changing the behaviour of the person who has been bullied rather than the perpetrator.

School staff may say things like: it wouldn’t happen if “he didn’t make that noise”, if they “could talk about the things the other pupils want to talk about”, or if “she didn’t fly off the handle”. Such statements can make disabled learners and those with SEN feel as if they are at fault, as if they have to change or as if bullying is just inevitable, and can often prevent incidents being perceived as bullying, WWW.SENMAGAZINE.CO.UK

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making pupils less forthcoming about reporting bullying behaviour.

In a similar way, when being gay is seen as something of a taboo within the school culture then HBT bullying is more likely to occur, and it becomes increasingly difficult for young people experiencing HBT bullying to report it.

Two-thirds of young people responding to a survey for the Anti-Bullying Alliance said their teachers rarely spoke out against homophobia or transphobia.

The Alliance consulted with young people and heard that when they saw others being victimised for being LGBT+, or did not hear LGBT+ being discussed in their SRE lessons, this made speaking out about HBT bullying very hard.

In addition, many young people reported that homophobic language was frequently heard in their school, especially the term “You’re so gay!”, which was used “whether you’re gay or not”. Interestingly, a disabled young person said that they thought others “think it’s easier to say that than to say something to us about being disabled”.

Indeed, homophobic language could be used to accentuate any difference, such as victimising someone for having SEN or being disabled. Studies have shown that among victims of homophobic bullying, at least a third of young people say they were targeted because of their impairment and/or SEN. Such attitudes in school can breed a culture of silence around bullying.

Many young people reported that homophobic language was frequently heard in their school It is estimated that around a quarter to a third of all children do not tell anyone that they are being bullied, but this figure is higher among young people who are victims of HBT bullying.

Those young people who do not report bullying may not feel safe enough or able to talk about their experiences, especially if they are sexual in nature or relate to their sexuality or gender identity. Likewise, the disabled young people in the survey – some of whom identified as LGBT+ – were concerned they could not approach teachers about bullying “if teachers don’t understand LGBT+ or disability”.

These young people also expressed concern that “People think you can be disabled or LGBT but not both.” Sadly, it appears that there is still an assumption made by many that disabled people will be asexual – neither homosexual, bisexual nor heterosexual. In schools this means that staff “don’t talk to you [students] about any relationships, let alone about being or acknowledging that you are LGBT”. Presumptions of asexuality and a lack of adequate sex and relationships education can undermine disabled young people’s self-confidence, and put them at risk of not reporting bullying.

A whole-school approach

Victims of “difference” bullying can be ostracised at school.

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Over the last three years, the AntiBullying Alliance has led, together with the charities Contact a Family and Achievement for All, an evidencebased programme to address the disproportionate amount of bullying those with SEN and disabled students experience. This has involved delivering training to senior leadership teams in schools and other professionals from

the children’s workforce which draws on the social model of disability.

A school with a social model of disability and a whole-school approach sends a message that everyone has equal value in school and should be respected. Schools are encouraged to challenge the behaviour of the person who is bullying others, rather than the behaviour of the person experiencing the bullying – which is all too often the case with disabled children.

In just three months, some schools on the programme saw substantial reductions in the number of disabled children and those with SEN experiencing bullying, and have ensured that no children with SEN are being frequently bullied. Schools that have done particularly well are often those that celebrate the difference in all pupils in their school, seek to listen to all of their students and work hard to address all types of prejudice. They have shown that it is not inevitable for young people with SEN, who are disabled or who are, or are perceived as, LGBT+ to experience bullying.

Further information

Sophie Keenleyside is Projects Assistant at the AntiBullying Alliance, a coalition of organisations and individuals, hosted by the National Children's Bureau, working to stop bullying and create safer environments for children: www.anti-bullyingalliance.org.uk * By LGBT+ the author includes lesbian, gay, bisexual, trans and the + signifies other gender or sexuality identities such as queer, intersex and asexual.

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PHONICS

Joining up phonics support Abigail Steel provides five steps to improve phonics inclusivity in mainstream classrooms

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was working with a mainstream school recently to review their phonics provision. One afternoon, I had a meeting with two teaching assistants (TAs) who were responsible for supporting individual Key Stage 2 children with SEN and also for running small intervention groups, mostly on the theme of phonics and basic literacy skills.

The children in question were also withdrawn from lessons for half an hour each week to receive intervention support from a local authority service, delivering specialist intervention programmes tailored to their individual needs.

The TAs explained to me the techniques and resources they were using to support the children. They felt anxious and unsure about whether their methods were “right” and whether the children’s progress was “good enough”.

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On paper, everything that was in place for these children was great. They had caring, capable class teachers, received regular support from dedicated and competent TAs and participated in weekly intervention sessions delivered by outside specialists. But something niggled at those TAs. They weren’t ready to accept that the children’s apparent lack of progress and low self-esteem was simply “because of the children’s difficulties”.

So we started looking in more depth at what the children could and couldn’t yet do, talking about them in a holistic, whole-child centred way, exploring their personalities, their classwork, and investigating what actually took place in the classroom, during TA intervention and during LA intervention. What we discovered, in a nutshell, is that everybody’s finest attempts to provide the teaching the children needed were

Everybody’s finest attempts… were resulting in a fragmented and disjointed experience for the children resulting in a fragmented and disjointed experience for the children.

We concluded that a “joined-up thinking” approach might bridge the gaps. Here are the points we decided to address to make the children’s phonics provision more inclusive.

1) Think from the perspective of the child A great starting point is to really imagine stepping into the shoes of a specific child. In your mind, take yourself through their day in detail. Reflect on WWW.SENMAGAZINE.CO.UK

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each lesson or activity they will be participating in and question – what resources do they have to help them succeed? Ask yourself honestly how the experience of being withdrawn from class affects them – is it a welcome relief or does it disrupt the lesson they were enjoying? Ask yourself how the interventions they participate in differ from classroom teaching – do different methods and approaches offer an alternative way to access the learning or do they confuse and conflict?

2) Address the perception of phonics as “baby stuff” Phonics is not “baby stuff” and yet everywhere I go I still encounter teachers and children who think of phonics as something you do in the infants. Published phonics resources don’t often help this perception – many of them are designed specifically to appeal to younger children only. It’s really important that all children and teachers understand that the need for phonics knowledge and skills apply at any age.

In today’s classrooms, at Key Stage 2 and 3, the range of diversity and differentiation is vast and there are bound to be several children who need to develop their phonics knowledge and skills at multiple levels. If phonics is perceived as “babyish” by children and teachers, and resources are used that appear infantile, imagine how individual children’s self-esteem is destroyed before they’ve even got started.

3) Check that phonics teaching across the school is compatible The systematic synthetic phonics endorsed by today’s curriculum is a different type of phonics from many older intervention programmes.

Imagine how confusing it is for children if the phonics teaching they receive in the classroom is different from the phonics teaching they experience in an intervention group.

Systematic synthetic phonics teaching involves breaking down WWW.SENMAGAZINE.CO.UK

Think about the support resources that each child has available on their desk the English Alphabetic Code into its smallest parts. It does not include the explicit teaching of onset and rhyme, nor consonant clusters or “chunks”. It might be that the individual child does need additional practise in using, for example, consonant clusters, and you therefore decide to use different materials but you should have an awareness of this and make

Synthetic phonics sub-skills For blending: • without print, be able to aurally discern the whole word when the adult says the separate sounds • with print, be able to see a letter or letter group and say the sound with the support of a mnemonic or prompt, such as a picture or action clue • with print, be able to see a letter or letter group and say the sound as an automatic response without prompt • scan through a whole printed word and recognise any letter groups • say sounds for graphemes from left to right and “hear” the whole word • modify the pronunciation of the target word where necessary.

For segmenting: • the adult says the whole word and the child hears and says the individual sounds through the word • the adult says a sound and the child points to, or selects, the letter or letter groups on a poster or card • the adult says a sound and the child is able to write the letter shape/s.

it a conscious decision to use those particular resources.

4) Consider the individual phonics resources available to the child When children involved in intervention come back to the classroom, what resources do they bring with them?

What can they see or use in the mainstream class that supports their additional needs? Review your classroom displays and think about what children can see from their desks that supports them. Think about the support resources that each child has available on their desk, in their tray, or in a box/folder that they can refer to during a lesson, and how these resources can be transferred for intervention sessions.

5) Understand how phonics breaks down into smaller sub-skills Your own professional development and understanding of phonics plays a crucial part in being able to support and develop individual children’s phonic needs. The synthetic phonics teaching principles break down into much smaller sub-skills and recognising this can help to identify areas of strength, weakness and progress. A key question when working with children with SEN is: are they making progress? The progress may happen slowly, inconsistently and in much smaller steps than for peers but by looking at phonics in smaller steps we can acknowledge these successes more confidently.

Further information

Abigail Steel is an education consultant and writer. She trains teachers across the world in synthetic phonics and other literacy areas. She is also a mother of children with a range of SEN: www.blackberryphonicstraining.com

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The language of AAC Rosie Clark looks at how communication aids can help pupils to find their voice

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he Communication Bill of Rights, recently distributed by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities (2016), states that: “All people with a disability of any extent of severity have a basic right to affect, through communication, the conditions of their existence”.

Communication has always been a priority at the school I work at, but there was often a discrepancy between the receptive understanding of our pupils and their expressive use of language.

We decided to make it our mission to change this and ensure that all of our pupils can learn to communicate to the very best of their ability.

Research shows that the most effective way to develop language skills in children with complex communication needs is to provide aided language stimulation. To support the pupils to be able to use their language expressively, it is important to find ways to provide our language input, using the same systems the pupils are learning to use.

A pupil’s AAC system must go everywhere with them It is important, at the outset, that we should presume competence in our pupils. When a child first starts at the school, we begin the process of immersing them in a communication rich environment with the assumption that all pupils can learn to communicate.

Staff members use a range of techniques at all times to support the development of communication.

A whole school approach Augmentative and alternative communication (AAC) is seen as a second language within the school and has become “the norm”. Our pupils are immersed in it at all times.

It is so important that a pupil’s AAC system is seen as their voice. It must go everywhere with them and some pupils are able to learn to take responsibility

Language and themes should be modelled to match the child’s age and development.

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for carrying their own system around with them. Others will need help from staff to make sure they bring it along wherever they go.

It is crucial to model the types of things that the pupils may want to say according to their age and stage of development, and not just “adult talk”. We then see pupils beginning to mirror the language back and this gives everyone the motivation to carry on.

At our school, we use a range of different systems of AAC to support the wide range of needs our pupils have.

These are used together to form part of a “communication toolkit” for pupils.

Interactive communication Most of our pupils have their own Pragmatic Organisation Dynamic Display (PODD) communication system, either in a book form or on a hightech device like a tablet or eye-gaze device. PODD is a system designed by Australian speech pathologist, Gayle Porter and is becoming much more widely used in the UK over the last few years. The PODD books or devices are with the pupil at all times and are used by people working with them to provide receptive language input with the aim that the pupils learn, over time, to use their books expressively to communicate back to us. There are a wide range of PODD systems to meet the varying communication requirements of the pupils at various stages of their development. They are also carefully adapted to meet the needs of the pupils with complex physical access issues or visual and/ or hearing impairments.

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Training for staff and parents is a crucial part of AAC implementation

All staff should be able to support pupils’ communication.

which contains symbols for them to model language to the pupils they are working with. Pupils’ own systems are individualised to ensure that the words they need to use are available to them and some have high tech devices, all with personalised language, that staff and other pupils can use to chat to each other. The books are not just limited to simple requests, but have a range of vocabulary to express thoughts, feelings, opinions, exchange ideas, ask questions and make their personalities known.

Aided language displays Aided language displays are single sheets of symbols with language to communicate about specific activities.

These enable quick access to topic or activity related language and are placed around the school environment to make it easier for everyone to participate. These are used as part of the communication toolkit and can be a good starting point whilst assessing a pupil for their own system or just to extend the topic related vocabulary.

There are also a range of other approaches used at the school, including PECS, Makaton signing, visual timetables, objects of reference and touch cues. We have a school Makaton signing choir, who practice SENISSUE83

a range of current songs to perform at our school events. This supports the pupils to use signing across the day as they are developing confidence in their ability to use it.

Staff training Training for staff and parents is a crucial part of AAC implementation. All staff undertake PODD training courses as well as training in other communication systems relevant to their classes. They then learn the practicalities of modelling language in class by observing and working alongside experienced members of staff. Every member of staff in the school, including office and premises staff, attends at least

an introductory session in using PODD. A teacher, who is a trained Makaton trainer, holds signing workshops for parents and staff.

Free training courses are run each term for parents and family members to attend and drop in sessions are arranged regularly enabling the family to carry on using the communication systems at home. We often have parents, grandparents, siblings and family friends coming along to this training as well as staff from our link schools, colleges and respite centres to learn how to support the pupils across all environments.

Many schools wait until children prove they can understand symbols before they are introduced to a full symbol-based language system.

Instead, we immerse children in the language from the first day they join us and then let them show us what they are capable of. We have no idea who can learn how to use a full and comprehensive communication system, but what we do know is that if we don’t give a child the opportunity to learn, they definitely won’t be able to use it.

Further information

Rosie Clark is Assistant Head, Lower School of Woodlands School Surrey. The School won the Augmentative and Alternative Communication Award at the 2015 Shine a Light Awards, organised by Pearson and The Communication Trust: www.woodlands.surrey.sch.uk AAC can help pupils express emotions.

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ALTERNATIVE AND AUGMENTATIVE COMMUNICATION

Inclusive win Queen’s Award for Enterprise Oldham-based Inclusive Technology, a provider of learning technologies supporting children with SEN, is to receive the Queen’s Award for Enterprise 2016.

The award is specifically for international trade and focuses on the company’s online product HelpKidzLearn – a collection of software for young children and those with learning difficulties – and the impact it has had on special education in the UK, United States and 146 other countries.

HelpKidzLearn has 25,000 subscribers around the world who use the software free of charge. An enhanced version of the service is then available on paid subscription for special schools around the world, with more than 70 per cent of subscribers in 32 overseas markets. The United States is the largest user of the product, with 53 per cent of world revenues.

Inclusive’s founder Martin Littler, and Managing Director Sukhjit Gill, will collect the award at a Buckingham Palace reception in July. www.inclusive.co.uk

Features include:

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Dyslexia Awareness Week TES SEN Show preview Asperger’s syndrome Sen publishers Autism SEBD School visits Dyspraxia Awareness Week Kidz Up North preview National Adoption Week Choosing the right school for your child with SEN + CPD, recruitment and more…

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VISUAL IMPAIRMENT

Seeing the individual Neurological sight loss highlights the need for a personalised approach to learning support for children with visual impairment, writes Richard Ellis

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t is widely accepted that approximately 80 per cent of a child’s learning in the classroom is achieved through their visual system – by what they see. Physical presentations by the teacher, interactive white boards, tablets and computer screens all communicate an array of visual images, created to convey information and ideas. In addition to these formalised channels of communication, learning takes place through less obvious means – through the interpretation of non-visual social cues and body language. It is easy to underestimate the extent to which access to the visual world enables comprehension of our environment and the interactive learning that takes place within it.

By way of illustration, consider a fully sighted person walking into an unfamiliar room for the first time; in an instant they are able to ascertain the general layout of the room, who is in that room and potentially identify any hazards that may be present. For a blind or significantly visually impaired person to determine information about the room and its contents they will need to explore the room, employing their haptic sense (touch) and auditory skills. It is inevitable that this alternative approach to room familiarisation will take longer and may, certainly for younger children, require support and guidance to ensure the use of appropriate and efficient strategies.

Any significant reduction in functional vision is likely to have a profound effect on how children access and understand their environment. For many children with reduced vision their experience of the physical world can be as confusing and disorientating as it is for those who have no vision at all.

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Any significant reduction in functional vision is likely to have a profound effect on how children access their environment An individual experience Every child with a visual impairment is a distinct individual and their experience of learning with a visual impairment will be equally unique. It is quite possible for two children to have the same visual diagnosis and possibly even the same clinical presentation, yet their visual ability and functioning may vary considerably. A child’s visual functioning will be determined not just by clinical presentation, or the level to which their visual condition affects them, but will also crucially depend on other factors, such as their personality, life experience and how they view themselves as an individual. Therefore, there cannot be a one-size-fits-all approach to meeting the educational support needs of this group of learners.

An individualised response There are, of course, generic principles and strategies to employ when assessing the needs of children with a visual impairment. There are typical characteristics to consider when looking at particular types of sight loss or visual conditions. However, when planning supportive interventions it is essential to have a good understanding of the individual and an appreciation of their particular experience of visual impairment. Support interventions need to be tailored accordingly if they are going to be appropriate and effective. It WWW.SENMAGAZINE.CO.UK

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is quite conceivable, for example, that the strategies used to access text may be completely opposite for two different visually impaired children. One child may benefit from having printed text increased to a particular font size, while for the other child increasing the size of text would actually compound their visual difficulties rather than resolve them. It is essential that support for children with a visual impairment is specifically targeted and delivered on an individualised and bespoke basis.

A different type of vision loss This need for an individualised and well informed support service has never been more evident than with regard to visual impairment that occurs as a consequence of neurological sight loss.

Good vision is dependent on the health and efficient working of the eye and ocular motor muscles working together with the brain to interpret and make sense of what the eyes are “seeing”.

Neurological visual impairment is essentially impairment to vision caused by damage or disturbance to the visual pathways and/or processing areas of the brain. This type of visual impairment is referred to as cortical or cerebral visual impairment, depending on the specific location of the damage or obstruction in the brain. Children

Strategies used to access text may be completely opposite for two different visually impaired children and young people with this condition may experience a significant visual impairment although from a clinical point of view there is “nothing wrong with their eyes”. This type of sight loss is becoming increasingly recognised as the largest categorisation of visual impairment in children and young people in the developed world.

Characteristics of neurological visual impairment Children with this type of visual impairment may demonstrate a range of characteristics that are typical of the condition. They may present with having difficulty with distance viewing, exhibit a preference for particular colours, experience difficulty dealing with visual complexity or need movement to elicit or sustain visual attention.

Some children may exhibit significant difficulties in certain characteristic areas

Children with neurological visual impairment may have nothing clinically wrong with their eyes.

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and cope very well with other areas; individual children will demonstrate an individual profile of characteristics and how these characteristics impact on their functional vision.

One of the factors that will almost certainly be evident for this entire group is that of visual fatigue. The learning environment and the world in general can be a very confusing place for a child with such a complex visual condition.

For these children, the process of making sense of their environment and using their vision for learning will be a significant challenge in terms of the additional time required and the degree of concerted effort required as the eyes and brain work together to learn through vision. Children will need opportunities to rest or take a break from sustained visual tasks.

As our awareness of neurological visual impairment increases, a number of issues of concern are highlighted.

A significant area of concern is with regard to the potential number of children and young people who, due to acquired brain injury or neurological conditions, may have this condition but have not been recognised or identified as such. A growing number of children are being diagnosed with cortical or cerebral visual impairment (CVI) but it is suspected that many more children with brain damage or neurological conditions, such as those with cerebral palsy, have not had their visual needs clearly identified, and are certainly not accessing the support of an informed visual impairment specialist.

It is possible that these children have other disabilities or presenting difficulties which are more evident and attract greater priority. There may be physical or behavioural difficulties that present as having a more pressing need.

A more cynical view may conclude that within local authorities with stretched and overburdened services there is a reluctance to identify an area of need which is unlikely to be able to be met with the limited resources available.

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impact on their learning and potentially their lives may be going unidentified or at least not fully appreciated. A child or young person who has a neurological condition or who has had a traumatic brain injury and presents with inconsistent, confusing visual functioning should be considered as potentially requiring an assessment for CVI. A further concern related to this group of children and young people is for those who have been identified or even diagnosed as having a neurological visual impairment but for whom little or nothing has been done to meet these specific needs.

As awareness and experience grows in this particular area of sensory loss it can only be hoped that there will be an increase in the availability of appropriate services for these children and their families. Early intervention is critical as it has been shown that, with targeted interventions and support, it is possible to anticipate an improvement in the functional vision of these children.

A different approach It is apparent that the number of children with a neurological visual impairment is growing. It is encouraging that an increasing number of these children are being identified and diagnosed

It is apparent that the number of children with a neurological visual impairment is growing with a CVI but many children and their families are still being left in the dark with regard to what the implications of this condition are and how to best support their needs.

Vision specialists and advisory teachers working in schools do not always feel confident or equipped to respond to the needs of this type of sight loss and so parents who resort to internet investigations become frustrated in the knowledge that there is growing expertise in this area and that appropriate interventions have been shown to make significant improvements to the functional vision of children and young people with this type of condition.

Children who are identified as potentially having a neurological element to their visual difficulties should always be seen by an ophthalmic specialist for further consultation and possibly to obtain a diagnosis of their condition. An assessment of their individual needs and characteristics

should also be carried out by an experienced visual impairment specialist, in order to develop an individual profile of how the child specifically experiences their visual condition. An individualised profile of visual abilities and challenges can then be developed. A bespoke programme of interventions and adaptations to the child’s living and learning environment can then be recommended with the aim of supporting them to use their vision more efficiently and effectively.

As the awareness of CVI increases and the number of children with this particular type of visual difficulty becomes more evident, educational support services will need to respond with specific, targeted strategies for understanding and supporting their needs. This requirement for an individualised approach to this particularly complex visual condition really serves to highlight and remind us that all children with SEN in our schools and colleges are individuals first and foremost. They will each demonstrate their own particular and specific physical or sensory strengths and challenges and their responses to those challenges will inevitably vary depending on a range of personal factors. It therefore follows that effective support for these children should be based on thorough, holistic and comprehensive assessments which lead to personalised and targeted support for learning.

Further information

Richard Ellis is Head of Visual Impairment Services at WESC Foundation, a specialist centre for visual impairment in Devon: www.wescfoundation.ac.uk We need to appreciate how each visually impaired individual understands the world.

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VISUAL IMPAIRMENT

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

Personalised Learning Programmes

BOOK A VISIT

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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Advertisement feature

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There is an open-source viVOS library of publications where users can upload their jpeg and sound compilation for others to share and use.

You can make a single copy of your own big print book where every page can have your voice recordings. VIs can hear their voices or play back others’ voices and use tactiles to navigate around a page. Objects too can have audio explanations via recordable stickers – ideal for making audio notes and reminders. Stickers can also audio label clothes and equipment that will withstand continuous washes.

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Mantra Lingua, UK based makers of these devices, service nurseries, schools, RNIB, museums and nature trails. Both devices are portable and can be used anywhere. There is no need for computers.

PENpal costs £75 and viVOS £150. 400 Recordable stickers are £15. uk.mantralingua.com/sen Contact Kate Clynes: kate@mantralingua.com WWW.SENMAGAZINE.CO.UK

APPRENTICESHIPS

The butcher’s apprentice Sharon Walpole reveals how apprenticeships can transform the lives of young people with SEN

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pprenticeships present young people of all abilities with a great opportunity to get a job and learn new skills, including young people with SEN and care leavers. Today, thousands of apprenticeship vacancies go unfilled because of the lack of applicants and I believe it’s time we embraced apprenticeships as a fantastic opportunity for many young people with SEN. An apprenticeship is a combination of practical on-the-job training and study. An apprentice works alongside experienced staff to gain job-specific skills, whilst studying towards a related qualification (usually one day a week). It can take one to four years to complete depending on the level of the qualification.

I know that young people with SEN can go far on an apprenticeship. Let’s take Ben as an example. He was told by the teachers at his senior school that he probably wouldn’t get a job due to his severe dyslexia. He was frustrated by the school system and rote learning and became disenchanted, causing fights as a way of deflecting attention away from his poor academic achievement.

Ben found work experience at a butcher’s shop but they were unable

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to offer him full-time work after he left school aged 16 with just one GCSE. Fortunately for Ben, the shop passed on his details to Steve, the butchery manager at the nearby Farm Shop.

Steve had just started taking on and training apprentices and agreed to meet Ben who went along to the interview with his dad.

Steve recalls being unimpressed.

Ben’s dad had to plead his case for him, assuring Steve that Ben was prepared to work really hard. Despite his first impressions, Steve saw Ben’s potential and he decided to take a chance on him.

Using his strengths After just a few days at his new job, it was clear to the company that they’d discovered a real star. They found that Ben’s dyslexia was not a problem and though he does serve customers occasionally, his real strength lies in his butchery skills. And Ben has other unexpected strengths. He has a fantastic auditory memory and he only has to hear a phone number read out once and he’ll remember it forever; it’s a great way of compensating for, and coping with, some of the problems that dyslexia can throw up in a working environment.

The team at Farm Shop has welcomed Ben with open arms, helping him with the written work he had to complete as part of his apprenticeship.

They ask Ben questions and write his answers down for him and gave him the task of copying out his answers as part of his apprenticeship homework.

And the apprenticeship assessors were happy for Ben to do his written work this way.

Steve saw Ben’s potential and he decided to take a chance on him In 2013, Ben was awarded the Lord Graham Award for Endeavour, which was presented to him by Princess Anne at The Butchers’ Hall in London.

Ben has come a long way since he started work at the Farm Shop as a shy, young, dyslexic apprentice, four years ago. He passed his driving test and worked hard to save up to buy his dream car and two months ago, Ben became the proud owner of his own house, which he shares with his long-term girlfriend.

Steve is rightly proud of Ben and all his achievements, and the way he has successfully managed his life and his dyslexia.

Ben’s story is that of so many young people with SEN, young people who were written off at school and told they would never have a career.

Apprenticeships can transform lives.

And it’s up to all of us to take them seriously.

Further information

Sharon Walpole is CEO of the Walpole Media Group, which publishes a range of magazines and websites covering the careers advice sector: http://movingonmagazine.co.uk http://www.notgoingtouni.co.uk

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A new landscape for dyslexics Samantha Hale looks at how changes to the SEN system are affecting children and young people with dyslexia

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n September 2014, the process of phasing out statements of SEN for education, health and care (EHC) plans began with any new requests for statutory assessments to be processed as EHC needs assessments. The EHC plan system was pitched as a completely new and improved way of providing support to children and young people with SEN. Two and a half years on, what has really changed and how has it impacted on children and young people with dyslexia?

How does the support in school differ under the new system?

Until September 2014, support could be provided in school through School Action or School Action Plus and a child was placed under one of these at the school’s discretion. Under the new system it still remains at the school’s discretion who they provide support in school to, but it is no longer called School Action or School Action Plus it is called “SEN Support”.

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It still remains at the school’s discretion who they provide support in school to is formally set out, I would hope this could lead to more teachers picking up on a child having SEN such as dyslexia as the focus with the changes is on early intervention.

The legislation that sets out when a local authority must carry out an assessment differs slightly under the old system of statutory assessments and the new and current system of EHC needs assessments.

However, both require the local authority to assess if the child or young person has or may have SEN, and it may be necessary for the local authority to make special educational provision.

Furthermore, if an assessment is carried out, the process is essentially the same and therefore parents would notice very little difference with the changes.

What’s changed with the new EHC plans?

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again the wording of the legislation differs slightly. Essentially, the decision remains based on it being necessary for the local authority to make special education provision for the child and under the new legislation this would be through an EHC plan.

Although the criteria for determining whether or not to issue an EHC plan is very similar, the plans are quite different, in that they can cater for pupils up to 25 years of age, instead of 19 years of age, if the young person remains in education or training, and it is required.

Furthermore, included in EHC plans is not only a description of the child or young person’s educational needs but also a description of provision in relation to any health and social care needs they may have. It is also possible to have a personal budget included in an EHC plan, if you request one. However, some local authorities do not seem to understand fully the law regarding personal budgets. Therefore, if you would like one, you may benefit from seeking legal advice on the subject.

Dyslexia and the new SEN Code of Practice The new SEN Code of Practice refers to dyslexia under “Broad Areas of Need”.

It is simply referred to in this section as part of the explanation as to what specific learning difficulties (SpLD) encompasses. No guidance on how to provide specific support to children with dyslexia is included in the SEN Code of Practice.

I have heard of parents of children with a diagnosis of dyslexia being told by the school not to bother trying to get an EHC plan, as they won’t get one for a diagnosis of dyslexia. However, this assertion is not correct, as children with dyslexia will often require additional support to be provided through an EHC plan.

I recommend that any parent in this situation applies for an EHC needs assessment, if you think your child needs more support to meet their SEN. If this is refused or if after the assessment the local authority refuses to issue an WWW.SENMAGAZINE.CO.UK

Some parents are being discouraged from seeking an EHC plan for their dyslexic child.

EHC plan, you will be given a right of appeal to the First-tier Tribunal (Special Educational Needs and Disability).

Again, I recommend that parents use this right of appeal, as it is possible to get a child an EHC plan if it can be demonstrated that it is necessary for the local authority to make special educational provision for them.

If you are able to get an EHC plan,

Some local authorities do not seem to understand fully personal budgets you will also have a right of appeal in relation to the educational needs described, provision to meet these and the school named. It is important to seek legal advice at this stage as well; normally these are not adequately worded and therefore it is usually recommended that you appeal to the First-tier Tribunal (Special Educational Needs and Disability) to improve these.

working with children and young people are still adjusting to the changes.

From a legal perspective, the facts that an EHC plan can be provided up to the age of 25 and include health and social care and personal budgets are very positive changes. However, the law in relation to when a local authority has a duty to assess and provide support to meet a child or young person’s needs has not changed. Unfortunately, this means that we are still seeing a large number of parents, especially those whose child has a diagnosis of dyslexia having to battle with their local authority to try and get further support in place.

From my observations, this appears to be partly due to the reluctance of some local authorities to recognise these children as requiring additional support to be made for them through an EHC plan, but also where one is issued a failure to include adequate provision to meet the needs arising from this diagnosis.

In some areas there appears to be a lack of sufficient provision for dyslexic pupils and this is therefore something local authorities should be reviewing.

Verdict on the changes In some respects, it may be too soon to comment on the effectiveness of the new system, whilst the transition process from statements of SEN to EHC plans is still ongoing, and local authorities and other professionals

Further information

Samantha Hale is Education and Community Care solicitor at Simpson Millar: www.simpsonmillar.co.uk

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Dad to race 100km ultra marathon to raise funds for Unicorn School Unicorn School parent Steven Carr will be racing a 100km ultra-marathon in July 2016 to raise funds for the School.

Steven will be running the annual Race to the Stones on Saturday 16 July.

The event is a gruelling 100km challenge along The Ridgeway, starting in the Chilterns in Oxfordshire and finishing at the 5,000-year-old stone circle at Avebury. Steven aims to complete the ultra-marathon within a challenging 14 hours.

“What The Unicorn School offers children with dyslexia is unrivalled”, he says. “Any funds I can raise will be beneficial for my son and the other children; these kids deserve everything we can do for them”.

Steven is an experienced athlete; in previous years he has cycled the Land’s End to John O’Groats challenge and has trekked across the Himalayas.

“The Race to the Stones Ultra Marathon will be the biggest challenge of my life”, says Steven, who is running 15 to 20 miles a week in training for the event.

The Unicorn School celebrates its 25 year anniversary this year. In that time, it has supported more than 500 pupils with specific learning difficulties such as dyslexia, dyspraxia and WWW.SENMAGAZINE.CO.UK

dyscalculia. As the School enters its second quarter-century, its next exciting development is the introduction of a GCSE programme, commencing this September. This will make the School unique as Oxfordshire’s only dyslexia-specialist school to offer GCSE education.

“We are enormously grateful to Steven Steven Carr in training for ultra-marathon challenge. for raising funds and awareness to support our school”, said a spokesperson for the School.

To follow Steven’s progress or to make a donation, visit: www.justgiving.com/stevecarrultramarathon For more information about Unicorn School, go to: www.unicornoxford.co.uk

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The “myth” of visual dyslexia Visual stress and dyslexia are related, but they aren’t the same thing, argues Bob Hext

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am about to leave for an extended trip to China, so I have recently been taking Chinese lessons. At my most recent lesson, there was just one other student, Julie, who is dyslexic. We spent a lot of time on a particular sound sequence in one word, which, like many sounds in Mandarin, does not occur in English. I mastered it quite quickly: it was just a matter of copying what the tutor was doing and imitating the sound he made. Julie, on the other hand, was still struggling after ten minutes. She eventually mastered the initial consonant sound, then later was getting the vowel sound right – but then the consonant sound had gone again, so she still found it difficult to put them together accurately.

I sat and listened, fascinated.

Never have I witnessed a phonological processing deficit demonstrated so powerfully; it was as if I was watching some of the memory of the sound disappearing down a hole before it

Visual perception difficulties can be improved by reading through colour.

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reached the part of Julie’s brain that told her mouth how to reproduce it.

Competing theories The phonological deficit hypothesis carries significant weight as an explanation of the neurological basis of dyslexia. In particular, there is evidence of a high correlation between problems in phoneme-grapheme correspondence (connecting sounds in language to letters) and reading difficulties in children. Some studies have shown specific differences between the neural pathways associated with language in the left hemisphere of dyslexics and the same areas of the brain in neurotypical subjects. This suggests a structural or functional deficit in that part of the brain in the case of individuals with dyslexia – in other words, the hole where Julie’s recall of the Chinese sound disappeared this morning.

Competing theories suggest, for example, that the phonological processing deficit does not explain the short-term memory problems or the multi-tasking difficulties frequently experienced by dyslexic people; however, the commonality of them all is that there is a neurological condition called dyslexia, unrelated to intelligence, which affects the ability of certain individuals to accurately map the sounds of words onto the orthography of a language, and which can affect the ability of those individuals to process language at a number of levels.

There is no “cure” for this condition and cumulative multi-sensory teaching

Can we actually call someone “dyslexic” because the words won’t keep still for them is necessary where it is evident. It took Julie ten minutes this morning to learn the Chinese sound that I had mastered in one because she was clearly missing a particular neural pathway that I happen to possess in spades.

Unravelling definitions Such is dyslexia. Unfortunately, it has become a blanket term for any kind of reading difficulty that is unrelated to general intelligence. In particular, a significant proportion (about five per cent) of the population find that black text on a white page is unstable: the letters seem to move around, or even appear to “jump of the page”. This clearly has a markedly detrimental effect on reading, and the experience of these symptoms is often called “visual dyslexia”.

Victor Windell, an online developer, has created a simulation (easily accessible via an internet search) designed to give the reading public an experience of what it feels like for a dyslexic person to read. The reading difficulty it simulates is often referred to as “visual dyslexia”. But at this point, definitions start to unravel. Although it is certainly true that a significant group of people have serious reading difficulties because of how they visually perceive WWW.SENMAGAZINE.CO.UK

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words on a page, what does this have to do with a condition defined as a “phonological processing deficit”? Can we actually call someone “dyslexic” because the words won’t keep still for them?

Questionable diagnosis In his 2014 book The Dyslexia Debate, Julian Elliott of Durham University says the term “dyslexia” should be abandoned because it lacks scientific rigour and educational value. He suggests that the key task for professionals is to spot reading difficulties early in any child and intervene as quickly as possible rather than search for a questionable diagnosis. Professor Elliott challenges much of our current thinking about dyslexia. We may or may not agree with him about completely abandoning the term “dyslexia”, but I do believe that it should be used carefully and accurately, not only so that the right interventions can be identified, but also so that expectations from teachers, pupils and parents alike can be managed.

And here I come to the title of this article: “the myth of visual dyslexia”.

There is no relationship between the experience of “words jumping about” and any understanding of dyslexia within the framework of the “processing deficit” definitions.

There clearly is a condition which causes text to distort on a page (see Reading Through Colour, Wilkins, 2003), and there is equally clearly a condition that affects the processing of language through a phonological or short-term memory deficit. The first condition is called visual stress; the second condition is called dyslexia.

Visual stress is caused by an oversensitivity in the visual cortex to specific wavelengths of light (called cortical hyperexcitability) and is alleviated – often dramatically – by the use of a coloured filter of a tint specific to the needs of the individual. Dyslexia is supported – usually less dramatically – through a cumulative multi-sensory approach to teaching, the adoption WWW.SENMAGAZINE.CO.UK

of a variety of individualised learning strategies, and the use of assistive technology where this is available.

About 35 per cent of dyslexic people do also have visual stress, but there are also people with visual stress that do not have dyslexia.

One Y10 girl with a reading age of seven was predicted “ungraded” in all her GCSEs. She was assessed for visual stress and found to need a sky blue overlay. After one year of reading with her overlay she was reading at chronological age and was predicted Bs and Cs at GCSE. Dyslexia?

Phonological processing deficit?

Hardly. Visual-perceptual difficulties remedied by the single intervention of a blue filter? Yes.

What’s the problem?

This is where I think we need to listen to Julian Elliott. If that young person had just been diagnosed with “dyslexia” all the multi-sensory teaching in the world would not have enabled her to see the words without them “moving around”, because what she needed was a blue filter – nothing else. If a child has reading difficulties, we need to find out what is going on as soon as possible – and this includes finding out if they are actually struggling to process the words as language or if they are struggling to make sense of them at all, even before they effectively become “language”.

When another child (ten years old) was found to need an overlay, he said to his assessor: “Is that what you mean by a word? Can I start learning to read now?” That child could have been “phonicked” to death without ever being any nearer to understanding what a phoneme was, let alone being able to blend any together.

We must stop confusing visual stress with dyslexia. Coloured filters can correct symptoms of visual stress, and can change lives in the process.

But incorrect use of the term dyslexia in this context leads to erroneous statements about curing dyslexia.

This is inaccurate and dangerous. In

If a child has reading difficulties, we need to find out what is going on as soon as possible May 2015, the media picked up on some research from Bristol University that, quite rightly, said that there was no connection between ophthalmic conditions and dyslexia. The reports then quite wrongly went on to say that there was, therefore, no support for the efficacy of coloured overlays for use with children experiencing reading difficulties. There are a few logical connections missing there.

At the other end of the research spectrum we find people like the lady that I met at a recent conference who said that she didn’t really bother with assessing for visual stress because the research is inconclusive. She needs to meet the two young people I mention above; their experience was far from inconclusive. So let’s not fall victim to woolly, slapdash definitions of learning difficulties, whatever they are; but at the same time let’s not be so scientific that we ignore the voice that’s crying beyond the pages of the systematic review. For about one in 20 children, this means not automatically thinking “dyslexia” because they are missing words and skipping lines, but checking first whether reading through colour might just change their lives – whether research says it does or not.

Further information

Bob Hext is Managing Director of Crossbow Education Ltd: www.crossboweducation.com

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ACCESSIBLE VEHICLES

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Handle with care Penny Townsend outlines best practice in manual handling of young people with profound complex needs

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he face of moving and handling began to change in 1992 with the implementation of the Manual Handling Operation Regulations (MHOR).

Moving and handling practice in health, social care and educational establishments had been slowly changing before this, but with the new driver from the Government and the Health and Safety Executive (HSE) there was more incentive for establishments to practice safer handling.

MHOR states that you should avoid any hazardous moving and handling activity and if it can’t be avoided, then assess the activity and put measures into place to make the activity safer. We cannot eliminate moving and handling young people with profound complex needs but we can

Equipment manufacturers have upped their game over the last 25 years

tilt laterally to assist the carer with rolling for personal care and in-bed management systems that allow for safer handling for repositioning in bed.

Why practice safer handling? use a variety of equipment to reduce the risk to the carer and the young person. Why, though, do we still see potentially unsafe methods of moving and handling practice, especially when equipment manufacturers have upped their game over the last 25 years with an improvement in hoists that are electrically operated and not pump handled, which required a lot of effort from the carer. We also now have slings that can be left in situ with fabrics that are soft, breathable and provide an element of pressure relief.

We also have profiling beds that can

Many moving and handling practitioners will still come across poor practice; staff may have little regard for their own safety and may not realise that there are implications for the safety, wellbeing and dignity of the young people they are working with; this could be because of a lack of training, equipment, supervision and support, or the result of poor leadership. It could be the result of a lack of understanding of health and safety responsibilities or the complexity of the young people.

If these issues are addressed, though, we should be able to achieve a safer handling culture for the young people and carers alike. The safety, dignity, wellbeing and care of the young people would be improved. This in turn would promote enrichment for the young person which may lead to improved or increased potential for levels of functional independence.

If we can achieve this, then we promote improved safety and welfare for the carers as well. It becomes a “win-win” situation.

The national Framework for Children and Young People’s Continuing Care highlights the need for a structured management plan to minimise risk and is appropriate for their needs, which include safer handling.

Hidden dangers Safer handling is required for all of the above reasons but also because there are many hidden dangers when Innovation using slings and hoists for safer therapeutic handling.

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working with young people with profound complex needs. If carers are more aware of the potential for harm to the young person this should then lead to improved reasoning for better care and influence a change in practice.

The hidden dangers include: • reduced bone density • abnormal postural tone • hypermobility • pain.

Bone Density Severely disabled young people are prone to low trauma fractures which often occur as a result of a trivial injury or during normal care activities such as dressing and undressing. Several studies have shown that non-ambulant children and adults have a reduced bone mineral density compared with their ambulant peers.¹ If this is then tied in with unsafe handling methods, such as a drag, cradle/orthodox or top and tail lift, there is an increased risk of causing a fracture due to the grip that may need to be employed to physically lift the weight of the young person.

Or it could be that during the manual lift they lose some control and the young person slips from their grasp and is inadvertently banged against their seating system; what would be a minor injury can be escalated to a more severe injury.

As well as causing pain, such a fracture further limits mobility, in turn

A leave in/in situ sling.

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leading to muscle wasting through disuse, hospitalisation, missed school and further loss of independence.² What also needs to be considered is the distress that the carer would experience in causing a fracture to a young person in their care, the stress of an accident investigation and the potential threat of litigation from the family.

Young people with profound complex needs cannot always communicate to tell carers that they are in pain

Abnormal Postural Tone results in altered body shapes, abnormal movement patterns, spasms and involuntary movement. This can make moving and handling more difficult due to the unpredictability of the young person’s movement, and increase the chances of an accident occurring if carers are not using correct moving and handling practice. With the use of equipment such as hoists and slings their movements can be better controlled; improved body shape and conformity is achieved in a sling and there will be improved safety all around.

muscle spasms and therefore create a continuing pain cycle. Poor moving and handling practice can increase the amount of pain that the young person may suffer.

Hypermobility can affect young people with a range of disabilities.

Hypermobility describes joints that go beyond what is considered a normal range of movement, often described as being “double jointed”. This may mean that their joints are more susceptible to poor moving and handling techniques to subluxations or even dislocations, which in turn lead to pain and distress for the young person. Carers need to be mindful when carrying out personal care and dressing not to place undue stress on the joints of the young people and to use correct handling techniques and hoisting where appropriate.

Pain Young people with profound complex needs cannot always communicate to tell carers that they are in pain, or that being moved in a certain way is uncomfortable or distressing. They may also have hips that are beginning to dislocate which can be very painful and may increase their reluctance to be moved or cause them to have more

Conclusion All carers who work in this field should be mindful of these hidden dangers and practice the safest handling where possible to reduce the risk of harm to the young person. Carers should not opt for the quickest and most convenient method for them but for the method which is right for the young person they are caring for.

We can facilitate this by providing the right equipment, support, leadership and supervision through good education, training and information sharing on best practice. This will help us all to achieve a safer handling culture and influence change.

Footnotes

1: Tasdemir, H,.A., Buyukavci, M., Ackay F., et al. Bone Mineral density in cerebral palsy.

Pediatr Int 2001;43: 157-60.

2: Caulton, J.M., Ward, K.A., Alsop, C.W., et al. A randomised controlled trial of standing programme on bone mineral density in nonambulant children with cerebral palsy. Arch Dis Child 2004; 89 131-135.

Further information

Penny Townsend is a paediatric manual handling adviser and Advanced Member of the National Back Exchange (NBE) www.nationalbackexchange.org Images courtesy of Guldmann: www.guldmann.com

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Ten steps to keeping your back healthy Lorna Taylor provides best-practice back saving tips for primary teachers and teaching assistants

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t’s a notoriously difficult challenge – adults being comfortable whilst working at low heights with young children. Trying to accommodate the learning and health needs of teaching staff, support staff and young children throughout each and every school day can be quite a headache.

Here are some “trade tips” to address some of the most common challenges experienced by staff working at low heights.

Each one should help improve staff health and comfort and reduce absence.

1

All primary and early years staff should have access to an adult height desk and chair for administration and regular computer/laptop use. If space is an issue, a height adjustable, mobile laptop table or over-bed table are good, affordable options.

When working at a computer/laptop, the screen should be level with the top of your eyes

2

When working at a computer/laptop, the screen should be level with the top of your eyes. A screen raiser, separate mouse and keyboard will be needed if using a laptop.

A height adjustable chair is required and can accommodate a variety of users. Chair arms are only required to assist users to get in and out of a chair and are not required for

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use at a desk. If chair arms are required, choose drop down arms so they do not obstruct the user getting close to the desk. This applies if working from home too.

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All staff should have access to a low, mobile chair if sitting and working at low children’s tables. The discs of the spine are extremely vulnerable to twisting and shearing forces which occur when sitting on low static chairs or children’s furniture.

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It’s advisable in rooms with very low tables, where adults need to spend a period of time using the table that a couple are raised up with furniture raisers.

Table leg raisers can be easily found through an internet search. Children can work in standing at the slightly higher tables for part of their day.

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If you’re regularly using a computer, laptop or mobile device for work, a DSE risk assessment is required by law. This explains the concept of “ergonomics” and helps prevent injury.

Your school health and safety officer will be able to advise.

4

The highest risk factor for experiencing back pain, is already having had it. This makes prevention essential.

Staff should be comfortable before they begin an activity and should stop and move position if they start to feel uncomfortable.

Arrange and organise classrooms and learning environments to ensure stooping, bending over and awkward postures are reduced to a minimum.

For example, move bookshelves which obstruct the interactive whiteboard and ensure cupboards have clutter free access. Ask yourself questions such as, can washing up happen in an adult height sink or in a raised bowl?

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Ask students to access their own resources, especially if low down, to reduce staff stooping and bending over wherever possible. It’s OK to stand upright when talking with young children at points throughout the day rather than bending to their height every time.

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When using a whiteboard, if it’s located high on a wall, a whiteboard step can assist use and reduce overstretching. A remote white board pointer and controller can also help staff as this can be used to operate the equipment whilst standing.

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Lifting and carrying books and resources needs careful consideration. A wheeled trolley case or crate may ease the manoeuvre of books and equipment if there are limited stairs. Use ramps to wheel equipment where available; it will only take a few extra minutes and can really help your back. It’s beneficial to push trolleys rather than pull them.

Ensure manual handling training has been completed and is up to date.

If carrying a single strap bag (including a handbag), wear it across your body (not on one shoulder) and swap sides regularly. Two bags of

If you are finding an activity difficult for your back, it’s highly likely colleagues will be too similar weight carried in each hand or a rucksack worn on both shoulders are also good options. Try to repack your bag every night so you are only carrying what you need.

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Back pain and emotional wellbeing are interlinked. It’s essential you feel supported at work and can voice concerns if you’re feeling cumulative strain injury (aches and pain increasing over time). If you are finding an activity difficult for your back, it’s highly likely colleagues will be too. Prevention of injury is key.

Rest and movement breaks are essential to health. A supportive leadership team and workplace culture are crucial.

Sadly, this is a challenge in itself to change, but if certain work activities are causing discomfort, speak with your line manager. There are always solutions. A risk assessment can be requested and recommendations made and implemented which can hugely improve your working environment.

Further information

Lorna Taylor is a paediatric physiotherapist who runs Children First Physiotherapy and the Jolly Back company: www.jollyback.com

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What is Rebound Therapy?

By Paul Kaye FRTI and Eddy Anderson MCSP The phrase “Rebound Therapy” was coined by the founder, Eddy Anderson MCSP, Cert Ed, in 1969 to describe the use of trampolines in providing opportunities for movement, therapeutic exercise and recreation for people across the whole spectrum of special needs.

Rebound Therapy is used to facilitate movement, promote balance, promote an increase or decrease in muscle tone, promote relaxation, promote sensory integration, improve fitness and exercise tolerance, and to improve communication skills.

It is popular in special needs schools and is becoming increasingly popular in mainstream schools with a special needs unit, partly because the trampoline is a piece of apparatus that virtually all people, regardless of their abilities, can access, benefit from and enjoy.

The representative body for Rebound Therapy is ReboundTherapy.org who state that in addition to the benefits listed above, it is an ideal vehicle for cross curricular teaching activity – with the potential for teaching such things as numeracy, colour recognition, positioning (left, right, backwards, forwards, clockwise and anticlockwise), communication, social awareness and consideration of others. They further state that the unique properties of the trampoline offer ample opportunities for everybody to enhance movement patterns. The work is intrinsically motivating and enjoyable

and returns high value in therapeutic terms for the time and the effort involved.

That sums it up in essence, but let us examine the trampoline and its properties in more detail.

Physical properties of the trampoline 1. Unique, three-fold effect on body organs, systems and muscles: a) weight increases and decreases to the point of weightlessness b) there is acceleration from stillness to varying speeds c) there is deceleration from varying speeds to stillness.

2. Storage of potential energy: as the trampoline bed is under tension with springs it is a potential energy source.

3. Output of energy: this varies according to the energy put in; the bed stores the input energy into output. As in Newton's 3rd Law of Motion, “for every action there is an equal and opposite reaction”.

4. Potential for lifting a body into space: as a result of item (2), the trampoline bed, when energised, has the potential for lifting a body into space. The amount of energy required will relate to the weight of the body to be lifted.

5. Potential for initiating movement in a body from a distance: the input of energy can be at any point yet

Katie Simpson-Smith who has quadriplegic CP with her mother Julie and Shirley Kaye, a Rebound Therapy trainer and course tutor.

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still produce output throughout the trampoline bed. However, that output is most effective from the centre of the trampoline bed.

The technique of “popping” or “kipping” uses this property to initiate control and movement.

6. Unstable surface: the surface, which is elasticated and under spring tension, is unstable and movement on it acts to energise the bed. Output from this movement causes the bed to offer an active base upon which movement occurs.

7. Damping: this is the absorption of the energy of the bed by the body.

It is achieved by taking up some of the energy of the bed through flexed hips and knees.

8. Variable surface: the surface is changeable and can be deliberately arranged to enhance symmetry and to promote symmetrical weightbearing, thus encouraging balance.

Physiological effects of Rebound Therapy 1. Cardio-respiratory: there is a high demand on muscles to deal with the increased gravity produced on deceleration and in the control of movement required when gravity is in effect reduced, as in acceleration, causing an increase in the respiratory rate and, subsequently, the heart rate. As a direct consequence there is an upturn in venous and lymphatic drainage. The constant muscle work required to maintain position and balance increases the demand for oxygen.

2. Muscle tone: in simplistic terms, trampolining generally causes an increase in postural muscle tone, simply to prevent falling over.

In Rebound Therapy, the effect on muscle tone hypertonia or hypotonia can be varied by the trainer. Low amplitive input (below the point of bouncing) can be effective in reducing muscle tone

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REBOUND THERAPY Advertisement feature

Therapeutic effects of Rebound Therapy

Paul Kaye, Rebound Therapy trainer and course tutor with Katie.

by bombarding the muscle spindle in much the same way as vibration can effect a decrease in muscle tone. High amplitude bouncing can cause an increase in tone by stimulating the stretch receptors.

The two properties can be used therefore to increase or decrease tone where required. The effect of the rebound activity on muscle tone can easily be observed in people with spasticity, either hemiplegic or athetoid, or in those with ataxia where tone can be seen to undergo change.

3. Postural mechanism: stimulation by bombarding the sensory systems through joints, muscles and skin can improve the output to the important postural muscles.

4. Balance mechanism: in creating a dynamic movement situation, so challenging balance mechanisms, observable improvement can be achieved. This is particularly relevant when working with adults where a dynamic balance situation is difficult to create in lying, sitting or kneeling.

5. Kinaesthetic awareness: by the multiple stimulation of joints, pressure stretch receptors, skin, muscles etc., kinaesthetic awareness is improved, leading to improved body image and spatial awareness.

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1. Effects on movement: movement can be facilitated at different stages of the bounce. The most active movement takes place at the top of the bounce where acceleration of the body equals the downthrust of gravity to allow a momentary “gravity-free” zone. A tiny body movement can produce a large effect with correctly applied bounce. Momentum and rhythm can be added to movement to help teach new movement skills and energise movement. Balance and equilibrium reactions can be achieved through stimulation of postural mechanisms; by creating a dynamic movement situation, protective and saving reactions can be developed. The anticipation of movement occurs because of the effects of timing, rhythm and momentum. An inhibiting or stimulating effect on muscle tone enables active movement to take place. By using good positioning and support, and appropriate and minimal stimulation, relaxation can be obtained.

2. Effects on perception: body image, body part awareness and positional sense are enhanced through tactile and joint sensation. Increased perception of body image, spatial awareness combined with rhythm, and movement itself, greatly develop co-ordination.

The experience of movement into space with the return to stability, while remaining in control, provides an enriched learning experience for the motor-impaired person.

3. Communication: due to cardiorespiratory effects, vocalisation is increased – with exclamations and gasps.

4. Eye contact and concentration are enhanced by the "focus effect".

In summary, Rebound Therapy: • is fun • gives confidence in movement • is usually achievable (with appropriate targets/goal setting) • develops fitness • gives general confidence and a feeling of wellbeing.

Rebound Therapy skills for the operator In order to achieve effective results, the operators must have a certain level of skill themselves, particularly in: • balance and coordination of their own body and movement on the trampoline • control of the trampoline • being able to control the trampoline for someone else • being able to carry this out safely for both the client and operator.

In addition, they must make a full and accurate assessment, and, from that assessment, use Rebound Therapy to achieve stated goals, which, as in any other learning situation, should be in small, achievable steps.

ReboundTherapy.org is the working name for Rebound Therapy Ltd. They are the official UK body and international consultancy for Rebound Therapy, responsible for the development and provision of staff training courses.

For further information on arranging a training course, visit: www.ReboundTherapy.org email: info@reboundtherapy.org telephone: 01342 870543.

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REBOUND THERAPY Advertisement feature

Tumbl Trak: therapeutic equipment kids love Finding therapeutic equipment that is versatile enough to meet the varying needs of kids is important, but not always easy.

Tumbl Trak would like to share with you three of our most versatile products that will provide children with the vestibular and proprioceptive input they crave and reduce the amount of time therapists/clinicians spend changing out equipment and creating new set-ups.

Tumbl Trak has a long history of designing innovative gymnastics equipment. Over the years, our market has expanded to include cheerleading, martial arts, dance, kids fitness and special needs.

Tumbl Trak has learned from special needs professionals that there is tremendous value in designing equipment that can be used in a multitude of ways for each unique client.

children with a sense of security while they challenge their postural control, balance and vestibular system.

Possibly Tumbl Trak’s most versatile piece of equipment is the Fitness Wheel.

The Air Barrel is a very simple, yet extremely versatile, multipurpose piece of equipment.

The Fitness Wheel is incredibly dynamic and can meet the needs of your smallest child all the way up to your largest child.

The colours are great for learning and helpful for class management. Each ring on the Small and Large Fitness Wheel can be inflated independently for use at varying heights, making it perfect for a wide range of ages and ability levels.

The edge of the Wheel is firm enough to be used for balance exercises and when used on its side, children love generating movement to make the Wheel rock and roll. The rings can be inflated or deflated within seconds, allowing children to go from rolling to jumping to climbing in no time.

Encourage children and babies to spend time on top of the barrel in a prone position to develop core strength and a strong foundation for future motor skills, such as crawling and handwriting. When straddling the barrel, the hips are externally rotated and the pelvis is stabilised in an optimal position to encourage efficient lateral flexion and rotation of the trunk.

With one ring inflated, the trampoline bed can be used for jumping and bouncing activities for kids less than 45kg. It’s great for providing proprioceptive input, promoting balance, calming, and basic Rebound Therapy exercises. It is the ideal “between sessions” complement for Rebound Therapy sessions and approved by ReboundTherapy.org.

Sara Wyckoff, OTR/L, prefers Tumbl Trak’s Power Launch, stating “I can have the Power Launch in a room all afternoon and just change it subtly from kid to kid and get entirely different things out of it depending on the needs of the child.”

The Power Launch is a 20cm thick air floor providing plenty of opportunity for that therapeutic bounce kids need and love.

Users can quickly attach the Climbing Wall Overlay via a Velcro border to take create a firm but forgiving surface. This provides WWW.SENMAGAZINE.CO.UK

Kids of all abilities enjoy Tumbl Trak’s safe and bouncy special needs product line, while therapists/clinicians appreciate the versatility of the products and the way they can be quickly and easily deflated for transporting or storing in small spaces.

Tumbl Trak’s colourful and forgiving equipment elicits creativity and invites even the most gravitationally insecure children to play and explore. Children are provided with a sense of safety and security while they challenge their sensory systems and develop their gross motor skills. The portability of these products make them a wonderful addition to any sensory space, gym, clinic, classroom, club or home environment.

For product videos and more information on Tumbl Trak’s products, we invite you to visit our website at: www.tumbltrak.co.uk SENISSUE83

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Working backwards Finding the right assistive solutions for those with CP should start with what they want to achieve, write Helen Cronshaw and Hannah Golding

C

erebral palsy (CP) affects around one in 400 children in the UK. It alters muscle control and movement and often also presents with associated learning difficulties, communication impairments and reduced sensory integration. Every individual with CP will present differently and will therefore have a unique combination of challenges for independent living and accessing education.

Advances in technology and increased accessibility features are reducing these barriers to independence and education whilst increasing the opportunities to participate in many activities that were unavailable to those with disabilities a few years ago.

However, the ever growing wealth of products on the market creates its own problems because it can be tempting to try every assistive device available in the hope that a solution will be found.

This can result in the focus being on constant assessment while never giving the student time to develop the skills needed to actually use the equipment

Once the goals have been identified, their physical and learning difficulties can then be considered and achieve their goals. Consequently, that student’s future needs are unlikely to be adequately met.

Thus, working backwards by determining where the young person wants to be in the future during a technology access assessment is really important in deciding on a sustainable provision. Once these longer-term goals have been clarified, you can start to work forwards, providing the student with the equipment and opportunities to develop required skills, making adjustments as their needs change, but always with their future plans in mind.

Once the goals have been identified, their physical and learning difficulties can then be considered within that context. How does this work in

Ellie’s communication system also functions as her personal computer.

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practice? If we consider two young adults with different destinations in mind, we can explore how decisions are made that reflect their life plans.

Ellie’s story Ellie is planning to live with a friend and carers in an adapted flat when she leaves college. She has a rare type of athetoid CP and finds it very difficult to coordinate any movements, needing physical support to stabilise these enough to use a voice output communication aid (VOCA). She enjoys studying and would like to be able to access some online learning courses in the future as well as staying in touch with her friends and family.

Ellie’s clear future plan supports her access assessment. She needs a setup that multiple carers will be able to learn easily in order to support her to use it. She also requires a system that is flexible and will give her the ability to browse the internet, create documents and send emails so she can access further education. While in the past an assessment may have centred around using a college’s IT systems to access education, the new approach focussed on setting her up with transferable equipment and skills that would also work in her future home environment.

Ellie’s set-up is therefore focussed around her communication aid. Due to technological developments this functions as her computer, so she doesn’t need access to a traditional classroom PC. The software she uses has been personalised so that she can use a webmail-based email account, search for information using a web browser and create documents or >> SENISSUE83

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emails to record written work for her studies – a strategy she can use both at college and beyond.

In order to make the system further future proof, Ellie is planning on making short films of how she uses her communication aid and common problems with it so that she can be in charge of training her carers in the support she needs to use it. As her system is a specialist one and is not relying on a network, she will also be able to access technical support and training from the company who provided it, thereby giving her a sustainable solution for her life after college.

Lucy’s story Lucy is a very proactive young lady who, following two years at a local mainstream college, is planning to go to university to study textiles and textiles design. She aims to pursue a career in interior design and live with the support of a personal assistant.

She also has athetoid CP, with an associated scoliosis and limited fine motor skills. She also has little verbal communication and uses a combination of voice, gestures, body language and an alphabet board to aid her communication.

The initial focus for Lucy was on providing access to her academic

Lucy wants a system that helps her socialise and live independently.

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courses, making sure she was able to participate in her studies and produce work that reflects and expresses her cognitive and creative abilities. As Lucy works in different rooms around the college this set-up aimed to give her access to the full sixth form college network in a way that would also transfer to other environments, such as home or a future university.

Following a multidisciplinary assessment, Lucy was provided with a special laptop tray fitted with a wireless joystick. An additional switch was fitted to her armrest to function as a left click mouse button. This was accessed using her elbow, so she could maintain her grip on the joystick, thereby increasing the speed of text production.

Combining this set up with an onscreen keyboard enabled Lucy to use a variety of computers around the college while requiring minimal support to set it up. The simplicity of the approach meant that she would easily be able to transfer or replicate it in new learning or working environments.

However, Lucy’s aspirations were not just for academic achievement.

She also wanted to be able to live and socialise independently. The final piece in the jigsaw for her current and future needs was to look at her communication, and here modern technologies were able to play a part.

Lucy chose to use a smartphone and, when combined with the same wireless joystick she used for computer access, she had full access to all of the phone’s functions. This enabled her to send a text message independently for the first time, giving her much greater autonomy and privacy with her personal life. She is also able to use the phone during lessons to take notes independently, and with the use of a text-to-speech app, has an effective aid to support her communication.

Lucy’s ability to use mainstream devices, with a little additional hardware, gives her a future-proof solution to accessing technology independently. The use of a Bluetooth joystick gives her the ability to access

Lucy’s ability to use mainstream devices… gives her a futureproof solution to accessing technology independently the full range of resources required for her current studies as well as her future university and independent living plans.

Looking forwards These stories demonstrate the importance of working backwards from a student’s future aspirations. If only their current academic needs were taken into account, the solutions would have met their immediate educational needs but would have been unlikely to transfer to their future environments.

The consequences of this could have had huge implications, by placing unnecessary obstacles toward their goals, potentially leading to technology abandonment and greater dependence on others.

In our experience, this approach works best when a multi-disciplinary assessment, centred around the student and their goals, is undertaken.

Contributions from parents, teachers and therapists are required to provide a full picture of current abilities and challenges and to identify new skills and equipment that are needed in order to achieve the goals.

Further information

Helen Cronshaw is Head of Learning Technology and Hannah Golding is Highly Specialist Occupational Therapist at Treloar School and College: www.treloar.org.uk

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CEREBRAL PALSY Advertisement feature

Supporting independence for young disabled adults Treloar Trust in Alton, Hampshire, now has facilities to teach disabled young adults to live independently in the community.

The Treloar’s independence living skills service is for young disabled adults, aged 18 to 35, who have the potential to benefit from receiving a longer-term independence skills learning/development package in a safe and supportive environment. It is the aim of the service that within a maximum of two years each person using the service will have moved on to some form of independent living.

We believe that by investing in teaching independence skills we can enable each individual to live a more fulfilled life where they exercise choice, are more independent and ultimately can use their skills and talents to enhance the community.

Our goal is that by the end of the programme all our service users will have learnt the skills that will help them thrive and realise their dreams.

The facilities are at Campbell Court, which is adjacent to the Treloar’s campus, and is a community of seven selfcontained independence flats

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fully equipped for use by disabled tenants. A skilled personal assistant supplies core 24/7 care, providing emergency help or assistance with tasks. This core service will also support service users to manage their direct payments and broker and source their care and support, much of which can be purchased from Treloar’s. The support team are trained to a very high level in supporting physical disability and independence and are supported professionally by the large and specialised team based on the Treloar’s campus.

The service is outcome led with clear goals relating to the outcomes being agreed between the service user and Treloar’s, and regular monitoring of progress.

For more information, see: www.treloar.org.uk or contact: sarah.austin@treloar.org.uk Treloar’s, Holybourne, Alton, Hampshire

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Key Perspectives on Dyslexia: An Essential Text for Educators David Armstrong and Garry Squires

A Therapist’s Guide to Child Development: The Extraordinary Normal Years

Routledge: Taylor Francis Group £26.99 ISBN: 978-0-415-73495-0

Editor: Dee C. Ray

The authors of this text both

Dr Ray specialises in the field

have a strong background in

of play therapy and this book

UK based special education

is aimed at therapists and

and educational psychology.

counsellors working in this

It is aimed at practitioners and is linked to the British Dyslexia Association professional criteria.

As such, it is a recommended text

Routledge: Taylor Francis Group £24.99 ISBN: 978-1-138-82897-1

field. There is an impressive list of contributors from academic, mental health and

for those seeking accreditation

counselling backgrounds

on courses such as Approved

who each contribute a

Teacher Status and associate

chapter to the book.

membership of the BDA.

The book is divided into three main

The book is wide ranging in its content, covering areas

sections covering early, middle and late childhood and

such as socio-political influences on identification, the

each chapter covers areas such as brain development,

visual deficit hypothesis, models of reading, identification and assessment, dyslexia and wellbeing, and intelligence and dyslexia.

The authors set out to produce a text that draws together

physical development, cognitive development, relationship development, and best practice in counselling/therapy.

The book opens with an overview of some developmental

and clarifies key issues and encourages the reader to

theories and then, in each chapter, the authors use

reflect on these in the context of their own practice.

information from traditional experts on development,

Reflective questions are posed in each chapter and help

such as Piaget, and integrate new information on brain

to consolidate understanding. They use case studies to

development and growing up in the age of technology.

illustrate points, with examples covering the age range ten

Ray outlines the key aspects of several play therapy

to 18. Throughout the book, they stress the diversity and

approaches, providing reference to further reading.

complexity of dyslexia as a concept.

The book concludes with a description of the qualities the authors believe make up the professional profile of a specialist teacher (dyslexia/LD).

This slim text (161 pages) packs in a huge amount

Each chapter is written to stand alone, providing the reader with a detailed picture of a child at a specific age, recognising that individuals mature at different rates globally and in different aspects of their profile.

of distilled wisdom and it would be of great value to

This is a very interesting and useful guide to child

those interested in training in this field, as well as the

development, which helps the reader to understand what

classroom practitioner.

is “normal” at each age and stage of childhood.

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BOOK REVIEWS

Sensory Perceptual Issues in Autism and Asperger Syndrome: Different Sensory Experiences - Different Perceptual Worlds (Second Edition) Olga Bogdashina Routledge: An Eye on Education Book £16.99 ISBN: 978-1-84905-673-1 The author is a driving force behind the UK branch of the International Autism Institute and is Associate Consultant (Autism) to the European Institute of Child Education and Psychology.

This edition of the book opens with an overview of research and then outlines the ways in which autistic people may perceive the world and the difficulties they may experience with fragmented or distorted perceptions.

Bogdashina describes in detail different perceptual and cognitive styles and introduces other sensory conditions including, prosopagnosia (face-blindness), scotopic sensitivity/Irlen syndrome, and motor coordination problems. This is followed by details of a range of interventions, a detailed sensory perceptual profile and further sensory checklists.

This book is very well researched and, at the same time, readable. The section on recommendations provides some very interesting insights and also questions some established intervention protocols by explaining situations in which they may not be effective.

This book will be of interest to those working or living with people on the autistic spectrum seeking practical methods and techniques to eliminate sensory perceptual problems and enhance individual strengths.

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A Guide to Living with EhlersDanlos Syndrome (Hypermobility Type) 2nd Edition Isobel Knight Singing Dragon £14.99 ISBN: 978-1-84819-231-7

Isobel Knight’s unique perspective on this syndrome in that she is both a person with the condition and a therapist.

The book opens with an explanation of the syndrome and how it differs from generalised joint hypermobility. Knight then proceeds to outline the various symptoms and how they impact on body systems such as the respiratory, reproductive and digestive systems.

She writes from a personal perspective and intersperses information with photographs, occasional poems and stories about living with the syndrome.

The book contains useful indicators and explains what happens in meetings and consultations with medical specialists. Early symptoms can include lateness in meeting developmental milestones, such as walking and a tendency to bottom shuffle rather than crawl, as well as significant pain and hypermobility. She suggests that there are potential links with developmental coordination disorder (DCD) and in terms of some learning disorders.

Knight writes powerfully about the physical pain of the condition and how it affects her daily life. She then details approaches to managing the pain and the role of complementary and more traditional/mainstream approaches.

This book spans a wide age range, covering difficulties in childhood and the adult world. Its popularity has prompted this second edition.

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SCHOOL REFUSAL Advertisement feature

The school that refuses to let learners miss out on an education School refusal is an issue that can cause problems for any family.

It is thought to affect up to one in 20 children and can have a serious impact on home life and future prospects. Young people with ASD are highly vulnerable to becoming school refusers, but one school for children with a diagnosis on the autism spectrum refuses to give up on refusers and has revealed two examples of how it turned around the lives of learners who had each missed over three years of schooling.

Calming Craig Craig missed the first three years of secondary school. His mum Debbie Harris said: “They could not cope with his behavioural issues, but the behaviour was driven from frustration and being singled out as different by other children. Due to anxiety, Craig wouldn’t interact. He was petrified of education, having been bullied, and hated the thought of any kind of schooling. He put up barriers and refused to go. He used to throw his uniform out of the window or put it down the toilet”.

Craig became more withdrawn and barely left his bedroom, until Debbie saw an advert for LVS Oxford, and that along with advice from a behaviour support service prompted a tour of the school for children with a diagnosis on the autism spectrum. It is based on its successful sister school, LVS Hassocks in West Sussex, and Debbie said “LVS Oxford is a lovely place. It is very peaceful with beautiful grounds and Craig needs a quiet, relaxing environment”. Their initial request was rejected by the local education authority, but Debbie fought until the authorities listened that Craig needed to be at the place that suited his specific needs.

Over half of LVS Oxford’s 48 learners are school refusers, and the on-site therapy team are skilled at helping learners integrate back into education to lead a fulfilling, social and rewarding school life. Debbie said: “The staff were amazing and I don’t know what we would have done without them. They took their time to ensure the transition went at the right pace for Craig”.

Initial home visits from staff took place to build a relationship with Craig and obtain an insight into his strengths and needs, followed by him making visits just to the therapy room at LVS

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Oxford, where Craig would sit and chat to reduce anxiety. Then, later on, he would stay for lunch there with the therapists, before a gradual supported transition into lessons once his anxiety levels had decreased and confidence had increased.

In less than a year, Craig is back in class, happy, and he no longer feels different. He even went up on stage at the school’s recent Celebration of Achievement to receive an award.

Enabling Evan Somebody who shares similar sentiments is Andrea Wheatley, whose son Evan missed three-and-a-half years of school, having been excluded and with nine subsequent schools refusing to accept him. Andrea said: “During the time at home, Evan’s social skills slipped. He would spend most of his time in his room. Spoken misunderstandings resulting in arguments were common, and we could not see a way out of it”.

LVS Oxford could see that in the right learning environment, supported by specialist staff to aid transition, Evan could contribute a lot in school, and his life has subsequently been turned around. Andrea said: “Evan changed very quickly after starting at LVS Oxford. He had a reason to get up each day without worrying about being singled out in a negative way by staff and pupils. I have my boy back; his sense of humour is amazing and he dislikes the holidays because he loves the routine of going to school. LVS Oxford has been a lifesaver for my family and I hope I will be able to send my younger son there too”.

LVS Oxford’s occupational therapist Sarah Pagano said: “The key to our approach is treating learners as individuals.

We build trust by listening and talking to them to identify their needs, strengths, areas of difficulty, and the barriers to them coming in to school. It is important to break challenges down into small, achievable steps and celebrate reaching even the smallest goals to enable learners to see they are making progress and gain confidence”.

LVS Oxford and its sister school, LVS Hassocks in West Sussex, are schools for young adults on the autism spectrum. www.lvs-oxford.org.uk www.lvs-hassocks.org.uk SENISSUE83

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Enabled by a label An early autism diagnosis can really open up pathways to support, writes Caroline Davies

I

n today’s society, just about everything we come into contact with has a label. From the tin of soup you ate for lunch to the bossy woman at number 26, labels are unavoidable. Essentially, a label is just a name, a tag to define something, but some are deemed more restrictive than others.

For instance, it’s widely known that until fairly recently the public perception of mental ill health often stigmatised individuals, leaving many feeling segregated or pigeonholed by their diagnosis. This generally isn’t the case within the realms of physical health conditions, where a label tends to guide clinicians in their treatment rather than seek to define an individual’s personality or behaviour.

Within the spectrum of SEN, a label can be an extremely helpful

tool in getting the right help for the right person from the correct set of specialist professionals.

At the end of March 2016, the UK media widely reported the news that government figures for England obtained by the Conservatives showed more than 4,000 incidents occurred last year resulting in suspensions of children within the school system; 100 of these children were under the age of four. These figures came from the Department for Education’s Permanent and Fixed Term Exclusions Report for 2013-14, which also confirms that the vast majority of excluded children across the board have SEN. Even more astounding was the news that pupils with SEN but without a statemented diagnosis are around nine times more likely to receive a permanent exclusion than students without SEN.

Joanna Smith says her son Joshua’s autism diagnosis has helped them get the right support.

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They’ve grown up not understanding who they are and why they seem to struggle The importance of a diagnosis Dr Judith Brown, Head of Knowledge and Expertise at the National Autistic Society (NAS) explains why early diagnosis is so important: “recent research shows that the average age of diagnosis for children is four-and-a-half, which means that many are going to school without teachers understanding their needs or appropriate support being put in place.

Others go through their lives without a diagnosis or appropriate support, or are diagnosed well into adulthood, which means they’ve grown up not understanding who they are and why they seem to struggle with things others seem to take for granted”.

For some parents, receiving an official diagnosis of autism or ASD doesn’t seem necessary. Some are resistant to their child being deemed to have a disability, whilst others feel that just knowing the probable cause for their child’s difficulties is enough.

However, many parents report feeling a sense of relief once they know with certainty the cause of their child’s behaviour; it provides a conclusion to what was previously just a host of symptoms and challenges, and opens the door for support and guidance they wouldn’t have received otherwise.

Dr Brown elaborates: “some families find it overwhelming, both in terms of WWW.SENMAGAZINE.CO.UK

AUTISM

what it means to them and how they can get support. Others say it's a huge relief, having spent years battling to get their needs understood. In every case, it's vital they're given information about autism and where to find support, which is often a challenge in itself”.

Fighting for understanding Joanna Smith spent two years negotiating with various professionals before her son Joshua received his official diagnosis of autism at the age of three. Joanna had noticed some difference between Joshua’s behaviour and that of other babies his age when he was just six months old. During his one-year health check she recalls being given a questionnaire to complete with developmental milestones he should have been meeting. She remembers clearly this being the first time she was certain that something about her son was different.

“He was quiet and never babbled and he used to rock himself in a bouncing chair repetitively. Initially, we thought he was just being funny and trying to make us laugh but his behaviour was so persistent it made us wonder”, says Joanna. “Now we know it was his way of self-soothing and by two years old it became very clear he was autistic”.

Joanna proactively sought help and used the internet to research Joshua’s behaviour. She watched videos online and began to seek professional advice.

She started by approaching her GP and over time, and after many long waiting lists, saw a host of specialists including a child psychologist and a speech and language therapist; eventually Joshua was given a diagnosis of autism.

“We were thrilled to bits when it was confirmed. We had known deep down for two years and felt very relieved to finally have our opinions validated”, says Joanna.

Since then, Joshua has benefited from increased support at nursery, including one-to-one time with staff, and the family have just received conformation of his EHC (education, WWW.SENMAGAZINE.CO.UK

health and care) plan, meaning appropriate measures should be in place when he starts school in September.

“I’m very happy he has received his diagnosis so young. It means I can provide a happier childhood for him with the right help, and we can support him appropriately into adulthood. If someone said to me ‘would you take his autism away?’, I would say ‘no’, because that wouldn’t be my son anymore. That is who he is and in my eyes it’s not a disability, just a part of him. The only thing I worry about is how society will treat him. He will be a vulnerable adult and what if I wasn’t around to look after him? Would other people take advantage of the way he is?”, says Joanna.

Beyond awareness With TV shows like The A Word hitting our screens, public awareness seems to gradually be increasing. The National Autistic Society (NAS) spent over a year working with writers of the show to ensure the diagnostic process was portrayed accurately and feel that depictions such as this can hugely influence public understanding. “… growing up with autism can be difficult but we've seen again and again how awareness, understanding and support from an early age can make a huge difference; more needs to be done to improve understanding of autism and the different ways it can affect people, so it can be identified by professionals earlier and support put in place”, says Dr Brown.

In 2015, a poll conducted by the NAS and YouGov found that 99.5 per cent of people in the UK have heard of autism, meaning in some way, nearly all of us are aware. However, the poll also showed that just 16 per cent of autistic people and their families feel the public understand autism meaningfully and what life is really like for individuals with this label.

A recent report by the charity tells us that “Hundreds of thousands of autistic people and their families are

That is who he is and in my eyes it’s not a disability, just a part of him experiencing social isolation because they are worried about how the public will behave towards them when they leave the house. The vast majority have experienced judgemental attitudes or hostility.” However, we also know that increased recognition of autism will mean members of the public are less likely to comment and tut, give judgemental looks or even ask families to leave places like cinemas and restaurants.

It is important that we all continue to challenge the misconceptions and stereotypes surrounding the label “autistic”, to prevent people with autism feeling isolated or unwelcome in public. We need to open the door for an autistic label to enable rather than disable, and provide support and assistance that families may not have benefited from otherwise. Such a label can help represent a wonderfully unique child and instigate understanding and kindness rather than judgment; after all, how boring would the world be if we were all the same?

Further information

Caroline Davies is a mother of two toddlers, freelance writer and mental health practitioner based in Hampshire: cdavieswrites.weebly.com

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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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Advertisement feature

Exploring nature with sensory trails and markers The outdoors is a fantastic environment for learning, development and enjoying sensory experiences. Nature is full of wonders to discover, large and small: colours, shapes, patterns, textures, scents and sounds.

Now, to encourage focussed natural exploration, the charity Sensory Trust has developed sensory markers to create sensory trails. These simple, hard wearing, round discs are easy-to-read symbols that draw attention to the sensory stimulus nearby waiting to be discovered – something that smells sweet, something that crunches, or something that crawls or sparkles.

Sensory trails bring together a collection of these little opportunities that engage the senses, building a sensory-rich experience. The more senses we engage, the stronger our experiences and connection to the benefits of nature. And it’s

fun too. In schools and children’s centres, the markers encourage safe sensory exploration outside.

They highlight opportunities and build the confidence to touch, listen, smell and look more closely.

The Sensory Trust’s sensory trail markers have been used in other settings as well. The Lost Gardens of Heligan used them to tell a sensory story for visitors of all ages and abilities and a trail drew people’s attention to the small things in the Mediterranean Biome at the spectacular Eden Project.

For 25 years, the Sensory Trust has promoted better access to nature and developed more sensory-rich outdoors experiences. Their sensory trail kits can be used to create permanent trails or temporary routes. Simple to use, the contents of the kit can be used in combination or individually to great effect. Sensory trail kits are now available to buy directly from the Sensory Trust. Please visit: www.sensorytrustshop.org.uk Readers of SEN magazine can get a ten per cent discount on the trail markers using the code SEN16.

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AUTISM Advertisement feature

Hesley Independent Specialist College Hesley’s Independent Specialist College (ISC) was originally developed in 2013 as an opportunity for the Hesley Group to extend their educational provision beyond school and meet the new SEN regulatory entitlement of young people aged 19 to 25 years. Developing this “specialist college provision” is representational of the passion and intention Hesley has to make a real difference to the young people under its care.

Many of the young people who come to their placement end within the Hesley Group schools still need continued specialist support with regards their care and education. This is especially important in terms of their capacity for meaningful engagement and the acquisition of skills they need to take into adult life.

Whilst identifying the fundamental educational requirements of the young person, it is vital to address their complex needs and subsequent hurdles to learning. Those transitioning through to the College will have autism (or associated traits), learning disabilities and other complex needs along with behaviour that may challenge. As a result, only the right level of support from a team of highly skilled professionals facilitates the continuation of positive educational experiences and transference of meaningful skills that lead to the remarkable results Hesley College students achieve today. A strong multi-disciplinary team – that includes speech and language therapists, psychologists, occupational therapists and behavioural specialists – work with care and education staff to embed this into daily practice.

The College is split over two sites, Wilsic Hall College, where young people live within a beautiful rural setting with ready

community access, and Fullerton House College, where students live in the heart of the community, in an urban setting with many local facilities. The overall provision is led by the new Head of College and each home is managed by a Registered Care Manager.

High-quality learning Going forward, the Head of College is very clear in terms of the longer-term plan to grow the provision and offer a curriculum of high quality learning programmes that are responsive and flexible in nature.

Building on the success of its school-college residential pathways, the Hesley Group now offer high quality learning to people looking for specialist residential college provision from external sources.

Those placed in the specialist residential college can now benefit from high quality teaching, across a range of subjects and learning environments in order to target their education health and care (EHC) plan objectives. To provide a framework for their programme of learning, students are assessed for placement on one of the following 3 pathways: • sensory • independence • work related.

The pathway then provides a clear structure over a one, two or three year period.

A key aim of the College going forward is to “prepare the young person for the next step”. Hesley actively works with the placing authority to target the skills, knowledge and understanding they need in order to make their transition successful and adult life rewarding.

One of our successes involves a student who came to the schools needing high levels of support; he displayed extreme levels of anxiety, low self esteem and had regular crisis outbursts.

Careful, person-centred support was provided through the school, with this continuing into his college placement. The young person was placed on a work related pathway that gave him opportunities to see he can achieve great things and has skills he can do something tangible with, skills that contribute to the community and build his self-esteem. This has now led to a two-day a week work placement with a social enterprise programme in Sheffield, which forms part of his larger college timetable and offers him an opportunity to transfer the skills he has learnt during his internal Hesley Group work experience.

For further information, please contact Richard Webster at: richard.webster@hesleygroup.co.uk

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NUMERACY

Maths manipulation Melody Lowe looks at how to help children with SEN engage with mathematics

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eaching mathematics to children with SEN tends to concentrate on the teaching of basic skills, which are easy to teach and assess. Teachers often believe that these children cannot assimilate and retain information so there is a need for constant repetition and drills.

Research tells us, though, that children can solve problems and play with maths before they have mastered skills used to solve problems (National Council of Teachers of Mathematics, 2000). If they are given opportunities to do so, their conceptual understanding and ability to apply their knowledge is increased (Carpenter, Franke, Jacobs, Fennema and Empson, 1997).

Effective classroom practice and development of conceptual understanding is a combination of: • building on children’s prior experience • the creation of practical opportunities for children to practice • allowing children to investigate and choose their best strategy • building a climate of collaboration and talk-based learning.

Children with SEN benefit from help searching for, finding, and using patterns in learning the basic number combinations and arithmetic strategies (Baroody, 1996).

cubes, money or counters. Increasingly, the use of technology is providing children with a variety of manipulatives, including virtual manipulatives – digital “forms” that resemble physical objects and can be manipulated, usually with a mouse. Examples of virtual manipulatives are computer games and the use of interactive whiteboards.

Using concrete materials can enable all children to think and reason in a meaningful way. Stein and Bovalino (2001) state that by providing manipulatives, teachers can create a positive experience for children by offering a concrete form from which children can then build their conceptual understanding.

Children who use concrete and virtual manipulatives demonstrate a greater mathematical understanding than those who use physical manipulatives alone (Olson, 1988).

Manipulatives that are meaningful to the child, provide control and flexibility to the learner, have characteristics that mirror, or are consistent with cognitive and mathematical structures, and assist the learner in making connections between various pieces and types of knowledge, are the most successful.

For example, virtual software can connect pictured objects, such as base ten blocks, to symbolic representations.

It helps children generalise and connect their game playing or their abstract experiences with concrete materials.

Hands-on learning

Conceptual understanding

Using manipulatives is a useful way for all children to play and discover mathematical relationships and explore concepts. A maths manipulative is a concrete or visual object that allows a child to investigate maths concepts using a hands-on approach. These objects can include blocks, shapes,

Children who have difficulty in mathematics need additional resources to support and consolidate the underlying concepts and skills being learned. They need multiple experiences with models and repetition of the relevance of models with abstract, numerical manipulations.

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Using concrete materials can enable all children to think and reason in a meaningful way We need to give more time to mathematics, as the curriculum does not allow enough time for the many instructional and learning strategies necessary for the maths success of the child with SEN (Lerner, 1997).

We need to make a conscious effort to build on what children know how to do, relying on children's own strengths to address their deficits. Informal strategies provide a starting place for developing both concepts and procedures. Projects, games, collaborative and talk based activities can all help guide children’s learning.

We should use direct instruction only when children are unable to invent their own strategies.

We need to ensure maths is inclusive, practical and fun for everybody. By using a talk-led, active and collaborative approach, maths is within the reach of all our children.

Further information

Melody Lowe is Innovation Director and Lead Consultant at TT Education: www.tteducation.co.uk

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RECRUITMENT

A competitive edge Jarrod Gaines looks at how schools can find and attract the best teachers

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ecently, comparisons have been made between headteachers and football managers because of the immediate impact they are expected to have, as well as the fact they’re often judged on their achievements over the short-term. As every football manager knows, their own success and that of the club is based, in large part, on the team they work with and the new signings they make. Headteachers know that recruiting and retaining the best staff is critical to ensuring the best outcomes for students.

In attracting and retaining the best talent, schools are taking a “competitive edge” approach to recruitment.

This means, first recognising that their schools are drawing from an ever decreasing pool of talent and that schools are in competition for that talent. This is particularly true within the area of special needs and alternative provision, where 65 per cent of vacancies for heads and deputies are re-advertised.

It used to be enough to place an advert in the local or national print media and then shortlist from a wide range of suitable applicants, but this is certainly no longer the case. Schools today are using more innovative ways to recruit, utilising technology including online job boards and social media.

This can work in some circumstances but in a market of declining teacher numbers, the candidate often has a wide choice of options open to them.

Underlying teacher recruitment is the fact that the very best people are not looking at recruitment advertising.

High Performing, highly motivated teachers are, instead, focused on their current roles. Recruitment for top talent must utilise other techniques SENISSUE83

Top performing people are likely to be very busy with demanding workloads and existing commitments to identify these high performers.

These techniques include talking to colleagues, tapping into existing staff networks, utilising national contacts and of course, speaking to good recruiters who know where the best people are. Additionally, schools need to ensure that their “proposition” is one that engages the best people.

Using technology effectively With lots of options available, the savvy teacher will conduct at least some online research into schools. They will, of course, visit the internet, so the online content about a school must show the school and the opportunity in a positive light.

Having an online presence is much more than creating a passive website.

All online content should be positive and up to date. Social media posts, newsletters and positive news stories in

the local media will also create a good impression and those stories will then appear when prospective candidates search for the school online.

Once a shortlist of potential targets has been identified, it’s worth remembering that top performing people are likely to be very busy with demanding workloads and existing commitments. As a result, a lengthy application process can often deter these people from applying for new positions, so it’s important that the process is simple and concise. The best methods are generally online forms that can be saved and edited, a straightforward word document or an editable PDF. Questions need to be clear and logical and there should be a set deadline for the application to be submitted.

First interviews should then take place outside school hours so the applicant can attend in their own time rather than having to sneak out of their current job, which adds to the pressure they will already be under.

After recruiting the right person, it’s important to make sure they have all the support they need to thrive in their new role. This could mean offering independent coaching or mentoring with recognised education leaders, arranging one-to-ones with other successful school leaders and implementing a clear performance assessment process and career advancement programmes.

Further information

Jarrod Gaines is from recruitment specialist Education Futures: http://education.futures.co.uk

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ABOUT SEN MAGAZINE

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In the next issue of SEN Magazine: • Asperger’s syndrome • adoption • TES SEN show preview • SEN publishing • SEBD • dyslexia • dyspraxia • choosing the right school • school visits • autism Plus news, reviews, CPD and events listings and much more Follow us on

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CPD, TRAINING AND EVENTS

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.

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CPD, TRAINING AND EVENTS Rebound Therapy training courses “ReboundTherapy.org” – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine accredited and approved staff training courses. With founder Eddy Anderson MCSP Cert Ed.

01342 870543 www.reboundtherapy.org

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

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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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.

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.

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 July to September

Autism and sport 7 July: London 26 July: Liverpool 11 Aug: Sheffield 4 Sept: Pontypridd 5 Nov: Manchester

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.

Aimed at those involved in delivering sport or physical activity, this one-day course, organised by The National Autistic Society, will help delegates to recognise and understand the key areas of difference in autism, as well as looking at supportive strategies in practical situations in order to reduce the difficulties experienced by participants and session leaders.

www.autism.org.uk/familyseminarpack

www.peoplefirsteducation.co.uk

www.autism.org.uk/sportcourseC

dyslexiaaction.org.uk

Autism Seminars for Families: sensory needs insert now available

www.peoplefirsteducation.co.uk

Various Dates

Helping Learners who are Able/Gifted/Talented

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CPD, TRAINING AND EVENTS July 2016 7 July

September 2016 13 and 14 September

Kids to Adultz Wales 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. www.disabledliving.co.uk/Kidz/Wales

7 and 8 July

Specialist Assessment: Principles and Practice in Assessment for and Management of Access Arrangements 2016/2017 London Introduction: 13 September.

Refresher: 14 September. £155/£185 www.patoss-dyslexia.org

15 September

engage in their future National Conference

The Expo

Bristol

The Expo returns to Cardiff for

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

Cardiff

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

19 and 20 September

Providing school places and improving school buildings in England

PECS Level 1 Training Workshop

London

London

This seminar will look at policy, funding and best practice in providing school places and improving school buildings.

Speakers will include Laura Mcinnerney (Editor, Schools Week), a senior speaker (to be confirmed) from the Department for Education and many others.

PECS is an approach

www.westminsterforumprojects.co.uk

demonstrations, videos and

August 2016

that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: opportunities to practice.

01273 609 555 www.pecs-unitedkingdom.com

25 and 26 August

PECS Level 1 Training Workshop Brighton

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.

20 and 21 September

Specialist Assessment: Principles and Practice in Assessment for and Management of Access Arrangements 2016/2017 Birmingham Introduction: 20 September.

Refresher: 21 September.

01273 609 555

£145/£175

www.pecs-unitedkingdom.com

www.patoss-dyslexia.org

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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

Autism and gender dysphoria Birmingham

The three-hour masterclass, organised by The National Autistic Society, will discuss the research that is relating to individuals on the autism spectrum living with conflicting gender and sexuality issues. www.autism.org.uk/ gendercourseC

27 and 28 September

Specialist Assessment: Principles and Practice in Assessment for and Management of Access Arrangements 2016/2017 Leeds Introduction: 27 September Refresher: 28 September £145/£175 www.patoss-dyslexia.org

28 September

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

PECS to Speech Generating Devices Cardiff

Learn to identify students ready to make the progression to an

Understanding autism and introduction to the SPELL framework London

This one-day, CPD certified course, organised by The National Autistic Society, provides an overview of autism and how to support people with the condition using the SPELL framework. SPELL is a framework for responding to the needs of children and adults on the autism spectrum developed through evidence-based practice. www.autism.org.uk/SPELLcourseC

5 and 6 October

SGD. The course will teach you

Independent Living Scotland

how to select a device, prepare

SECC Glasgow

the learner and trouble shoot. A full day interactive workshop.

01273 609555 www.pecs-unitedkingdom.com

Various October and November

Understanding and supporting individuals on the autism spectrum with eating challenges 7 Oct: Manchester 24 Nov: London

This National Autistic Society’s course will focus on eating challenges. Difficulties such as eating a very few foods, not being able to eat at school, long periods without eating, over eating and Pica can be difficult to manage. This course will

Event offering advice, support and information for individuals living with disability or a longterm condition. Plus product knowledge and networking opportunities. www.independentlivingscotland.org

6 October

Pathological Demand Avoidance syndrome Birmingham

Information on PDA is extremely limited. This National Autistic Society’s conference provides a rare opportunity to learn about the disorder. This is a very popular event, so book your place early. www.autism.org.uk/PDA2016C

7 and 8 October

help parents/carers supporting

TES SEN Show

autistic people with eating

London

challenges. www.autism.org.uk/eatingcourseC

October 2016 4 October

Specialist Assessment: Principles and Practice in Assessment for and Management of Access Arrangements 2016/2017

The UK’s largest special educational needs show.

Register for free and book your early bird seminar tickets before 31 July 2016 at: tessenshow.co.uk

11 October

Supporting good transitions for autistic people Birmingham

£145/£175

This National Autistic Society’s conference will help you to develop greater understanding of how to support children and adults through different stages of transition.

www.patoss-dyslexia.org

www.autism.org.uk/transition2016C

Bristol Introduction

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CPD, TRAINING AND EVENTS 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 1 November

Autism-friendly design conference Manchester

This National Autistic Society’s conference will explore the concepts that demonstrate good practice in the design of buildings and technology.

It will also give insights into understanding sensory issues.

The conference will be of interest to anyone involved in designing and planning environment in schools and services. www.autism.org.uk/design2016C

3 November

Policy priorities for SEND Central London

This CPD certified seminar will discuss early indications of the joint Ofsted-CQC inspection framework and look at measures to improve educational assessment of children with SEND. www.westminsterforumprojects.co.uk

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December 2016

7 November

Kidz to Adultz up North

Manchester 9.30am to 4.30pm www.disabledliving.co.uk/Kidz/North

14 November

Understanding and supporting an Autism Spectrum Disorder Bromley

This Lorna Wing Centre’s course is designed for professionals who are not clinically qualified to carry out diagnoses but where it is important that they have a good understanding about it. It is recommended for SENCOs, teachers and other school staff. www.autism.org.uk/LWCcourseC

5 and 6 December

PECS Level 1 Training Workshop Maidstone

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

01273 609 555 www.pecs-unitedkingdom.com

2017

22 November

Understanding stress and anxiety in autism, and their impact on behaviour

This one-day, CPD certified course, organised by The National Autistic Society, will help delegates understand the potential causes of stress and anxiety for people on the autism spectrum. It will examine the impact of anxiety on behaviour and provide guidance on implementing changes to environments and practices to reduce stress. www.autism.org.uk/behaviourcourseC

25 November

Autism and social skills conference London

This National Autistic Society’s conference will look at how unwritten social rules can be anxiety-inducing for autistic people. It will discuss the effectiveness of existing social skills development programmes and apps. www.autism.org.uk/socialskills2016C

29 November

The changing landscape for children’s services – accountability, best practice and opportunities for innovation Central London

The event will assess the initial impact and implementation of government’s accountability measures for children’s services, which will see failing services taken over by high-performing local authorities, experts and charities, if they do not show signs of improvement six months on from an inspection. www.westminsterforumprojects.co.uk

25 to 28 January 2017

BETT Excel, London

The UK’s biggest education technology show, Bett is your annual opportunity to experiment with the latest technology, hear from inspirational figures and experts in the industry and meet suppliers, experts and practitioners from the UK and around the world. www.bettshow.com

7 February 2017

Providing school places and improving school buildings in England: policy, funding and best practice Central London

Taking place at a time of significant pressure on school places at both primary and secondary level in England, this timely seminar will examine the future of the schools estate and key issues around capital expenditure in education.

Sessions will discuss challenges raised by the need for additional capacity across England's schools, the extent to which Government's capital funding allocations such as Basic Need funding have addressed this, and case studies of steps being taken by local authorities and schools. Senior speakers are confirmed from the Department for Education, the Education Funding Agency and the Royal Institute of British Architects (RIBA). www.westminsterforumprojects.co.uk

16 to 19 February 2017

International Health Policy Conference 2017 London School of Economic

The inaugural International Health Policy Conference at the LSE will to bring together academics and policymakers from a wide range of disciplines to take a multidisciplinary approach to key health and social care issues.

It is envisaged that a range of disciplines will be represented within the following themes (including, but not limited to, health economics, political science, law, demography, epidemiology, sociology, and psychology): Theme 1: International health systems.

Theme 2: Social care and mental health. Theme 3: Regulation and assessment of health technologies. Theme 4: Behaviour. Theme 5: Population studies. www.lse.ac.uk

16 March 2017

Kidz to Adultz Middle Ricoh Arena, Coventry

This is one of the largest, free UK exhibitions dedicated to children and young adults with disabilities and special needs, their families and the professionals who work with them. Over 120 exhibitors are expected, offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports and leisure and more. Running alongside the event are free seminars for parents and professionals. Topics should include: moving and handling, sleep issues, continence, direct payments, parental experiences, transition, legal advice and more. www.disabledliving.co.uk

16 to 18 March 2017

Education Show 2017 NEC Birmingham

Around 10,000 visitors are expected to attend the 2017 Education Show. Roughly 300 companies and organisations exhibited at this long-running show for education professionals in 2016. www.education-show.com

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CPD, TRAINING AND EVENTS

Personal safety workshops to help teens beat the bullies Canterbury based company Mission Training is equipping teenagers with essential life skills through its new Street Wise initiative.

From avoiding and managing conflict, to dealing with the risks commonly encountered on a night out, Street Wise is designed to help young people stay safe, smart and confident.

Schools, colleges, clubs and other organisations can request bespoke Street Wise packages tailored to suit their needs.

Topics can include personal safety and conflict management, drug awareness, social awareness and first aid, or a combination of these.

The course teaches young people simple strategies that help to raise awareness of possible risks and to increase their confidence. Participants learn how to make smart choices about their own behaviour, defuse threatening situations and master “breakaway” techniques that could get them out of danger if a confrontation becomes physical.

“Everyone wants their child to be safe wherever they go, but unfortunately situations do arise in which teenagers in particular may find themselves at risk,” says Tony Smith, Managing Director of Mission Training. “Our Street Wise safety workshop has been devised to meet a growing need; young people are being forced to grow up faster these days and by learning how to keep themselves safe in all sorts of WWW.SENMAGAZINE.CO.UK

situations, they can simply enjoy their youth without worrying about their personal safety.”

The personal safety workshop can be delivered in combination with other elements, such as drug awareness and first aid. Such skills will enable young people to make informed choices and to help themselves or their friends, should they suffer an injury or fall ill at any time.

“Our personal safety training is an invaluable skill for everyone, but we find that Street Wise has particularly helped those who have suffered bullying or are lacking in social confidence,” says Tony. “No child should have to put up with bullying; having the knowledge and confidence to avoid or manage conflict can change young people’s lives.”

For more information, visit: www.missiontraining.co.uk SENISSUE83

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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:

www.deafnessresearch.org.uk

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

www.holisticmusicforchildren.com

PMLD PMLD Network

Information and support for PMLD:

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

www.ndcs.org.uk

www.pmldnetwork.org

Rebound Therapy ReboundTherapy.org

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

www.thenuk.com

The UK governing body and international consultancy for Rebound Therapy

www.reboundtherapy.org

SEN law Douglas Silas Solicitors

Law

Specialising exclusively in SEN cases:

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

WWW.SENMAGAZINE.CO.UK

Spina bifida Shine Information and support relating to spina bifida and hydrocephalus:

www.shinecharity.org.uk

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 Information and advice on Tourette’s:

www.tourettes-action.org.uk

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

www.nbcs.org.uk

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

www.newcollegeworcester.co.uk

Royal National Institute of Blind People (RNIB)

Legal advice and support for parents:

Support and advice to those affected by visual impairment:

www.ipsea.org.uk

www.rnib.org.uk SENISSUE83

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