SEN Magazine - SEN89 - July/Aug 2017 by SEN Magazine

July • Aug 2017 Issue 89

Too complex to have needs met?

A plea for integrated children’s services

The case for phonics

What does new research say about teaching reading?

Acting autistic

Portrayals of autism in popular culture

SEN news • cerebral palsy • AAC • SEN Code of Practice Bullying • transition to adulthood • PSHE • manual handling dyslexia • visual impairment • recruitment • CPD • and much more…

This issue in full July • Aug 2017 • Issue 89

Welcome A “fragmented” system in which failure is ingrained and services are losing confidence in their ability to meet children’s needs. These are some of the findings of Dame Christine Lenehan's recent review of the care system for children with disabilities, which was commissioned by the Department of Health. In this issue of SEN Magazine, Dame Christine looks at what’s going wrong with the system and what needs to be done to ensure integrated care and treatment of children with SEN and disabilities. Also in this issue: Kate Sarginson outlines key things schools can do to help prevent the bullying of, and by, pupils with SEN (p.36); Professor Kathy Rastle reveals what her new research says about the effectiveness of phonics as a method of teaching reading (p.52); and following the introduction of a character on the autistic spectrum on kids TV

show Sesame Street, Lucy Pottinger looks at portrayals of autism in popular culture (p.62). Elsewhere, you can read articles about PSHE (p.20), cerebral palsy (p.22), manual handling (p.26), the SEN Code of Practice (p.32), AAC (p.40), visual impairment (p.44) and dyslexia (p.54). The SEN legal Q&A (p.30) answers key questions about supporting young people with SEN into adulthood, and the recruitment feature (p.70) looks at school staff making the move from mainstream to SEN teaching. As always, our CPD, training and events section (p.72) includes a round-up of forthcoming seminars, courses and exhibitions for parents/ carers, teaching staff and SEN professionals. For the latest from SEN Magazine, join us on Facebook or Twitter. Peter Sutcliffe Editor editor@senmagazine.co.uk

SEN news

What's new?

Point of view

PSHE

Cerebral palsy

Manual handling

SEN legal Q&A

SEN law

Bullying

Augmentative and alternative communication (AAC)

Visual impairment

Looked-after children

Phonics

Dyslexia

About SEN Magazine

Book reviews

Autism

Recruitment

CPD, events and training

SEN resources directory

SEN subscriptions

CONTRIBUTORS Anika Backhouse Pearl Barnes Ryan Compton Paloma Forde Rob Grays Sarah Greenwood Jenny Herd Soli Lazarus

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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Dame Christine Lenehan SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409 801 DESIGN Rob Parry www.flunkyflydesign.co.uk design@senmagazine.co.uk

Kate Lovett Mary Mountstephen Lucy Pottinger Kathy Rastle Kate Sarginson Douglas Silas

Next issue deadline: Advertising and news deadline: 9 August 2017

Chloe Tear

Disclaimer

SEN Magazine

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect

ISSN: 1755-4845

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

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In this issue

AAC

Phonics

Healthy minds

The role of PSHE in equipping pupils with SEN for life at school and beyond

An unpredictable condition

Dyslexia

Time to screen Early screening and intervention might help many children at risk of dyslexia

Acting autistic

How cerebral palsy can affect people very differently from day to day

July • Aug 2017 • Issue 89

Portrayals of autism in popular culture and their impact on autism awareness

Single-handed handling The growth of manual handling packages designed for just one carer

The SEN Code of Practice: three years on

Regulars

What are the main changes brought about by the Government’s landmark SEN reforms?

Bullying and SEN How schools can prevent the bullying of pupils with SEN and disabilities

Finding a voice 30

Being a “normal” teenager

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What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say!

SEN legal Q&A

What does the law says about supporting young people with SEN into adulthood?

Book reviews

Making the move from mainstream to SEN teaching

In support of phonics New research examines the effectiveness of phonics as a method of teaching reading

SEN news

70 Recruitment

Too complex to have needs met? The author of two government reviews makes a plea for integrated children’s services

Using AAC to support children without speech to communicate

How visual impairment has helped one student to forge a sense of identity and purpose

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

www.senmagazine.co.uk

Join SEN Magazine on

22 Cerebral palsy 36 Bullying

48 Looked-after children

62 Autism

In the next issue of SEN:

dyslexia • dyspraxia • SEN publishers • TES SEN Show preview choosing a school for a child with SEN • adoption • recruitment school visits • SEBD • autism • CPD • and much more… WWW.SENMAGAZINE.CO.UK

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SEN NEWS

Ofsted plans inspections overhaul Consultation opens on 15-day timeframe for conversion from short to full inspections Union warns that unfair system will place added pressure on schools Ofsted has launched a consultation on proposals to change its short inspection model. Short inspections began in September 2015 for schools previously judged to be good. They last for one day and begin with the assumption that the school remains good. Most schools inspected this way keep their good rating. But when the lead inspector decides there is insufficient evidence to confirm the school is still good, or thinks it may now be outstanding, they will convert the short inspection into a full inspection. A team of inspectors then arrives at the school within 48 hours, to gather more evidence and reach a final judgement. Currently, around a third of short inspections convert to full inspections. Often says that school leaders and inspectors have reported that the 48 hour conversion period can be challenging because inspection schedules often change at the last minute, which can mean standing down inspectors who are typically busy school leaders who have booked time off to inspect. Many inspectors say they would like to lead more short inspections but they are put off by the uncertainty in whether a short inspection will convert. The decision to convert a short inspection is usually taken midafternoon and a team of inspectors then arrives on site early the next day. School leaders report that this experience can be overwhelming. It can also be a particular burden on large schools, where up to eight inspectors are needed for the full inspection. Ofsted also says that in about 20 per cent of cases, before a short inspection takes place it is already clear that a school is facing complex circumstances that warrant a full inspection. In these cases, moving straight to a full inspection would be less disruptive for the school and a better use of resources, Ofsted claims.

Proposed changes The education watchdog is proposing two operational changes which it says will improve the conversion process. When a short inspection converts, the full inspection will be completed within a maximum of 15 working days, rather than 48 hours. However, where an inspection converts because of safeguarding concerns, the full inspection will still complete within 48 hours. A full inspection will automatically take place in around one in five cases where Ofsted has prior evidence that a school is in complex circumstances. Ofsted will select these schools through the standard risk assessment process. SENISSUE89

A new process for converting short inspections is currently being piloted in schools.

To reduce the burden on very large schools, Ofsted will also continue the current practice of having a small team of inspectors carry out the converted full inspection over two days, rather than a large team on one day. Commenting on Ofsted’s plans, school leaders’ union NAHT warns that, while short inspections were welcomed by school leaders as a step towards reducing the burden associated with inspection, these proposals could have the opposite effect. The union believes that they would be akin to extending the period of inspection from three days to over three weeks which would place huge pressure on staff in the weeks between short and full inspection. “Ofsted are now saying that the logistics of short inspection are untenable… In potentially solving one problem, by creating greater certainty for inspectors over working patterns, another much bigger problem would be created, that of equity”, says NAHT General Secretary Russell Hobby. “If one school is given three weeks to put in place changes, and another just a few days, can we really say the inspection system is being fair?” The proposed changes would affect all good maintained schools and academies, as well as outstanding maintained nursery schools, special schools and pupil referral units, which are not exempt from inspection. Ofsted is piloting the changes in around 35 schools during the summer term. The consultation is open now and closes on 18 August 2017. If the proposals are accepted, Ofsted expects that the changes will take effect immediately after the October half-term this year. WWW.SENMAGAZINE.CO.UK

SEN NEWS

Michael Morpurgo announced as Teaching Awards President

Children waiting “far too long” for education, health and care plans Figures released by the Department for Education show that councils are failing to issue education, health and care (EHC) plans within the statutory timeframe in more than 40 per cent of cases. The SEN Code of Practice states that the whole process of EHC needs assessment and EHC plan development, from the point when an assessment is requested – or a child or young person is brought to the local authority’s attention – until the final EHC plan is issued, must take no more than 20 weeks, although exceptions to the time limit are allowed in certain cases. However, of the new EHC plans made during the 2016 calendar year (excluding cases where exceptions apply), only 58.6 per cent were issued within the 20 week time limit, a decrease from 59.2 per cent in 2015. Catriona Moore, Education Policy Officer at the National Autistic Society, says the “figures show that many children and young people are still waiting far too long to get the right education support… Delays spread uncertainty and can be incredibly stressful for families, especially those who are struggling and in desperate need of support.” There were 175,233 children and young people with EHC plans and 112,057 with statements of SEN maintained by local authorities at January 2017. This gives a combined total of 287,290 children and young people, an increase of 12.1 per cent on January 2016. The number of children and young people with either a statement of SEN or an EHC plan has grown each year since 2010. There were 14,795 initial requests for an assessment for an EHC plan that were refused during the 2016 calendar year, an increase of 3,860 from the 2015 calendar year. “It’s worrying to see that there has been a 35 per cent increase in the last year in the number of requests for EHCP assessments refused by local authorities”, says Catriona Moore. “Without carrying out an assessment, it’s impossible to know what a child’s needs are, and there’s a risk that children are going without the support that would help them succeed at school.” The charity is calling on the Government to do more to help “under pressure local authorities” by giving them more time and resources to implement the SEN reforms. WWW.SENMAGAZINE.CO.UK

The children’s author Michael Morpurgo (pictured right) is to be the new President of the Pearson Teaching Awards. He will support the charity’s work to celebrate excellence in education through the annual Awards and the Thank a Teacher Campaign. Best known for War Horse, his novel about a horse's experience in the First World War which was made into a film by Steven Spielberg, the former Children’s Laureate has written over 100 books, selling more than five million copies in the UK and over 35 million worldwide. He was also awarded an MBE in 1999, along with his wife Clare, in recognition of their work in founding the charity Farms For City Children. Michael Moropurgo’s honour was upgraded to an OBE in 2006 for his services to literature. “Becoming an inspirational teacher is a serious, admirable commitment. And memorable, outstanding teaching should be celebrated by educators, pupils, parents and throughout society”, says Mr Morpurgo. The 2017 Pearson Teaching Awards received thousands of nominations, with 56 “Silver Winners” being recognised as “outstanding local heroes of education” in June this year. Sue Jay of Queen Elizabeth II Silver Jubilee School in West Sussex is one of three Silver Winners in the category of Excellence in Special Needs Education. She has been teaching children and young adults with severe or profound learning difficulties and complex needs for 37 years. The school was awarded Specialist Status in the Performing Arts in 2010, and has since twice received the gold Artsmark, achievements that the school credits in large part to Ms Jay. All Silver Winners are invited to the annual televised awards ceremony in London on 22 October, where 11 Gold Plato Awards, described by the organisers as the “Oscars for teachers”, will be awarded. The Awards were founded in 1998 by Lord Puttnam to recognise the significant impact of inspirational teachers on the lives of their young pupils. “Great teaching can have a huge impact on a child's education so it’s vital for us to recognise and celebrate inspirational teachers, for their commitment to teaching and learning and for improving the life chances of the next generation”, says Rod Bristow, President of the Awards' sponsors Pearson UK. SENISSUE89

SEN NEWS

Europe-wide failings in child and adolescent mental health provision Child and adolescent mental health care needs to be improved across the whole of the EU, says a new study. Research led by Professor Swaran Singh of University of Warwick found substantial improvements were needed across the board from planning to monitoring and delivery. Published in the Lancet Psychiatry, the study looked at service provision in 28 countries and found that in all countries resource allocation wasn’t evenly spread to effectively deal with need. Professor Singh says the survey highlights key areas of concern: “poor service planning and the paucity of standardised outcome assessments for service provision or performance, scarce or variable involvement of service users and their families, and the scarcity of interdisciplinary CAMHS and adult mental health services.” The team examined characteristics of national child and adolescent mental health services (CAHMS) across the EU, including legal aspects of adolescent care. Using an online survey completed by child psychiatrists and national child psychiatry associations in each country they obtained data on issues such as availability of services, inpatient beds, clinicians and organisations, and delivery of specific services and treatments. The study highlighted that the number of public services varies considerably across the EU, from just two each in Malta and Luxembourg to 939 in the UK. The number of public CAMHS relative to the target population ranged from 12·9 per 100,000 young people in Finland to 0·5 per 100,000 young people in Bulgaria. On average, young people constitute a fifth of the general population of Europe. In several countries, specific subgroups of children and adolescents had poor access to specialised mental health services dedicated to

them. For example, of 27 countries, only six (22 per cent) provided access to seriously emotionally disturbed children, four (15 per cent) to minority groups and three (11 per cent) to runaway or homeless children. Nine of 27 countries had no special services designed to meet the specific needs of these subgroups, and only seven of 27 countries indicated having highly specialised services for fostered children, children who have offended and been charged with crimes, disabled children, children with autism, or children who misuse substances. “Clearer national policies are needed for service delivery and structure and for standardised tools to assess the delivery, take up, and effectiveness of treatment”, says Professor Singh. “Young people’s needs should be central to service provision, which requires improved understanding of their treatment experiences and satisfaction with services.” The study, Architecture and functioning of child and adolescent mental health services: a 28-country survey in Europe, is part of the five year MILESTONE project which aims to improve transitions for young people from CAMHS to adult mental health services across Europe.

Anti-Bullying Week to celebrate difference This year’s Anti-Bullying Week will aim to promote tolerance and equality in schools under the theme of “All Different, All Equal”.

people surveyed said they wanted to talk about tackling bullying as a result of perceived difference.

Organisers the Anti-Bullying Alliance (ABA) say the idea is to help children and young people celebrate what makes them, and others, unique and help them understand why it’s important that every child feels included in school and able to be themselves without fear of bullying.

“Being able to express yourself should be every child’s right, free from fear of bullying or ridicule, and yet many children struggle to find that acceptance”, says Martha Evans, National Coordinator of the Anti-Bullying Alliance.

A range of free activities will be available to help schools take action to prevent bullying and create safe environments for, and with, their pupils. There will also be a film competition for young people.

Anti-Bullying Week will also see the Power for Good award made to teachers, school support staff and youth workers who go beyond the call of duty to help children with issues such as bullying, relationships, family life and mental health.

The theme for 2017 is based on the views of almost 600 children and young people who completed an ABA survey or took part in a consultation with the organisation’s members. The young

Anti-Bullying Week runs from 13 to 17 November 2017. For more information, visit: www.anti-bullyingalliance.org.uk

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SEN NEWS

Unpaid care is undervalued The UK public believes that the importance of unpaid carers is not fully recognised, according to a new online poll. Published during Carers Week in June, the survey found that 74 per cent of the UK public feel carers are not sufficiently valued by society for the support they provide and this figure rises to 83 per cent of those who have experience of caring themselves. The charity Carers UK estimates that the unpaid care provided by the UK’s carers is worth £132 billion a year. According to the 2011 Census, more than 6.5 million people in the UK are currently providing care for a disabled, older or seriously ill family member. The number of unpaid carers is rising faster than the general population. When asked for their top three concerns, those surveyed who have never had a caring experience cited affordability of care and the impact on their finances as their top worry if they were faced with taking on a caring role. Coping with the stress of caring is the second biggest worry, while concern that they don’t have the skills or experience necessary to become a carer ranked third in people’s concerns. Almost a quarter of those polled who have never cared say they would not know or understand what help would be available if they became a carer. The online YouGov poll was conducted on behalf of eight major charities who are calling on the Government and society to do more to recognise the important contribution that unpaid carers make, and support them to care. “We urge our new Government to do more to value and recognise the contribution made by the UK’s 6.5 million unpaid carers and urgently set out its plans by publishing a strategy for carers”, said Heléna Herklots, a spokesperson for Carers Week. “As a society we depend on unpaid carers; it’s time we had a plan for how to better recognise and support them.”

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

MPs call for better support for people with learning disabilities Greater focus is needed on measuring outcomes and improvements to quality of life for people with a learning disability, says a report by the House of Commons Public Accounts Committee. Two years ago, the previous Committee of Public Accounts reported on the Department of Health's (DoH) efforts to move people with a learning disability out of mental health hospitals and into the community. It found that progress had been poor. The new report says that the DoH and NHS England have since made progress. They have developed the Transforming Care programme and moved some people out of hospital. However, more needs to be done to address known barriers, the Committee says. In particular, money is not moving with the patient to pay for support in the community, too many people are not having care and treatment reviews and the uncertainty caused by the proposed changes to local housing allowance risks hampering the provision of accommodation in the community. The Committee is also concerned that support for people with a learning disability who live in the community is patchy; there are significant local variations but, on average, fewer than six per cent of people with a learning disability are in employment and only 23 per cent per cent of people with a learning disability are registered as such with their GPs. The report argues that there needs to be better analysis and understanding of outcomes and real advancements in terms of quality of life from the £8 billion central and local government spend each year on this support. Learning disability charity United Response has welcomed the new report, while warning that financial pressures seriously threaten the future of provision: “we are concerned that the current and immediate funding pressures facing providers of learning disabilities services are not mentioned”, says the charity’s Director of Operations, Sarah Battershall. “Unless urgent action is taken, the funding situation poses a huge risk to the future of learning disability provision and to the delivery of the transforming care agenda.” SENISSUE89

SEN NEWS

HCPC publishes revised guidance on returning to practice

Award promotes better mental health in schools A new awards scheme will recognise outstanding work to promote mental health and wellbeing within schools in England. The Wellbeing Award for Schools, presented by the National Children’s Bureau (NCB) and Optimus Education Ltd, will be introduced from September 2017. A 2016 survey by the NCB found that many school leaders reported dramatic increases in the number of students suffering from mental health and wellbeing issues over the past five years. More than half said there had been a large increase in anxiety or stress, and over 40 per cent reported a big increase in the problem of cyberbullying. Nearly eight out of ten reported an increase in self-harm or suicidal thoughts amongst students. Organisers say that the new award will recognise schools that embed a culture which values the happiness and emotional welfare of all its pupils. Both the Department for Education and Ofsted have supported this approach, stressing that promoting good mental health is the responsibility of all members of a school community, including staff and governors, parents and pupils, and partner organisations beyond the school gates. The Wellbeing Award will seek to support schools to create a culture in which mental health can thrive, helping them to show the school’s commitment to promoting wellbeing as part of dayto-day school life. It will also aim to help schools to develop a whole school strategy for improving the wellbeing of pupils and attract and retain high-quality staff. Anna Feuchtwang, Chief Executive of the NCB believes that today’s children are facing a range of new challenges, such as an increasingly competitive jobs market, issues related to 24-hour connectivity on social media, cyber-bullying and sexting. “Time and again research has shown these pressures are resulting in a rising tide of mental health issues amongst the young”, she says. “But as well as helping those with problems, we need to create a positive climate where wellbeing and happiness can bloom. For schools, this means ensuring that mental health is everyone’s business.”

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The Health and Care Professions Council (HCPC) has issued updated guidance on returning to practice, to help people who have taken a break from practising, or are considering doing so, to understand the requirements for coming back on to the HCPC Register. The HCPC regulates health, psychological and social work professionals, including arts therapists, hearing aid dispensers, occupational therapists, physiotherapists, practitioner psychologists, prosthetists, social workers in England and speech and language therapists. The existing returning-to-practice arrangements were reviewed in late 2014, following meetings with professional bodies and an analysis of the requirements of other regulators. The review found that, although the requirements were generally considered to be working well, there was a need for further guidance in areas. One of the main changes to the guidance is the inclusion of a flow chart that clearly depicts the returning to practice process and assists the reader in determining whether returning to practice requirements apply to them. The HCPC has also sought to clarify what is meant by “practising your profession” and the difference between the supervisor and counter-signatory roles. The guidance also now signposts to professional bodies for further guidance on profession-specific practice and periods of updating. Returning to practice guidance was first published in July 2006. The requirements seek to ensure registrants who have been out of practice for more than two years update their knowledge and skills in order to resume safe and effective practice. To download a copy of the revised guidance, visit: www.hcpc-uk.org

Call for safer public WiFi for kids Smartphone use in children and the increase in public WiFi hotspots have led to a campaign calling on businesses to let customers know their internet is filtered for inappropriate content. The “It’s Good to Know” campaign has been launched by Friendly WiFi, the UK Government-initiated certification scheme. It supports the Government’s stated ambition for the UK to become the world’s safest place to go online. Venues displaying the Friendly WiFi symbol have WiFi filters which deny access to pornography and webpages known by the Internet Watch Foundation to host indecent images of children and advertisements or links to such content. In 2014, there were around 5.6 million public WiFi hotspots in Britain and this is estimated to triple by 2018. It is estimated that more than half of the world’s WiFi remains unfiltered for adult content. WWW.SENMAGAZINE.CO.UK

SEN NEWS

Young people want schools to teach sign language

Too great a focus on physical activity in PE, say academics Physical education in the UK and United States may be failing both teachers and children, according to research carried out at Leeds Beckett University. Published in the British Journal of Sports Medicine, the research suggests there is too much emphasis on increasing physical activity (PA) and this may be at the cost of developing other things like physical literacy. Physical literacy is the mastering of fundamental movement skills and sport skills that allow a child to read their environment and make appropriate decisions, allowing them to move confidently and with control in a wide range of physical activity situations. Explaining the results of the research, Andy Daly-Smith, a senior lecturer in Physical Activity and Health at Leeds Beckett’s Carnegie School of Sport, said: “As we move towards research informed practice, it is essential that objectives for PA in PE are appropriate. The uncompromising pursuit of these objectives by research and policy is concerning. It may cause teachers to focus on PA, at the expense of fostering an enjoyment of PA or developing physical literacy.” Matthew Hobbs of Leeds Trinity University pointed to disparities in the objectives set in the UK and the USA: “The UK objective says that students should be actively moving for at least 50 to 80 per cent of the available learning time. In contrast, the US objective states that they should engage in moderate-to-vigorous physical activity (MVPA) for more than 50 per cent of the time they spend in the PE class. Despite these differences, low-quality evidence underpins both objectives.” Leeds Beckett University’s Professor of Sport, Jim McKenna, believes “It is essential that objectives for PA and PE are now refined. For example, OFSTED has now called for teachers to engage pupils in sustained periods of high-intensity physical activity; we all know that this can reduce long-term motivation for physical activity.” The researchers argue that the objectives for both PA and PE need refining as they are underpinned by poor quality evidence and contain unacknowledged differences in PA intensity and duration. “It is also time to look beyond PE as a ‘silver bullet’ for resolving the inactivity crisis and towards the wider school day”, says Matthew Hobbs. “While the quest for physical activity is important, it must not be at the expense of developing physically literate young people.” WWW.SENMAGAZINE.CO.UK

Around 97 per cent of young people think British Sign Language (BSL) should be taught in schools, according to new research by the National Deaf Children’s Society (NDCS). The charity surveyed more than 2,000 deaf and hearing people aged eight to 25 across the UK, after its Youth Advisory Board said lack of access to BSL was a key concern. Findings highlight significant interest in BSL among young people, with 91 per cent saying they are keen to study it and 92 per cent calling for it to be offered as a GCSE (or National 4/5 in Scotland). They also suggest this is not only a deaf issue; hearing respondents actually showed more interest in learning BSL than deaf respondents. Responding to the survey, the charity has launched a campaign, Right to Sign campaign, calling for BSL to be included on the National Curriculum. “Everyone in the UK, deaf or hearing, should have the opportunity to learn BSL – but most people miss out as it’s rarely taught in schools and private lessons are expensive”, says Susan Daniels, Chief Executive of NDCS. The survey report sheds light on the reasons young people gave for wanting to learn BSL, ranging from social inclusion and deaf awareness to employability and communication skills. Some argued that people with low literacy skills could benefit from studying a language that doesn’t require reading and writing, as could those who speak English as a second language. With GCSE and A-level exam entries for languages falling every year, it was raised that schools may have greater success engaging students with BSL. Youth Advisory Board member Erin, 16, said: “BSL is one of the languages of the UK so it’s important that, as well as knowing other languages to communicate with people across seas, we can communicate with people in our own country.” More information on the Right to Sign report and campaign can be found at: ndcs.org.uk

Childline launches deaf counselling service Deaf children and teenagers around the UK can now use sign language to be counselled by Childline in two brand new services. Childline, which is run by the NSPCC, is trialling a service where d/Deaf young people can communicate directly via video chat with counsellors who have been trained in British Sign Language (BSL). As well as the pilot, the charity has also set-up a permanent service where young people can communicate with a counsellor through SignVideo, a UK provider of BSL interpreting services. www.childline.org.uk SENISSUE89

WHAT’S NEW?

What’s new?

Moving and handling training

The power of yet…

Do you need high quality moving and handling training to ensure your compliance with UK legislation?

Learning disabilities, autism, behaviours that may challenge and complex needs can all form real barriers preventing people from making the progress they are capable of. Unlocking an individual’s full potential is at the heart of what Hesley Group says its specialist colleges are all about; they call it the “power of yet…"

With more than 17 years experience in delivering training, EDGE Services are one of the leading providers of moving and handling training in the UK today. All of their trainers are qualified and experienced healthcare professionals and they all have appropriate training backgrounds. All of their People and Children handling courses are endorsed by the College of Occupational Therapists, certified by the CPD certification service and run on a public and in-house basis across the UK. For more information call: 01904 677853 or visit: www.edgeservices.co.uk

Could you make a positive difference to a child’s life? Do you have experience of working with children with disabilities and a spare room? Essex County Council need specialist foster carers to provide short breaks for families with children who have challenging behaviour or complex medical needs. You’ll receive a high level of support, a competitive salary and the option to work on a part-time or full-time basis. Foster carer Sally said: “My role not only provides support and care to the child, but also to parents and siblings. It is without doubt the best job I have ever had!”

To find out more about Hesley’s specialist colleges for people aged 18 to 25, visit their website: www.hesleygroup.co.uk/content/isc-introduction

Helping families resolve education disputes Education Lawyers specialise in helping families with children who have SEN through the EHC needs assessment process and with appeals to the SEND Tribunal. Education Lawyers is an experienced and skilled team, providing legal advice and practical solutions in relation to SEN cases. Their lawyers have been providing legal help to families throughout England and Wales for over 25 years. If you would like to speak to someone from their team about your child’s SEN, email: education@langleywellington.co.uk or telephone: 01452 555166. For more information, visit: www.educationlawyers.co.uk

www.essexadoptionandfostering.co.uk 0800 801 530 @adoptandfoster

Award-winning SEN support from GL Assessment Winner of the 2017 ERA awards, SEN – Non ICT category, The SEN Assessment Toolkit is a package of assessments covering: dyslexia, reading, literacy, numeracy, working memory and mental health and wellbeing; it's described as a “onestop-shop” for SEN assessments. The toolkit is designed to ensure whenever a teacher identifies a pupil with a difficulty, they will have the tool they need to carry out further investigation and plan classroom interventions. Learn more about the toolkit at: gl-assessment.co.uk/SENToolkit or email: interest@gl-assessment.co.uk SENISSUE89

Affordable, easy-to-use GPS location tracker phone The new Doro Secure 580, distributed by Medpage Limited, is designed to be simple to use for those confused by the rapidly advancing array of Smartphones. Family, friends and carers will also appreciate the benefit of the GPS location, which can be accessed remotely via a Smartphone, or operated manually by using the SOS button. Four, one-touch buttons, each with a contact label, simplify making a call. Additionally, there is a waterproof call pendant that can trigger emergency dialling without touching the phone. For further details, go to: www.medpage-ltd.com/doro-secure-580 WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

Teen Life Licensed User training This two-day training course, taking place on 26 to 27 July in Barnsley, South Yorkshire, offers autism experienced professionals an opportunity to train to deliver The National Autistic society’s six-session autism specific Teen Life programme locally. Teen Life is a parent support programme for parents of young people on the autism spectrum aged between ten and 16 years. There will be further courses this autumn; to find out more information, visit: www.autism.org.uk/teenlife

Phase transfers to secondary school, post-16 and post-19 It’s that time of year again, when specialist SEN solicitors Douglas Silas Solicitors are approached by parents of children and young people with SEN. This is because this is commonly when there is a need to successfully move them to the next stage of their educational journey and disputes often arise about phase transfers to secondary schools and post-16/post-19 placements. Douglas says: “This is always a difficult time for parents, so it is important for them to seek specialist advice or representation as soon as they can.” For more information, visit: www.SpecialEducationalNeeds.co.uk

Science Scramble – new science games Three new science revision games have been launched by Oaka Books. Science Scramble is a series of three board games for biology, chemistry and physics to help pupils reinforce their classroom learning. Specialising in creating resources for pupils with SEN aged nine to 14 years, the Oaka Books team understand the specific needs of these pupils to have engaging, fun and effective resources to help with information processing and retention. With superb illustrations and simple language, Oaka Books resources enable pupils with SEN to access the curriculum at the appropriate level for their age, rather than using younger resources because their reading age is lower. www.oakabooks.co.uk/pages/science-scramble

New hydrotherapy pool opens at RNIB Pears Centre RNIB Pears Centre for Specialist Learning in Coventry has officially opened a new on-site hydrotherapy pool. The school and children’s home offers personalised education, care and therapies to children and young people with multiple complex needs and vision impairment. Generous donations from supporters including the Bradbury Foundation, Pears Foundation and local community groups helped fund the pool’s construction. The hydrotherapy pool is already improving the quality of life and learning experiences of the children and young people at the centre. To watch a short film showing the pool’s impact, visit: rnib.org.uk/pearscentre

RNIB College Loughborough Family Open Day RNIB College Loughborough offers specialist education, care and work experience for young people and adults aged 16 plus with vision impairment and a wide range of disabilities, from across the UK.

Sensory integration resources The new Sensory Integration and Movement Catalogue from Rompa® is out now. This issue features hundreds of products for young and old that are practical, innovative and fun, to help you to provide sensory integration therapy.

You’ll have the opportunity to take part in a range of fun activities, learn about the student-led businesses, further education and independence programmes, visit the accommodation and meet students and staff.

This issue focuses on the different people (such as OTs, parents and teachers) who may use the products, as well as the different environments that they can be used in (such as classrooms, therapy gyms and at home).

To book your free place, call: 01509 631220 or email: enquiries@rnibcollege.ac.uk

You can request your free copy online at: www.rompa.com/catalogues

Find out what the College has to offer at their Family Open Day on Saturday 7 October between 10am and 2pm.

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WHAT’S NEW?

Practical help for SEN parents Sensitive Butterfly was established when the mother of a child with ADHD, ASD and SPD wanted to find work to fit around her son’s care needs, so she decided to set up a business working from home. Using the knowledge she has gained over the last eight years, she is now wants to share products, ideas and tips with other parents. Sensitive Butterfly aims to provide products that are affordable and practical and have a positive impact on the lives of our children, releasing their potential. For more information, visit: www.sensitivebutterfly.co.uk

ZoomText Fusion accessibility tool Technological advances make it possible for people with low vision to live and work in a world geared for people with normal vision. Computers are a valuable tools for people with low vision, enabling them to work, shop and bank online, and communicate with friends and family. ZoomText Fusion is an accessibility tool for individuals with any level of vision impairment, providing both screen magnification with visual enhancements for screen viewing ease and screen reading functionality. Fusion is a useful solution for schools, libraries, agencies and businesses where individuals with vision loss are served. Call: 01604 798070 (option 1) or email: info@sightandsound.co.uk

Free consultation and inspiration guide on inclusive, sensory outdoor play The outdoor sensory space in any setting should be fully inclusive and provide the same opportunity for everyone to explore regardless of their ability or special need. It should be a place where diversity is respected and valued, enabling children of all abilities to explore their surrounding in a safe child-centred inclusive environment.

SOS develops new hydrotherapy flotation device Specialised Orthotic Services (SOS) have been working with occupational therapists and parents to develop the new Hydro-Pod, hydrotherapy flotation device. Hydro-Pod combines custom or standard moulded seating with a flotation ring, allowing clients with complex postural needs to access hydrotherapy facilities, which is ideal for schools and nurseries. The height and angle of the seat can be adjusted within the flotation boom for perfect positioning in the water to suit individual needs. Removable inter-liners help accommodate changes in posture and growth. For more information, tel: 01283 520400, email: enquiries@specialorthotic.com or visit: www.specialisedorthoticservices.co.uk

Diploma in Trauma Informed Schools Starting October 2017 in London for 12 weekend days, Trauma Informed Schools UK is presented in association with The Centre for Child Mental Health. Directed by Dr Margot Sunderland, this practical skills-based course underpinned by the latest neuroscience is for those who want to change troubled children’s lives, positively impact on school culture, and prevent teachers leaving because of stress. It aims to equip attendees to respond effectively to children who have suffered trauma or have mental health issues, helping them recognise vital signs and symptoms, and provide attendees with a range of positive interventions. 020 7704 2534 www.childmentalhealthcentre.org info@artspsychotherapy.org

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 magazine designed specifically for people with learning disabilities. Using simple language and visual cues, this edition gives readers a news round-up of stories including the 2017 General Election, the terror attacks in Manchester and London, the cyberattack on the NHS, the death of Roger Moore, Portugal winning the Eurovision Song Contest and more. To download a copy and sign up for future editions, visit: www.unitedresponse.org.uk/press/campaigns/easy-news

Timotay Playscapes have a free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment. For your copy, email: enquiries@timotayplayscapes.co.uk or call: 01933 665151.

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POINT OF VIEW

Point of view: teacher

Embracing inclusion Soli Lazarus makes a plea for ensuring inclusive practice in all schools

t our primary school, we try to be as inclusive as possible. As Assistant SENCO, I am involved in

planning activities and interventions with the class teacher and teaching assistant.

Too often, our special children are given work that is just not suitable for them

reprimanded; a child who is not given any opportunities to show their interests and to shine. Second,

for

some

children,

mainstream is just not suitable, as their difficulties cannot successfully be

I seek to differentiate, where necessary,

addressed in a mainstream environment.

and make the work appropriate and

Schools are large, noisy places. The

motivating to enable each child to move forward with their learning.

First, there needs to be an expert in

curriculum is fast-paced and the pressure

the school who can push for this type

on staff to keep moving learning along

In real terms this might mean that a

of inclusion. Too often, our special

is relentless. For some children, this is

girl with Down's syndrome will do a mini-

children are given work that is just not

overwhelming. What they need is an

topic based around Elmer the elephant,

suitable for them and, of course, they

atmosphere of calm – an environment

rather than studying rainforests with her

struggle. Teachers are under pressure

where there is routine, where a fascination

peers. A little girl will teach the whole

to meet targets and think if they keep

with cheerleading can be incorporated

class sign language to boost her self-

teaching the same thing in the same

into every day learning. They need a

esteem. A boy on the autistic spectrum

way, eventually the penny will drop. This

multi-sensory approach to enhance

will need to reinforce “tens” and

is not true and makes me furious. Some

their learning, where the outdoors can

“units” using practical equipment, rather

children need work that is vastly different

be used consistently to motivate, ignite

than attempting long division. A girl with

from the rest of the class, is presented

and challenge.

ADHD might need ten-minute movement

in a different way and makes use of

breaks to keep her attentive and a child

specialist equipment.

As mums and dads, we should demand that our children’s schools

with dyslexia will use a hand-held

Even if there is an expert in inclusion

have a well thought out approach to

electronic device to “read” text and a

on the staff, how on earth can a

inclusion. And of course, if mainstream

laptop with specialist software. A little

teacher adapt the curriculum or teach

doesn’t feel like the right place for your

girl who finds it difficult to concentrate

in a creative way if they don’t have the

child, it probably isn’t.

will make use of a quiet, uncluttered area

support of management? Too often, I

and a boy with sensory issues might need

hear of headteachers, and even SENCOs,

a weighted blanket on his lap and study

who don't have the first idea how to really

most effectively when work is presented

include our children with SEN.

to him in small chunks.

Real inclusion is a skill. It is not just about printing off an easier sheet for

Making it work

them to work from and hoping that this

It is possible for the vast majority of

will be OK. It’s not OK.

children to integrate successfully into

This is what bad or ineffective

mainstream primary education. Yes,

practice looks like: a child isolated

some tweaks and creative thinking will

outside in the corridor working on a

be necessary, but inclusion is achievable

completely separate curriculum; a child

and can work. However, there are

with poor self-esteem and low emotional

two problems.

resilience being constantly told off and

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Further information

Soli Lazarus is a teacher, assistant SENCO and SEN consultant: www.yellow-sun.com

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POINT OF VIEW

Point of view: person with VI

Struggling for support Help can be hard to find for young people with vision impairment, writes Ryan Compton

was registered partially sighted with the diagnosis of glaucoma at the age of six. I then developed macular degeneration, cataracts and rod-

cone dystrophy. I have had between 150 and 200 operations. Aged 21, I was

People weren’t aware of the emotional impact of having a vision impairment

registered blind.

it is important to educate and enable them to do so. People often say now that I am positive and always have a smile. Negativity was a slope to disaster for me. I don’t work well surrounded by negativity and thrive off being around

My school and college education was

those who have a spring in their step.

frequently interrupted by all the surgeries

support available – eye clinic liaison

I was often the person my friends and

I had to have. I found this situation very

officers (ECLOs).

family would come to for advice.

step closer to having stability in my

Making it happen

the skills and empathy to help and

life, I would find another hurdle in my

Having a vision impairment hasn’t only

support people. I decided to create an

way, leading to me missing parts of my

impacted on my schooling but also on

organisation to provide this support. I

childhood and education.

deflating. Just when I’d think I was a

Over the years, I have developed

family, friendships and on my confidence

have trained in mediation, mentoring and

Teachers didn’t understand my

and self-esteem. In my teens, I realised

guidance, counselling skills, coaching,

impairment and believed it was only

that no-one else was going to support

disability awareness and safeguarding.

an excuse for my poor standard of

me so I would have to start speaking up

One of the reasons I’ve been able to

schoolwork. In reality, it was taking me

for myself. Over the years, one of my

create and maintain my business is due

longer to complete the work but I was

strengths has become communication.

to Access to Work. Although the process

also behind in academic ability. I left school with no qualifications.

I contacted my local social worker

is difficult and testing at times, it has

who assisted me with rehabilitation and

been a service that has provided me with independence.

When I attended one of the specialist

information on the equipment which

colleges, they felt I needed to complete

is available to make blind people

my A-levels, rather than equipping me

more independent. I also found that

with the skills to use assistive technology,

as a person who is registered blind it

access the web and use email, which

is difficult to access the channels that

have since proved invaluable to me. I

others can to seek employment. It has

have been in and out of college for nine

been empowering for me, not only to

years, due to the 40 operations I’ve had

find something I am good at, but also

during this time. I eventually managed

to be able to provide a service that adds

to complete my A Levels.

value to other people’s lives.

I felt that within the school system

It is still difficult to make organisations

and the NHS there was no emotional

understand how to work with someone

support; people weren’t aware of the

with a vision impairment. I believe that

emotional impact of having a vision

rather than complaining about the

impairment and dealing with the

difficulties with organisations that are

associated isolation. It was only quite

not trained or equipped to deal with a

recently that I found out about the NHS

person who has a vision impairment,

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Further information

Ryan Compton is the founder of the Centre for Resolution, which provides a range of services for people with SEN and disabilities: www.centreforresolution.com

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN RESOURCES/SERVICES

SEN LAW Advertisement feature

“Outstanding” quality of education includes addressing pastoral needs A school already rated as “outstanding” in its ability to help pupils grow independently is delivering even better pastoral care with new, state-of-the-art toilet facilities. Bedelsford School in Kingston-uponThames, whose pupils have profound and multiple learning difficulties, has invested £600,000 in re-development work, including upgraded toilet facilities to include three purposeequipped hygiene suites. The facilities incorporate two rooms each with a WC, height adjustable adult-sized changing bench and ceiling track X/Y hoist, and an additional, similarly equipped facility where the conventional WC has been replaced with a height-adjustable wash and dry toilet, a Clos-o-Mat Lima Lifter with touch sensitive hand switch. All the specialist equipment was supplied and installed by Clos-o-Mat, which has over 50 years’ experience in delivering personal hygiene solutions, for domestic, commercial and public environments. www.clos-o-mat.com

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PERSONAL, SOCIAL AND HEALTH EDUCATION

Healthy minds Sarah Greenwood looks at how PSHE can help equip pupils with SEN for life at school and beyond

he class are busily getting on with their maths, some more than others. A boy on the edge of the classroom has withdrawn from the activity. While the teacher was giving out the instructions, he was doodling on some paper, drawing the same shape, same size, over and over again. Now, he does not know what to do. A girl elsewhere in the classroom loudly tells her group that they are â&#x20AC;&#x153;stupidâ&#x20AC;?. She finished the task eight minutes after the teacher asked them to start and has lost patience with the pace of the rest of the class. She does not know why they are looking upset. Outside in the playground at break, screaming in anger at the goalkeeper for letting in a shot, a boy kicks the ball onto the dining hall roof and storms off.

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These actions cause confusion and hurt, most of all for the children who perpetrated them. They do not know why they behaved in that way, what made them say what they said, or why they did what they did. The children who witnessed or were recipients of the behaviour do not know either.

These actions cause confusion and hurt, most of all for the children who perpetrated them

Acceptance and understanding

instructions again. The high achieving girl can celebrate her speed and skill but also learn how to empathise with her classmates more and maybe help them. The angry footballer can be shown how his behaviour affects others and be given techniques to manage his anger issues. Personal health and social education (part of the broader PSHE education curriculum), the soft skills that enable us to function properly and easily in a

Personal, social and health education (PSHE) is so important as it helps children to understand why they might behave in this way, helps them to know themselves better, helps them to avoid certain behaviour patterns, and spreads tolerance and acceptance. The doodling boy can be given practical tips on how to focus but also the means and confidence to ask for the

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PERSONAL, SOCIAL AND HEALTH EDUCATION

They learn what a good relationship is, how to form one and then maintain it

Interacting and functioning with others are key life skills.

community, involves arguably the most important skills we learn. Some learn these at home, reinforced by school. Some only learn them at school. For children with SEN, these skills can be even more important as they help them to navigate a way through their lives, which have their own particular challenges. If children have a good idea of who they are, how they act and interact, and why they have become the person they are, this will all help them with what they do. It will help them to make better choices for themselves, whether that is to do with how they interact socially or the decisions they make about health.

Building self-esteem Children with SEN may feel that they don't or can't succeed academically. While input from specialist staff, use of different teaching styles to reflect learning styles and individual learning plans can help, if a child does not feel that they can succeed, then they won’t. Personal health and social education can help to increase self-esteem and resilience so that children have a go at the task in hand and achieve. Or maybe they have a go, fail and attempt it again until it is achieved. This can be part of a school’s work with children in developing a “growth mindset”. Only those who are confident about WWW.SENMAGAZINE.CO.UK

themselves, or very curious, will keep going. Understanding that they are unique and bring their specific talent to their community will increase their selfesteem. Knowing what they are good at and having realistic self-knowledge will help them to progress. Personal health and social education gives children skills for dealing with others – their peers, friends and adults. They learn what a good relationship is, how to form one and then maintain it. They learn how to talk about their feelings, which disperses the silence of mental health problems. They learn who to talk to and where to get help from. They learn how to deal with their feelings, how to celebrate the good and how to manage the destructive. They learn how to listen and how to respond appropriately. They learn that bullying is never acceptable and what to do about it when they recognise it, either for themselves or for others. They learn what to do if they feel uncomfortable about something they have seen or that has been done to them. They learn the difference between secrets and surprises. They learn how to be a team player and encourage others.

Making the right choices Personal health and social education helps children to make healthy decisions. It teaches them why exercise

is good for the body, along with eating healthily, drinking water and getting enough sleep. It helps them to deal with issues such as obesity and having a positive body image despite influences from the media pushing the latest trend for how we should all look. They learn the facts about risky health behaviour, such as drug misuse, and then the skills to help them make up their own minds. It looks at the issues of sex, consent and maintaining healthy and respectful relationships – how to keep safe online, and having a healthy attitude towards social media. All children need to develop these skills to help them learn how to be, how to exist in society and how to keep themselves safe. Children with SEN may need these skills even more than most, as they can be more vulnerable. So, the doodling boy learns how to listen actively to focus on the instruction or that it is ok to ask time and time again for help. The girl realises that calling people “stupid” will not make her any friends but by offering to show them how she did it so quickly, she might gain some. The footballer learns to walk off the pitch for some deep breaths before returning feeling calmer. And the whole school community learns how to accept and celebrate diversity in all its forms.

Further information

Sarah Greenwood is an Educator Manager with Coram Life Education, which provides health, wellbeing and drugs education via life skills sessions delivered by trained educators in mobile classrooms. It is part of the children’s charity Coram: coramlifeeducation.org.uk

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CEREBRAL PALSY

An unpredictable condition Chloe Tear explains how cerebral palsy can affect people very differently from one day to the next

etâ&#x20AC;&#x2122;s get this straight from the start: there is a wide spectrum of abilities for people who have cerebral palsy. Some of us can walk unaided and some of us have to rely on an electric wheelchair to get around. It can affect just one hand, all four limbs, or anything in between. Due to the way cerebral palsy affects the brain, it means that some people may have difficulties with speech, vision, pain, seizures, balance, hearing, breathing and many other things. However, it also means that you will probably never meet two people with the condition who are affected in the same way. I have always found this hard to comprehend and as a result, itâ&#x20AC;&#x2122;s been hard, at times, to find someone to whom I can truly relate. It can be an unpredictable condition.

I am learning things about my cerebral palsy daily; you could say it still has a lot to teach me What about after diagnosis? Once the health professionals know what they are dealing with and know whether the particular instance of cerebral palsy should be classed as mild, moderate or severe, this certainly does help them to direct the treatment or therapy which is available for that individual. On the other hand, I know from experience that cerebral palsy has a way of beating expectations, so can we actually predict how it will all turn out? After 18 years of

getting to know my condition, it can still confound me and I am learning things about my cerebral palsy daily; you could say it still has a lot to teach me.

Body changes I was diagnosed with cerebral palsy at the age of seven, but felt a bigger change between myself and my peers as I got older. When I started having growth spurts in my teens this would make my muscles even tighter, which led to a change in my walking pattern and my mobility in general. As a result of having cerebral palsy, I also have chronic pain and epilepsy and I am registered partially sighted. Over the years, I have found that cerebral palsy not only affects individuals differently, it can also affect people in different ways every day. Sometimes every hour

Chloe uses a stick (left) much of the time and a wheelchair (right) when she needs to. Chloe on a night out with friends (centre).

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CEREBRAL PALSY

Using a wheelchair may make it look like I am giving up or being lazy, when in fact it is the opposite

Chloe studies psychology at university.

can be different if you’re having “one of those days”. So, even though the diagnosis may stay the same day to day, the way it affects the body can vary. I understand that with any kind of disability we can have good and bad days, but are those who don't have disabilities aware of this? When looking at how unpredictable it can be, it has the possibility to change every hour and even has the tendency of changing minute by minute. When contending with muscles and ligaments that aren't on your side, it can be frustrating when they don't respond, but can also be amazing when they finally do.

Meeting challenges Having cerebral palsy can mean that it takes more effort to stay on my feet, even if I just have to think a little more about what I am doing. If I am concentrating on what my legs are doing, I don't expect my hands to also know what they are doing; it’s one thing at a time with my body. However, a small thing for one person can be such a big achievement for others. I believe this is one of the most frustrating yet most beautiful things about living with a disability. We may have challenges to face but this means we have lots of small victories which we can, and should, be proud of. For example, some days I may pick up something with my left hand, while on other days WWW.SENMAGAZINE.CO.UK

this would just be foolish to attempt or even impossible. On a good day, certain muscles won't be as tight and will therefore be more functional but on a bad day, they may be a lot tighter than normal. Trying to explain this can be difficult when you can't see what is going on inside your own body. People often respond by saying something like “just relax”, to which I invariably reply: “trust me; I'm really trying”. Even a change in temperature or having a cold can be enough to confuse our muscles, making our bodies function less effectively. On occasions, the unpredictability can come from movement being slightly delayed or even involuntary. A bad day may be a result of over doing things previously or may just come out of nowhere. Yet I know that it is possible to manage these bad days to a certain extent, if you have many years of practice or the right equipment to help you.

Using a chair In attempt to control the constant changes in my body, I use a wheelchair on a part-time basis; this means that one day I can use my chair and the next I will be walking with my stick. Being able to use a wheelchair has allowed me to manage my energy levels and reduce pain, letting me function more effectively in everyday life when my cerebral palsy is presenting greater problems for me. It is very common for me to start the day walking around and then by the afternoon I could be using my wheelchair. Yes, this could illustrate how I have become tired over the course of the day, but could also be because my muscles have become tighter or keep giving way and putting me at risk of falling. Other people do not always

understand why I only use a chair some of the time. Using a wheelchair may make it look like I am giving up or being lazy, when in fact it is the opposite. This is my way of managing my condition and allowing myself to live more fully. It’s something that even I can have trouble understanding, so I suppose it’s no surprise if others sometimes don't get it.

See the person Even though cerebral palsy can manifest itself in many different ways, it is important that people are able to see the individual and not just the disability. We are all unique and are so much more than any condition or disability that we have. Even if we have many years of experience of living with our cerebral palsy, we can sometimes find it disheartening. Can you imagine being able to do something on Monday but finding it impossible on Tuesday? Unfortunately, cerebral palsy does not always cooperate on the days when we need it to. I think it is at these times when it is most frustrating. I hope that I and others with cerebral palsy can use this frustration to help us learn more about how our condition affects our bodies, rather than as something to demotivate us from a task. Cerebral palsy may be unpredictable but we are adaptable.

Further information

Chloe Tear is a 19-year-old who is currently studying Psychology and Child Development at University. She has mild cerebral palsy (as a result of being born eight weeks early, weighing three pounds three ounces) which affects the left side of her body, as well as epilepsy, chronic pain and impaired vision. At the age of 15, she started writing a blog to try to help raise awareness of her condition. She continues to publish Life as a Cerebral Palsy Student, at: www.cpstudentblog.blogspot.co.uk

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CEREBRAL PALSY

Introducing CPotential is the new name of the London Centre for Children with Cerebral Palsy. We offer life-changing learning for children with movement disorders due to conditions such as cerebral palsy or acquired brain injury. With Conductive Education at our core, we help children to grow in confidence, skills and independence so that they can achieve their potential now and in the future. Our services help each child to develop their mobility, motor, sensory, emotional, communication, problem-solving and self-care skills.

www.cpotential.org.uk 143 Coppetts Road, London N10 1JP T: 020 8444 7242 E: info@cplondon.org.uk Registered Charity No. 1124524

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CPotential is the home of Woodstar School and Nursery our independent special school for children aged 3-11 Applications welcome for September 2017

Everyone has the potential to learn â&#x20AC;&#x201C; weâ&#x20AC;&#x2122;re here to make that happen

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SEN RESOURCES/SERVICES

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SEND CODE OF PRACTICE

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MANUAL HANDLING

Single-handed handling Kate Lovett examines the growth of manual handling packages designed for just one carer

fter the Second World War, when the welfare state was founded, the care and special needs sectors faced very different challenges to those they face today. People’s lives were considerably shorter; a boy born in 1948 could expect to live to 66; a boy born in England today, however, can expect to live to 79. Consequently, the healthcare, social care and special needs establishments operated very differently. There were far fewer special schools (or children receiving specific education to cater for their SEN) and complex care packages for very sick and disabled children were rarely delivered at home. Conditions such as cerebral palsy often meant a much reduced life span in 1948 and a much higher proportion of sick and disabled children died young. Times have changed and the improvements in health care which have taken place over the decades have bequeathed us, not only an ageing population, but also a population that SENISSUE89

is far more likely to survive profound disability and episodes of serious ill health. But how is this impacting on today’s healthcare, social care and SEN sectors? There are certainly concerns about how care will be funded in the years to come with recent media reports citing plans for serious funding cuts for disabled people over the next four years. One area under consideration is the minimum number of care or support staff required to deliver safe and effective care in the home. This is particularly relevant to manual handling tasks, as costs inevitably increase proportionately to the number of care or support workers required.

Does it always take two? In recent decades, a common misconception about complex moving and handling cases has emerged, that two care or support workers are always needed, as opposed to one. This is particularly the case where hoisting is required, often based on health and safety considerations. How

In recent decades, a common misconception about complex moving and handling cases has emerged did this misconception arise? The now superseded National Minimum Standards for Domiciliary Care (2003), standard 12.8, stated that, “Two people fully trained in current handling techniques and the equipment to be used are always involved in the provision of care when the need is identified from the manual handling risk assessment”. This seemed to cause some care managers to conclude that two care/support workers are a legal requirement. Indeed, many care organisations wrote this into their manual handling and health and safety policies at the time. For many, this approach still stands today. In fact, the document says two handlers WWW.SENMAGAZINE.CO.UK

MANUAL HANDLING

are only required when “the need is identified from the manual handling risk assessment.” Consequently, with thorough risk assessing and care planning, a care package, even a complex one requiring hoisting, may well be managed safely and effectively with one care or support worker, resulting in significant cost savings to the local authority.

New opportunities Over the past five years or so, manual handling equipment manufacturers have improved greatly on existing handling aids and developed new products specifically for the singlecarer market. Some examples include in-bed sliding systems which work on a basis similar to slide sheets, in that they enable you to slide the person up and down the bed as well as turn them for personal care and/or pressure care. Unlike slide sheets, they do not need to be inserted or removed – they lie behind the person the whole time and are more like bed sheets in their material type. However, they differ from traditional bed sheets because they are designed to slide. In-situ hoist slings are another really useful product that negates the need to insert and remove slings prior to hoisting. As with the in-bed sliding systems, they are designed to be in position behind the person the whole time (whether they are in a chair or bed) meaning that all the handler needs to do is attach the hoist to the already-in-place sling to enable a transfer. Flexible application boards for inserting and removing hoist slings are designed to replace slide sheets for the same task and are easily operated with one person, making inserting and removing hoist slings (if an in-situ sling is inappropriate) much quicker and easier to accomplish. Electronic patient-turning bed systems and fully profiling beds are both excellent examples of ensuring movement in the bed is possible with fewer staff. The electronic patient turning bed is a relatively new invention WWW.SENMAGAZINE.CO.UK

and is very innovative, utilising two rollers fixed to the edges of the bed enabling movement to occur on a large canvas sheet that is moved between the rollers. As with all handling aids, a thorough risk assessment will be required to ensure their appropriate selection and use and not all products will work for all children and young people. However, these pieces of equipment have all served well to date to meet this growing need. Some of this equipment is not particularly well known now but with awareness training sessions and the opportunity to try equipment, as well as effective workplace supervision programmes, many of these products will be invaluable in future care packages relying on one care or support worker.

Freeing up budgets The significant cost savings, and potential to re-deploy domiciliary care/support workers to where they are most needed, have been proven via a number of local authority case studies within adult services. These projects have utilised occupational therapists and specialist manual handling advisors to re-assess some of the double-handed community care packages being delivered. For example, Somerset County Council’s project between September 2011 and February 2012 found that 25 per cent of assessed adult clients had been reduced to single care worker management, whilst a further 31 per cent were identified as having potential for conversion at a later stage. Essex Council established a similar project in July 2011, under which around 500 client cases were reviewed and within six months 44 per cent had had packages reduced. These Councils invested significantly in handling aids designed to be operated safely with one person. Specific training programmes were designed by the manual handling training teams and rolled out initially to care managers and then to the frontline care and support workers who were

Equipment manufacturers have developed new products specifically for the singlecarer market supporting the clients in question. The resulting savings continue to this day in these and other authorities across England and Wales. It is expected to be only a matter of time before these authorities look closely at achieving similar results within their children’s services.

Adapting to change It seems clear that at a time of national government budgets cuts and efficiency savings, local authorities and social services will need to be more certain than ever that they are using their resources wisely. An increasing number are likely to look again at twohanded care packages to see if there is potential for savings. Care providers will need to be alert to changes, as new and innovative moving and handling equipment makes single-handed care packages more feasible across both adult and children services. However, the overriding need is for accurate risk assessing, effective staff training and staff supervision, as well as the investment in new equipment. There should also be absolutely no compromise on the safety of the moving and handling of disabled children and young adults, whatever the financial pressures.

Further information

Kate Lovett is a Director of EDGE Services, which supplies training courses including manual handling events designed specifically for children services: www.edgeservices.co.uk

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Racing driver tries out powerchair Disabled racing driver Nicolas Hamilton, brother of F1 star Lewis, test-drove the WHILL powerchair from TGA at the 2017 Mobility Roadshow in June. WHILL is a new electric wheelchair known as a personal electric vehicle (PEV). It is a stylish, compact and hi-tech powerchair that provides unique manoeuvrability with all-directional-drive front wheels and world-class performance. Developed in Japan by former Toyota and Nissan engineers, it is a precisionbuilt powerchair that provides greater accessibility through advanced driving capabilities. Each front wheel encompasses 24 “rings” that can rotate sideways so the chair turns without the need to pivot on a castor, hence reducing the turning circle to just 71 cm. The chair has the power of four-wheel-drive, so is adept at tackling kerbs, slopes and challenging terrain such as gravel and sand. Nicolas Hamilton (pictured driving the WHILL) was the celebrity VIP at the 2017 Mobility Roadshow and officially opened the event. www.tgamobility.co.uk

Etac R82 seminar on dynamic posture proves popular at Kidz to Adultz South Frances George, Highly Specialist Physiotherapist working with Etac R82, presented her Learning Through Movement educational seminar to large numbers of healthcare professionals at the recent Kidz to Adultz South event. Etac R82 is a manufacturer of quality and ergonomic assistive products for children and adults with disabilities. Etac, R82, Molift, Immedia, Convaid and Star Cushion products are supplied by Etac R82 along with educational information and advice for families and professionals. As part of the Etac R82 showcase at Kidz-to-Adultz-South, Frances George (pictured on the right) offered clinical guidance on stand 317 and during her formal seminar. Frances’ seminar focused on the importance of static and dynamic posture assessment and how making supportive equipment unstable can advance therapy goals. This presentation proved exceedingly popular with the hall full to capacity, with more professionals unable to attend. Frances illustrated several key factors including the assessment of posture, movement and motor skill progression and applying knowledge to clinical practice. Following her presentation, she offered an engaging Q&A session and the opportunity to discuss the topic on a one-to-one basis. Additional educational material was also available, with R82 workbooks proving popular as they provide holistic packages SENISSUE89

of content regarding individual products. They include a rich variety of information such as product information, case studies, clinical benefits and “how to” videos – the latest edition focusing on the Crocodile Walker. In terms of products, the Etac R82 team received high levels of enquiries regarding the new R82 Cricket which is a lightweight, ergonomic and easy-to-fold buggy for children. The Convaid buggies and fabric-based Scallop seating system also attracted crowds keen to understand more about these quality, intelligently designed products. www.etac.com/uk WWW.SENMAGAZINE.CO.UK

SEN LEGAL Q&A

Preparing for adulthood Specialist SEN solicitor Douglas Silas looks at what the law says about supporting young people with SEN in the transition to adulthood What do we mean by “preparing for adulthood”? The SEND Code of Practice (CoP) states that everyone working with children and young people with SEN or disabilities across education (including early years, schools, colleges and 16 to 19 academies), health and social care, should support children and young people with SEN and disabilities to prepare for adult life and help them go on to achieve the best outcomes in employment, independent living, health and community participation. It adds that the principles apply to all young people and includes both the transition into post-16 education and transition from post-16 education into

adult life and says: “High aspirations are crucial to success – discussions about longer-term goals should start early and ideally well before Year 9 (age 13-14) at school. They should focus on the child or young person’s strengths and capabilities and the outcomes they want to achieve.” In practice, preparing for adulthood means preparing for: • higher education and/ or employment – including exploring different employment options • independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living • participating in society – including having friends and supportive relationships, and participating in, and contributing to, the local community • being as healthy as possible in adult life. The CoP points out that being supported towards greater independence and employability can be life-transforming for those with SEN and disabilities and this support needs to start early and centre around the child or young person’s own aspirations, interests and needs. All professionals working with them should share high aspirations and help them to achieve their ambitions.

What is meant by “strategic planning”? The CoP says that strategic planning will contribute to joint commissioning, the SENISSUE89

Local authorities must place children, young people and families at the centre of their planning LEA’s local offer and the preparation of education, health and care (EHC) plans. Local authorities (LAs) also have a strategic leadership role in fulfilling their duties concerning the participation of young people in education and training. The CoP say that they should work with schools, colleges and other post-16 providers, as well as other agencies, to support young people to participate in education or training and to identify those in need of targeted support to help them make positive and wellinformed choices.

What are the other duties on LAs? The CoP states that LAs must place children, young people and families at the centre of their planning and work with them to develop coordinated approaches to securing better outcomes, using information from EHC plans and other planning to anticipate their needs and ensure there are pathways into employment, independent living, participation in society and good health.

Why do we need to start early? The CoP adds: “When a child is very young, or SEN is first identified, families need to know that the great majority of children and young people with SEND, with the right support, can find work, be supported to live independently, WWW.SENMAGAZINE.CO.UK

SEN LEGAL Q&A

and participate in their community. Health workers, social workers, early years providers and schools should encourage these ambitions right from the start.” So early years providers and schools should support children and young people so that they are included in social groups and develop friendships.

What about transitions to higher education? LAs must make young people aware of the support available to them in higher education and how to claim it, including the Disabled Students Allowance (DSA). DSAs are available to help students in higher education with the extra costs they may incur on their course because of a disability. LAs should plan a smooth transition to higher education before ceasing to maintain a young person’s EHC plan. Once the young person’s place has been confirmed at a higher education institution, the LA must pass a copy of their EHC plan to that institution at the earliest opportunity. The LA should also plan how social care support will be maintained, where the young person continues to require it, and whether this will continue to be provided by the home local authority or by the authority in the area they are moving to.

What about employment/ careers advice? Maintained schools, pupil referral units (PRUs) and academies/free schools have a duty to ensure pupils from Year 8 until Year 13 are provided with independent careers guidance. FE colleges also have equivalent requirements which apply for all students up to and including age 18 and this will also apply to 19- to 25-year-olds with EHC plans. The CoP says: “Schools and colleges should raise the career aspirations of their SEN students and broaden their employment horizons. They should use a wide range of imaginative approaches, such as WWW.SENMAGAZINE.CO.UK

taster opportunities, work experience, mentoring, exploring entrepreneurial options, role models and inspiring speakers.”

What about those who are 19 to 25 with EHC plans? LAs must set out in their local offer the support and provision that 19- to 25-year-olds with SEN can access regardless of whether they have an EHC plan. FE colleges must continue to use their best endeavours to secure the SEN provision needed by all young people aged 19 to 25 with SEN attending their institution. Those with EHC plans should have free access to further education in the same way as 16- to 18-year-olds. Colleges or training providers must not charge young people tuition fees for such places as the funding will be provided by the LA and the Education Funding Agency (EFA). Apprentices aged 19 to 25 with EHC plans are fully funded on the same terms and funding rates as 16- to 18-year-old apprentices.

What about those without an EHC plan? 19- to 25-year-olds with SEN but without EHC plans can choose to remain in FE. Colleges are funded by the Skills Funding Agency (SFA) for all students aged 19 and over who do not have an EHC plan (including those who declare a learning difficulty or disability). Colleges are able to charge fees for these students, but must use their best endeavours to secure the necessary special educational provision that they need. LAs are not responsible for securing or funding education and training opportunities for young people aged 19 to 25 who do not have EHC plans.

What else do I need to know? The CoP states that, under no circumstances, should young people find themselves suddenly without support and care as they make the transition to adult services. Transition

Authorities must make young people aware of the support available to them in higher education

to adult services for those with EHC plans should begin at an annual review and, in many cases, should be a staged process over several months or years. A transition assessment should mean the LA concludes that the young person: does not have needs for adult care and support; or does have such needs and begins to meet some or all of them; or does have such needs but decides it is not going to meet them (either because they are not eligible or because they are already being met). The LA can continue to provide care and support from children’s services after the young person has turned 18 until the EHC plan is no longer maintained, but when the EHC plan ceases or a decision is made that children’s services are no longer appropriate, the LA must continue the children’s services until they have completed “relevant steps”.

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 [updated for 2016/17], 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.

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The SEN Code of Practice: three years on Pearl Barnes outlines some of the main effects of the Government’s landmark changes to the SEN system

he SEN and disability revised Code of Practice (2014) heralded the greatest revolution to SEN policy and provision for a generation. The original purpose and rationale behind amending SEN policy and practice was to provide easier access and support for those who need it most, to reduce the unnecessary bureaucracy which led to parents having to “fight” for provision for their son or daughter, and to provide a framework for agencies to work more closely together. Three years on, how has the new Code changed working practices across the country and what more needs to be done to support children and young people with SEN and disabilities? The key changes brought about by the revised Code are: • the scrapping of statements of SEN and the development of education, health and care (EHC) plans, which are designed to provide support to target areas of need which predominantly inhibit learning • local authority (LA) core offer published for each locality with complete involvement from each setting • longitudinal support for children and young people from birth to 25 years • scrapping of School Action and School Action+ and replacing them with one layer of support – SEN Support – but with focus areas of low incidence, high level needs and high incidence, low level needs SENISSUE89

Schools must now be working more closely with parents, providing a greater level of information • a more streamlined and graduated response to provision through the “assess-plan-doreview” cycle • greater accountability of teachers for being responsible for the learning and progress of pupils with SEN and disabilities in their care, with greater focus upon support and differentiation • greater involvement of, and information for, parents including personal budgets.

Who does the Code apply to? The Code is statutory guidance for all maintained schools, academies (including technical colleges), early years providers (including private, voluntary and independent settings), independent and free schools and nonmaintained special schools, including pupil referral units and independent specialist providers. All these settings must have regard to the Code, along with a wide range of health authorities, for example NHS trusts, and clinical commissioning groups (CCGs). For this reason, local area inspections delivered jointly between the Care Quality Commission (CQC) and Ofsted

are now taking place across LA regions to determine the effectiveness of the implementation of the Code. By now, schools will have made a number of changes, including: • revision of the SEN register • an SEN Information Report published on the school website and updated annually • SEN statements should have been transferred to EHC plans for all pupils within transition years, such as all those moving from primary to secondary school. All other statements must be transferred to EHC plans by 2018 • schools must now be working more closely with parents, providing a greater level of information and must be able to demonstrate how parents are consulted and involved within the development of provision • LAs should have dedicated “025” teams to support children and young people longitudinally, they must have published their “core offer” and must be consulting and engaging with parents and pupils over the development of provision at LA level • all schools should have a clear protocol for the implementation of the graduated response. This assess-plan-do-review approach is aimed at enabling teachers to target intervention and support appropriately • schools should be actively sharing information with WWW.SENMAGAZINE.CO.UK

SEN LAW

teachers to ensure they are able to be accountable for differentiating to meet their pupils’ individual needs.

SEN Support All schools should have revised their SEN register to replace the old categories with one category of need: SEN Support. This act of revision in itself has been a bone of contention for some schools, particularly in terms of who should be allocated the status of SEN Support. Some schools have found that their information sharing systems are limited and hence have restricted their ability to revise their register. SEN Support is for pupils who are accessing additional help and support which is additional to, and different from, normal provision, due to lack of progress without it; it is needs led and ties in with the graduated approach.

Revising the SEN register Key points to consider when revising the SEN register include: • how do you identify pupils in need of additional support? • is there a fair and equitable approach to identification which is needs led? • how do you know you have the right pupils who most need support? • do you have a mechanism for monitoring pupils who may dip in and out of support? • do you differentiate between high and low level needs? • how do you share information relating to pupils’ needs across the setting? • what information do you share across the setting? • how do you measure progress for those in receipt of additional support? • how do you support teachers to be able to differentiate their learning opportunities? There is no one-size-fits-all approach to identification and intervention; it is the responsibility of the SENCO to WWW.SENMAGAZINE.CO.UK

It is the responsibility of the SENCO to determine which pupils are in need of support

determine which pupils are in need of support, substantiate their reasoning and monitor and track progress to evaluate the effectiveness of the support.

SEN Information Report The Information Report is an essential part of sharing information and should be the single point of contact for parents to access information relating to the provision offered by the setting. The essential features of the Report are: • easy access to information for parents • the provision available in the setting, such as ramps for physical access or a soundfield system • the expertise available, including the qualifications of staff • interventions currently on offer, such as music therapy is part of the core offer • any additional provision, for example an autism base unit • categories of need supported by the setting, such as pupils with speech, language and communication needs supported through intervention groups • access to additional (external) support, for example hearing impairment and visual impairment support services are accessed • other reasonable adjustments which are made, such as exam concessions • how pupils are identified • how parents and pupils are involved. Points to consider when reviewing the Information Report:

• in addition to the parents’ version, consider writing a child/ young-person friendly report • the report is often lengthy and complex to read; why not publish it in the form of a video interview where you are asked questions such as: what do you do to support pupils with dyslexia? • involve pupils by videoing them in different situations to demonstrate the support on offer • provide signing alongside the video to aid accessibility • invite parents to be involved in the development of the Information Report.

Education, health and care plans For some areas, the transition from a statement of SEN to an EHC plan has triggered questions, as it has led to uncertainty surrounding continued support. The Code is very clear that no child should lose their provision as a result of the transition to the new system. The purpose of the EHC plan is to ensure pupils’ needs are identified and dealt with swiftly and appropriately, the focus being upon removing barriers to learning. Here are some of the key points to consider when transferring a statement to an EHC plan or when designing a plan from the outset. Ensure that appropriate staff identify the specific needs of the child or young person in all categories of need, such as: • cognition and learning needs should be identified by the SENCO, education psychologist and/or specialist advisory teacher, for example for autism • speech, language and communication needs should be identified by the SENCO, educational psychologist, speech and language therapist and/or advisory teacher • social, emotional and mental health needs should be >>

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identified by the SENCO, educational psychologist, health professionals involved (such as a clinical psychologist) and behavioural support services, if available • physical and sensory needs should be identified by the SENCO, educational psychologist, physiotherapist, occupational therapist, school nurse, specialist advisory teacher (if appropriate) and any clinician involved in the management of care. Assess how these specific needs impact upon the individual’s learning. For example, Joe has complex needs and struggles to stay awake and alert for the whole day, and requires several movement changes throughout the day as he becomes uncomfortable What does the pupil need to enable them to access the learning environment? For example, Joe needs specialist provision, access to hoists, access to trained TAs for moving him and access to a quiet environment where he can rest. When identifying the areas of need and support, ensure you are able to cost each area. Other considerations in formulating an EHC plan include: • who will be responsible for implementing provision or funding the support and how will the effectiveness of it be measured? For example, who will train the TAs? • social care should also be involved in the development of the plan in order to determine the level of care needs required. For example, Joe’s family will need training in moving him, modifications to the home including hoists and access to respite care • parents’ view must be integral to the development of the plan • the responsibility for the implementation of the plan rests with the LA; they must draw SENISSUE89

When identifying the areas of need and support, ensure you are able to cost each area the individual reports together into the final plan. Parents have a right of appeal to an independent tribunal.

Parent participation It is up to each setting to consider how to improve information sharing and enable parents to participate in the development of SEN and disability provision and their own child’s support. Consider: • how to involve parents in developing provision at LA level; what are the strengths and weaknesses and how will these be addressed? • how to involve parents in the decision-making process of support and intervention to be provided for their child • how to provide information for, and involve parents in, the transition process to the next setting to ensure they are fully aware of the provision available when moving from one setting to another.

Data and the graduated approach The graduated approach should now be embedded within the fabric of any setting. It defines who is falling behind and who may require additional support, the progress made, the effectiveness of intervention and the next steps. Points to consider include: • assess – are you collating the necessary data? Does it give you the information you need to make an informed judgement about the support needs of the

pupils? Do you have appropriate baseline data? • plan – are you using the data to plan appropriate support and intervention? When planning interventions ensure you are outcomes focussed; what are you hoping to achieve and how will you know whether you have achieved it? • do/implementation – do you have the resources for adequate implementation of the intervention? What are the aims of the intervention? How will you know whether it is effective? • review – are your assessments appropriate for measuring progress in the specific area? Has the support been effective? If not, why not? What might you do differently?

Moving forwards Once you have your systems in place, ensure you keep them up to date. Keep evaluating the practice of your setting for its effectiveness and added value. Ensure your assessment and tracking systems give you the information you require and keep a summary data file which collates a summary of the information across the setting, to enable you to evaluate your provision for pupils with SEN and disabilities. By regularly reviewing and monitoring your provision you will be collating the correct information required for Ofsted, EHC plan applications, highneeds funding applications and JCQ Regulations. Ultimately, though, you will be doing the right thing for the pupils themselves by providing them with a supportive, personalised approach which is effective in the long-term.

Further information

Pearl Barnes is an SEN consultant and specialist assessor and a former president of nasen: www.pearlstraining.co.uk

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SEN LAW

Comedy stars come together for mental health awareness On 18 September 2017, some of the biggest names in British comedy will join forces to support Heads Together, the campaign to change the conversation on mental health spearheaded by The Duke and Duchess of Cambridge and Prince Harry. Topping the line-up for the Heads Together Comedy Night for YoungMinds at O2 Shepherds Bush Empire will be Michael McIntyre (pictured), Jimmy Carr, Harry Hill, Frank Skinner, Russell Kane, Katherine Ryan and Tommy Tiernan. The event, which will take place at the Shepherds Bush Empire, will raise money for YoungMinds, the UK children and young people’s mental health charity, one of eight charity partners of the Heads Together campaign. Since its launch in May 2016, and with the support of celebrities such as Lady Gaga, Andrew Flintoff and Professor Green, Heads Together has had a big impact in getting the country talking about mental health, and in challenging the stigma that so often prevents people from taking that first step towards getting help. WWW.SENMAGAZINE.CO.UK

“We are delighted that some of the most famous names in comedy are getting their heads together to shine a light on children and young people’s mental health”, says Sarah Brennan, Chief Executive of YoungMinds. “At the moment only one in four children with a mental health problem get the support that they need, and many suffer in silence for years. It’s crucial that we get young people talking about mental health, and also that we make sure the right help is available as soon as problems emerge.” Comedian Frank Skinner said: “Like most people, I like to imagine growing-up as a carefree and wondrous experience. The truth can be a lot more complicated than that. My own youth was blighted by the threat of Napoleonic invasion so I know what I'm talking about. But seriously, I'm proud to be part of this benefit night. Those very real growing-pains need to be openly accepted and talked about. Then the carefree wonder will take care of itself.” youngminds.org

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Bullying and SEN Kate Sarginson looks at how schools can help prevent the bullying of pupils with SEN and disabilities

ullying is a distressing phenomenon which is a persistent, but unacceptable, issue in our schools, and indeed our society. The methods and opportunities may have changed with the times, with the rise of more subtle approaches to abuse such as “mate crime” and cyber bullying, but the cruel aims remain the same – to dominate and to hurt. The statistics concerning bullying of children and young people with SEN are alarming. According to a leading disability charity survey (Bullying Wrecks Lives, Mencap, 2007), 82 per cent of children and young people with a learning disability have been bullied, 47 per cent of those people surveyed had suffered verbal abuse and 23 per cent had been physically assaulted. Around 66 per cent of people were regular victims of bullying, with 32 per cent being bullied on a daily or weekly basis. There is a significantly increased risk of being bullied if you have SEN or a disability. Children and young people with disabilities are reported to be twice as likely to be bullied than people without disabilities (Are Disabled Children and Young People at Higher Risk of Being Bullied?, ioE London, 2014). Schools and colleges therefore must have a proactive and robust approach to this problem, and develop policies and practice that specifically address the bullying of these students. Sadly, disablist attitudes are a feature of our society and schools have an opportunity to inform children from an early age by addressing the core matter of prejudice, and create an environment of positivity where all children are taught to embrace and value difference. Instead of being shied away from, SENISSUE89

Bullying behaviour can come to be seen as a “normal” part of interaction in school.

difference should be openly and visibly celebrated and welcomed in schools. Early and ongoing intervention is crucial, as some researchers argue that bullying gets worse as children move from primary to secondary school.

Bullying is not something that children should have to learn to live with Protecting the vulnerable Some might argue that it is discriminatory to have SEN and disability referred to explicitly in schools' anti-bullying policies, as all children and young people should be protected equally. However, the shameful truth is that vulnerable people provide an easy target and I believe schools need to acknowledge some

additional considerations that apply specifically to disablist bullying. It should be seen as an entity in its own right that requires particular approaches to combat it. There needs to be room to respond flexibly and opt for intervention methods that are appropriate to the individual. Anti-bullying policies usually rely on the identification of the behaviour through pupil disclosure, or though observation, in order for adults to intervene and ultimately stop it. Disablist bullying can go undetected if the victim is unable to understand, recognise and correctly label what is happening to them as being “bullying”. This provides a teaching and learning opportunity, where pupils with SEN and disabilities can be taught about bullying awareness so they know what is wrong, and be supported to find the confidence to challenge behaviour directed towards them that they are unhappy with. WWW.SENMAGAZINE.CO.UK

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Signs of bullying Over time, being bullied could become the norm and the behaviour can be an uncontested, yet deeply unpleasant, part of life. However, bullying is not something that children should have to learn to live with. This places increased emphasis on adults in schools and colleges to take preventative action. Staff awareness and knowledge of children with SEN is crucial. Adults need to be able to detect bullying behaviour and recognise the effects of it in its targets. Signs of bullying can be misinterpreted or missed completely. Changes in mood or behaviour in victims of bullying might be attributed to the condition or disability itself, and therefore dismissed. For some children and young people, communication can be difficult and this impacts on their ability to report incidents of bullying and give a clear account of events. It is therefore essential that when there is a known need, adults work harder to support communication to ensure claims of bullying can be heard and acted on. Anti-bullying policies should recognise these potential difficulties, using languages and reporting that children with SEN and disabilities will understand. Teachers need to have a clear understanding of what constitutes bullying, so they can assess reports of bullying made by pupils. There may be a temptation to disregard claims and downplay the matter, particularly when the pupil is not seen as a reliable source. Given that disclosure of bullying can be a difficult step to take due to fear of reprisal, there should not be the added risks of not being believed or taken seriously. Many pupils with SEN and disabilities are forced to change schools as a result of their claims about bullying being ignored by teachers.

Easy targets It may be felt that some pupils have characteristics that make them inherently more likely to be bullied. They may stammer or have mannerisms WWW.SENMAGAZINE.CO.UK

These attitudes reinforce a belief that bullying is the victim’s fault because they are different such as twitching which other children don’t understand and mock; so an explanation seems to exist for the behaviour that doesn’t really seem like bullying and therefore excuses it. There is derogatory language that is commonly used in society and therefore innocently copied by children. These attitudes, unless challenged, reinforce a belief that bullying is the victim’s fault because they are different, and is therefore expected and accepted. It is common for pupils with SEN to experience high levels of exclusion within their peer groups. Making friends can often be difficult for these children and victims of bullying are at risk of becoming withdrawn and depressed. Having a friendship group limits isolation and can be a preventative measure against bullying. Again, educators have a responsibility to support pupils with SEN and disabilities to develop and sustain positive relationships, through activities such as practising social situations via role play and the creation of buddy systems. Sensitivity and awareness of pupil preferences is needed. Children and young people on the autism spectrum, for example, may prefer their own company. Awareness of the rise in “mate crime” bullying – the exploitation of vulnerable people under the guise of friendship – also needs to be included, as being too friendly and trusting can also lead to an increased risk of abuse. The need for specific input into interaction and friendship building should be factored into the whole school anti-bullying policy as a preventative measure, not as a response. By addressing matters such as social skills development following a bullying incident this could, albeit

inadvertently, support the view that the victim is to blame.

Building empathy There is also the matter of children and young people with SEN engaging in bullying behaviour themselves. Some people find it difficult to understand their own behaviour and how it impacts on others, and require support to do so. If their socials skills are limited, children and young people may not realise that their actions could be seen by someone else as bullying. They may lack empathy and be unable to grasp how someone else might feel as a result of their words or actions. There are also situations where bullying behaviour can arise because children are trying to avoid being bullied themselves, or as an act of retaliation. In all these scenarios, strategies need to be taught to children and young people to help them understand and redirect their behaviour more positively. Self-esteem in pupils with SEN and disabilities can already be an issue, and being subject to abuse on the grounds of their disability or condition can severely affect self-worth and confidence. The effects of bullying can be devastating and life-long. By addressing bullying against and by children and young people with SEN and disabilities in a clear-cut way, schools can help future generations to respect and value everyone.

Further information

Kate Sarginson is an experienced teacher and SENCO who has worked in specialist, mainstream, state and independent education. She has a Masters in Inclusive Education and is currently training to become a specialist dyslexia teacher.

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SUNKEN TRAMPOLINES

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Sunken trampolines and mobile hoists Having installed Rebound Therapy trampolines for numerous clients across the UK, Sunken Trampolines have worked alongside leading manufacturers of mobile hoists to utilise equipment originally designed for swimming pools in order to facilitate sunken trampoline access. Installed alongside a trampoline, this mobile hoist comes with a discrete in-ground socket allowing it to be easily wheeled into position, connected, utilised and then removed. The hoist is battery powered, enabling ease of transfer from wheelchair to trampoline and allowing for a range of motion and reach that was until now impossible. In addition, the hoist

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is constructed from stainless steel, meaning its size and weight are minimal, allowing for manoeuvrability and ease of storage. Sunken Trampolines are the leading installers of in-ground trampolines across the UK. Working in association with ReboundTherapy.org, we are well placed to deliver the very best solutions for all clients, whether they be a school, care institution or residential setting. If you are interested in a sunken trampoline for your family or a client, please have a look at our website for more information and examples of our work: www.sunkentrampolines.co.uk

Creative arts showcase at Slindon Talented students from the Creative Arts Department at Slindon College presented a dazzling showcase of their diverse work at a school exhibition in June. This involved work from pupils across all art disciplines and year groups. The work included Year 7 textiles, in the form of lino cushion covers along with watercolour painting, Year 8 distorted self-portrait drawings and Year 9 3D dazzleboats. The Upper School presented the work of Year 10 graphics students and Year 11 and A level students in textile, graphics, photography and DT. “The work produced was truly spectacular and illustrated the very high standards attained by the creative minds of our pupils”, says Headteacher David Quick. Slindon College is an independent day/boarding school for boys aged eight to 18, with learning support for boys with ADHD, dyslexia, dyspraxia, Asperger’s and other conditions. slindoncollege.co.uk

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AAC

Finding a voice Jenny Herd looks at the range of systems, from high-tech to no-tech, that help children without speech to communicate

aving a child with no functional speech can be difficult. It provides challenges and issues that are not always easy or straight forward to resolve, with some parents feeling support is not always readily available. Typically, as children develop, they will start babbling by 12 months, use about 20 words by 18 months and around 50 words, plus some short two or three word phrases, by 24 months where they will understand 200 to 500 words. (source: I CAN, â&#x20AC;&#x153;Ages and Stagesâ&#x20AC;?). However, not all children will follow this pattern. They may not be able to babble and then progress to speech

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AAC can include simple, no-tech systems such as gestures, facial expression and pointing at pictures

the neural pathways for language development may be affected. Ultimately, if they are not able to use any words clearly, they cannot communicate with their families, or anyone else in their lives, and it is not possible to gauge what level of word knowledge they actually have.

What does AAC look like? sounds and therefore will already be well behind their peers in terms of expressive language by the age of two. They may understand as many words as other children of the same age, but if they are not able to try out words clearly, or at all, then they do not get any active consolidation and

Augmentative and alternative communication (AAC) is the term used to describe methods of communication that can add-on to or replace speech. This can be needed as the result of physical disability, a learning disability, developmental delay, illness or an accident; whatever the reason, giving a

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child a method to learn to communicate, to interact with their family and peers, express their thoughts and views and to access education is vital. AAC can include simple, no-tech systems such as gestures, facial expression and pointing at pictures, symbols or spelling boards, through to high-tech computer based “speaking” devices. AAC devices provide children and adults alike with a voice, helping those whose own natural speech is in some way impaired to the point of not being understood by others, or who have no natural speech at all.

Tech-free AAC The single most useful thing to establish, in whatever way possible, is a consistent “yes” and “no” for individuals. This opens up vast areas of control for someone who may otherwise have very little. I have seen children (and adults) who use variants of sign language to indicate this, or who nod or shake their head, or who smile for “yes” and stick their tongue out for “no”. It can be anything at all as long as it is consistent. Another no-tech method that we were shown when my son was about 18 months old (he has athetoid cerebral palsy and no speech) is simply that you can “label” (verbally) each of your hands and hold them apart for the child to either point or look at. One hand might be “milk” and the other “juice”, so the child can make an active choice. If the child can cope with more choice, you can label the fingers of one hand and the child can reach out and touch the selected option. Very young children seem quite able to deal with this apparently very abstract process and therefore the hands or fingers can be whatever you need them to be, wherever you need them. This technique has been absolutely invaluable over the years and we still use it now when necessary, and he’s 19 and about to go to University. Moving on from yes and no (which obviously are responses to someone WWW.SENMAGAZINE.CO.UK

It is entirely possible to use symbol-based systems right up to and through adulthood

else’s question) very young children can become active communicators by having, for example, photos of family members and everyday items put on cards so that the child can point at them, or look at them if finger or fist pointing is not possible, to indicate choice. If they can use their hands, introducing some signs (such as Makaton, British Sign Language, baby sign, sing and sign) is a very useful addition to a child's communication methods. Symbols from a proprietary set, with or without words alongside, can also be used in this way.

Introducing technology Children can very quickly progress to using communication books (with pages of symbols) and then on to computer based devices which “speak” when buttons are activated, which can be by direct touch, switch scanning or eye gaze, for example, depending on what method is assessed as being best for the individual child. These devices can use symbol-based vocabulary or words and spelling. Even where symbols are used they are almost always displayed with the written word, to aid literacy development. If, or once, a child can spell, they may well choose word prediction as their favoured method of communicating but it is entirely possible to use symbolbased systems right up to and through adulthood too, if that works best for the individual. Literacy for AAC users is, however, not as straight forward as just learning to read and spell. This is a whole topic on its own, but in short, many people without speech report that they have no “inner voice” and so sounding out

words in order to spell or read them can be very difficult and the current emphasis on synthetic phonics often does not work. However, with the right specialist input, children who use AAC can learn to read, but some (like my son) may always have difficulties with spelling words that they cannot “sound out” for themselves, which can make word prediction entertaining, to say the least.

AAC myths I believe there are many common myths when it comes to a child’s speech and using AAC. I’ve outlined five key ones that I’ve come across below. Myth 1: “Oh just wait and see, they are still young...” No, it is never really too early to start introducing alternatives to speech. If you have any concerns at all about a child's language development, do something! Myth 2: introducing AAC will hinder speech development Absolutely not; in fact, it’s quite the opposite. Having some means of communicating, even if it is very simplistic to start with, is better than having none and actually takes away some of the stress of the pressure to “speak” – a situation which can leave families and children feeling hopeless, upset and demoralised. If a child is able to develop speech, they will, and the introduction of some AAC to assist with frustration will not hinder that. Similarly, if the child does appear to have more significant speech delay or absence, it’s all the better that AAC has been introduced at an early stage. Myth 3: a child with severe learning difficulties cannot use AAC effectively This is a big one, not least because if a child has never been able to speak (clearly) and may also have a physical and/or sensory impairment, how can >>

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you actually judge that they have a severe learning difficulty? Of course, there will be some children, but not very many, who are so cognitively impaired that they are unable to reliably use any form of communication, but the vast majority of non-verbal children will, with the correct assessment, provision and support, be able to use AAC in some way.

It is never really too early to start introducing alternatives to speech Myth 4: “Just give them a tablet computer with symbols on” One size of AAC intervention certainly does not fit all and one of the most important stages is a proper multidisciplinary assessment which looks at all aspects of the child's dis/ability, including, crucially, hand function and dexterity, posture (especially if they are a wheelchair user), cognitive stage (though as above, this is very hard to do accurately if someone has not yet achieved reliable communication) and visual/object tracking skills and any sensory impairment. This should be accessed through a speech and

language therapist attached to a local AAC service and may also involve the regional specialist centre, depending on the complexity of the child's needs. Myth 5: children don't need lowtech symbol/spelling books once they have progressed to hi-tech electronic talkers Oh yes they do! Low-tech remains a crucial back up for all the situations where hi-tech isn't available, such as when devices’ batteries are flat, in the bath or in the car. My son still makes extensive use of a basic alphabet board, with whoever he is talking to acting as a “human word-predictor” to speed things up, but he has also had electronic talking communication aids since was at nursery school.

You're not on your own Parents and carers are an essential piece of the communication jigsaw for children learning to use AAC and it is really important that they are involved at all stages of assessing for and developing a child's AAC system. But it can sometimes be hard for families to deal with the fact that their child may never have functional speech, and it is important for professionals to be sensitive to this, and not simply assume that parents are uninterested in AAC.

On the other hand, sometimes parents report that they feel excluded from the process or that they don't really know how their child communicates at school because it has not been explained to or shared with them. There are many reasons why this happens but for a child to progress with their AAC it is vital that they have access to consistent methods of communication in all settings, wherever possible. Often, especially in mainstream settings, a child using AAC may well be the only one in the school, and the school has probably had few if any AAC using pupils before. Similarly, the child and their family might never have met any other AAC using children and so for everyone it has the potential to be a very isolating situation. This is why it is so important not only to get specialist speech and language and AAC support and advice into school and home as early as possible, but also to make contacts and network with others to share information, experience and skills. There are a number of organisations, both locally and nationally, which can offer support, information and advice to AAC users and their families and those who work with them.

Further information

Jenny Herd is a parent of a 19-year-old AAC user who has completed all his education in mainstream school. She is a Trustee of the charity Communication Matters, which provides online information, regional AAC roadshows and a national conference for AAC users, family members, professionals, and suppliers and manufacturers of communication aids: www.communicationmatters.org.uk

Eye-gaze technology can be used to operate communication equipment.

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AUTISM

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VISUAL IMPAIRMENT

Being a “normal” teenager Student Laura Wilmot tells Anika Backhouse how her visual impairment has helped her forge a strong sense of identity and purpose

itting in and standing out are common issues for any teenager. Most young people don’t think twice about being in a mainstream school, reading from the white board and participating in the full range of subjects. For pupils with a visual impairment (VI), the quality of learning can vary from school to school and from county to county. While most schools do all they can to enable pupils, many students find themselves fighting for the right to access the same information as their classmates. This can mean waiting for work to be put into a format that is accessible for someone with their eye condition, or even being told to join a class for children with autism because there is nowhere else to place a visually impaired student. Some pupils experience being left out of lessons due to the teacher’s own concerns or inexperience of how to include them.

Laura Wilmot has aniridia, glaucoma, cornea disease and nystagmus. She was diagnosed at two months old and her sight remained relatively stable until she was 15; she now has approximately five per cent of the vision of the average sighted person. She is a confident 20-year-old, now getting the most out of her studies, but her life was not always this way.

A difficult path For Laura to attend the nearest school that was prepared to meet her needs, she had to travel 90 minutes each way from her home in Seaham, County Durham. Although she received support with her studies, this resulted in long, tiring days and impacted on her social life, leaving her distanced from her sighted peers who lived close to the school. Laura became the victim of bullying during her GCSE years as a result of her

Laura became the victim of bullying during her GCSE years as a result of her appearance and sexuality appearance and sexuality and when her sight changed dramatically. Getting a guide dog in Year 10 was both a blessing and a curse, as it drew more attention to her and why she was different. “I have a big bond with Willis, my guide dog. My mum had one when I was a young girl and she encouraged me to try it when the age was lowered for people to be able to have one. I didn’t have the independence to travel to visit my friends, or to go further than my local shop. If I wanted a seminormal teenage life then I needed to try a guide dog. I wouldn’t look back now.”

Determination to succeed

Laura with her guide dog Willis.

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At sixth form, Laura enjoyed a better social life, which she puts down to people being more grown up. Studying health and social care, she found her fellow students were more understanding of her diminished eyesight. “I was scared to leave the learning support that I’d had throughout school when I moved to sixth form. Unfortunately, I was proved right. Academically, I had lots of issues with accessibility to deal with. I was offered one piece of equipment, which took one and a half years to materialise. Teachers hadn’t taught a visually WWW.SENMAGAZINE.CO.UK

VISUAL IMPAIRMENT

Laura’s chosen career has grown out of her personal history

Relaxing with friends during time-out at their specialist college.

impaired person before and I suffered some discrimination: one teacher refused to receive work in any other format than on paper, even though I can’t use paper because I can’t see what’s on it.” Laura completed her two years at the Durham-based sixth form through sheer determination, leaving with a hard-fought diploma. “I needed to prove them wrong. Although I felt like it sometimes, I wouldn’t leave.” Being ambitious and having determined what career she wanted, Laura decided to improve her chances of employment as a person with VI and applied to a college for the blind, where she is now a final year student. “I went thinking the worst thing that can happen is I try it and don’t like it. Being here has changed how I felt about attending a specialist college. I feel like a human, not a burden.” As many teenagers discover upon leaving school, accessibility has been an issue in Laura’s further education. At her original sixth form she had to fight for months to use a system that she could access. Laura is now a competent user of voiceover software that tells her what is on the computer screen, so now, if WWW.SENMAGAZINE.CO.UK

she can’t access something, a solution is found straight away.

Helping others Laura’s career goal is to be a counsellor and motivational speaker. She has chosen courses to enable this. Sociology and psychology will, she believes, help primarily with the counselling, while she feels that business studies will be useful because, as a motivational speaker, she is likely to be self-employed. “I want to help young people in selfesteem and body-confidence issues, particularly as a counter to celebrity culture. When you are at school, everything is about grades and I want young people to know that their worth is based on so much more than how well they are doing academically.” Laura’s chosen career has grown out of her personal history. “I am more comfortable with who I am now than I was. The process of doubting myself started when I was 12 or 13. I had to learn to love myself; not only was I disabled but I was also gay.” Studying at a residential college, Laura has found empathy and support from her peers: “I have friends just along the corridor now, instead of them being

over an hour away. Just being here builds up the confidence to be more open and interact with people. It’s a positive and a strength and something that certainly benefited me when I was on work experience at the local hospice because I felt comfortable talking with patients.” Despite being let down in various ways during her education, Laura is immovable in her desire to read counselling at university and now feels prepared for the independent style of studying that higher education demands. She plans to work in schools, enabling teenagers to feel comfortable with who they are, whether they have a disability or not. “Society’s expectations filter down through every layer. I know what it is like to be told to stay in the corner, being a disabled, gay female. I’ve been through a lot to be proud of that label, to wear that badge. I am celebrating who I am now and want to empower others to be who they are.”

Further information

Anika Backhouse is PR, Publications and Outreach Officer at Royal Northern College, a further education college for those aged 16 plus with visual impairments: www.rnc.ac.uk

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VISUAL IMPAIRMENT

Manchester sports taster day for blind and partially sighted people British Blind Sport has added another multi-sport event to its calendar this summer. Produced in partnership with the RNIB, Lancashire Lions, Our Lady’s High School and Greater Manchester Sport, the day will showcase sporting excellence and offer opportunities for people with vision impairment to have a go at a wide range of sports. The event is free of charge and open to anyone who is blind or partially sighted. Sports available to try on the day will include golf, football, rock climbing, weightlifting, cycling, goalball, judo and cricket. Taking place on Saturday 22 July 2017, 10am until 4.30pm at Our Lady’s Sports Centre in Manchester, this will be the seventh event delivered this year as part of the British Blind Sport “Have a Go Day” programme. These events have been run successfully across the country with blind and partially sighted individuals enjoying inclusive sport and physical activity with

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professional coaches in a safe and fun environment. People who have attended recent Have a Go Days have offered very positive feedback on their experiences. One participant in Leicestershire said: “Found it amazing; the things I thought I couldn’t do, I actually could – especially the cycling. For the first time in 11 years I felt the wind on my face as we moved around the track. Golf was wonderful, as was the putting. Really enjoyed the day and look forward to the next.” Another, who attended Have a Go Day in Northamptonshire, said: “It was fun and the staff were supportive. The day was one to remember.” British Blind Sport also needs volunteers to help out at these events, so if you can spare some time to help the visually impaired and blind attendees enjoy the day fully, contact the charity. 07929 356428 participation@britishblindsport.org.uk. britishblindsport.org.uk

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LOOKED-AFTER CHILDREN

Too complex to have needs met? Dame Christine Lenehan makes the case for integrated children’s services

ver the last eighteen months I have been asked by the Government to look at two groups of disabled children. For the Department of Health (DoH), I reviewed the system of care and treatment of disabled children with a complex mix of needs involving challenging behaviour, learning disabilities and often autism. For the Department for Education (DfE), I’m currently looking at the experiences and outcomes of children in residential special schools and colleges. The questions that the DfE review poses are: • the characteristics of the children and young people in residential special schools and colleges, and how they came to be placed there • the pattern of provision across the country and how it is commissioned and procured • what good quality support looks like for these children and young people • the experiences and outcomes of these children and young people and their families, and how these can be improved • how schools and colleges are supported by all agencies to meet children and young people’s needs • how effectively the workforce in residential special schools and colleges meets these needs • destinations for children and young people leaving settings.

These services get less and less confident of their ability to meet the needs of children

local services. These services get less and less confident of their ability to meet the needs of children and so, if we are not careful, a spiral of placements occurs, at huge cost, and not always for the best outcomes for children.

Looked-after children is that they are children placed away from home, the second is that they are placed because they are seen as “too complex” for local authorities and their partners to support locally. They are also children who, once placed away from home, can be out of sight and out of mind. Many are placed as a last resort and the children will have experienced multiple failures of the system before this placement. A school said to me recently: “these children have been failed so often, they see themselves as failures and so our first job is to teach them they can succeed.” This impacts not only on the children and their families themselves but on

Within the review of residential special schools we have considered the issue of looked-after children. It’s not necessarily straightforward; there are some children, particularly those in placements lasting 44 weeks or more who should be classed as lookedafter and aren’t. There is a confusing variation of practice in terms of defining looked-after status, which can benefit the child because it seems to increase local authority engagement at reviews; worryingly, some reviews take place without important stakeholders in the child's care around the table. We have also seen many looked-after children in schools for children with social, emotional and mental health

Failure ingrained The two groups of children have two significant issues in common. The first SENISSUE89

Multi-agency support is crucial for looked-after children, who may have complex histories.

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LOOKED-AFTER CHILDREN

needs. These children have often come from failed fostering and adoption placements, and it’s key that we build effective support at all levels of the system to ensure the mental health needs of these children are met.

We really need to look at the definitions and management of challenging behaviour

Meeting needs Children with this range of complexity are the very children in need of a multiagency response to meet their needs. The basis for such an approach is there already: these children will be known to education teams, because they should all be in school; they will be known to social care staff because of the high level of family support they often require. Some of them will be lookedafter children, so the local authority’s duties as a corporate parent will also apply. And yet, we still get things wrong, we still don’t join up support effectively. So what do they need? First, they need better human rights. The United Nations Convention on the Rights of the Child confers on all children the right to a childhood. This must be upheld for children with complex needs and behaviour that challenges, with these rights recognised by the NHS Constitution, DfE, DoE and local commissioners. So when we place children a long way from home, how do we protect their rights to family life, or to the very best education, so we place the same standards on specialist out-of-authority provision as we do for the best of our in-authority schools? Do we ask the same demanding questions on progress and outcomes as we do for our own children? Second, we need a model of care. The numbers of children with complex needs is rising – it’s a challenge that isn’t going to go away – so what’s the most effective provision and support? It’s often about bringing education, child and adolescent mental health services (CAMHS) and care together. It’s about understanding the best, well evidenced interventions to support children. It’s about the standards of all services including the most specialist and about the role of alternative provision. It’s WWW.SENMAGAZINE.CO.UK

about looking at models of schooling, resourced units and specialist support. Third, we need a real understanding of skill sets in this area. When children challenge the system, who supports the children and who supports the staff working with them? The silos that we create for education, social care and health, and the professional boundaries within these, do little service to the children who cross boundaries and need a multi-agency response for their needs to be met. As part of the DoH review I have asked the Royal College of Psychiatrists, the Royal College of Paediatrics and Child Health, the Royal College of General Practitioners and other royal colleges to clarify the responsibility of medical and other professionals for these children, and jointly develop guidance to ensure respective roles are widely and consistently understood. For the wider reviews, the whole issue of an integrated workforce and core skills set for those working with children must be considered. Fourth, we need smarter commissioning of services. Commissioning by local authorities, including both social care and SEN teams, and clinical commissioning groups should consider the value of early intervention in services which are based on the needs and concerns of families, and that can respond to emergencies whenever they occur. Finally, we really need to look at the definitions and management of challenging behaviour. For many of the children and young people my reviews cover, the trigger for out-of-authority placements is school exclusion, and the reason for that exclusion is defined as challenging behaviour. Are

we getting less tolerant of behaviour? Is it becoming significantly more challenging? And is that coming from within the child, or as part of the system pressures around the child? The reviews are showing that lots of factors make up behaviour: the need for security and certainty for some autistic young people, the complexity of family situations for some children with social, emotional and mental health needs, and the ability of professionals across the piece to understand, or not, the fact that behaviour is about communication.

Bringing services together It’s remarkable then that when talking to commissioners and managers across all services, I was often told that it was impossible to create local services for these children because of the small numbers involved. The case for better alignment of services and smarter commissioning is clear. I think professionals can do better for these children too. But only if we tackle the lack of ownership or accountability across a fragmented system.

Further information

Dame Christine Lenehan is Director of the Council for Disabled Children and author of the Lenehan Review: These Are Our Children: www.ncb.org.uk/lenehanreview Dame Christine is currently leading a review for the DfE, due to be published later this year, into the experiences and outcomes of children and young people in residential special schools and colleges.

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PHONICS

In support of phonics New research confirms the effectiveness of phonics as a method of teaching reading, writes Kathy Rastle

he subject of phonics – the government backed method of teaching reading – is one that still stirs great debate, despite strong and building evidence of its effectiveness. A result of this evidence is that in England, using phonics instruction is a legal requirement in state-funded primary schools. Phonics instruction involves intense focus on learning the relationship between letters and sounds. The impact of this method has been measured through a screening check administered to children in Year 1. Year-on-year gains in the percentage of children reaching an expected standard have been impressive – from 58 per cent in 2012 to 81 per cent in 2016. However, despite this, some practitioners argue in favour of a lessprescriptive approach to reading, consisting of a variety of phonic- and meaning-based skills, such as pictures and sentence context, to guess the meanings of words. The Language, Learning and Cognition Lab at Royal Holloway, University of London has been investigating reading and learning methods including phonics since 2002. In its latest study, its researchers have shown that helping learners to focus on the relationship between letters and sounds in reading instruction has a dramatic impact on the

accuracy of reading aloud alongside improved comprehension. Researchers assessed the effectiveness of different methods of reading instruction by training adults to read in a new language, printed in unfamiliar symbols, and then measuring their learning with reading tests and brain scans.

Those using phonics were just as good at comprehension and significantly better at reading aloud

Meaning and comprehension Because phonics focuses on the relationship between print and sound, many people argue that it will do nothing to improve reading comprehension, and may even hinder it. This study is important because it shows that claim is false. When training focused on the meanings of the new words, learners were far less accurate in reading aloud than when training focused on phonics. In fact, when people focused on meanings, it took them twice as long to reach a good level of performance in reading aloud, and MRI scans revealed that their brains had to work harder to decipher what they were reading. Importantly, the study also showed that training focused on the meanings of words did not lead to better reading comprehension than phonics training. Those using phonics were just as good at comprehension and significantly better at reading aloud.

learned to read without explicit phonics instruction. Indeed, in follow-up work, the researchers have shown that some learners will be successful in discovering the regular patterns in written language irrespective of the method of reading instruction. However, most learners won’t. The researchers argue that this is why phonics instruction is so crucial. Provided learners start with sound oral language, explicit phonics instruction has the potential to bring all learners to a high level of performance. That is very important for learners with SEN. This research agrees with previous findings showing that phonics instruction is appropriate for all learners. This research contributes to the rapidly growing interest in promoting evidence-based practices in the classroom. The best outcomes for all children will be achieved when such practices are paired with the skill and professionalism of teachers.

Phonics works for all

Phonics is based on the relationship between letters and sounds.

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Some practitioners argue in favour of a “balanced” approach, consisting of multiple methods in the first stages of learning to read. However, this research suggested that spending time learning the meanings of whole words may have no benefit, and may actually hinder the learning of the relationship between letters and sounds. Most practitioners can point to examples of children who have

Further information

Professor Kathy Rastle, from the Department of Psychology at Royal Holloway, University of London, led the research project discussed above: www.royalholloway.ac.uk/ psychology/

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PHONICS

Phonics Professional Development Course UK phonics expert Debbie Hepplewhite is running a twoday Phonics Professional Development Course on synthetic phonics teaching. It will be based on the Phonics International programme and the Oxford Reading Tree Floppy’s Phonics Sounds and Letters programme. The course will run on Monday 17 and Tuesday 18 July 2017 at Newbury Rugby Football Club, Monks Lane, Newbury, Berkshire, RG14 7RW. This training event will explore the importance and perception of the role of phonics for reading and spelling in the English language from the individual’s perspective to the global picture. It will explain the systematic synthetic phonics teaching principles in depth and why and how they are used to teach reading, spelling and writing in English, alongside vocabulary enrichment, language comprehension and grammar. It will also clarify the relationship between decoding text (for word recognition), language comprehension and the role of literature (the Simple View of Reading) reflecting on learners’ reading profiles, in light of research findings. phonicsinternational.com

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DYSLEXIA

Time to screen Paloma Forde makes the case for early detection of dyslexia and timely interventions for those at risk

t is becoming more and more apparent that there are many schools across the UK that are simply not screening children for dyslexia. Research tells us that early intervention and early detection is essential when it comes to providing additional support for children. As a mother, teacher, tutor and learning support coordinator, I am lucky enough to be exposed to many a conversation surrounding this issue. My on-going concerns led me to spend time asking a few of my local schools if they screen for dyslexia. I was not surprised with some of the responses that I received. One SENCO told me that they did not have the resources or funding to do this. Another SENCO could only

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Pupils aged between four and five are at the most vital need of early detection of dyslexia tell me that she didn’t know enough about dyslexia and felt under-trained in this area. Representatives from two local senior schools commented that they have never screened as it is not a part of what they do. The assumption seems to be that by the time a child has entered secondary school, dyslexia should already have been detected. This, as we know, is not always the case, as there are many dyslexic

students who go undetected due to either their high IQ or their already learned coping strategies. This seems worryingly problematic because without the school’s knowledge, training and tools, there are going to be many students who are being left undetected for a significant amount of time.

Why screen? Of all the age ranges across a child’s development, pupils aged between four and five are at the most vital need of early detection of dyslexia. The beginning of a child’s learning journey is where they start to explore, investigate, negotiate and socialise, to name but a few developing skills. Their

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DYSLEXIA

By using learned coping strategies pupils can inadvertently mask their dyslexia.

introduction to phonics and digraphs will help them begin their pathway as independent readers and spellers of the future. Early problems with letter recognition, letter sounds and letter writing are often signs of dyslexia. If a child seemed bright before entering school, and is experiencing difficulties with early reading instruction, it is these children that should be screened. Unfortunately, according to the families I have spoken with, the pattern in many schools is that parents are often told to allow for development and progress to happen within a certain time frame. For many children, this should certainly be the case and is the right thing to do. But what about the two or three children in a class of 30 that we know statistically are likely to have either an at risk factor of having a specific learning difficulty, or indeed have dyslexia? I believe that all parents have a right to know sooner rather than later if there is a likelihood of their child requiring extra support which will lead to an early intervention programme. There are many products available on the market for screening children for dyslexia, even as young as four years old. However, it is good and common practice to say that if the child at the age of four has been screened and has been given a high indicative score of having a specific learning difficulty, this should be described within a setting as being known to be “at risk”. Most children in the UK who receive a WWW.SENMAGAZINE.CO.UK

diagnosis of dyslexia do so between the ages of seven and nine years. Using a screening tool is one of the easiest methods of finding out if there is an underlying issue or if there is a likelihood that a child may have dyslexia. Screening tools will highlight the three main areas that are commonly associated with dyslexia: phonic decoding skills, auditory sequential memory and phonological processing. Many of the screeners only take around 25 minutes to complete. Some screeners even allow a parent to administer it themselves, making it even easier for anyone to detect potential issues. They will show which area needs to be targeted and which areas are a child’s strengths. It might be that a child is not at risk, but requires an intervention in phonics decoding or a similar area. The screener has then done its job in highlighting this area of need.

Post screening interventions Early intervention has a proven track record. If teachers are fully trained in spotting those early signs that something is not quite right, this means that an intervention programme can then be set up. My own children’s local school had the most wonderful idea three years ago of providing a “personalised learning teacher” for every year group. This ensured that the weakest 12 children from a two-form entry class were being seen by a separate teacher for both their maths and English. Whilst the local education authority (LEA) and the school did not recognise dyslexia, they did at least acknowledge that many of these children required a specialised approach, using a multisensory learning method. As with many projects which are state funded, this ingenious idea was cut after two academic years due to limited funding. They have managed, to date, to keep the classes going for both Year 2 and Year 6. My hope is that this good practice can be spread amongst schools, where

My own children’s local school had a wonderful idea three years ago they can provide more of this type of approach to a wider audience of children who require this differentiated approach to their learning. I am hoping that the Government will work with LEAs and start to take dyslexia more seriously than they appear to do at present. Extensive research continues to be conducted on specific learning difficulties, reflecting the complexity of these conditions and the large number of people who are affected by them. We need to continue to fight for the child who is struggling with day-to-day learning of the phonics phase system and take a closer look. It is very easy for a teacher or SENCO to say to the concerned parent: “your child is still quite young, so we need to allow for development and progress”. Yes, this is the case for many young children, but what about the child for whom this doesn’t apply? The three children who are struggling in the class because they have an underlying issue have the right to early detection of the underlying issues they face, to early intervention and to be supplied with all the right tools to allow them to become a successful learner. We need to fight for those children and get them screened at an early age.

Further information

Paloma Forde is a mother, teacher and learning support coordinator. She is the founder of Screen4Dyslexia: www.screen4dyslexia.com

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Paloma Forde is an experienced specialised teacher who provides dyslexia screenings, tuition and other academic assessments. Range of services covered: 1. Dyslexia screenings 2. Maths Diagnostics assessments 3. Reading, spelling & comprehensive assessments 4. Specialised dyslexia block tutoring 5. Consultation / advice service 6. Provides screenings and educational assessments in schools and colleges Worried about your childâ&#x20AC;&#x2122;s reading, writing or spelling? I can help your child using a special multi-sensory approach to learning.

British Dyslexia Society Member www.screen4dyslexia.com screen4dyslexia@gmail.com

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Jan 2017 winner of Small Business Sunday, chosen by Dragonâ&#x20AC;&#x2122;s Den Theo Pathitis.

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In the next issue of SEN Magazine: • dyslexia • adoption • dyspraxia • SEN publishers • choosing a school for a child with SEN • social, emotional and behavioural difficulties (SEBD) • TES SEN Show preview • recruitment • school visits • autism Plus news, reviews, CPD and events listings and much more Follow us on

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BOOK REVIEWS

Book reviews by Mary Mountstephen

Our School Signs: British Sign Language (BSL) Vocabulary C. Smith

Positive Body Image for Kids: A Strengths-Based Curriculum for Children Aged 7-11

Co-Sign Communications £9.99 ISBN: 978-1-90591-352-7

R. MacConville

This is a handy, user-friendly book that would be very useful as a school resource. Cath Smith trained in social work with deaf people in Manchester and London in the 1970s. During her 18 years employment in a deaf school, she also qualified as a BSL/English interpreter and began her writing career with a range of accessible books on British Sign Language (BSL) when little else was available. The Let's Sign series of BSL educational materials include dictionaries, books, flashcards, posters, reward stickers and a new range of e-books for learners of all ages and abilities. The Let's Sign graphics are available on licence and widely used in education for creating individualised materials. The book provides basic information about sign language and its uses and explains the significance of facial expressions. Smith also provides a clear explanation of basic hand shapes and she includes some practical activities to help the reader practice skills. There are many line drawings, with explanations, to assist the reader in developing signing skills and the book has an index that helps the reader to look up any word, such as “sorry”, and find the correct sign. Areas covered include: people; school and classroom; subjects; and instructions. There is also a guide to contacts and resources that references specialist producers of teaching and learning resources and useful websites. This is a user-friendly publication that will be relevant to many.

Dr MacConville is the Head

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Jessica Kingsley Publishers £22.99 ISBN: 978-1-84905-539-0

of the Special Educational Needs Services in a London borough, a former teacher and the author of several books promoting happiness, wellbeing and resilience in young people. In this book, she addresses the current obsession with “thin is in”, as she draws on her practical experiences to provide an approach that supports schools in intervening before unhealthy attitudes are learnt. The book is intended as a structured resource to cover the age range five to eleven and to form part of a school’s statutory safeguarding duties. The author provides a clear rationale for the programme and details its purpose, its curricular links and guidance on its delivery. The chapter on staff training contains a presentation of sixteen slides with notes and activities to support delivery and this will be of great value to those responsible for staff professional development. The remainder of the book is primarily devoted to detailed lesson plans that include information about resources, key vocabulary and learning outcomes, and reflect and review sessions. There is also a chapter on involving parents and a comprehensive list of resources. This is a book that focuses on championing each child’s strengths and interests to help them be more resilient in the face of media pressure about body image; it provides them with a vocabulary to express their feelings in a secure and supportive context.

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BOOK REVIEWS

Disruptive, Stubborn, Out of Control: Why Kids Get Confrontational in the Classroom + What to Do About it B.H. Elven Jessica Kingsley Publishers £12.99 ISBN: 978-1-78592-212-1

The aim of this book is to help teachers understand and work with the challenging behaviours of some students, through explaining how a method called the lowarousal approach can significantly

improve

everyday life in schools. The author is a clinical psychologist and lecturer on autism and challenging behaviour and is trained in an approach called Studio III, that offers a range of support for difficulties such as autism, self-harm, physical aggression and trauma. The first part of the book focuses on underlying principles such as “Kids do well if they can”. The author opens each chapter with a short description of a child’s circumstances and behaviours and then uses this to link research to practice. The second part addresses the practicalities of helping schools understand and implement the principles of behaviour management through action plans that recognise ways to de-escalate potentially difficult or violent situations. The author also provides practical advice on dealing with instances of bullying. The final section focuses on a number of reflective activities to promote group discussion about situations that have been raised in earlier chapters. This book is focused on ways for teachers to understand and resolve underlying issues, whilst maintaining a positive and productive learning environment.

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Supporting Children with Special Needs P. Tassoni Hodder Education £19.99 ISBN: 978-1-4718-5469-9

Tassoni’s new book is fully matched to the 2014 Special Educational Needs and Disability Code of Practice, explaining its implications for anyone working in the role of SENCO. She is well known as a leading expert in the field of childcare and early years education in the UK and internationally. The book is divided into three main parts, with Part 1 covering areas such as legislation, developing and reviewing policies and the identification of children who may need extra support. The significance of working alongside parents is explored and the concept of the graduated approach is explained. In Part 2, Tassoni provides an overview of areas such as: valuing and empowering children; communication and interaction; and sensory and physical development. Part 3 provides the reader with an overview of a range of conditions and special needs, ranging from asthma to vision impairment. She provides very useful information to enable schools to focus on individual needs and offers key questions for the SENCO and staff to consider in relation to the child’s day-to-day experience in school. Throughout the book, Tassoni focuses on the practical implications that need to be taken into consideration and the book is attractively set out, with the use of charts, colour photographs and highlighted sections to prompt a reflective approach. This is an excellent book that is very informative and would serve as a useful component of staff training, as well as an on-going reference book.

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AUTISM

Acting autistic Lucy Pottinger looks at portrayals of autism in popular culture and their impact on autism awareness

esame Street’s newest character, Julia, is a fouryear-old redhead with autism. The character made her TV debut this April as part of a bid to reduce the stigma that surrounds children with autism and promote a better understanding of the condition. Accurate and sensitive portrayals of autism in popular culture can do wonders for raising awareness of the condition and can help de-stigmatise

those on the autistic spectrum. The way the condition is depicted in the media and popular culture is so important. The books we read, TV shows we watch and news we consume all feed into our every-day language and affect the way the public thinks, talks about and treats people on the autistic spectrum. But it’s a delicate balancing act. Inaccurate representations of individuals with autism can be damaging. Autism is such a misunderstood condition

Alan’s response shows Julia as a person, rather than someone defined by her condition already that anything that perpetuates inaccurate stereotypes or common misconceptions can be really harmful. According to the US National Autism Association, children with autism are two to three times more likely to be bullied, and teaching children from a young age how to be more accepting and understanding of each other’s differences is a valuable way to tackle this issue.

Julia

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Introducing Julia to the main cast of Sesame Street marks a really important and positive move towards educating children about how to interact with a friend or classmate who has autism. It’s been suggested that high-functioning young girls with autism are under diagnosed, compared to boys, due to their ability to mask their difficulties and “fit in” with their peers. In their decision to depict a female character, the creators of Sesame Street are tackling this head on and helping to ensure autism in young girls is more visible and widely accepted. Perhaps the most promising moment we’ve seen so far is the scene in which Big Bird asks the owner of Hooper’s Store, Alan, to explain what autism is. Alan responds by saying: “Well, for Julia, it means this…”. The other characters go on to explain that Julia does things “a little differently – in a Julia kind of way.” As a spectrum condition, autism manifests WWW.SENMAGAZINE.CO.UK

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in a whole variety of ways and affects every individual differently. Through these explanations of Julia’s behaviours, Sesame Street aren’t claiming that Julia is representative of all people with autism. Instead, she’s just one example of a person with autism. Alan’s response shows Julia as a person, rather than someone defined by her condition, or a character claiming to represent the whole autistic spectrum.

Christopher Boone The central character in Mark Haddon’s novel The Curious Incident of the Dog in the Night time, 15-year-old Christopher Boone, certainly has characteristics typical of Asperger’s syndrome – an autism spectrum condition. What’s great about the character is that the entire book is written from his perspective and shows us Christopher’s wide range of genuine and strong emotions. When it was released in 2003, the novel was fairly ground-breaking for this reason. Christopher displays a really wide range of emotions; he shows great affection for people, animals and his personal heroes and conversely sometimes exhibits behaviour that seems hurtful and even threatening towards other characters. Of course, positioning Christopher as an intimidating character could be a damaging portrayal, but the author does a fantastic job of giving readers an insight into Christopher’s thought processes. This helps readers follow Christopher’s logic and see things from his point of view. Often, when his outward behaviour could be interpreted as menacing, we can understand that he’s simply reacting to feelings of anxiousness or nervousness, or feeling unsure of his surroundings. This approach to his depiction does wonders for promoting a deeper and more sympathetic understanding of autism.

Sheldon Cooper One of the central characters of the US sitcom The Big Bang Theory is characterised by a strict adherence to WWW.SENMAGAZINE.CO.UK

In its bid for laughs, the sitcom often treads a fine line between illustrating the condition and mocking it routine, hyper-awareness of hygiene, a general lack of empathy and only a vague understanding of irony, sarcasm and humour. There’s some dispute over whether or not Sheldon is on the autistic spectrum. Although the writers have never established whether the character has a form of autism, Jim Parsons, who plays Sheldon on the show, has confirmed in several interviews that his character does exhibit some Aspergerlike characteristics. Sheldon can be seen as a great role model for others living with this condition; he lives independently, has a successful career and maintains strong friendships and a romantic relationship with his girlfriend Amy. That being said, his symptoms are extremely atypical of many people’s perception of autism and are often the key driver behind the comedic aspects of the character. It’s undeniable that the show’s popularity has brought a discussion about autism to a large audience but, in its bid for laughs, the sitcom often treads a fine line between illustrating the condition and mocking it.

friends. He is often shown having difficulty interacting with strangers and struggling to control and understand his emotions and viewers soon learn he is extremely sensitive to sensory stimulation – an aspect of many autism spectrum conditions often left out of pop culture representations. The show also goes as far as to show an entire episode from JJ’s point of view, giving viewers an insight into how he feels about his condition and how he perceives the actions of those around him. In all, the show succeeds in creating an honest, wellrounded portrayal of a young person with autism. To see an increase in the number of depictions and interpretations of autism in pop culture is certainly encouraging. It promotes conversation and helps combat prejudice against the condition and people who are affected by it. But there’s always more that can be done. We need more portrayals of characters with autism and Asperger's, more opportunities for actors who are on the autistic spectrum themselves and more thorough research into the realities of living with the condition.

Jonah Jeremiah “JJ” Jones Perhaps the most important thing about the portrayal of JJ in the gritty British teen drama Skins is that his personality goes so much further than his condition. Like Mark Haddon’s Christopher Boone, his characterisation is extremely well developed. JJ has a love of magic tricks and forms meaningful friendships and intimate romantic relationships. JJ is able to understand a variety of social cues like humour and sarcasm and interacts well with his family and

Further information

Lucy Pottinger is Director of Education for Orbis Education and Care, which runs independent specialist schools for children and young people with autism: www.orbis-group.co.uk

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AUTISM Advertisement feature

Shared goals and exceptional outcomes The clinical and education teams at Outcomes First Group create vocational and educational programmes around the individual – all focused on achieving the best quality of life Outcomes First Group operates Hillcrest Children’s Services and Options Autism. The group provides care and education to children, young people and adults with autism, complex needs, learning disabilities and social, emotional and mental health needs (SEMH). At Outcomes First Group, we place the people we support at the centre of everything we do. Our services provide a range of vocational programmes designed to help the people we support to build educational attainment, self-confidence and a lifelong interest in self-development. Supported by our embedded clinical team, we use best practice alongside our own innovative and robust evidence based models to deliver exceptional outcomes for the people we support. Our integrated clinical approach recognises that all the people we support are individual and our provision is tailored to meet their needs and wishes from the point of admission and throughout their placement with us. The journey starts with a comprehensive assessment of our young people’s areas of strength and weakness, across a wide range of areas, including: cognitive, academic, adaptive, behavioural, social, emotional, sensory and communicative domains. The output of this wide ranging assessment is the production of a comprehensive clinical report which then feeds into our Person Centred Planning (PCP) process. At this point, our integrated clinical approach uses information from the educational and residential services to support the development of person centred quality of life goals for each individual. Quality of Life is our central focus and, in order to

ensure we capture the many aspects of this, we have adopted the Kids Life Scale. Kids Life allows us to capture a wide array of domains important to ensuring our young people are thought about from their perspective in a comprehensive way, including: emotional wellbeing, physical wellbeing, material wellbeing, rights, self-determination, personal development, social inclusion and interpersonal relationships. Once we have formed appropriate goals within our Quality of Life Framework, which provides the basis for joint working across all of our services, our various interventions are planned and delivered via clinical care plans, residential consistent support tools, and educational learning intentions. In order to monitor the effectiveness of our collective interventions, our quality of life goals are constructed in line with a Goal Attainment Scaling Process. This allows us to monitor concrete, behaviourally anchored progress steps which due to their nature allow all parts of our services to ensure that we are all working towards the same aims for our young people In 2016 Outcomes First Group won an important national education award for our innovative approach and working practices. While acknowledgement of our work is appreciated, what is really important to us is what it means to the development of our young people. Our aim is to provide the highest quality service which will provide optimum support when it is needed, and independence when it is not. www.outcomesfirstgroup.co.uk

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Report highlights benefits of bringing autistic people into the workplace Deutsche Bank and autism research charity Autistica have released a report carried out by UCL Institute of Education on the outcomes of an autism internship scheme at the Bank. It outlines the benefits and challenges of the pilot scheme and suggests recommendations for other employers looking to embrace neurodiversity in the workplace. The graduate internship was launched in 2016 and ran for three months. Five of the eight autistic interns that started the scheme have had their placement extended and continue to work within the Bank. Deutsche Bank is also announcing further internships for autistic individuals in its London and Birmingham offices. Ambitious About Autism created the Autism Exchange Programme that supports young people with autism to find employment. Partnering with the charity, Deutsche Bank was brought into the programme to recruit interns and provide employment opportunities for them, while staff members at the bank received autism awareness training. SENISSUE89

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AUTISM Advertisement feature

Providing the right support at the right time Due to the very complex needs of the people who come to live within a Hesley Group school or college, the multi-disciplinary team has a key role in supporting each individual's learning and progress. Our multi-disciplinary approach promotes wellbeing and best outcomes for people. We achieve this through working effectively together to deliver prompt and coordinated responses at all levels and all stages.

Multi-disciplinary team (MDT) working We have a team of over 30 people within Hesley Group’s Therapeutic Services. The members of the team work together with the individual towards reaching their full potential, alongside those who are important to them. The MDT aims to enable all staff to understand and meet the needs of the people we support, helping them stay safe and calm enough in the short term to learn the skills that will improve their wellbeing and engagement in the long term. Hesley Group’s mission is to enable people with complex needs to achieve their full potential. Within this, the mission of the Therapeutic Team is that: we will create opportunities for engagement and communication to improve and increase independence and quality of life for the people we support

What therapeutic support do people receive? Hesley Group strive to ensure that every individual is well supported from day one; we call this “universal support”. Throughout someone’s time with us, the following is in place: • written guidelines focusing on supporting their communication and occupational needs • training for those working with the individual to ensure their needs are met • regular MDT meetings to keep up to date with their progress • yearly annual reviews with the MDT • an environment which meets the needs of each person.

It can take time for people to settle and build relationships with those supporting them. Investing in building those positive relationships before we offer any direct support is essential. Once we have got to know a person and assessed their needs we can plan what therapeutic support is needed. This will be unique for each individual and could include further assessment or planned therapy with specific aims. Which specialists make up our therapeutic team? Clinical psychologists work to support the emotional health and wellbeing of people by helping each person and the staff supporting them to understand their thoughts, feelings and behaviours and manage these more effectively. Speech and language therapists assess the person’s communication skills and create an Individual Communication Plan to support them in developing some of the skills they need to be more independent. This includes helping them be more active in making the right decisions for themselves. Occupational therapists aim to support people to do the job of living in the way they choose. The team understand that some people may experience physical, social and mental health challenges that can cause everyday living to become more demanding. They can assess the individual to help understand how they understand and engage in their world. This helps them to create interventions that either bring about new ways to complete activities or find different occupations that still create a sense of wellbeing. Specialist positive behaviour support practitioners use a variety of assessment tools to find out how each person learns and reacts to their environment. Once the team understand their strengths and needs they use a range of proven techniques to encourage and reward constructive learning and positive behaviour. Other clinical and health specialists. We recognise that whilst our core therapeutic team has a great depth and breadth of expertise, there are still times when we need the support of other professionals as part of caring for those we support. Hesley Group employ a sessional psychiatrist who works across all the different sites to support those with complex mental health needs. Within our schools we also have a sessional paediatrician to meet the health needs of the students. You can find out more in-depth information about our Therapeutic Services by visiting: www.hesleygroup.co.uk

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RECRUITMENT

Switching to SEN Rob Grays talks to a teacher who has made the transition from a mainstream to an SEN setting

or the aspiring teacher, or any teacher looking to make a change, SEN offers the challenges and rewards needed for a satisfying career. While it is possible to take a traditional route directly into SEN teaching – a PGCE followed by a newly qualified teacher year, both focusing on SEN specialisms – the majority of SEN specialist teachers achieve their qualification within a mainstream environment and then move across into SEN positions. As the number of children in education increases – with nearly half a million more pupils in the school system now compared to 2010 – so too does the number of students with SEN, both in mainstream and specialist environments. This places a greater than ever demand on existing SENCOs and SEN departments, one which is currently being answered by the large number of mainstream teachers making the move from mixed ability classrooms to smaller SEN-specialist teaching environments.

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SEN teaching has to be focused on understanding and catering to the needs of individual learners One common factor motivating many teachers who have made this switch is the desire to return to studentled classrooms. By its very nature, SEN teaching has to be focused on understanding and catering to the needs of individual learners. While this is the goal in all classrooms, our education system makes the levels of individualisation found in SEN teaching difficult to achieve elsewhere.

Job satisfaction Ms Cooper, an experienced mainstream teacher, has encountered a number of challenges since she made the transition into SEN teaching. “Data collection is a huge one for me. I need to be able to show everything I do and make sure it coincides with everything in the student’s education, care and health plan”, she says. “I need the mainstream teachers on board with me as well because I have to ask them to collect data for the times I am not in the classroom with the pupils. I have to keep track of and monitor all of this information, understand its implications for that pupil’s education, and adjust instruction accordingly.” What does Ms Cooper think are the most rewarding parts of her new role? “This may sound cheesy and a cliché but it is the look on a child’s face when they get what you’re trying to teach them”, she says. “This could take days,

weeks or even months but when it does happen, and it will, you’ll have the best feeling in the world and realise why you decided to teach in the first place all over again.” Ms Cooper believes it is important to be realistic about pupils’ progress and to acknowledge their achievements. “For students I work with, I have learned to celebrate the smallest of accomplishments. Their growth is not going to be as fast or as noticeable as their general education peers. However, it is progress. Sometimes, it is very hard for people to recognise the successes of a pupil when they are constantly comparing them to others in the class. This is only doing a disservice to the pupil, not the SEN Teacher. “Most SEN classes are looking for teachers who have a positive, enthusiastic attitude and a willingness to learn and develop their special needs skills and practice. You’ll need good time-keeping and attendance and punctuality, too. If you are the sort of teacher to take a few days off at the first sign of a cold, special needs may not be the right path for you; many children in these schools thrive on continuity, routine and consistency and having regularly to adapt to supply staff can be very stressful for them.”

Further information

Rob Grays is one of the founders of Prospero Teaching, an agency offering a wide range of teaching jobs across the UK: www.prosperoteaching.com

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SITUATIONS VACANT

RECRUITMENT

HEAD COACH Horizon Sports Club is a small charity based in High Wycombe offering disability sporting opportunities to children and young people. Together at Ambitious about Autism, we strive to make the ordinary possible for every child and young person with autism in the UK through our schools, colleges and charity work. Our students are at the heart of everything we do. If you share our ambition, discover more about us below and become a part of #TeamAmbitious. Our current roles: Trainee Applied Behaviour Analysis Tutor - £15,971 pa with incremental increases, Muswell Hill, London, Full Time Applied Behaviour Analysis Tutor - starting from £20,309 pa Muswell Hill, London, Full Time

Learning Support Assistant - £17,755 - £21,219 pa (dependent on skills and experience), Tottenham, N15 4RU, Full Time

Learning Support Assistant - £17,755 - £21,219 pa (dependent on skills and experience), West Thames College - TW7 4HS, Full Time

Visit: www.ambitiousaboutautism.org.uk/our-vacancies for more information and to apply for either of these roles.

The Charity is seeking a Head Coach to lead, develop and motivate the coaching team, sporting sessions and volunteers in our after school classes. What We Need: Core times afternoons and evenings Monday to Friday Commitment circa 25 hours per week term time only Develop and Maintain the Coaching Team Build relationships with all those involved with the Horizon family. What We Offer In exchange for your commitment and enthusiasm we can offer you a competitive salary with a supportive and caring charity. Interested? In the first instance for further details and job description email: chair@horizonsportsclub.org.uk FOR CHILDREN AND YOUNG PEOPLE WITH DISABILITIES Charity Number 1093897 Registered Offices: Riverside, St. Mary’s Street, High Wycombe, HP11 2HE Telephone Number: 01494 349001 Email: chair@horizonsportsclub.org.uk Website: www.horizonsportsclub.org.uk

Residential private tuition service for London London-based tutoring agency Tutor House has launched a new residential tutoring service where London parents can hire professional, verified private tutors to stay and live with the family, tutor and provide care and supervision for children during half-terms and school holidays. The residential tuition service allows busy parents to ensure children continue with their studies outside of term time, with private tutors staying in their home for an agreed period of two to six weeks, teaching for five hours each day, as well as taking charge of the student throughout the day and evening. “With schools piling the pressure on during term time and the school holidays, our residential tuition service is a stressfree way for students to learn, keep up-to-date with the curriculum and, more importantly, enjoy learning outside of school”, says Tutor House’s Alex Dyer. www.tutorhouse.co.uk

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

We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend. SENISSUE89

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CPD, TRAINING AND EVENTS

Rebound Therapy training courses

Speech and Language Sciences MSc

“ReboundTherapy.org” –

University College London

MCSP Cert Ed.

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.

01342 870543

www.ucl.ac.uk

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

www.reboundtherapy.org

Autism and Learning – PG Certificate/Diploma/MEd

Postgraduate Diploma in Dyslexia and Literacy

University of Aberdeen

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.

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

themselves on providing

Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate

the best online education

University of Birmingham

Centre for Research in Early Childhood

Diploma.

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.

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

newskillsacademy.co.uk

www.birmingham.ac.uk

www.crec.co.uk

Online Education from New Skills Academy New Skills Academy pride

courses to further your career. Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness

WWW.SENMAGAZINE.CO.UK

www.abdn.ac.uk

MA in Education (Early Years)

dyslexiaaction.org.uk

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

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.

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CPD, TRAINING AND EVENTS 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

Autism/Asperger Syndrome Training Strategies for effective inclusion of learners with autistic spectrum disorders (ASDs): a day course for teachers and/or support staff, designed to enable successful inclusion of learners with autism and Asperger syndrome. Various dates; see website for more details. www.peoplefirsteducation.co.uk

Various dates

ADHD Course Designed for educators and/ or support staff to successfully include learners with ADHD/ ADD and related conditions and provide effective strategies for inclusion of learners with ADHD. Various dates; see website for more details. www.peoplefirsteducation.co.uk

Various dates

Promoting Positive Behaviour

Designed to enable successful inclusion of a broad range of individuals and groups of learners including those with neurological conditions such as autism, Asperger syndrome, ADHD, ADD and related disorders whilst fully meeting the needs of their peers. Various dates and times; see website for more details: www.peoplefirsteducation.co.uk

July 2017 6 July

Training: PDA – current thinking in identification, assessment and diagnostic formulation London

This course, delivered by Phil Christie, is for professionals who are looking to develop their understanding and skills in the recognition and assessment of children with PDA. www.autism.org.uk/training

6 and 7 July

engage in their future National Conference Copthorne Hotel, Newcastle upon Tyne

An essential event for those working in the SEMH education sector. Keynote speakers Dr Andrew Curran, Bernard Allen, Karen Ferguson and Zoe Lodrick will consider “Working With the Whole: Mind, Body and Brain”. Also includes workshops, Teach Meet and networking opportunities. www.engageintheirfuture.org

8 July

Too Much Pain: Helping Children with Traumatic Life Transitions, Losses and Separations Conference 10.00 - 17.00 Cost: £174 The Centre for Child Mental Health 020 7354 2913

info@childmentalhealthcentre.org www.childmentalhealthcentre.org

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11 July

Next steps for youth justice reform – education, rehabilitation and the Youth Court Central London

With: the Hon Mr Justice William Davis, Judicial Lead for Youth Justice in England and Wales; Professor Dame Sue Bailey, Chair, Academy of Medical Royal Colleges and Member, Youth Custody Improvement Board; John Drew, Director, Standing Committee for Youth Justice. Chaired by: Rt Hon the Lord McNally, former Chair, Youth Justice Board and Lord Ramsbotham. www.westminsterforumprojects.co.uk

12 July

SpLD Tricky Profiles Primary & Secondary (Morning): SASC Accredited Tricky Profiles for Specialist Teachers Working with post-16 Learners and Adults (Afternoon): SASC Accredited London

A practical morning session which enables specialist teachers/assessors working with primary and secondary learners to extend their skills both in assessment and support of learners with SpLD. The afternoon session will focus on the assessment tools which teachers use in their assessments of adults and post16 learners. www.patoss-dyslexia.org

14 July

Practical Pathways conference University Centre Shrewsbury

18 July

Next steps for Additional Learning Needs provisions in Wales Central Cardiff

Conference with Tania Nicholson, Head of ALN Legislative Programme, Welsh Government; Charlie Thomas, Head of ALN Transformation, Welsh Government; Huw Davies HMI, Estyn; Michael Charles, Sinclairs Law; Professor Phil Reed, Swansea University; and Debbie Thomas, National Deaf Children’s Society. www.policyforumforwales.co.uk

19 July

University of East London Postgraduate Open Evening University Square Stratford, London

If you’re looking to advance your career, specialise or change direction, UEL is holding a Postgraduate Open Evening event at which you can discuss your options. UEL postgraduate courses encompass professional courses, expert lecturers, postgraduate student loans and over £300,000 of postgraduate scholarships to help with tuition fees. At the event you'll have the opportunity to: talk to academics about which postgraduate course might be best for you; meet postgraduate students who can give you the inside track on what it’s like to study at UEL; get expert advice on student finance, including student loans, scholarships, bursaries and external funding; receive an offer on the day. Staff will be there to help you with your application on the day. To book a place, visit: uel.ac.uk/open-days

22 and 23 July

Therapeutic Work with Teenagers: Offering a Wealth of Tools, Techniques and Ways of Being Alongside Troubled Teenagers

A day of workshops, discussions and quick tips for anyone involved with children and adolescents, whether through their profession or in everyday life. The aim of the conference is to provide attendees with practical, manageable ways of tackling mental health issues in children and adolescents. Presentations will cover topics such as engaging with young children, identifying abuse, and dealing with low self-esteem in young people.

Training 10.00 - 17.00 Cost: £300 The Centre for Child Mental Health

ucshrewsbury.ac.uk

www.autism.org.uk/training

020 7354 2913

info@childmentalhealthcentre.org www.childmentalhealthcentre.org

26 and 27 July

Teen Life Licensed User Training Barnsley, South Yorkshire

This training course offers autism experienced professionals an opportunity to train to deliver our six-session autism specific Teen Life programme locally.

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Match site for people with disabilities and their carers Disability not-for-profit Purple has launched a carermatching service, Purple Match, to connect disabled people with carers based on their interests and hobbies. The pairing site enables users to search for and select carers who are best suited to their needs as well as matching them with personality traits and interests. This tailored approach is designed to create stronger pairings and ultimately foster friendships between individuals and carers. After securing Cambridgeshire County Councilâ&#x20AC;&#x2122;s direct payment support contract earlier this year, Purple has developed the online tool to support people wishing to stay in their own home and live independently. It is also hoped that the siteâ&#x20AC;&#x2122;s functionality will encourage more local people in Cambridgeshire to consider employment as a carer, whether full time or as a second job in the evenings and/or weekends. www.wearepurple.org.uk/purplematch WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS September 2017 11 and 12 September

PECS Level 1 Training Workshop York

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

19 September

JCQ Access Arrangements: Assessment and Management 2017/2018: SASC Accredited Birmingham

An opportunity for those involved in assessing for access arrangements to gain or refresh their knowledge of the assessment and reporting procedures for access arrangements in GCSEs and GCEs for learners with SpLD. www.patoss-dyslexia.org

www.pecs-unitedkingdom.com

20 September 12, 13 or 26 September

JCQ Access Arrangements: Assessment and Management 2017/2018: SASC Accredited London

14 September

Kidz to Adultz Scotland Royal Highland Centre, Edinburgh

This is one of the largest, free UK exhibitions dedicated to children and young adults (up to 25 years) with disabilities and additional needs, their families, carers and the professionals who support them. Visitors can boost their CPD portfolio and gain credits by attending one or more of the free CPD and topical seminars taking place alongside the exhibition. Seminars are presentations covering a wide range of issues and interests to families and carers of children with disabilities and additional needs, and the professionals who work with them. www.kidzexhibitions.co.uk/kidzscotland

JCQ Access Arrangements: Assessment and Management 2017/2018: SASC Accredited

DNEX 2017 Newcastle Racecourse

DNEX will be held in partnership with Moving and Handling People North and there will be a number of new developments for 2017. The show will include digital technology, aids and adaptations for independent living and accessible leisure facilities. This free exhibition provides information, advice and equipment for disabled people, older adults, carers and health and social care professionals on a range of disabilityrelated issues. The Disabled Living Foundation’s Moving and Handling People North conference, the two-day CPDaccredited even for healthcare professionals, will be colocated with DNEX. www.disabilitynorth.org.uk

Manchester

20 September

PECS to Speech Generating Devices Interactive Workshop London

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

01273 609555 www.pecs-unitedkingdom.com

October 2017 Starts October

Certificate in Trauma Informed Schools (Practitioner Status)

12-day weekend training over 2 terms in association with The Institute for Arts in Therapy and Education

020 7704 2534

info@artspsychotherapy.org www.artspsychotherapy.org

3 October

Introduction to Supporting Students with VI (including a session on exam preparation) New College Worcester

A practical introduction to supporting students with a visual impairment in mainstream classes. £50 with lunch and refreshments included.

01905 763933 27 September

JCQ Access Arrangements: Assessment and Management 2017/2018: SASC Accredited Southampton

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27 to 28 September

www.ncw.co.uk

3 October

JCQ Access Arrangements: Assessment and Management 2017/2018: SASC Accredited Cardiff

4 October

Music and Drama Education Expo : Manchester Hilton Manchester Deansgate

Europe’s largest conference/ exhibition for music and drama teachers comes to Manchester. Sessions include “Differentiating With Music Technology”. musicanddramaeducationexpo.co.uk/ manchester/

4 and 5 October

Independent Living Scotland SEC, Glasgow

Independent Living Scotland is open to everyone and entry is free. It offers an opportunity to discover the new products and services that are available to the Scottish market today. Over 100 exhibitors will be showcasing their most innovative and inspirational products to aid independence. www.independentlivingscotland.org

5 and 6 October

The Pyramid Approach to Education Workshop London

Establish effective learning environments through the use of ABA. This approach provides the foundation for a positive environment for growth. The Pyramid emphasises how to teach, rather than simply what to teach, in order to maximise an individual's learning outcomes.

01273 609555

www.pecs-unitedkingdom.com

6 and 7 October

TES SEN Show 2017 Business Design Centre, London

The TES SEN Show – celebrating the 25th anniversary of the UK’s largest special educational needs show, with two days of ideas, inspiration, networking and innovation, to bring learning alive for pupils with SEN. www.tesSENshow.co.uk

www.patoss-dyslexia.org

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

Enhance your knowledge of cerebral palsy Improve outcomes for SEND pupils Cerebral Palsy for a Child or Young person in a Mainstream Setting – an Introduction

2017 Dates: 22nd September 2017 | 27th November 2017 Cost: £350.00 exc VAT

Includes online learning resources for you and your school Venue: The Pace Training Centre, Aylesbury, HP22 5TE Speak to one of our trainers today on: 01296 616980 www.thepacecentre.org/training

WWW.SENMAGAZINE.CO.UK

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CPD, TRAINING AND EVENTS 11 and 12 October

Future Accessibility and Assistive Technology Doha, Qatar

Future Accessibility and Assistive Technology is a specialised summit that will support the transition towards a more accessible urban environment by focusing on the principles of universal design that integrate adaptive and assistive technologies that make services, buildings, transportation and activities in Qatar more easily available to all, with a special focus on those with disabilities. www.futureaccessibilityqatar.com

12 October

Conference: Pathological demand avoidance syndrome Reading

This conference provides professionals and parents with clearer understanding and essential strategies of this profile of autism. www.autism.org.uk/training

12 and 13 October

PECS Level 1 Training Workshop

17 October

Conference: Supporting autistic people with challenging behaviour Birmingham

This conference discusses the latest research and best practice in understanding and responding to challenging behaviour in children and adults with autism. www.autism.org.uk/conferences

01273 609 555 www.pecs-unitedkingdom.com

16 to 20 October

Five-Day TEACCH Course Inspirational, intensive course combining active learning sessions with direct experience working with students with autism. Led by trainers from Division TEACCH, University of North Carolina and experienced practitioners and TEACCH trainers from Prior's Court.

Kidz to Adultz North

New College Worcester

EventCity, Manchester

Practical support and advice

180+ exhibitors offering

on teaching young people who

advice and information on

are visually impaired. Specific

funding, mobility, seating,

curriculum areas such as maths, PE, music, science and Braille.

01905 763933

17 October

Training: Understanding autism and introduction to the SPELL framework London

This one-day course builds your knowledge of autism and how to support autistic children and adults using SPELL. www.autism.org.uk/training

19 October

Training: Understanding and supporting individuals on the autism spectrum with eating challenges Birmingham

This one-day course will focus on understanding and supporting individuals on the autism spectrum with eating challenges. www.autism.org.uk/training

November 2017

14 November

SoSAFE! Social and Sexual Safety/ Safeguarding Workshop Bristol

How safe are your students in their relationships? The need to educate children and young people about relationships and social safety is not being met at the moment. SoSAFE! is a visual teaching tool which enables learners to develop their abilities in managing and communicating about their relationships.

01273 609555

www.pecs-unitedkingdom.com

7 to 9 November

AccessAbilities Expo 2017 Dubai, United Arab Emirates

issues and sports activities. One of the largest free UK exhibitions dedicated to children and young

www.kidzexhibitions.co.uk/kidz-north

disabilities and additional needs, their families, carers and the professionals who support them.

This course looks at how you can help autistic children and adults to reduce stress and

21 November

them during difficult times.

Conference: Women and girls on the autism spectrum

www.autism.org.uk/training

Manchester

anxiety, how to understand their behaviour, and how to support

Join the NAS to get up to

15 November

Professionals Welcome Day New College Worcester

date with the latest research and practice in diagnosis and support for autistic girls and

NCW opens its doors to

women.

professionals from support

www.autism.org.uk/conferences

agencies, charities and local authorities to take a closer look. lesson observations

01905 763933 www.ncw.co.uk

15 to 16 November

Best Asia Kuala Lumpur

Supported by Malaysia’s Ministry of Education, this event will bring together the region’s education community to discuss the transformation of education and to discover the innovation that will inspire change. 2,000 education policymakers, leaders, practitioners and innovators from over 35 countries will attend the two-

training@priorscourt.org.uk www.priorscourt.org.uk

www.accessabilitiesexpo.com

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legal matters, style, sensory

London

day Leadership Summit and

01635 245911

education, accessible vehicles,

adults up to 25 years with

A dedicated event that aims to bring the world’s latest robotic and assistive technology products under one roof with the goal of enhancing the lives of more than 50 million people in the region who have disabilities.

£1295 professional/parent Prior’s Court Training and Development Centre, Newbury, Berkshire

beds, communication, access,

Training: Understanding stress and anxiety in autism and their impact on behaviour

Includes the NCW offer, tour and

3 November

16 November

Outreach Open Day

www.ncw.co.uk

Southampton

8 November

Expo, where the latest trends, challenges and advancements in education and technology will be

23 November

Training: PDA – strategies for schools Manchester

This course will explore the potential sensory differences experienced by children and adults on the autism spectrum, exploring potential strategies to support these differences. www.autism.org.uk/training

23 November

Presenting Materials for VI students New College Worcester

This course will provide hints and tips on how to produce a tactile diagram for science, mathematics and geography, using CorelDRAW and formatting documents. £50 with lunch and

addressed, with a distinct focus

refreshments included.

on Asia.

01905 763933

asia.bettshow.com

www.ncw.co.uk

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS January 2018 18 January

Raising educational attainment and increasing social mobility in England Central London

Delegates at this seminar will discuss next steps for implementing policy to raise educational attainment and achieve the linked aim of increasing social mobility in England. It follows the Social Mobility Commission’s annual State of the Nation progress report recommending that all schools in the ten lowest performing local authorities take part in programmes to ensure that none of them are Ofstedrated as inadequate and all are progressing to good by 2020. Sessions assess priorities for implementation, including the configuration and coordination of the individual opportunity area local partnership boards comprising stakeholders from early years, schools, further education, universities, business, the third sector and local authorities. www.westminsterforumprojects.co.uk

WWW.SENMAGAZINE.CO.UK

23 January

Visual Impairment and Autism New College Worcester

Join NCW staff for a day exploring the impact of visual impairment and autism. An opportunity to share teaching strategies and experiences of working with this specific combination of SEN. £50 with lunch and refreshments included.

01905 763933 www.ncw.co.uk

22 to 24 January

3-Day TEACCH Training Course TEACCH 3 DAY training course led by Professor Gary Mesibov, former Director of Div. TEACCH. www.autismuk.com

Practical Pathways to supporting mental health On Friday 14 July, University Centre Shrewsbury is presenting Practical Pathways, a day of workshops, discussions and quick tips for anyone involved with children and adolescents. The aim is to provide participants with practical and immediate ways of tackling mental health issues in children and adolescents. Topics include: how to engage with young children; identification of abuse; emotional resilience in children; exam pressure and strategies for parents and teachers; and the reality of social media peer pressure. There will also be mini-sessions to provide attendees with practical suggestions. These will be five-minute talks presenting tools and strategies, followed by discussion. Example topics include: eating disorders/self-harm; resilience; addressing teachers’ worries regarding “not being trained for this sort of thing”; coping strategies; self-esteem; and children in care. Attendance is free but booking is essential. conferences@ucshrewsbury.ac.uk 01743 297185 ucshrewsbury.ac.uk

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SEN RESOURCES DIRECTORY

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

Bullying

Epilepsy

ADDers.org

Bullying UK

Epilepsy Action

Information and support forum for those

Support and advice on bullying:

Advice and information on epilepsy:

affected by ADD/ADHD:

www.bullying.co.uk

www.epilepsy.org.uk

www.adders.org

Childline Advice and support for those suffering from bullying:

National Attention Deficit Disorder www.childline.org.uk Information and Support Service (ADDISS) Cerebral palsy Resources and information for ADHD: www.addiss.co.uk

Autism/ASD 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

Autistica Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS)

www.researchautism.net

Bullying Anti-Bullying Alliance (ABA) Charity dedicated to reforming attitudes and policy towards bullying:

www.anti-bullyingalliance.org.uk

Beat Bullying

www.youngepilepsy.org.uk

FASD

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

www.scope.org.uk

Down syndrome Down’s Syndrome Association (DSA) Information, support and training for those affected by Down syndrome:

The FASD Trust www.fasdtrust.co.uk

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

www.nofas-uk.org

General SEN

www.downs-syndrome.org.uk

The Down’s Syndrome Research Foundation UK (DSRF)

British Institute for Learning Disabilities

Charity focussing on medical research into Down syndrome:

Charity for learning disabilities:

www.bild.org.uk

www.dsrf-uk.org

Cerebra UK

Dyslexia

Charity for children with brain related conditions:

www.cerebra.org.uk

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

www.autism.org.uk

Charity focused on researching interventions in autism:

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

Scope UK

Help and information for those affected by ASD:

Research Autism

Young Epilepsy

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

www.bdadyslexia.org.uk

Driver Youth Trust

www.childbraininjurytrust.org.uk

Department for Education (DfE) The UK Government’s education department:

www.education.gov.uk

Charity offering free information and resources on dyslexia.

Mencap

www.driveryouthtrust.com

www.mencap.org.uk

Dyspraxia Dyspraxia Foundation UK

Learning disabilities charity:

National Association for Special Educational Needs (NASEN)

UK bullying prevention charity:

Dyspraxia advice and support:

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

www.beatbullying.org

www.dyspraxiafoundation.org.uk

www.nasen.org.uk

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WWW.SENMAGAZINE.CO.UK

SEN RESOURCES DIRECTORY

General SEN SEN.fyi (App) Everything You Wanted to Know About SEN – all in one place! Download this app free to your Smartphone or Tablet for iOS (on Apple App store) or Android (on Google Play store):

www.specialeducationalneeds.co.uk/ senfyi-app.html

PMLD

Visual impairment

PMLD Network

National Blind Children’s Society

www.pmldnetwork.org

Support and services for parents and carers of blind children:

Information and support for PMLD:

Rebound Therapy ReboundTherapy.org

www.nbcs.org.uk

Royal National Institute of Blind People (RNIB)

The UK governing body and international Support and advice to those affected by consultancy for Rebound Therapy: visual impairment:

www.reboundtherapy.org

SEN law Douglas Silas Solicitors

Hearing impairment

Douglas Silas Solicitors are the legal experts specialising exclusively in SEN, helping parents successfully throughout the SEN process:

Action on Hearing Loss

www.SpecialEducationalNeeds.co.uk

Hearing impairment charity:

Independent Parental Special Education Advice

www.actiononhearingloss.org.uk

Deafness Research UK

Legal advice and support for parents:

www.ipsea.org.uk

Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

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

Spina bifida Shine

Information and support relating to spina bifida and hydrocephalus:

www.shinecharity.org.uk

SLCN

www.ndcs.org.uk

Home education

ACE Centre

Advice on communication aids:

The Home Education Network UK

www.ace-centre.org.uk

National organisation for home educators:

Afasic

www.thenuk.com

www.afasicengland.org.uk

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

Help and advice on SLCN:

Communication Matters

Support for people with little or no clear speech:

www.communicationmatters.org.uk

Awarding body for the LOtC quality badge:

The Communication Trust

www.lotc.org.uk

www.thecommunicationtrust.org.uk

Literacy National Literacy Trust (NLT)

Raising awareness of SLCN:

Tourette’s syndrome Tourette's Action

Literacy charity for adults and children:

Information and advice on Tourette’s:

www.literacytrust.org.uk

www.tourettes-action.org.uk

WWW.SENMAGAZINE.CO.UK

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

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eazine for special SthuebUK'sslecadrinib g mag

to year (6 issues) educational needs £48.50 a+44 1200 409800) tions please call: (UK only. For international subscrip

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