SEN Magazine - Issue 96 - Sept/Oct 2018

Sept • Oct 2018 Issue 96

Who’s afraid of special schools?

Choosing a special school or college for your child

Alone in the mainstream Young people with autism discuss their experiences of school

Enabling technology

Using assistive tech to help dyslexic learners

HE • school trips • trauma informed diagnosis • music • adoption • phonics SEBD • mental health • SEN publishing • access arrangements • dyspraxia TES SEN Show • Kidz to Adultz North • recruitment • CPD and more…

This issue in full Sept • Oct 2018 • Issue 96

Welcome Finding the school that’s the right fit for your child can be a tough task. Academic achievements tend to top most families’ lists, but if you are the parent/ carer of a child with SEN, there are many other considerations that could be more important. How will your child respond to the physical environment at school? Which type of school will best enable them to flourish socially and emotionally? How can you find a setting that will equip your child with the practical skills they will need when they leave school?

members of the British Dyslexia Association’s New Technologies Committee look at how assistive technology is helping learners with dyslexia (p.44); and Craig Goodall asks young people with autism to describe their experiences of school (p.72).

You will also find articles on trauma informed diagnosis (p.26), school trips (p.30), music (p.34), higher education (p.36), digital games (p.38), dyspraxia (p.40), adoption (p.48), literacy/phonics (p.52), resilience (p.56), SEBD (p.57), mental health (p.63), SEN publishing (p.66), access arrangements (p.81) and recruitment (p.100).

06

SEN news

13

What’s new?

20

Point of view

22

SEN law

26

Trauma informed diagnosis

30

School trips

34

Music

36

Support in HE

38

Digital games

40

Dyspraxia

44

Dyslexia

48

Adoption

52

Literacy/phonics

56

Resilience

57

SEBD

63

SEBD/mental health

66

SEN publishing

72

Autism

81

Access arrangements

85

Choosing a school or college

98

Book reviews

100

Recruitment

If you would like to have your say, our point of view section is for families, professionals and people with SEN to discuss any subject relating to SEN. If you’re interested in contributing, please send me a short email.

102

TES SEN Show preview

In this issue of SEN Magazine, Bernadette John of The Good Schools Guide provides useful advice on choosing the right school or college for your child (p.85).

107

About SEN Magazine

108

Kidz to Adultz North

110

CPD, training and events

120

SEN resources directory

Elsewhere, Douglas Silas explains the law around special educational provision (p.22);

Peter Sutcliffe Editor editor@senmagazine.co.uk

122

SEN subscriptions

CONTRIBUTORS

Contacts DIRECTOR Jeremy Nicholls EDITOR Peter Sutcliffe editor@senmagazine.co.uk 01200 409810

SUBSCRIPTION ADMINISTRATOR Amanda Harrison office@senmagazine.co.uk 01200 409804 DESIGN Rob Parry design@senmagazine.co.uk

ADVERTISING SALES Denise Williamson: Advertising Sales Manager denise@senmagazine.co.uk 01200 409808

Next issue deadline: Advertising and news deadline: 3 October 2018

Charlotte Williamson: Advertising Sales Executive charlotte@senmagazine.co.uk 01200 409805

The opinions expressed in SEN Magazine are not necessarily those of the publisher. The publisher cannot be held liable for incorrect information, omissions or the opinions of third parties.

MARKETING & ADMINISTRATION Anita Crossley anita@senmagazine.co.uk 01200 409802

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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Disclaimer

Pearl Barnes Kathryn Bennett Mark Bentley Jacqueline Brown Amanda Cooper Elizabeth Cooper Victoria Crivelli Victoria Doxat Craig Goodall Viv Grant Debbie Hepplewhite Abi James Bernadette John Malcolm Litten Nicola S. Morgan Mary Mountstephen Sally Payne Douglas Silas Erin Smart Alexandra Strick Margot Sunderland Jeff Thomas Becky White

SEN Magazine ISSN: 1755-4845 SENISSUE96

In this issue School trips

26

30

44

Dyslexia

Trauma informed diagnosis

72

Away days

Breaking down barriers

81

Access arrangements in external exams How to ensure applications are compliant with JCQ regulations

85

Who’s afraid of special schools?

The benefits of playing musical instruments for children with autism and SPD

36

Supporting learning in HE

Key considerations when looking at a special school or college for your child with SEN

103 TES SEN Show preview

A useful guide to the Disabled Students’ Allowance

40

73

Young people with autism talk about their experiences of school

How to make school trips inclusive and enjoyable for all pupils

34

Autism

Alone in the mainstream

Why we should consider a child’s experiences before rushing to a diagnosis of SEN

30

Sept • Oct 2018 • Issue 96

Looking ahead to October’s dedicated SEN event

Stepping up with dyspraxia Helping children with dyspraxia prepare for the move to secondary school

44

Enabling technology for dyslexic learners How assistive technology can help people with dyslexia to learn

48

Special needs adoptions The challenges of adopting a child with SEN and supporting them through school

52

Focussing on phonics

Regulars 6 13 20

Supporting the evaluation of phonics provision in class

56

Mental toughness Practical tips to help build resilience in children

57

63

98

What's new?

The latest products and ideas from the world of SEN

Point of view

Have your say on any issue relating to SEN!

SEN law

Special educational provision

Book reviews

Helping children manage their behaviour Useful approaches to supporting children with SEBD at school

Recruitment 100

Meeting the mental health challenge

110

How policy developments in emotional wellbeing and mental health are affecting primary schools

66

22

SEN news

Supporting more inclusive children’s books Can kid’s books from around the world inform UK publishers?

Why are so many school leaders leaving the profession?

120

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

40

DYSPRAXIA

48

Stepping up

Special nee ds adoption s

with dyspra

xia

Sally Payne pro vide dyspraxia get read s useful advice on how to help y for the move to chil secondary school dren with

ADOPTION

Becky White talk child with SEN ands to parents about the challen ges of supporting them through school adopting a

W

D

hether they knowingly ado pt a chil d with spe cial nee ds, or discover hidd en needs later on, man y adoptive parents will experience raising a child who faces additional cha llenges.

At the age of six, Callum already had a stateme nt of SEN whe n Sarah adopted him . Having spe nt years teaching in alternative prov ision, she felt sure that she would be able to meet his nee ds as soon as she saw his profile, and wanted to put her experience to good use not only in being his ado ptive parent, but also in ensuring that he had the bes t chance in school.

How eve r, like man y ado ptiv e pare nts, Sar ah face d sign ifica nt challenges. “Prim ary was a fight as they expected him to do lots of homework,

yspraxia, also known as with the cond developmental ition reach their coordination personal and academic disorder (DCD ), is a common potential. condition affec Poor fine and ting gross and gross motor fine motor coor skills are the main featu dination in child res of dysp ren and adults. Arou raxia , but there is grow nd five per cent ing evidence of schoolaged children that nonmotor difficulties are affected, , poor planning making dyspraxia one , and organisation of the most and attention common developmenta difficulties are also com l disorders of mon. People childhood. with The typical dysp raxia often have diffic age at whic h children are ulty remembe referred to healt ring and following instr h profession uctions, espe als for help with their move cially those that include ment difficulties a physical actio is seven to eight year n such as writing or mov s, but parents recognised ing from one will usually that difficultie have noticed plac e to another. Main s continue differences in into adolesce taining focus, their child’s nce and adul development especially in a busy class from an early thood in many cases. room and when age.

Research also Teaching staff a task is physically indicates play a key the high risk or mentally role in of identifying significant, seco chal lenging, is also difficult. children with ndary cons eque nces This can leave movement difficulties (and for children phys ical and feeling anxio making onwa emotional heal us, frustrated rd referrals for those who th. or It confused is vital there when they are require furth fore, that systems unable to com er specialist are in place assessment) plete a task as inten and providing to identify children who ded. support and may have dysp adjustments Dyspraxia was to ensure that raxia and that early supp once considere children ort is provided disorder of da to build motor and childhood, nonbut motor skills it is now SENISSUE96 and a positive sens e of self-wort h.

Teaching staff pla ya key role in identif ying children with mo vement difficulties

Three quarters of adopted children come from a backgrou nd of abuse, traum a and neglect

Supporting Call um through college was a challeng e. He enrolled on a Level 2 course but, despite Sara h’s support, the social and emotional need s outlined on his educatio n, health and care (EHC) plan went unm et. He dropped out just two weeks befo re the course finished and came awa y with noth ing. Now aged 20, Call um is not in education or employment (NEET) and Sarah feels that “no-one seems to be concerned apart from me. ”

while I was more bothered about not having conflict at home,” she says.

“I also felt that he was pull ed up for behaviours that would be acc epted in other children as he was ado pted had SEN.” At and secondary scho ol, Callum was well-sup ported but often found himself in bott om sets with children who, in Sara h’s words, “knew how to wind him up”. Despite this, he did manage to com plete his GCS Es.

The need for

SEN

adoptions Callum and Sara h’s story is not unusual.

In 2017, an Adoption UK survey found that nea rly half of resp ondents’ adopted chil dren had reco gnised SEN or disa bilities, and 60 per cent of those had an EHC plan or equivalent.

Three quarter s of adopted children come from a background of abuse, trauma and neglect, whic h can lead to challenges including dev elopmental delay, sensory processing difficulties and attachm ent disorders.

There is also a higher inci dence of foet al alcohol spectrum diso rders among adopted children. All of these may be present in addition to other recognis ed special needs and disa bilities.

Reflecting on their experie nces, Sarah feels that there are some advantages to having a recognised SEN “label” as it may ope n doors to extra support and funding, but it has still been a batt le to get Call um the help he has needed.

“As parents,” she says, “we are the experts on our children, but we do nee d to work toge ther with schools to ena ble them to succeed.

I’ve learned over the year s who to figh and when, and t that sometim es schools are doing thei r best under very difficult circumstanc es.”

40 Dyspraxia

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Pupil Premium Plus provides adopted child ren in Engla nd with addit ional school funding.

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SEBD

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Helping chil d manage the ren ir behaviou r

CHOOSING

Amanda Coope and outlines som r discusses the challenges of wo e useful approa ches to supportingrking with pupils with SEBD them at school

THE RIGHT

SCHOOL OR

COLLEGE

85

Who’s afraid special scho of ols

Bernadette Joh when looking at n outlines some of the key con siderations a special school for your child “We want him to have the influence of mainstrea the life they m children arou may have plan nd him”.

“We don’t wan ned, with its stylishly t to close dow kitted out nurs n her opportunities” ery and its perfect child . ren splashin “We don’t wan g in the clea blue seas of r t him shut awa holid ay adverts. y from the rest of the On top of that world”. , the presump These commen tion of inclusion ts are typical , with its utop of the reactions of ian vision of mainstre parents whe am children n any mention is made to and those with SEN learn them of a spec ing effective ial school for their child ly and equally alon . Families often gside each have to other, can be make decisions misleading; when they are parents are in a crisis unaware until situation, whe they n their son or try it that for Report com some children daughter mittee’s findi is failing to with SEN ngs. “There get adequate , mainstream was nothing results in a mise support in in this image mainstream. rable school life. Desp that required It can be very all children hard for them ite the hard to be taught to accept that work and good intentions in the same a specialist plac classroom. of the best main ement is It required only exactly what stream schools, they their child need that their needs be met are often not s. ,” adeq Why are pare she said. “It uately funded or reso nts so afraid was obvious to urced to deal of special most of the schools? For with more significant need committee, some, it’s a by the end s and, in the fear of the of our delib unknown. The worst erations, that cases, the scho vast majority for some child ols of lack peop any clue abou have never set ren, and espe le SEN teaching t foot in a spec cially autistic child or even ial school ren, being part a will to help and the public .

Baroness Warn of a class perception of of rowdies – them hasn’t ock, who wrot not only nois moved on from e the eponymous y, but liable some of the to knock into 1978 Report desperate you – was noth institutions of on which the 1981 Education the 1950s. Then ing but torture and Act was foun a bar to learn there’s a leap that ded (which introduced the ing. Another parents have risk in policy of inclu an inclusive to make – as let’s face sion), said class was that earlier this year it, no-one ever children with the that this bias put their special need child’s name towards inclusion may s would be down for a spec taug ht mainly by have caused ial school at birth. It invo teaching assis harm to some children. lves a re-im tants, not qualified She also claim agining of teachers, still s the policy was a less those qualified by misinterpretat in teaching ion of the children with SEN.” That isn’t to say that spec ial schools are always the best option.

There are some shockers in this category , just as there are in mainstrea m, and som children, with e some types of special need, will be better off in a mainstream environment.

For some childre n with SEN, mainstrea m results in a miserable sch ool life

M

any of the mor e worrying beh avio urs see n in chil dren and with SEBD you ng in her school people stem and she believes a con from unmet social and emo tributing fact or is the tional needs new way they whic h can lead to a poo have begun to identify rly develop thes e child ed stressren. “The one regulation syst s who are em. Behavio with draw urs that are n and quie disruptive or t – who wer aggressive, previously over e chronically anxious, or with looked because drawn and shut they were not thou -down ght to be caus are often trigg ing concern ered by the – are now bein fight, flight or freeze resp g included”, she says. onse when “This recognis the child or es the role of young person the freeze has limited or response to no ability threat when to regulate their freeze respons traditionally emotions. With was just the it e, that need fight/flight resp fight, flight or freez support.

The approac e in play, the onse that was hes iden child they tified or young use emphasi . person is ope the importa se rating in surv nce of build “For children ival mode ing trust with and not cho who struggle families, mak osing to misb regu to late themselv ing children ehave. For the adults arou feel safe es physiolo and the valu nd them, it is gically it can take e of outdoor important very little to meet them play. They also acknowle add ition al where they are stimulation to dge that SAT and help tip them over them come back s and the transition to the edge. into a regulated There is som secondary scho e state where they are beh avio ol can be ur you see and a particularly able to enga some behaviou stressful time ge with life and learning. r you don’t. Help for children with social, ing the quiet ones to emotional or recognise and behavioural In this artic difficulties (SEB manage le, I talk to their own beh D) and their primary school prac aviour can parents. titioners abo transform thei r experience ut how it is not only child in school and Reading the ren with beh can have a positive imp signs aviours that present as fight act on the who Carla, a prim or flight, but class dynamic. le ary school also the ones who have ” teacher in Wales with 15 been triggered years’ experienc into a e, seen a rise has in the number WWW.SENMAG of children AZINE.CO.UK

57 SEBD

Helping the quiet ones to recognise and ma nage their own behav iour can transform the ir experience in sch ool

When is spe cial

>> SENISSUE9

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Mainstream

schools often struggle with an individualis ed

best?

So just how can a parent decide whic will be the best h type for their child? The first thing you must do is com pletely upend your usua l way of think ing about schools. We are ingrained into thinking

85 Choosing the right school or college approach to learning.

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SENISSUE96

In the next issue of SEN:

PMLD • safeguarding • arts therapies • attachment • dyslexia • professional support for teachers • hydrocephalus • autism • complementary therapy • epilepsy wheelchairs • SEN law • parents’ rights • recruitment • CPD and more…

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SEN NEWS

“Scandalous” waiting times for autism assessments and diagnoses revealed Referral to diagnosis process can take several years Calls for new government standard to reduce delays In some areas of England, children and adults are waiting for over two years for an autism assessment and more than three years for a diagnosis.

Working from freedom of information (FOI) requests, research undertaken by Liberal Democrat former Health Minister Norman Lamb, in consultation with the National Autistic Society (NAS), has revealed what is described as “a postcode lottery for autism diagnosis”.

According to national guidelines, a diagnostic assessment for autism should commence within three months of a person being referred to the autism team. However, the new statistics reveal huge discrepancies in waiting times for a first appointment, with many services “ falling woefully short” of the three-month target in 2016-17.

Berkshire Healthcare NHS Foundation Trust reported that children faced a median wait of roughly one and half years for a first appointment. Average waiting times for a first child appointment were reported to be 271 days in the Virgin Care CAMHS service in Northern, Eastern and Western Devon CCG.

Rates of zero per cent were recorded in 2016-17 for adults assessed within three months of referral in areas such as South Gloucestershire CCG, the Isle of Wight CCG and Cornwall Partnership NHS Foundation Trust.

Some of the longest waiting times between referral and the start of assessment in 2016-17 were reported in Berkshire Healthcare NHS Foundation Trust (848 days for an adult and 799 days for a child) and South West Yorkshire Partnership NHS Foundation Trust (528 days for an adult and 535 days for a child).

Current guidance does not offer a timescale for how long a diagnosis should take following an initial referral to a service. The research found, though, that it can take several years to receive a final diagnosis of autism in some areas, for example: 1,288 days for a child in Northern, Eastern and Western Devon CCG and 1,285 days for an adult in South West Yorkshire Partnership NHS Foundation Trust.

Missing support The NAS says that long delays in receiving a diagnosis can mean that people with autism are going without support. This can have a serious impact on their long-term life chances.

"Many autistic people and parents describe their diagnosis as life changing”, says Mark Lever, Chief Executive of the NAS. “It SENISSUE96

People are not getting the support they need because of delays to autism diagnoses.

can explain why someone has always felt different, help unlock barriers to vital support and enable people to take control of their lives. But long waits are traumatic and pushing people into anxiety and depression.”

The report’s authors are keen to point out that its figures provide “just a snapshot” of the current situation. In April 2019, however, the full picture will become clearer, when the NHS publishes waiting times for every area for the first time.

Describing the FOI statistics as “shocking”, the NAS says that where there are excessive waiting times, commissioners must act and develop new services or add capacity to existing ones. “It's completely unacceptable for autistic people and families to be waiting many months, even years, for a diagnosis – just because of where they live”, says Mr Lever.

Norman Lamb is demanding urgent action from the Government to tackle waiting times. He is also calling on the Government to establish a waiting time standard from referral to a final diagnosis of autism, and to carry out the work needed to identify a benchmark that is clinically appropriate for the majority of cases.

“These scandalous waiting times are happening despite clear evidence that early diagnosis and intervention can make a massive difference to people’s life chances”, says Mr Lamb. “In many cases, a diagnosis is necessary for children to access vital support, including education, health and care plans. We know there can be complex cases which require several follow-up appointments with different specialists, but there is no excuse for the widespread delays we are seeing all around the country.”

The report, The autism diagnosis crisis, can be found on the NAS website: www.autism.org.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

The changing face of online threats to children Online safety survey reveals increased mental health fears Growth of sexual and violent digital content One in ten children who video chat with strangers have been asked to change or undress on camera, according to a new survey of online safety for seven- to 16-year-olds. The youngest pupils, aged seven to eight, were just as likely to be asked to get undressed as students in the first four years of secondary school.

Described by its creators, LGfL DigiSafe (the safeguarding arm of the London Grid for Learning), as the UK’s largest ever nationwide online safety survey, Hopes and streams surveyed 40,000 children and young people.

The report revealed a noticeable shift, compared to previous studies, in the main types of risks and dangers identified. While in the past, the danger of meeting strangers online was often seen as the main online safety problem, this new analysis points to a much greater content-based threat, with the growth of sexual or violent content in online material, both volunteered and coerced.

Sexting and child sexual exploitation via live streaming are flagged as a major issue by many of the children and young people surveyed. The report’s author’s also highlight a marked growth in mental health issues, especially self-harm and distress caused by the sharing of sexual and violent videos.

More than 22 per cent of pupils said they had seen violent images or videos online, with 12.8 per cent having received these from a young person and 6.2 per cent from an adult. 41 per cent of 15- to 16-year-olds have seen violent images or videos online,

while nine per cent of those surveyed had received a naked or semi-naked image from another young person. Over 15 per cent of secondary students had received a sexual message, 5.4 per cent from an adult, while 5.1 per cent of secondary students said they had sent a sexual message themselves, 1.8 per cent to an adult.

Friend or foe?

When it comes to making contact with others online, one in eight pupils said they had video chatted with someone they had not met in person. One in three young people said they have made friends online with people they did not know previously and ten per cent of seven- to 16-year-olds have made friends with an adult online for the first time. Of those who met an online friend in person, 81 per cent said they took or told somebody else.

A quarter of pupils reported being bullied online and one in 13 pupils admitted to bullying others online. Almost one in six pupils have seen something that encourages self-harm.

The responses of those surveyed also reveal some of the elements of the online world which pupils enjoy. The LGfL’s Online Safety and Safeguarding Manager, Mark Bentley, said it is “encouraging to see that so many pupils consider the internet a force for good. Comments on the things pupils love about their online lives included learning new skills, broadening their horizons and building strong relationships. Another huge positive is the fact that 73 per cent of pupils said they trust parents on online safety, with 71.2 per cent of pupils who spoke to someone telling a parent or carer and 36.1 per cent telling a teacher about negative experiences.”

Around 18 per cent said their online activities helped them make new friends. Over half of pupils, though, wanted online privacy settings to be made better, easier and clearer and nearly a third said that it is hard to stop using apps, sites and games.

“The dangers of the internet are real and serious. However, so are the many opportunities”, says John Jackson, CEO at LGfL; “it’s important we prepare young people to navigate the worst and thrive on the best of the online world.”

The Hopes and streams survey report can be found at: www.lgfl.net/online-safety/hopesandstreams

The LGfL report suggests a growth in mental health issues linked to online activity.

WWW.SENMAGAZINE.CO.UK

In the next issue of SEN Magazine, Mark Bentley of LGfL will discuss some of the key issues raised by the report and provide tips for educators on how to teach online safety.

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SEN NEWS

Government sets out vision for inclusive transport system The Department for Transport has announced its Inclusive Transport Strategy (ITS), which it says will improve accessibility across all types of travel for those with both visible and less visible disabilities.

The Government is to invest £300 million of funding into extending the Access for All programme, making railway stations more accessible, including through step-free access. £2 million will be made available to install Changing Places toilets at motorway service stations, supporting disabled people to travel easily and comfortably on the road network, and £2 million for audio and visual equipment on buses, to help passengers to know where and when to alight.

There will also be a £2 million passenger awareness campaign aimed at increasing disability awareness and reducing hate crime on public transport.

“This Inclusive Transport Strategy is the first step in achieving a genuinely inclusive transport network, which meets the needs of all people, regardless of whether they are disabled or not”, says Transport Accessibility Minister Nusrat Ghani.

The Government’s plan is to make the transport system fully accessible by 2030. “The physical infrastructure that will be required to achieve this will take time to build”, the Minister says.

“However, we are committed to working at pace on those areas where we can make an immediate and important difference, such as training and assistance.”

Other measures announced include supporting the Rail Delivery Group (RDG) to improve and simplify Passenger Assist – the system disabled passengers use to book assistance on the rail network. Train operators will be held to account for delivering on this service, ensuring they compensate passengers if the booked assistance is not provided.

An accreditation scheme will be introduced for transport operators to receive formal recognition for positive work to improve disabled passengers’ experiences, such as training frontline staff and senior management on disability awareness.

Keith Richards, Chair of the Disabled Persons Transport Advisory Committee, welcomed the publication of the ITS and the Government’s commitments to better meeting the needs of disabled people. He said that in its role as an independent statutory advisor, his organisation will “hold the Government to account for delivering the strategy and for securing good outcomes for disabled people.”

The disability charity Scope praised the Government’s “positive commitment” to making the transport network more accessible.“Disabled people face unnecessary difficulties using all parts of the transport network every day”, says Mark Atkinson, the charity’s Chief Executive, “… From airports to buses, we’ve heard too many horror stories of disabled people let down by poor infrastructure, bad service, or being treated as an afterthought.

This urgently needs to change”.

The Inclusive Transport Strategy comes ahead of the Government’s Aviation Strategy, due in 2019, which will seek to detail measures to improve the airport and flying experience for disabled people.

This is expected to include working with industry to provide better staff training, offering improved on-board facilities and exploring possible changes to aircraft design.

For more information on the ITS, search “inclusive transport strategy” at: www.gov.uk

£4 million to fund projects for children with additional needs Nine projects across the country have been awarded a share of £4 million to transform the education and outcomes of children taught in alternative provision.

Three projects will focus on helping children get back into school. These will be led by Bradford Central Pupil Referral Unit, Francis Barber Pupil Referral Unit in London, and Hospital and Outreach Education in the East Midlands.

Projects led by Cognus in Sutton, Futures Advice, Skills and Employment in Nottingham, and Salford City Council will aim to help young people into further education or employment.

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A further three projects to support parents and carers to be more involved in their child’s education will be led by the Anna Freud National Centre for Children and Families in London, The Tutor Trust and Talk Listen Change in Greater Manchester, and Portsmouth Education Partnerships.

“There are some excellent examples of alternative provision in the education system, but we need to raise standards across the board if we want to give every young person the opportunity to succeed”, said School Standards Minister Nick Gibb.

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SEN NEWS

School exclusion for behaviour linked to autism ruled unlawful SEN campaigners are celebrating after an appeal to the Upper Tribunal found that the Government’s equality laws are unlawful because of a loophole that discriminates against pupils with SEN. The ruling is expected to result in some children with SEN who might previously have been excluded from school now not being excluded.

Childcare providers urged to sign up for meningitis awareness Childcare providers are being encouraged to demonstrate their commitment to fighting meningitis by signing up to the UK’s first Meningitis Aware Recognition Mark for the sector.

The resource, developed by charity Meningitis Now, aims to raise awareness of meningitis and meningococcal disease (meningitis and septicaemia) among staff, carers and parents, promote vaccine uptake and prepare childcare providers for dealing with a case.

“Babies and young children are the age group at greatest risk of contracting meningitis”, says Kelly Archer from the charity, “… Awareness can and does save lives and improve outcomes.”

The Meningitis Aware Recognition Mark (MARM) features a checklist. On completion each provider will be awarded the Mark, which demonstrates that they are providing information and training to staff about the signs and symptoms of meningitis and the action to take if a child is ill.

It also demonstrates they are aware of the importance of vaccination for the prevention of meningitis and are planning ahead by having a plan in place to deal with a case or an outbreak of meningitis.

Once awarded, the recognition mark can be used across digital platforms and on a wide variety of marketing and publicity materials to help instil confidence in parents looking for a childcare provider.

All providers of childcare in the UK are invited to register. For more information, go to: www.meningitisnow.org

News deadline for next issue: 3/10/18 Email: editor@senmagazine.co.uk

The appeal was brought by the family of “L”, a 13-year old boy with autism who was excluded from his school due to behaviour linked to his condition. Pupils like L were not protected under equality legislation from discrimination because their challenging behaviour was deemed to be “a tendency to physically abuse”, even in cases where it resulted directly from their condition. This meant that L, and pupils like him, had no practical mechanism for challenging decisions to exclude them as they were not treated as “disabled” in relation to their physically aggressive behaviour.

L’s legal team from Irwin Mitchell and Monckton Chambers argued this exemption discriminated against disabled children with conditions such as autism that were more likely to result in challenging behaviour.

Judge Rowley, who heard the case said that “aggressive behaviour is not a choice for children with autism”. His ruling stated that: “In my judgment the Secretary of State has failed to justify maintaining in force a provision which excludes from the ambit of the protection of the Equality Act children whose behaviour in school is a manifestation of the very condition which calls for special educational provision to be made for them.”

Children with SEN make up nearly half of all school exclusions and, before this ruling, schools did not have to justify that a decision to exclude disabled children in these circumstances was proportionate.

Judge Rowley said this rule was in breach of L and other children’s human rights, saying that it came “nowhere near striking a fair balance between the rights of children such as L on the one side and the interests of the community on the other”.

Schools will now have to make reasonable adjustments to support pupils with SEN before they can exclude them for poor behaviour.

Jane Harris, Director of External Affairs at the National Autistic Society, which intervened in the case, said: “This is a landmark verdict which could transform the prospects of future generations of children on the autism spectrum, by helping them get the education they deserve. The Government should recognise this decision and act immediately to make sure that autistic children are no longer unfairly excluded from school.”

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

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SEN NEWS

Have your say on sex and relationships education The Department for Education (DfE) has opened a consultation and is seeking views on draft regulations, statutory guidance and a regulatory impact assessment for relationships and sex education and health education.

The Government is proposing that schools are required to teach relationships education at primary school, relationships and sex education at secondary school and health education at all state-funded schools.

The draft regulations and associated statutory guidance build on the findings from the call for evidence and the DfE’s engagement with a range of expert organisations and interested parties.

London needs to up its game in providing SEN support The London Assembly Education Panel is calling for the creation of thousands of new school places for children with special needs.

In a new report, the Panel examines the challenges facing the more than 200,000 children and young people in the capital who have some level of SEN or disability. In the last ten years there has been a 20 per cent increase in the number with highlevel needs and the types of need are increasingly complex.

The report reveals concerns that the level of funding provided to schools for pupils with high needs is insufficient to provide the quality support they need.

“London faces profound challenges regarding special educational needs and disability, in terms of capacity and funding”, says Jennette Arnold, Chair of the Education Panel.

“I’ve witnessed some truly inspiring work being done by nursery staff, teachers, teaching assistants, health professionals, council staff and volunteers, but this sector needs close attention.”

The report asks the Mayor of London to keep pressure on the Government to ensure real terms funding increases per pupil with high needs, and the creation of new special schools where the need is greatest. It calls for more support for young people as they exit the school system and move into the world of work, and the creation of a dedicated training centre for SENCOs. The report also says that more high-quality play spaces should be made available for children and young people with SEN and disabilities, and initiatives to improve their experience of public transport should be funded. It suggests the appointment of an SEN and disabilities champion to promote the views of children and young people within London.

“The Mayor has a critical role to play in addressing the challenges we have found”, says Jennette Arnold. “He needs to up his game and include SEND in his Social Inclusion Strategy. Demand is increasing and what will happen with these children and young people in terms of their future job prospects? Our children deserve better”.

The report can be found by searching “Special Educational Needs and Disability (SEND) provision in London”, at: www.london.gov.uk SENISSUE96

The proposed guidance has been commended by the charity Barnado’s for its focus on the key issues of healthy relationships, consent and staying safe on line, and for the inclusion of emotional, reproductive and mental health.

“It’s vital teachers have quality resources and proper training so they can deliver sensitive subjects that are age-appropriate and answer any questions children have confidently”, says the charity’s Chief Executive Javed Khan. “Schools must communicate regularly with parents to help them feel comfortable about what their children are being taught.”

Responses to the consultation will, the DfE says, help inform any further refining of the draft regulations and statutory guidance before the regulations are put before Parliament and the final guidance is published.

This consultation, which closes at 11:45pm on 7 November 2018, is being held at: consult.education.gov.uk

Anti-Bullying Week focusses on “respect” The theme for Anti-Bullying Week 2018, running from 12 to 16 November, will be “Choose Respect”.

Organisers, the Anti-Bullying Alliance (ABA), will hold their regular Odd Socks Day on Monday 12 November, as well as the first Stop Speak Support cyberbullying day on Thursday 15 November.

Martha Evans, National Coordinator of the ABA, says the feedback from children and teachers on the “Choose Respect” theme has been very encouraging: “They want to send the message loud and clear that bullying is a behaviour choice, and by choosing respect for others, even when we disagree with them, we can create a positive atmosphere where we can all grow, play and learn”, she says.

A set of free teaching resources, including lesson and assembly plans, films on bullying, and resources about cyberbullying will be available in the run-up to the Week.

Further information on Anti-Bullying Week is available at: www.anti-bullyingalliance.org.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Visually impaired children at high risk of mental health difficulties Children aged eight to eleven with a visual impairment and no additional intellectual disability are three times more likely to develop a mental health problem than their sighted peers, according to new research. Roughly a third are at high risk of anxiety or mood disorders and about half show difficulties in quality of life or adaptive behaviour. Despite this, most of these children and their families are not receiving any mental health support, the research suggests.

“The work of our own clinical and research team shows that visual impairment puts high challenges on learning and development and mental health from the earliest days after birth and throughout childhood. The risks are even higher in those children with very low or no vision”, says Dr Naomi Dale who led the research at Great Ormond Street Hospital NHS Foundation Trust (GOSH) and the UCL Great Ormond Street Institute of Child Health (ICH).

The research was presented by clinical academics at a recent London conference, Child Visual impairment and mental health – science into practice. The conference brought together GOSH and ICH with two educational and service-providing charities for children with visual impairment, the Mary Kitzinger Trust and the Royal Society for Blind Children.

There is currently no specialised mental health provision in the UK for blind and visually impaired children and their families.

They have had far less consideration than children with other lifelong disabilities such as autism or hearing loss, says a joint statement by the conference partners. For example, there is a specialist national child and adolescent mental health service available to deaf children across the country, which has been established to meet their mental health needs.

The conference partners say they will now start driving forward the development of better mental health support for blind and visually impaired children.

Cerebral palsy treatment made available on NHS A life changing surgical procedure for children with cerebral palsy is among a range of new treatments that has been made routinely available on the NHS. Selective dorsal rhizotomy (SDR) is a complex procedure aimed at relieving tight and stiff muscles for cerebral palsy sufferers, particularly in children, which can cause movement and balance problems. The treatment can allow children who were previously unable to walk to become mobile and independent.

It involves operating on the nerves in the spine and has the potential to offer affected children improved mobility. The NHS says the procedure is available now in certain hospitals across England.

News deadline for next issue: 3/10/18 Email: editor@senmagazine.co.uk WWW.SENMAGAZINE.CO.UK

£1.5 billion “funding gap” for disabled children’s services There is a shortfall of £1.5 billion for funding essential services for disabled children, says a coalition of 60 charities.

New research, carried out by Development Economics and published by the Disabled Children’s Partnership (DCP), found that an additional £1.1 billion is required for health services for disabled children, with an extra £433 million needed for social care.

Richard Kramer, Vice-Chair of the DCP and CEO of Sense, stresses that there are now more than one million disabled children in the UK, roughly 33 per cent more than a decade ago.

“Yet we know that fewer disabled children than ever before are currently getting support”, he says. “Our research shows there is a funding gap in disabled children’s services which means tens of thousands are missing out on vital help that enables them to do things other children take for granted like eat, talk, leave the house, have fun and attend school.”

The coalition is calling on the Government to urgently “plug the £1.5 billion gap – just 0.2 per cent of total government spending – to ensure disabled children and their families have a decent quality of life”.

It is urging the Government: to make disabled children a priority and to provide ministerial leadership to ensure a joined up approach to improving outcomes; to review current funding of short breaks provision; to produce guidance for local authorities and clinical commissioning on their legal duties and the rights of children and their families to access health and social care services; to create an early intervention and family resilience fund; and to commission a review of health and social care law.

“Families with disabled children are often hidden away from public view and struggling under the pressure of providing round the clock care, 365 days a year”, says Mr Kramer. “When families reach crisis point, they are forced to use unplanned, emergency services which are hugely expensive to the taxpayer.

It makes no sense to deny families of disabled children the services they need – doing so means storing up even bigger problems for the future.”

Secret Life of Us: The case for a Disabled Children’s Fund, is available on the DCD website: disabledchildrenspartnership.org.uk SENISSUE96

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CPD AND TRAINING

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WHAT’S NEW?

What’s new?

Sensory nooks to create adaptable personal spaces Sensory Nook is a new range of compact mobile pods from AmbiSpace Ltd to support SEN where and when it is needed.

They are designed to create adaptable personal spaces within larger areas, such as classrooms, corridors, reception areas, offices and hallways. The acoustic foam reduces ambient noise and the controllable sensory technology gives the user a simple-touse set of inclusive tools to support their individual needs.

Four models are available, “Support” for differentiated learning, “Escape” for crisis management, “Light” for low sensory ability and “Inclusive”, a technically advanced traditional sensory room alternative. www.ambispace.co.uk

Ambition School Leadership – join a network of exceptional school leaders Ambition School Leadership is a national education charity working to build a network of exceptional school leaders at all levels to transform the lives of children and close the disadvantage gap.

Ambition provide world-class leadership development and technical training to educators across England and Wales – from teachers aspiring to lead their department to CEOs steering multiple schools, and all the crucial leadership roles in between.

To find out more about their programmes, visit their website: ambitionschoolleadership.org.uk or call their Candidate Services team on: 0203 3668 6865.

Fairfield Farm College Fairfield Farm Trust is a charity, in the heart of Wiltshire, with a 41-year history of working with young people with learning disabilities including ASD. Set on a 26-acre farm, Fairfield provides personalised day and residential study programmes preparing learners for adulthood within the college setting.

Students aged 16 to 25 years undertake vocational training in hospitality, animal care, horticulture, equine studies and enterprise. They develop employability skills in the farm shop, café, kitchen and reception.

The Trust’s six houses provide independence training and individual packages that prepare young people for adulthood and the transition to supported living.

See: Ffc.ac.uk or call: 01373 823028 or email: admissions@ffc.ac.uk or care@ffc.ac.uk

Free autism event for parents Hesley Group’s final free autism event of this year for parents takes place in London on 25 September.

“HELP ME TO HELP MYSELF” focuses on valuable coping skills with experts Angela and Laurence Stanton-Greenwood sharing their knowledge and giving you a valuable insight into how, with the right skills and mindset, you can help your son/daughter to help themselves.

Not only is it a great way to learn useful skills, you’ll meet like-minded people too. A free buffet lunch and refreshments are provided. Requests for places are via Hesley Group’s website: www.hesleygroup.co.uk/content/london_2018_parents_help

Accreditation programme for SEN professionals

Fun, low-cost creative ideas for your SEN support

BraveHeart has launched its accreditation programme to acknowledge the hundreds of schools and thousands of education professionals who are focused on meeting the needs of all children and young people in education.

The Amazon best seller, Creative Sparks – mishaps, hurdles and ideas to inspire you and yours, has over fifty-two ideas to inspire kids.

It’s written by The Creation Station founder, entrepreneur and mum, Sarah Cressall.

This three tier system of bronze, silver and gold gives schools a way of promoting their investment in the whole child development of their students, and prospective parents an indication of the school’s focus on wellbeing.

Sarah shares top tips and stories to nurture your creativity and inspire children’s imaginations.

To find out more, contact BraveHeart Education: team@bravehearteducation.co.uk or call: 0121 405 0750.

In her foreword, ITV “This Morning” parenting expert Sue Atkins says: “Sarah’s book makes it simple, easy and hugely enjoyable to support children to explore and think outside the box”.

For a free guide, Attachment and Trauma Issues in Educational Settings, visit: www.bravehearteducation.co.uk/sen

It’s available on Amazon at £9.99. Use voucher code: sparks15 for 15 per cent off a signed copy at: www.thecreationstation.co.uk/creativesparks

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WHAT’S NEW?

Faronics Wise are inviting UK schools to join their EA Programme Faronics Wise are recruiting schools to join their Early Access Programme which provides a low risk approach for schools looking to move to a modern MIS platform.

Created in 2006, Faronics Wise was designed primarily as a web-based teaching, learning and communication platform for hospitalised students. Today, Faronics Wise has evolved into an intuitive web-based MIS platform, providing a costeffective and efficient solution to the challenges facing mainstream schools, PRUs, SEN and alternative provision providers.

Faronics Wise will be exhibiting at the Tes SEN Show (5 and 6 October) on Stand P46.

TES SEN Show 2018 The TES SEN Show 2018 (5 to 6 October, London) is a key annual event for everyone in the special educational needs community and will provide two days of dedicated and engaging SEN focus.

With 42 CPD-certified seminars, a free keynote panel debate, 150+ exhibitors and free-to-attend exhibitor workshops, this year's show will continue to shine the spotlight on SEN provision and best practice.

Informative and inspiring, the show will provide attendees with opportunities to boost their professional development and return to their schools and settings full of new, practical ideas.

Find out more and register free at: www.tessenshow.co.uk

www.faronicswise.co.uk

New Principal at Deaf School Due to the retirement of its current Principal, David Couch, there has been a change at the top of Hamilton Lodge School and College for Deaf Children. Billy McInally (pictured right) will start with the School and College in September 2018. He has many years of experience in both mainstream and specialist education. He has lead two specialist schools and a specialist college to good and outstanding outcomes for pupils.

To arrange a meeting with Billy McInally, email his PA at: karen.meekhams@hamiltonlsc.co.uk

Not using appropriate touch with children is abuse Touch was the theme of Play Therapy UK’s 2018 Annual Conference. In 1957, “Harlow’s Monkeys” study confirmed John Bowlby’s view that touch is essential for secure attachment.

Francis McGlone, Professor in Neuroscience at Liverpool John Moore’s University, reviewed the latest scientific research focussing on the functional and affective properties of a novel class of c-fibres – C-tactile afferents. Touch expresses more emotion and social communication than can be relayed in language/ speech.

MacIntyre School: helping every child to “achieve above and beyond” MacIntyre School provides year round residential education for children and young people aged ten to 19 with autism, severe learning difficulties and other complex needs.

Based near Aylesbury in Buckinghamshire, with excellent transport links, the school is currently accepting referrals.

It is rated “Good” by Ofsted with “Outstanding” for personal development, behaviour and welfare. The school is child centred with small classes, bespoke learning programmes and a waking day curriculum. 52 week residential and day options are available.

MacIntyre School is part of national charity MacIntyre: www.macintyrecharity.org

Caring reminders from MemRabel 2i At this year’s Alzheimer’s show at Olympia, Medpage will launch the MemRabel 2i.

MemRabel 2i allows reminders to be created on a mobile phone or PC to send directly through the internet to the person’s MemRabel 2i anywhere in the world.

You can record videos, send photos, voice messages and text messages. The reminder will play automatically at the selected time and can be repeated as and when required.

PTUK has developed a set of competencies and training for its registrants to use touch appropriately in clinical practice.

Whether the person is living independently at home or in residential care, personalised reminders, greetings and messages can be created with ease.

www.playtherapy.org.uk www.playtherapyregister.org.uk

To find out more, visit: www.medpage-ltd.com and search MemRabel 2i.

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WHAT’S NEW?

Independent residential school

Refreshing SEN information

Witham Prospect School is an independent residential care and education provider set in the heart of Lincolnshire.

Once again, specialist SEN solicitor, Douglas Silas, has refreshed his acclaimed website.

It now provides even more information about what is happening in the world of SEN. Also, as he does every year, Douglas has updated his free eBook, A Guide To The SEND Code of Practice, for the academic year 2018/19 and refreshed his free app: SEN.fyi.

They offer a personalised 24-hour curriculum which is broad and balanced, yet responsive to the individual needs of pupils. Facilities include a soft play area, sensory room, adventure play area, outdoor classroom and access to community related learning.

Witham Prospect ensure a smooth transition between care and education by developing potential, increasing independence, enhancing social skills, raising self-esteem and giving pupils the opportunity to flourish and succeed.

Term time (38 week) and 52-week placements are offered.

Douglas says: “My team and I are still individually helping parents of children and young people with SEN, but I also like to help parents and professionals generally.”

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

For a brochure, email: info@withamprospect.co.uk or call: 01522 789067.

Brand refresh for DeNovo Healthcare DeNovo Healthcare has announced their brand refresh “with the same goal of quality, choice and customer service that you expect”. They are a dynamic and progressive company focused on providing innovative products and services from around the world to the UK healthcare market and public.

EQUALS Semi-Formal (SLD) Curriculum During January 2018, EQUALS published five new topics – My Drama, My Art, My Music, My Dance and The World About Me – within the brand new Semi-Formal (SLD) Curriculum.

This unique curriculum has been written and edited by outstanding practitioners throughout the UK in the education of children, young people and adults with severe and complex learning difficulties.

To download previews and to learn more, visit: www.equals.co.uk

DeNovo Healthcare says it is proud to work together with Nimco Made4You in order to supply patients with the most comfortable, fashionable yet affordable orthopaedic footwear, for both adults and children alike.

If you would like to see their full range of products, visit their website at: www.denovohealthcare.com

Kidz to Adultz North Kidz to Adultz North (Thursday 8 November, 9.30am to 4.30pm, EventCity, Manchester) is a free exhibition dedicated to children/young adults with disabilities and additional needs, their families, carers and professionals.

180+ exhibitors will offer advice and information on funding, mobility, seating, beds, accessible vehicles, education, law, sensory issues, holidays and more. Ten free CPD accredited seminars will cover moving and handling, toileting, sleep, autism and more.

Additional features include a Funding Point, Innovation Hub, Christmas Grotto, Activity Area and competitions.

Visit: bit.ly/2L8cWnQ for free tickets and a chance to win a £200 voucher.

0161 607 8200 info@disabledliving.co.uk www.kidzexhibitions.co.uk/kidz-north WWW.SENMAGAZINE.CO.UK

Enriching the curriculum through the magic of theatre The magic of theatre can transport everyone to a new place; the power of the arts is limitless and is something that every child should experience, regardless of age or ability.

M&M Theatrical Productions are passionate about enriching the curriculum whilst educating young audiences through the powers of entertainment and imagination.

Their teams of highly skilled professional actors always take time to understand the audience they are working with, ensuring that children with varying levels of learning needs or challenges are at ease throughout the performance. www.magicoftheatre.com SENISSUE96

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WHAT’S NEW?

New facilities at The Moat School

Supporting struggling readers

The Moat School has been a hub of activity during the summer holiday. The School, which is part of the Cavendish Education group, is in the midst of creating a brand new high-spec science lab and a fully refurbished playground, as well as upgrading its web experience.

Pearson’s Rapid Plus series for struggling KS3 readers is independently proven to more than double progress in just a few months. Teachers report that their students see themselves as “real readers” for the first time and grow more confident across all of their subjects.

The improvements to the school will mean The Moat can provide a more specialised learning environment for its pupils of all diagnoses.

You can now find out more, and experience what day-to-day life is like in this award winning SpLD specialist school, at: www.moatschool.org.uk

Autism in women and girls conference The National Autistic Society’s conference, Autism in women and girls, returns on 30 October 2018.

This London conference includes big name speakers such as Sarah Hendrickx (autism consultant, author and autistic adult), Carly Jones MBE (autism activist and mother), Sarah Wild (Headteacher of Limpsfield Grange School) and Georgia Harper and Sam Aherne (Youth Patrons for Ambitious about Autism and presenters of Channel 4’s Are You Autistic?).

With a stream dedicated to education professionals, this conference is an important step in supporting and understanding the autistic children in your school that don’t fit the “typical” autism presentation. learn.autism.org.uk/women-girls-2018

One-to-one tuition for challenged students Outreach Tuition Ltd educate children and young people unable to access school, because they believe that everyone is entitled to an education despite circumstances.

They offer a unique approach to education for students who do not engage in a traditional school setting, providing one-to-one tuition delivered in the pupil’s own relaxed environment.

Outreach Tuition partner with primary schools, secondary schools and alternative provisions. They support students facing challenges such as: SEN; social, emotional and mental health needs; autistic spectrum disorder (diagnosed or undiagnosed); other medical conditions and school refusal.

In a new series of videos, Dee Reid, founder of Catch Up Literacy and Rapid Plus series editor, has published her expert advice on using the Rapid Plus books and software to support each student’s progress. Each short video discusses approaches for individuals, groups, students with SEN and EAL pupils. Watch the videos online at: www.pearsonschools.co.uk/watchrapidplus

Nominations open for the 2019 Shine a Light Awards Pearson and The Communication Trust unite once again to launch the 2019 Shine a Light Awards.

Nominations opened on 24 August 2018 and close on 4 January 2019.

Now in its seventh year, the Shine a Light Awards celebrate the hard work and contributions of teams, schools, settings, young people and individuals across England who champion innovative work and excellence in supporting children and young people's communication development.

Britain’s Got Talent winner, Lee Ridley, the Lost Voice Guy will be performing at the event alongside a soon-to-beannounced celebrity host.

View award categories and nominate at: Shinealightawards.co.uk

WIAT-IIIUK for Teachers available this September Pearson have announced that the much anticipated literacy assessment for educational settings, WIAT-IIIUK for Teachers, will be available this September.

The WIAT-IIIUK for Teachers is a comprehensive UK normed assessment for identifying academic strengths and weaknesses, and is also suitable for applications for Access Arrangements and the Disabled Students’ Allowance. The test features subtests for identifying: Early Reading Skills; Word Reading; Reading Comprehension; Oral Reading Fluency and Spelling.

You can get the ten per cent discount code at: Pearsonclinical.co.uk/wiat-3uk-t

Outreach Tuition offer personalised, cost effective solutions for schools. www.outreachtuition.com Tel: 01622 239308 SENISSUE96

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WHAT’S NEW?

Piper Books: decodable stories for all ages and abilities

Sense College supports learners in the community

BRI (Beginning Reading Instruction) features 78 charming animal tales combining abundant practice, emotional engagement and rigorous decoding which is designed to be effective for SEN and struggling readers.

Sense College is an independent specialist college operating in the East of England, East Midlands, outer London and Birmingham, for learners with communication, sensory, social difficulties and autistic spectrum disorder.

ARI (Advanced Reading Instruction) is for five- to nineyear-olds. Sets 1 and 2 now cover all Year 1 PSC correspondences. Set 3 prepares children for sustained reading.

MRI (Mature Reading Instruction) offers opportunities for teenagers and adults to develop decoding, comprehension and fluency, with fifty books of witty stories, plus a photocopiable Tutor Guide with assessments, background information, dictation, and more.

It supports learners in their local communities and its innovative curriculum provides a choice of pathways into adulthood. The College works with learners to produce personalised programmes to maximise opportunities by developing independent living skills and communication. It offers bespoke vocational training and support to identify and help learners meet their employment goals, and opportunities to enhance social inclusion through arts and sporting activity.

www.piperbooks.co.uk

For more information, contact: Kayleigh.sergeant@sense.org.uk

Easy News for people with learning disabilities

Conductive education at Rainbow Centre

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

The Rainbow Centre inspires and supports children with cerebral palsy and their families, and adults with a stroke, MS and Parkinson’s, adult cerebral palsy and head injury.

Using simple language and visual cues, this edition gives readers a news roundup which includes Windrush, the volcano eruption in Hawaii, the Grenfell Tower fire enquiry, fires on Saddleworth Moor and much more.

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

They are conductive education specialists, delivering a unified system of rehabilitation for people with neurological disorders which provides the following benefits: improves mobility, enabling more independence; builds self-esteem by experiencing success on a daily basis; develops physical stamina and independence promoting strong development of muscles and bones thus eliminating the need for some surgery; teaches daily living skills, such as dressing, eating and personal hygiene; and improves social/verbalisation skills. http://rainbowcentre.org

Scotland’s residential school for visually impaired pupils The Royal Blind School is Scotland’s only residential school specialising in the care and education of visually impaired pupils, including those with complex needs.

It offers day places as well as a range of residential options including, weekly, termly and 52-week a year placements.

The School enrols pupils from P1 to P6 and has a weekly pre-school playgroup. As well as offering a full curriculum, the School delivers independent living skills, mobility and orientation to ensure that pupils become as independent as possible. www.royalblind.org/education

National Teaching Assistants’ Day National Teaching Assistants’ Day (14 September 2018) was created by Teaching Personnel to recognise the valuable contribution teaching assistants make to the education and support of school children across the UK. The first event was held in 2012 and every year has captured the imagination of more and more school leaders who have celebrated with staffroom parties and whole school events.

On National Teaching Assistants’ Day, schools across the UK are invited to join in the celebrations to make the 2018 event bigger and better than ever.

Teaching Personnel provides teachers and learning support staff for staffing, intervention and supply roles. www.nationalteachingassistantsday.co.uk

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WHAT’S NEW?

Visit SpaceKraft at TES SEN Show The TES SEN Show is the largest, mostestablished special educational needs show in the UK and as a leading supplier of multi-sensory equipment in the UK, SpaceKraft will be exhibiting again this year.

Drawing on the expertise of professionals working in the field, SpaceKraft has created an unrivalled range of sensory products that come with a built-in seal of approval from people like yourself, who have real experience of the demands made on sensory products.

Visit SpaceKraft on stand P23 to see what they have to offer. www.spacekraft.co.uk

Postgraduate Open Day at University of Derby If you’re considering postgraduate study in education, the University of Derby offers courses that are current, topical, relevant and designed to help you progress in your career.

The University of Derby runs teacher training degrees in Early Years, Primary, Secondary and Post-14 and masters courses in Education, Childhood, Careers Education and Coaching, Inclusion and SEND and Educational Leadership.

You can find out more about their courses at their next Postgraduate Open Day on Thursday 6 September 2018. www.derby.ac.uk/open-days

In-ground trampoline for Rebound Therapy

Independent voice for education and childcare professionals

Sunken Trampolines have been installing trampolines in schools for seven years and are now launching their own in-ground trampoline for Rebound Therapy to the UK schools market.

Voice is an independent union for education and childcare professionals that understands and values the important role that SEND professionals provide.

Compatible for outdoor and indoor use, the ST100 complies with sporting equipment safety standards and is designed for Rebound Therapy and recreational use, with great responsiveness and power combined. This means a school can have an easily accessible sunken option instead of the heavy, clumsy above-ground option.

Sunken Trampolines are experts in bringing trampolining into schools.

For more information, visit: www.sunkentrampolines.co.uk or contact Joel or Angus at: sales@sunkentrampolines.co.uk

Voice seeks to be a firm but friendly union supporting members throughout their career with services including: advice, support and legal representation with workplace issues; representation with local and national decision makers; property, motor vehicle, personal accident and hospitalisation insurance; access to CPD style learning events and online resources; regular news updates; and cost-saving member rewards.

Find out more about what Voice can offer you at: www.voicetheunion.org.uk

Spotlight on Dyslexia and Dyspraxia: a Routledge and nasen FreeBook

Free consultation and inspiration guide on inclusive, sensory outdoor play

This FreeBook has been written to help teachers, teaching assistants, special educational needs coordinators, and other educational professionals better support children with dyslexia and dyspraxia.

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.

In this FreeBook, you will find practical tips and strategies on how to meet the needs of children and young people with dyspraxia and dyslexia, along with a foreword from nasen.

Download it today: www.routledge.com/education/ posts/12600 Plus, get 20 per cent off the entire nasen series by entering discount code SEN18 upon checkout (T&Cs apply): www.routledge.com/nasen-spotlight/book-series/FULNASEN SENISSUE96

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.

WWW.SENMAGAZINE.CO.UK

WHAT’S NEW?

An introduction to the Thrive Approach to help every child access learning

Relaxing and calming pastime to encourage learning

Current brain science shows that for many children and young people in school, their stress management and emotional regulation are not yet sufficiently developed for them to access learning.

The Thrive Approach equips staff to see and understand behaviour as communication and it gives them the tools and techniques to support the emotional and social development needed to access learning.

Tillions is a new pastime based on tessellating magnet squares which all fit each other, coming together to make almost endless pleasing patterns. Tillions are compelling and non-verbal and a tremendous tool for relaxing while investigating maths, symmetry and design, for calming the overwrought and for encouraging cooperation. It deserves a place in every school.

You can learn more with this free online introduction: www.thriveapproach.com/courses/awareness/134/#

A boxed A3 set with 280 magnet squares, an organising tray, a board and leaflet of ideas is £32 (including p&p). Different sets and expansion packs are available.

Free online searches for special schools isbi schools helps parents and educational professionals find schools. www.isbi.com is the only website that offers a free facility to carry out a comprehensive search on special needs schools based on detailed search criteria.

The site lists information on local authority special needs schools offering boarding facilities, as well as all independent special needs schools.

You can also search for mainstream schools with expert provision for special needs.

The website also contains a wealth of advice for parents choosing a school. For more information, or to search for a school, go to: www.isbi.com

For more information, visit: www.tillions.com or email Helen, Tillions’ creator: helenbaron3@gmail.com

New supported internship in Salford Salford City Council, the University of Salford, Salford City College and Pure Innovations are to launch a new, supported internship for young people with SEN aged 16 to 24. Starting in September it will provide them with a range of work placements to help develop their skills, confidence and experience within a workplace setting.

It is based on the supported internship that has been operating at Salford Royal Foundation Trust for the past six years. Fifty young people have taken up internships there and half have gone into paid employment as a result of the programme. www.salford.gov.uk

Contract extension for Autism Education Trust

Nationwide Coffee Morning for cancer support

The Autism Education Trust (AET) has secured a two-year extension to its contract with the Department for Education.

The Macmillan Coffee Morning will take place this year on Friday 28 September.

The Trust, which recently reached its tenth anniversary, provides autism training and support programmes for education settings and practitioners. It is a not for profit programme led by two national charities – The National Autistic Society and Ambitious about Autism.

The cancer care charity is inviting people across the UK to organise coffee mornings in homes, workplaces and schools to raise money for Macmillan.

The annual fund raiser started in 1990, when a handful of people arranged a small event and made a donation to the charity. Roughly 200,000 people were thought to be involved in 2017.

The AET’s training programmes are delivered through contracted licence partners trained and supported by the Trust.

The introduction of a new partnership approach will allow prospective training partners to directly join its delivery network.

Macmillan, which receives no government funding, offers a range of cancer information and support services, including a free support line and a community of over 7,700 healthcare professionals.

www.autismeducationtrust.org.uk

www.macmillan.org.uk/coffee

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POINT OF VIEW

Point of view: education professional

Digital opportunities It’s not the time kids spend online but what they do with it that matters, writes Mark Bentley Two headlines jumped out at me from my morning newspaper one day last summer: “Stop children bingeing on social media during holidays, parents urged” and “Encourage children to spend more time online, says former GCHQ head”. Both were equally interesting stories and both propositions were from people who know their digital onions. But which one was right?

On the face of it, these opposing views sum up neatly the conundrum that parents face and how difficult it is to boil down advice into a pithy instruction.

What are we supposed to do? Cut back on screen time or encourage it? Parents aren’t too sure, but surely teachers can give the definitive, researchbased answer?

As so often, the headlines don’t tell the whole story. The message to cut back came from the excellent Children’s Commissioner Anne Longfield, who published a report around a “digital five-a-day” approach which lays out a framework for parents who may be concerned about the effects of too much screen time on their children. The seemingly contrary argument was put forward by former GCHQ Head Robert Hannigan, who argued in The Telegraph that spending time exploring the digital world is equally as important as exploring the physical world and can help children develop the skills they and the UK need to be successful in a digital workforce.

I reckon that if you put Longfield and Hannigan in a room together, they would be in broad agreement about many aspects of screen time and its relation to digital wellbeing. After all, the digital five-a-day isn’t all about digital detox, even though the ability to put SENISSUE96

down your device is a key health factor and very much part of the equation.

However an important element of online responsibility, she says, is to spend time online in order to “get creative”, utilising the potential of the internet for activities from learning to code to creating video content. The key, according to Longfield, is to encourage children to spend time online actively, rather than just passively consuming content.

Many children who struggle with face-toface social interactions can cope much better in an online world

cope much better in an online world – and this can then support them with offline relationships too.

In his book A Boy Made of Blocks, Guardian gaming journalist Keith Stuart tells the story of his journey with his son who has autism, and how a well known game brought them together and helped with all manner of developmental difficulties.

So yes, we need to be careful not to use devices as electronic babysitters or to let them squeeze out time for fresh air or “face time” with a small “f”.

However, we can make the most of children’s enthusiasm for technology to encourage their potential to get creative on devices and apps, not to mention learning about languages, sports and the countryside before putting down the tablet and heading outside to have more fun and put their knowledge into practice.

Encouraging development Particularly for children with SEN and disabilities, technology and screens can aid learning and development in ways that old-school learning materials such as textbooks can’t. Tablets have been a fantastic innovation for a wide range of learning needs, with accessibility functions such as assistive touch and text zoom, plus the reading views to reduce unnecessary distractions. Assistive technology apps are also helping dyslexic students with tasks such as taking notes or writing down instructions.

But that’s just one aspect; the social element of gaming, for example, is often overlooked, or even demonised. Many children and young people who struggle with face-to-face social interactions can

Further information

Mark Bentley is Online Safety and Safeguarding Manager at LGfL, a not-for-profit organisation supporting teaching and learning in over 3000 schools nationwide: www.lgfl.net

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POINT OF VIEW

Point of view: SEN solicitor

LAs should do their SEN duty Local authorities should be proactive in identifying and supporting children with SEN and disabilities, writes Erin Smart

I

t is interesting, though very

When faced with such an atmosphere

child to be able to “do their best” and

concerning, that there is such a

of confrontation and defensiveness,

“fulfil their potential”. Whilst this is every

strong link between those pupils

parents lose faith in the local authority

parent’s aim and is obviously an ideal

with SEN and disability and children

and this often echoes through their

ambition, it over simplifies the legal

in need.

child’s entire education, making it

stance and confuses parents time and

Half of children in need have SEN

impossible to work together for the

time again. This only adds fuel to the

or disabilities and this means that, as

common aim of educational access

parental view that the authority is not

a group, they require higher levels of

and inclusion.

doing enough.

support and early intervention to ensure

The quality of plans – or lack thereof

Therefore, more needs to be done

they are accessing suitable education.

– is another concern for parents,

to make sure that maintained schools

In my experience, families of children

and authorities must now focus on

are supported to be able to be the best

with SEN or disabilities are facing a constant battle in trying to ensure interventions, provision and access to suitable and appropriate education.

These families are vulnerable, and with all the stress they are under, it is not realistic to keep this up indefinitely.

Unfortunately, though, they must. It is this hostile relationship between the local

and ensure children have all the support

Parents lose faith in the local authority and this often echoes through their child’s entire education

they need available to them. This means specific and quantified education health and care (EHC) plans, funding for therapy provision and one-to-one support as needed and identified by professionals.

authority and the parent that prevails and causes endless problems, often due

improving these. I have not seen a

to the authority being unable or unwilling

single plan which does not require

to recognise parental concerns.

further amendment. I find that parents

In my view, however, the authority

only become increasingly frustrated

should be proactive in their identification

as local authorities do not give proper

of children with SEN and disabilities

consideration to the parental views

and should be embracing their duty to

or professional evidence, despite

provide for children. This would mean

legislation specifying that the parental

a joined-up approach and a clear

voice must be taken into account.

production of evidence to identify the child’s needs, which would then ensure appropriate access to education.

Erin Smart is a solicitor at national law firm Moore Blatch. She specialises in supporting parents with appeals to the SEND Tribunal: www.mooreblatch.com

The local authority only needs to provide suitable education, not the best, for children with SEN. This is often used

No need to fight

as an argument against inefficient use of

Ultimately, it is the local authority’s

resources; the best education, as with

responsibility to support these children,

everything, costs more money.

and parents shouldn’t have to fight with

Parents, however, are constantly

the authority to remind them of this duty.

being told that the aim is for every

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Further information

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LAW

Special educational provision (SEP) Continuing his regular feature on the law on SEN, Douglas Silas considers special educational provision What is SEP? Special educational provision (SEP) is defined by the SEN and Disabilities Code of Practice (CoP) as: “provision that is different from or additional to that normally available to pupils or students of the same age, which is designed to help children and young people with SEN or disabilities to access the National Curriculum at school or to study at college.” It is commonly said that, for children over two years old, SEP is educational provision which is additional to, or different from, the educational provision generally made at the following: • mainstream schools • maintained nursery schools • mainstream post-16 institutions • places where relevant early education is provided.

It is also commonly said that, for children under two years old, it can be educational provision of any kind.

Under the Children and Families Act 2014 (C&FA), health and social care provision which helps to educate or train a child or young person is also to be considered as SEP. SEP could cover a wealth of different things – for example, some individual support or input from therapists. However, the courts have said that a local authority (LA) is under a duty to secure provision which meets the child’s SEN but is not under any obligation to provide a child with the best possible education, but only SEP which is “appropriate” for a child or young person and “appropriate” is not the same as “adequate”. The CoP states that all children and young people are entitled to an appropriate education, which is said to be one that is appropriate to their needs, promotes high standards SENISSUE96

A local authority is under a duty to secure provision which meets the child’s SEN

and the fulfilment of potential. The CoP also states that this should enable them to: achieve their best, become confident individuals living fulfilling lives and make a successful transition into adulthood, whether into employment, further or higher education or training.

What is not SEP? It has been said that learnt behaviour (such as sexualised behaviour) may not in itself be a learning difficulty requiring SEP. Also, having exceptional ability or using a different home language is not SEN, so any provision required to

address these needs cannot be SEP. Some other things are hard to classify and will often turn on the facts of an individual case. For example, the courts have said that, whilst initially considered medical, psychiatric input is capable of being an educational need, as education is about instruction, schooling or training.

In the same respect, some types of therapy (such as physiotherapy), may at first seem healthcare related, but can be educational in nature.

Also, the CoP states that: “Speech and language therapy and other therapy provision can be regarded as either education or health care provision, or both. It could therefore be included in an EHC plan as either educational or health provision. However, since communication is so fundamental in education, addressing speech and language impairment should normally be recorded as special educational provision unless there are exceptional reasons for not doing so”.

SEP can cover a wide range of provision and support in school.

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SEN LAW

Are children and young people considered differently?

We are now seeing the first distinction practically between a child and a young person, so the scope of who has SEN is wider than before. According to the interpretation laid out in the C&FA, there is now a difference between a “child" and a “young person”. A child is a person under compulsory school age (currently 16 years old) and a young person is a person over compulsory school age, but who is under 25.

For the purposes of SEP, though, there is no real distinction. However, obtaining qualifications is not considered to be an essential element of education, so the fact that a child/young person will not obtain qualifications does not mean that they do not need (or are not entitled to) education. The courts have said that provision can be SEP for young people if it helps them move nearer employment and whether an EHC plan is required in order that the child/young person gets the SEP they require is something that also needs to be considered sometimes.

Does the school/LA have to identify/arrange all the SEP? Yes, usually it is the duty of all schools and institutions that are subject to the CoP to use their “best endeavours” to ensure that children or young people with SEN receive a suitable education.

In most cases this will require SEP. The SEP may be carried out internally by existing members of staff or via external sources such as a therapist visiting the school at set times in a week. The particular way SEP is delivered will depend on the type of school and the needs of individual pupils. If schools or other institutions do not have the adequate resources to provide the level of SEP that a particular child or young person needs, then the LA may be required to carry out an EHC needs assessment of the individual, in part to determine what SEP they require.

The SEP set out in Section F should correspond with the needs identified under SEN in Section B (the CoP states WWW.SENMAGAZINE.CO.UK

The SEP may be carried out internally by existing members of staff or via external sources

clearly that “Provision must be specified for each and every need specified in Section B”). However, there is often a lot of argument between parents/schools and schools/LAs about whether SEN and/or SEP is ambiguous. SEP should normally be “specified and quantified” and it is worth remembering also that the CoP states that EHC plans should be “clear, concise, understandable and accessible to parents, children, young people, providers and practitioners…” and should be written “… so they can be understood by professionals in any local authority”.

Does the LA have to pay for all SEP? Yes, usually the LA has to pay for all the SEP stated in Section F of an EHC plan; but if parents do not send their child to the named school, they will be said to have made their own alternative arrangement and the LA will be relieved of any duty to pay for any SEP. Prior to the C&FA, it was a widely adopted practice for parents (often through lodging an appeal to the SEND Tribunal) to come to a “part-funding” or “contributory-funding” arrangement with LAs, so that parents would pay for the school fees for placing their child at an independent mainstream-type or special school which could usually offer them small class sizes and/or higher levels of educational or therapeutic support. This was usually on the basis that the LA would have paid a similar amount to a maintained mainstream school and the mutual understanding (where an appeal was being contested) that both parties would otherwise be faced with an “all or nothing” scenario, whereby if the parents won, the LA

would have to pay a much higher amount, but if the parents lost, the LA would be relieved of any duty to pay for anything (the SEND Tribunal cannot order a part-funding agreement).

However, since the implementation of the C&FA, a number of LAs are now arguing that they no longer have the legal powers to reach this sort of agreement, saying that the CoP now states if a child’s parent requests an independent, private or voluntary early years setting and if the LA specifies this in the plan, it must fund the provision (although it cannot require an independent, private or voluntary setting to admit a child unless the setting agrees). That being said, many LAs still (lawfully, in my opinion) reach these agreements and, whilst an LA is not under a duty to name the school, they also must have regard to the general principle that children should be educated in accordance with their parents’ wishes, so long as this is compatible with the provision of efficient instruction and training and does not mean unreasonable public expenditure.

Further information

Specialist SEN solicitor 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 2018/19), 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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TRAUMA INFORMED DIAGNOSIS

Child diagnosis: the need to be trauma informed We need to consider a child’s experiences before rushing to a diagnosis of SEN, writes Margot Sunderland

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any diagnoses given to children are accurate.

Moreover, for some conditions, such as autism spectrum disorder (ASD), there is indisputable neurological evidence. That being said, what follows is a concern with misdiagnosis, which, in so many cases is utterly preventable if we are trauma informed.

Parents and teachers can find themselves bewildered as to why a child is behaving in a way that seems so different to that of other children. Some are relieved when the child is then given a diagnosis. For others, in some cases, they feel really uncomfortable, as the diagnosis doesn’t feel quite right, and they have a sense that something else is going on. Often they are right, and what’s going on involves underlying causes of painful life experiences, particularly trauma and loss that is fuelling challenging or disturbing behaviour and awkward ways of relating to other people. These

Some people might hope that misdiagnosis is a rare occurrence. I’m afraid not painful life experiences can result in symptomatology very similar to some of the most common child diagnoses.

The worry is that after a child is diagnosed, people stop thinking and the painful events in the child’s life that may be triggering his or her behaviour and ways of relating to people, remain unheard. In contrast, in traumainformed schools, communities and child professional practices, there are two questions, not one: “Why is he behaving like this?” but also, “What has happened to him?” In many cases where there has been a misdiagnosis, the latter explains the former. When the bad things that have happened in a child’s life are heard, the attention

Childhood trauma can present in similar ways to some SEN.

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deficit hyperactivity disorder (ADHD)type or ASD-type behaviour makes perfect sense. This is because the child’s behaviour and ways of relating are entirely understandable as coping mechanisms and defences resulting from traumatic experiences, when the child had no-one there at the time to help them make sense of a painful event.

The unheard narrative flies in the face of health and safety. We can’t just have physical health and safety – both our bodies and our minds must be protected. Mental health should be incorporated in our protective policies, otherwise we are failing to protect children from the consequences of misdiagnosis, and treatment that isn’t going to work. If we are not trauma informed, ensuring before giving any diagnosis and medication that we have heard the child’s life story to rule out trauma, we are in danger of damaging that child psychologically, and possibly neurologically, when giving them medication for a condition they don’t actually have.

By way of example, putting a child who does not have ADHD on medication is a serious breach of health and safety. Common side effects of ADHD medication (methylphenidate and other psychostimulants) on young brains include stunted growth, sleeping and eating problems and decreased bone density, which can lead to osteoporosis later in life (Annual Meeting of the American Academy of Orthopaedic Surgeons, 2016). Any pharmacological intervention can only ever be a blunt instrument compared to the “subtle WWW.SENMAGAZINE.CO.UK

TRAUMA INFORMED DIAGNOSIS

symphony” of brain chemicals released through positive human interactions.

For example, attachment play has been found to be as effective as low doses of methylphenidate, without any risk of damaging brains (Panksepp et al., 2003).

Adverse childhood experiences Some people might hope that misdiagnosis is a rare occurrence.

I’m afraid not. The adverse childhood experience (ACE) study carried out on 17,000 people in the United States, found that if you have experienced several ACEs, you have a high chance of being diagnosed with ADHD, conduct disorder or being on the autism spectrum (Anda et al., 2005).

Take Sasha, eight, for example. She was regularly smacked as punishment, she lived with an alcoholic mother and her father was clinically depressed.

Sasha also witnessed domestic violence. She had an ACE score of four.

As the number of ACEs increases, so does the likelihood of a child or teenager being given a psychiatric diagnosis.

In one study, 100 children were told they had ADHD by school staff. Only three were correctly diagnosed (none of the three had ACEs), the rest had experienced multiple traumas (Burke Harris, 2017).

Symptomatology of ADHD and several other common child diagnoses is very similar to that of childhood trauma and loss: agitation, difficulty concentrating and hyperactivity.

Research shows that traumatised children often have the same overactivation in a key detecting threat system in their brain (the amygdala) as soldiers coming back from war-torn countries (McCrory et al., 2011). This can result in them being hyperactive, on guard and unable to settle to learn. Some of these children are then permanently excluded from schools as a result of their psychological distress presenting itself through their behaviour WWW.SENMAGAZINE.CO.UK

Symptomatology of ADHD and several other common child diagnoses is very similar to that of childhood trauma and loss (Ford et al., 2018). It is a gross failure of empathy to exclude traumatised children because of their difficult behaviour, without ever asking what has happened to them. And we know when we do ask what has happened, find a high ACE score, and then provide an emotionally available adult to help them to grieve, work through and make sense of what happened, symptoms are alleviated. The evidence is overwhelming; there is a huge body of research discussing what is called “social buffering" or “protective factors” (Gunnar, 2017).

Unheard narratives Ben, eight, was doing well at school and had loving relationships with his parents. Then one day his parents separated. Ben’s behaviour deteriorated. He became very aggressive towards his mother. His schoolwork went downhill and teachers complained that his concentration was very poor and that he often got out of his seat in an agitated fashion. Ben was taken to the doctor, diagnosed with ADHD and prescribed Ritalin on his first visit (75 per cent of children evaluated for conditions such as ADHD and oppositional defiant disorder receive medication on the very first visit to the doctor). It didn’t work, so his mum took him to behaviour modification sessions. They also didn't work. The relationship between Ben and his mother deteriorated, until eventually she called in social services and he was taken into residential care.

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In part, this is a tragedy of an unheard narrative. At no stage did anyone ask Ben what is was like for him when his parents split up.

In addition, no-one had done any neuroscience homework. If they had, they would have found the research that shows that children who are not securely attached, without help can move from traumatic loss to aggression (Chester et al., 2013). This is part of a neurochemical reaction to grief, which triggers high levels of the chemical acetylcholine, coupled with opioid withdrawal, resulting in aggression.

When a child is helped to mourn, and is soothed and comforted, acetylcholine levels returns to base rate and opioids (anti-aggression neurochemicals) are once again activated. The child then no longer has anger problems. Too often help like this is not available. One only has to watch many instances of children moving from loss to violence in the “Educating Essex” TV series (and subsequent series) to see time and time again how a child suffering from a major loss becomes hugely disruptive.

It then takes a mass of staff resources to manage their challenging behaviour, while the narrative remains unheard.

In other words, no-one sits down and asks the child directly what they are feeling about the loss and helps them to grieve and work through it.

Some children diagnosed with ADHD just need more time to grow up. Research shows that younger children with less developed frontal lobes are more likely to be labelled with ADHD: “If a child is behaving poorly, if he's inattentive, if he can't sit still, it may simply be because he's five and the other kids are six. There's a big difference between a five-year-old and a six-year-old, and teachers and medical practitioners need to take that into account when evaluating whether children have ADHD” (Elder, 2010).

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Preventing misdiagnosis Research that looked at 47,000 areas of the brain comparing autistic and non-autistic brains showed reduced cortical functional connectivity in areas to do with theory of mind (interest in other people and the ability to imagine what someone else might be thinking or feeling), emotion and social processing, and sense of self in the autism spectrum (Cheng W. et al., 2015).

Seb, 11, was a foster child who experienced seven different placements after he was moved from his birth parents following a history of abuse.

Seb was diagnosed as on the autism spectrum for the following reasons: just like many children on the autism spectrum, Seb had a need for order, for sameness and repeated routines.

He would show extreme anxiety with any changes. He had such a difficult journey to school, and was often heard recounting to himself each step of his journey: “I am going to walk to [x], then cross the road, then get the bus”. This

References

Children with a correct ASD diagnosis can find images and metaphors difficult over-attention to detail and high level of anxiety is a common characteristic of ASD. Yet, it is also a common trait in children with traumatic pasts. With such chaotic home lives, their anxiety around change and need for order is understandable.

Seb also found the social world very difficult; he had poor eye contact, a bland expression and never smiled.

He showed no interest in what other people thought or felt. But finding the social world difficult and wanting to avoid it is also a common trait for traumatised children. Seb was not able to show empathy, which again is an ASD trait, but it is also a trait of developmental trauma, not because

• Anda, Robert F. et al. (2006) The Enduring Effects of Abuse and Related Adverse Experiences in Childhood: A Convergence of Evidence from Neurobiology and Epidemiology, in European archives of psychiatry and clinical neuroscience 256(3): pp. 174-186.

• Bolaños, Carlos A. et al. (2003) Methylphenidate treatment during pre- and periadolescence alters behavioral responses to emotional stimuli at adulthood, in Biological Psychiatry, 54(12), pp. 1317-1329.

• Brown, David W. et al. (2009) Adverse Childhood Experiences and the Risk of Premature Mortality, in American Journal of Preventive Medicine, 37(5), pp. 389-396.

• Burke Harris, N., How early childhood experiences affect children’s future. Available at: https://www. youtube.com/watch?v=OMbYUfiUsco (Accessed: 13 August 2018).

• Cheng, W. et al. (2015) Autism: reduced connectivity between cortical areas involved in face expression, theory of mind, and the sense of self, in Brain, 138(5), pp. 1382-1393.

• Cheng, W. et al. (2017) Functional connectivity decreases in autism in emotion, self, and face circuits identified by Knowledge-based Enrichment Analysis, in NeuroImage, 146, pp.169-178.

• Chester, D. et al. (2014) The interactive effect of social pain and executive functioning on aggression: an fMRI experiment, in Social Cognitive and Affective Neuroscience, 9(5), pp. 699-704.

• Edwards, V. J., Dube, S. R., Felitti, V. J., and Anda, R. F. (2007) It's OK to ask about past abuse, in American Psychologist, 62(4), pp. 327-328.

• Elder, T. E. (2010) The importance of relative standards in ADHD diagnoses: evidence based on exact birth dates, in Journal of health economics, 29(5), pp. 641-56.

• Ford, T. et al. (2018) The relationship between exclusion from school and mental health: A secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007, in Psychological Medicine, 48(4), pp. 629-641.

• Fuller-Thomson, E. and Lewis D. (2015) The relationship between early adversities and attention-deficit/ hyperactivity disorder, in Child Abuse and Neglect, 47, pp. 94-101.

• Moll, G. et al. (2001) Early methylphenidate administration to young rats causes a persistent reduction in the density of striatal dopamine receptors, in Journal of Child and Adolescent Psychopharmacology, 11(1), pp. 15-24.

• McCrory, Eamon, J. et al. (2011) Heightened neural reactivity to threat in child victims of family violence, in Current Biology, 21(23), pp. 947-948.

• McCrory, Eamon, Stephane A De Brito, and Essi Viding. (2011) The Impact of Childhood Maltreatment: A Review of Neurobiological and Genetic Factors, Frontiers in Psychiatry 2, 48 doi:10.3389/ fpsyt.2011.00048.

• Musser, Erica D. et al. (2016) Attention-Deficit/Hyperactivity Disorder Developmental Trajectories Related to Parental Expressed Emotion, in Journal of abnormal psychology, 125(2), pp. 182-195.

• Nocjar, C. and Panksepp, J. (2002). Chronic intermittent amphetamine pretreatment enhances future appetitive behavior for drug- and natural-reward: interaction with environmental variables, in Behavioural brain research, 128, pp. 189-203.

• Panksepp, J. et al. (2003) Modeling ADHD-type arousal with unilateral frontal cortex damage in rats and beneficial effects of play therapy, in Brain and Cognition, 52(1), pp. 97-105.

• American Academy of Orthopaedic Surgeons (2016) Annual Meeting of the American Academy of Orthopaedic Surgeons.

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of a neurological issue (as is the case in ASD) but because the pain caused Seb to distance himself from his own feelings and those of others.

However, Seb began working therapeutically with a psychologist (Martha) who was interested in and listened to his life narrative. She questioned his diagnosis of ASD after finding he lied very well, which is uncommon for children on the autism spectrum due to poor theory of mind. Secondly, using drawing and metaphors, he could symbolise his painful life experiences well. Children with a correct ASD diagnosis can find images and metaphors difficult and tend to live in a more literal world.

Seb was also insightful about what was fuelling his parent’s cruelty, and over time become interested in Martha too and asked her questions about her life. He also showed good communication skills. So Martha knew he had no problem with theory of mind or social and emotional processing.

Seb worked through his painful life experiences, grieved his traumatic childhood experiences and went on to do very well.

Many children don’t have the opportunity to tell their story, often because people show no curiosity and don’t see how vital it is to know.

Consequently, these children are left with an unheard narrative. Let’s change that and demand traumainformed inquiry before any diagnosis is given.

Further information

Dr Margot Sunderland is a child psychologist, psychotherapist, neuroscience expert and the Director of Education and Training at The Centre for Child Mental Health, a not-for-profit provider of professional development and training programmes for school staff and other child professionals: www.childmentalhealthcentre.org

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SCHOOL TRIPS

Away days Jacqueline Brown looks at how to make a school trip as inclusive and enjoyable as possible for all pupils

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ost of us have fond memories of our childhood school trips – the visit to a living museum that developed into a lifelong love of history or the trip to the theatre that stirred a passion for the arts. School trips and educational visits provide an opportunity for children to experience life outside the classroom.

They are a way of helping to expand the horizons and minds of children, opening their eyes to the arts, heritage, culture, adventure and the natural world.

Learning outside the classroom offers a multitude of benefits and provides a valuable, supplementary teaching tool that contributes to a pupil’s social, personal and emotional development. For those with SEN or disabilities, educational trips and visits are an invaluable way of stimulating interest and an opportunity to thrive in less academic activities, as well as helping to support cognitive, social and learning developmental skills.

Exploring new environments can be particularly beneficial for pupils with SEN, helping them to learn life skills, and improve independence and confidence, as well as helping to build and develop social skills. The Council for Learning Outside the Classroom commissioned a recent survey through Teachers Voice and found that 87 per cent of teachers said learning outside the classroom made lessons much more memorable, while 77 per cent agreed that outside educational activities provided extra motivation for young people to achieve more in their learning.

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Educational trips can be great ways of engaging children with SEN.

cohort should have access to a wide range of opportunities and experiences away from the classroom.

For many children with disabilities and SEN, routine is key, and the prospect of deviating from any established classroom or school-based routines requires careful planning and consideration.

Although trips are of great educational and social value to children of all ages and abilities, their planning and execution are often a cause of anxiety for teachers, as well as some of the pupils. So how do you make sure that these opportunities are available to all, particularly young people with SEN and disabilities?

Individual teaching and support staff will have a good understanding of a pupil’s SEN and their specific behaviours or responses while they’re in school. It’s beneficial when planning for educational trips to have

Exploring new environments can be particularly beneficial for pupils with SEN

an overview of each child’s behaviour, how it presents, and what triggers a particular behavioural response; this knowledge can prove vital in minimising a child’s anxiety both before and during the trip and increase the likelihood of having a successful trip. Similarly, physical limitations of pupils should also be taken into account at the planning stage and when carrying out the risk assessment.

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SCHOOL TRIPS

information that can help support planning for education trips; many of them provide helplines as well as other practical resources.

Who is going on the trip?

Trips should be as inclusive as possible, so all the young people attending can participate fully and actively. Having a good understanding of the physical and emotional needs of all those going on the trip will help with planning for the visit and is likely to influence or affect the location and venue of the trip. Some schools may only have one or two children with additional needs, while others may have a larger cohort with a variety of different needs that will need to be taken into account and considered.

Choosing the destination For young people with a physical disability, accessibility is a primary consideration when selecting the destination for your trip. Fortunately, there are many websites offering help and advice on finding the right trip to suit the needs and abilities of your class. Consider the terrain and movement or transport from location to location as part of the trip. For example, will a wheelchair user be able to access all areas? Do they require specialist hoisting facilities to transfer from wheelchair to vehicles? As mentioned earlier, ensuring every child feels fully involved and included is vital. Although children may have access to a particular piece of equipment within their school setting – a standing or walking frame for example – is it portable so it can be used during the educational visit, or does an alternative need to be found?

Changing facilities are another key consideration. Not all venues have disabled changing rooms which may well influence your decision.

Additionally, you may have to factor in extra support staff to assist with this.

If possible, try to visit the venue before you take your class. Assess WWW.SENMAGAZINE.CO.UK

Consider planning activities that will make the journey fun and provide a distraction

the conditions of the destination and think about how they are going to affect your pupils. Bright lights, loud noises and overcrowding may be an issue for some pupils with SEN.

Preparation is key It’s important to introduce the idea of a trip early on. It may be a good idea to talk to parents and carers before informing the children about the trip, so they are prepared for any questions that may arise at home.

Good preparation for the class is essential. Sharing stories and comic strips works really well, as does having photographs of the venue and drawings or pictures of the types of uniform worn by its staff. This can help familiarise the pupils with the environment and reduce the potential for stress. Making a chart or a calendar to count down the days until the trip or visit is also another proven tool to help prepare the children. Getting the children involved in designing posters about the trip and making a plan of activity for the day can also help to get them ready for what’s in store; again, focussing on elements of routine, such as lunchtime, can help structure the day’s activities in the children’s minds and aid enjoyment.

There are a host of practical considerations too, including staff to pupil ratios. Each local authority has its own requirements for school trips but as a general rule, schools should look at: • Year 1 to Year 3: one adult for every six pupils • Year 4 to Year 6: one adult for every ten to 15 pupils

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• Year 7 and above: one adult for every 20 pupils.

There are separate rules for early years, so it’s important to check specifically with your local authority to ensure compliance. You may also consider whether it’s appropriate to invite parent volunteers and/or governors to provide extra support throughout the trip.

It is mandatory that at least one member of staff on the visit must hold a current paediatric First Aid Certificate. If any of the children require medication while you are on the trip, then this will need to be safely stored and administered when you are out and about.

Is everyone informed?

Staff at the venue won’t be as well informed as you and your colleagues about the children participating in the visit. To help staff understand the cohort of children and any specific needs, you could provide a factsheet with some need-to-know points. For example, some pupils might be wary of strangers and don’t like to be approached. Give your hosts a heads up and let them know that some of your pupils need a bit of extra space.

Making the journey fun Most children get bored on long journeys, but for young people with SEN or disabilities, travelling can be particularly stressful. Consider planning activities that will make the journey fun and provide a distraction, thereby limiting potential anxiety. A check list of landmarks or things to spot on the way can help to keep pupils busy. Personal music devices or portable DVD players could also offer a distraction for pupils who find traveling difficult.

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Many attractions offer interactive opportunities for learning.

the range of potential food sensitivities and likes/dislikes of other children, it’s often best to ask parents to provide a packed lunch for their child in a clearly labelled, disposal bag that can be discarded appropriately at the venue.

Some children with SEN can struggle with unstructured time, which can commonly happen around lunch time when everyone is finishing at different times. Try to have something to fill this time, whether it is a game or activity you have devised yourself, or something that the venue has helped you prepare.

Alternatively, a portable DVD player set up with a film for everyone to enjoy might provide enough distraction.

Tips for parents and carers Days out with the kids always need military precision planning – even more so when you have to factor in accessibility. But spending quality time together as a family is crucial, giving you all time away from the stresses of everyday life, to explore, stimulate the senses and above all have fun.

Forward planning will help to make the day trouble-free for all involved.

Discounted tickets Some attractions may feel completely out of bounds for those on a budget because of the cost and limited facilities. However, some providers make it easier for families to visit their venues by offering discounted, or even free, tickets for those with disabilities and their carers. It is worth enquiring before you visit. In some cases, it can take several weeks/months to process concessions, so forward planning is definitely a good idea.

Other organisations offer free entry for carers when accompanying a disabled child paying the normal admission fee. Some even run schemes which provide carers with a card, making it simple for one or two carers to enter free of charge, rather than having to ask every time.

Accessibility In addition to checking on the facilities available for those with disabilities or SEN, it can also be a good idea to get a sense of whether a particular venue, and its staff, have a positive attitude towards serving all visitors. A look at online reviews for the attraction might provide some useful insight and you may also be able to glean a great deal from how staff respond to your enquiry if you contact the venue in advance of your visit. Are they helpful and encouraging or defensive and reluctant to address your queries?

Changing facilities are an important consideration for many parents of a child with a disability. The venue’s website may provide all the information you need. If not, you might want to ask them to send you details (and even photos) of the facilities available.

There are a number of websites that offer information and advice on visiting attractions and outdoor activities for children with disabilities and SEN. You can find advice on everything including finances, education, medical issues, legal considerations, accessibility and local services.

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Get a sense of whether a particular venue, and its staff, have a positive attitude towards serving all visitors

Have fun and enjoy The most important thing is that everyone has a good time and enjoys themselves. Not all pupils will need the same level of support, so for those children who are able to, allow them to have their independence, where possible, as this will add to their overall sense of fulfilment and enjoyment of the trip.

Get some feedback When you are back at your education setting, have a group discussion involving all teachers and support staff and pupils too. Note some of the key issues raised and valuable lessons learned, not only in the practical or logistical elements of the trip, but also in terms of the activities that had the biggest impact or response from the children. This experience can also be shared with the children’s parents/ carers and will help with planning further lessons, and develop a better understanding of what is important to pupils for the next trip.

Further information

Jacqueline Brown is the parent of a disabled child and is Emergency Care Specialist Nurse at Newlife the Charity for Disabled Children.

Prior to her 20-year career in nursing, Jacqueline worked within the education system supporting children with additional needs in both mainstream and special schools. www.newlifecharity.co.uk

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SCHOOL TRIPS Advertisement feature

Free* introductory weekends with the Lake District Calvert Trust Are you an SEN teacher or a SENCO and want to see how a residential outdoor activity course could work for your school or college?

Our free* multi-activity Introductory Weekend allows you to experience first-hand how our educational courses offer lifechanging experiences for those with physical, learning and sensory disabilities.

We have some limited availability for our remaining autumn 2018 Intro Weekend, which will take place on Friday 16 to Sunday 18 November 2018, but book early to avoid disappointment!

• Experience a range of outdoor activities delivered by our dedicated and specialist instructors.

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If you would like to know more (including qualification criteria and all terms and conditions) please call the enquiries team on: 017687 72255 or go to: www.calvertlakes.org.uk/ introductory-weekend * A £50 per person holding deposit is required at point of booking. This is fully refundable following participation in the introductory weekend. ** Accommodation for the introductory weekend is in shared twin-bedded rooms. This is based on an expectation of two attendees per organisation.

Single rooms are available at a nonrefundable supplement of £70 per person.

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MUSIC

Breaking down barriers Victoria Doxat explores the wide-ranging benefits of playing musical instruments for children with autism and SPD

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e all know that listening to and playing music makes us feel better, and it is widely recognised that music can have a profound positive impact for those living with disabilities and poor mental or physical health.

Music is a medium that is accessible to everyone regardless of age, gender, disability or physical impairment and music therapy has long been recognised as providing opportunities for even very severely disabled individuals to participate, engage, enjoy and achieve.

Why music matters for autism Autistic children often have great difficulty interacting with others but playing musical instruments can help a child to overcome these challenges. When a musical instrument is introduced into an autistic child’s environment there is an opportunity for the child to connect with the instrument in a non-threatening, non-pressurised way. Some musical instruments have even been specifically designed to enable two players to play at the same time without making eye contact and without encroaching on each other’s personal spaces. This gentle introduction to companionship and familiarity with others in an informal and fun way leads to increased socialisation and improved communication skills in the long term.

In non-verbal children, music therapy and playing musical instruments allows communication without language and fosters creative self-expression. This in turn leads to the development of verbal communication and improved language skills. Indeed, research conducted by Professor Hayoung Lim in 2010 found that music training is as effective as SENISSUE96

speech training for improving the vocabulary and speech production of children with autism. This is because music both stimulates and physically develops the language processing areas of the brain. This means that even short-term engagement with musical instruments has a significant impact on the neurological areas associated with understanding speech and sounds.

In addition, playing musical instruments helps the child with autism to learn how to relate to others.

Engaging with musical instruments assists the child to participate in socially acceptable ways and helps to reinforce desired responses. Playing musical instruments also teaches important life skills such as turn-taking and working as part of a team.

Playing musical instruments helps the child with autism to learn how to relate to others

When musical instruments are placed within an outside space, the child is also able to move freely, to dance and to explore rhythm with their whole bodies in an unrestricted way, in addition to enjoying the many benefits of being outside in the fresh air. All this can help to motivate the child to follow more impulsive play patterns that will engage the whole of their brain and

Playing music together can help children develop social skills.

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MUSIC

Each family can use music and musical instruments in a way that suits their individual needs and preferences

Families can enjoy “the universal language” together.

body. Impulsiveness and spontaneity are often missing from the lives of autistic children and so playing musical instruments supports a child to become a more well rounded individual.

Why music can help with SPD Common symptoms of sensory processing disorders (SPD) include over-sensitivity to things within the environment and even everyday sensations may be painful or overwhelming for a child with SPD. Some children exhibit a lack of coordination, a lack of spatial awareness or they may find it difficult to engage in conversation or interact with others socially. Although SPDs are usually identified in childhood, they tend to be lifelong problems and so also affect adults.

Playing musical instruments combines sound with movement in an interactive way and supports the establishment of positive responses to stimuli. This is because children with sensory processing disorders often display “fight or flight” reflexes to unexpected sensations. Many observers have found that with musical instruments these fight or flight reactions are very rarely seen and children are generally calmer because the sensations are pleasant and anticipated. Because their whole body is engaged in making music, the child WWW.SENMAGAZINE.CO.UK

is able to access the music holistically which reduces fear and anxiety. In recognition of this, music therapy is now becoming an increasingly common form of intervention for those living with SPD.

The sooner the better There is widespread belief that if autism is diagnosed early in childhood, interventions that can be put in place are more effective in the long term for that individual and their families. This is because early interventions, such as those offered through music therapy, can positively impact many areas of a child’s life including communication skills and academic ability.

A study from 2015 by Vaiouli, which appeared in the journal Autism, found that when very young children with autism were given the opportunity to access music within their kindergarten setting, all of the children showed improvement in their attention and social engagement.

For those with SPD, the sounds made are anticipated and pleasant and so support desensitisation. There are no boundaries with music and no rules which means that there is no “right” or “wrong” way to access the instruments.

For these reasons each family can use music and musical instruments in a way that suits their individual needs and preferences.

Music is a universal language and is very well suited to the needs of autistic children because music captures and maintains their attention in a way that other mediums do not. Playing musical instruments also assists the child to participate in socially acceptable ways and helps to reinforce desired responses.

A 2001 study by Clift and Hancox found that music is hugely beneficial for our psychological wellbeing and reduces stress at the same time as boosting the immune system. Studies like these all suggest that the benefits of playing musical instruments for children living with stressful conditions such as autism and SPD cannot be underestimated. There is a growing body of compelling research which proves that music encourages, and often initiates, language development, communication, socialisation, selfconfidence and spatial reasoning and it would appear that one of the very best things that we can do for our children, regardless of their ability, is to encourage them to play musical instruments.

Making music together Playing musical instruments provides a way for families to have fun together whilst strengthening the bonds of communication between parents, grandparents, siblings and the autistic child. Music therapy is especially suited to families because everyone, regardless of age or musical ability, can play instruments and have fun whilst doing so. For the autistic child, the pressure and expectations are lifted and new ways can be found for the child to respond to their family meaningfully.

Further information

Victoria Doxat is a writer and lecturer with a keen interest in music therapy. She has been collaborating with Percussion Play, a manufacturer of outdoor musical instruments, to research into the benefits of music for children with SEN. The findings of her research can be accessed on the company’s website: www.percussionplay.com

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HE SUPPORT

Supporting learning in HE Kathryn Bennett provides a useful guide to the Disabled Students’ Allowance

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ttending higher education (HE) can and should be an exciting time. It can also, though, be the source of a great deal of stress, particularly for many students with SEN or disabilities who can find themselves disadvantaged when it comes to accessing learning.

Disabled Students’ Allowance (DSA) is a government scheme which enables these students to take advantage of specialist technologies and support throughout their higher education journey. This scheme is funded by the Government and suppliers invoice directly to the funding bodies.

Higher education providers are becoming more and more inclusive and can provide a wide variety of support for students with and without SEN and disabilities. In some cases, though, the use of specialist software and equipment that is not available on campus may be required, so this needs to be installed on the student’s own computer so that they have regular, continued access to it. Students who are studying on a distance learning course may require all support to be available externally.

Students may require non-medical help, such as a sighted guide, communication support, specialist note-takers, mobility trainers, specialist one-to-one study skills, specialist mentoring, BSL interpreters and specialist support professionals for sensory impairment. Again, not all institutions provide this kind of support in-house and providers, both external and internal, need to be funded by the DSA. Some students will need to attend a needs assessment in order to receive this support.

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A wide range of assistance is available through Disabled Students’ Allowance.

Support can include specialist equipment, specialist software, assistive technology training and specialist human support

can be put in place ready for the start of their course.

Students are always advised to discuss their additional support needs with their disability advisors at university or college so that reasonable adjustments can be made and any further support that falls outside the scope of DSA can be discussed.

Eligibility for DSA Any UK undergraduate or postgraduate student (including Open University or distance learning) with a visual or hearing impairment, long-standing health condition, a physical disability, mental health difficulties, specific

learning difficulties and/or autism/ Asperger’s may be eligible. Support can include specialist equipment, specialist software, assistive technology training and specialist human support.

If a computer is recommended as part of the support package, students are required to pay the first £200 towards this cost. For some students, this cost can be a worry and they are advised to speak to their university or college to see if they have a scheme such as a hardship fund which might be able to help with payment, or if they have any other advice on how to get financial help in meeting this cost.

Students need to make an application for the relevant academic year via a funding body, such as Student Finance England, NHS Student Bursaries or Social Work Bursaries, and include their medical evidence.

Students with a specific learning difficulty (SpLD) will need a post-16 full diagnostic report from a psychologist or suitably qualified specialist teacher.

For other conditions or disabilities, a report or letter from their doctor or consultant will be required to confirm their diagnosis.

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HE SUPPORT

The assessment Once approved, students may be asked to attend an assessment at any approved DSA assessment centre; this could be at their university or closer to their home. A full list of approved centres can be found on the DSA-QAG website (see further information section below). Students are advised to attend the assessment before commencing their course so that support is in place before the first term. Assessment centres will also require a copy of the medical evidence along with the approval letter (they do not automatically receive copies from SFE/NHS); they require these so that assessors can be prepared to conduct the assessment and carry out any necessary research prior to meeting the student. The assessment takes around 1.5 hours and is conducted in a fully equipped centre. Although the term “assessment” is used, this is not another attempt to diagnose and does not include any tests. It is required to determine what specialist equipment, software and support would provide the student with strategies to help them overcome their barriers learning due to SEN or disability. Students will be given demonstrations of the recommended equipment and software and will be able to discuss with the assessor what strategies they prefer.

Support should be tailored to the individual’s needs.

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Support workers should aim to develop the skill of the student and promote their independent learning

After the assessment A detailed report is then written and sent to the student’s funding body within ten working days. Students will also receive a copy, as will their higher education provider (consent allowing).

The funding body will then confirm to the student what support has been agreed.

Students should allow a few weeks for this to be produced, especially during peak times. This confirmation is usually sent by post and email and can sometimes be made available on the individual’s student finance online account, if they have one.

a range of issues, including acquiring, recalling and retaining information in written and spoken language as well as the range of memory, organisational, attention and numeracy difficulties students often face in HE. Support workers should aim to develop the skill of the student and promote their independent learning.

Support should be tailored to their individual needs with individual learning plans devised and regularly reviewed.

The role of each support worker is to help students recognise the barriers to their learning due to their SEN or disability and to support them in creating strategies to address these barriers.

With the right support in place, students should feel confident that their needs are being met and excited about starting their journey at their chosen university or college.

Putting support in place Contact information for each of the student’s suppliers will be provided on the confirmation letter so they can put support in place and arrange delivery of their equipment and any training.

It is important to note that suppliers may require a copy of the letter to facilitate delivery.

Students may be awarded specialist support, which could include specialist mentors and specialist study skills tutors. Other support may also be identified and recommended.

Specialist mentors support students with a mental health difficulty, ADHD or autism/Asperger’s. This support can address a range of issues such as coping with anxiety and stressful situations, concentration difficulties, time management, prioritising workload and creating a suitable work-life balance.

Specialist study skills tutors support students with SpLDs, ADHD or autism/ Asperger’s. This support can address

Further information

Kathryn Bennett has worked in the disability support sector for over seven years across various roles and currently coordinates students’ non-medical help support at Sound Support: www.contact-associates.co.uk/ support More information on the topics discussed above is available from: www.gov.uk/disabled-studentsallowances-dsas www.nhsbsa.nhs.uk/nhsbursary-students www.dsa-qag.org.uk

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DIGITAL GAMES

Digital native or digitally naive?

Elizabeth Cooper looks at the opportunities for learning and development offered by digital games

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arents of digital natives might never fully understand their relationship with technology, but embracing it can be beneficial to their children’s learning experiences.

Children who have grown up in the technological age are generally more familiar and at ease with everyday technology than the generations that preceded them – they are digital natives.

As a result of this early familiarity with tech, digital games have become more and more popular for educational purposes. For children with SEN, the engaging and accessible nature of digital games can enhance their longterm memory and keep them focused for longer. But what is it about digital games that children love so much, and works for educators?

Customisation With traditional books and worksheets, school work can be very monotonous.

Children with SEN all have their own individual needs and holding their concentration can be particularly difficult. For these students, often it is the case that they prefer a different learning style to those around them.

The use of digital games in classrooms

Accessibility has got to be one of the most important aspects for digital natives allows teachers and educators to customise games to relevant topics which the child needs most. Some games even allow teachers to customise the content of the game before set up, so the children can integrate playing the game with their other work. This can boost their knowledge to match their ability and understanding. Accessibility has got to be one of the most important aspects for digital natives. Children use computers, tablets and phones in all sorts of situations, from the car to the aeroplane. The use of touchscreens for games introduces a handson approach to learning that hadn’t been available in classrooms before.

A benefit of having software games is that many of the games used in classrooms can be accessed at home and so the child can continue the game and learn at their own pace in their own environment. “Little and often” learning is often the most effective and can provide long-term benefits.

at the end, such as badges, stickers or progressing to a higher level of the game. Children can be proud that they have conquered it on their own, without the pressure of other classmates or physical restraints.

Play is now considered to be an essential activity in the development of all children. As digital games are so strongly associated with the entertainment industry, they are already positioned in our minds, and those of children, as a fun play activity. When learning is one of the components of this play, the learning is likely to be enhanced. Games that give both verbal and written instructions, break down directions into easy steps, and focus on the player’s individual strengths can also help boost literacy and numeracy skills.

If technology offers one thing, it is opportunity – the opportunity for children with SEN to learn at their own pace and according to their own abilities, whilst enjoying the attractive visuals and sounds that most digital games offer. The challenge for parents/ carers and educators is how to use children’s love of the digital world to help them succeed and be happy in their learning.

Learn, explore, master

Most children are at ease with computers.

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Mainstream video games often have the appeal of defeating an obstacle, which can be very satisfying for users.

Educational games are similar in that there is a challenge to be met. The child can learn from their mistakes and learn to remain focused to complete the task. They can also receive a reward

Further information

Elizabeth Cooper is from Help Educational Games, which produces a range of board games and digital games: www.helpgames.co.uk

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DYSPRAXIA

Stepping up with dyspraxia Sally Payne provides useful advice on how to help children with dyspraxia get ready for the move to secondary school

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yspraxia, also known as developmental coordination disorder (DCD), is a common condition affecting gross and fine motor coordination in children and adults. Around five per cent of schoolaged children are affected, making dyspraxia one of the most common developmental disorders of childhood.

The typical age at which children are referred to health professionals for help with their movement difficulties is seven to eight years, but parents will usually have noticed differences in their child’s development from an early age.

Teaching staff play a key role in identifying children with movement difficulties (and making onward referrals for those who require further specialist assessment) and providing support and adjustments to ensure that children SENISSUE96

with the condition reach their personal and academic potential.

Poor fine and gross motor skills are the main features of dyspraxia, but there is growing evidence that nonmotor difficulties, poor planning, and organisation and attention difficulties are also common. People with dyspraxia often have difficulty remembering and following instructions, especially those that include a physical action such as writing or moving from one place to another. Maintaining focus, especially in a busy classroom and when a task is physically or mentally challenging, is also difficult. This can leave children feeling anxious, frustrated or confused when they are unable to complete a task as intended.

Dyspraxia was once considered a disorder of childhood, but it is now

Teaching staff play a key role in identifying children with movement difficulties

recognised that difficulties continue into adolescence and adulthood in many cases. Research also indicates the high risk of significant, secondary consequences for physical and emotional health. It is vital therefore, that systems are in place to identify children who may have dyspraxia and that early support is provided to build motor and non-motor skills and a positive sense of self-worth.

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DYSPRAXIA

The transition from primary to secondary school can be particularly challenging for young people with dyspraxia as new environments and activities are encountered and expectations of a student’s ability to organise themselves and their equipment increase. Pupils with dyspraxia in years 5 and 6 will therefore benefit from support to develop skills and strategies before they transition to secondary school. Pupils in years 7 and 8 will also require monitoring to ensure they have the skills and strategies to be successful at secondary school.

Developing and maintaining motor skills Dyspraxia affects large body movements such as balance, posture and the ability to run, skip, jump and keep up with peers. People with dyspraxia often avoid physical activities because they lack physical skills and/or worry about drawing attention to their difficulties; however, lack of engagement in physical activity limits opportunities for people with dyspraxia to practice and develop their movement skills and can have long-term implications for cardio-respiratory fitness and weight gain. It is important therefore, to help young people with dyspraxia develop their fundamental motor skills and to

Typing skills can be useful for those with dyspraxia.

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identify physical activities in which they can be successful.

School-based motor skills programmes are a practical way to help primary school children develop their fitness, gross motor skills and stamina.

These are often recommended and supported by occupational therapists or physiotherapists and delivered by school staff. Several shorter (20 minute) sessions are better than a longer session once a week and challenging pupils to practice outside the sessions will lead to greater improvement in their motor skills. The need to develop and maintain gross motor skills continues in adolescence but withdrawing pupils for motor-skills sessions is less appropriate at this age. Instead, students should be given opportunities to participate in physical activities that develop balance, stamina and core strength which they might continue outside school, for example swimming, cycling, using the multi-gym and climbing. Confidence and participation in physical activities is optimised during activities in which the individual moves but the environment remains relatively static.

Managing practical tasks Poor handwriting is a common feature of dyspraxia and it is frustrating for young people, parents and teachers when pupils are unable to effectively demonstrate their learning on paper.

Primary school children should be given every opportunity to develop a functional pencil grip and the dexterity to reproduce letters correctly, fluently and consistently. Teaching touchtyping (alongside handwriting) to pupils in years 5 and 6 who continue to demonstrate poor handwriting (quality and quantity) and providing opportunities for pupils to type (rather than handwrite) some of their work will help maintain their self-esteem and confidence in learning whilst developing a useful life skill. Teaching typing at primary school will ensure typing is a viable alternative to handwriting to

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Pre-teaching practical skills before pupils make the transition can be very helpful help students manage the increase in written demands at secondary school if required. When typing is agreed as an appropriate reasonable adjustment, discussions should be held with the pupil’s subject teachers to ensure the student is able to use their laptop in class and that arrangements are in place for storing and printing work.

Young people will encounter new subjects, tools and equipment when they reach secondary school. People with dyspraxia really struggle to master new motor tasks under pressure and in busy environments, so pre-teaching practical skills before pupils make the transition to secondary school can be very helpful. Primary teachers should work with parents to find opportunities for pupils to practice: • pouring and measuring liquids accurately • holding a ruler steady to draw geometric shapes and a compass to draw circles • using kitchen equipment such as a tin opener, cheese grater and vegetable peeler • handling a saw and using a clamp to steady equipment.

Getting organised One of the most challenging aspects of secondary school for students with dyspraxia is the need to read a timetable and organise their equipment.

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Year 6. Pupils with dyspraxia often find it easier if lessons are colour-coded, and if the subject colour matches that of their exercise book, that will also help ensure they have the correct books for their lessons.

Remembering and organising equipment is a real challenge for pupils with dyspraxia and many young people benefit from writing and referring to an equipment checklist to make sure they have the correct equipment at the start and end of the school day. This strategy could be useful at secondary school too (checklists and reminders might be held on a mobile phone at this age). Pupils with dyspraxia will also benefit from practice filing papers into a folder (practising when not under time pressure will be helpful) and packing equipment into their bag at the end of a lesson.

Students with dyspraxia often struggle to organise their thoughts and

Preparing pupils for secondary school: key recommendations • develop physical skills and stamina through participation in a motor skills group at primary school • teach typing as a parallel skill so that this is a viable alternative to handwriting if required • enable pupils to practice handling “new” tools and equipment (for example, for technology and science) and filing paper/organising equipment whilst not under time pressure • identify suitable mindmapping tools and encourage students to practice using them • promote self-advocacy by encouraging pupils to identify and articulate the tools and strategies that work for them.

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Although the pattern of challenges changes over time, dyspraxia is a lifelong condition

ideas for written work. Mind-mapping tools can be very helpful, but as different tools and approaches work for different people, a pupil may need to try a few alternatives before identifying the ones that work best for them. Students who have identified the right tool for them and who have experienced using these whilst at primary school will have an advantage when they make the transition to secondary education.

Developing self-advocacy skills Although the pattern of challenges changes over time, dyspraxia is a life-long condition. One of the most useful things that staff at primary school can do is to help pupils with dyspraxia understand and articulate their own strengths and difficulties and identify the tools and strategies that work for them. Supporting young people to know when to ask for help and who to approach to help them access the adjustments they need to be successful is a life-skill that will be useful at secondary school, in higher education and in employment. Feeling understood and empowered and having a positive sense of agency will also support students’ mental health and wellbeing; this is particularly important for young people with dyspraxia who are at greater risk of anxiety and depression in adolescence compared to their peers.

Moving forwards The transition to secondary school is challenging for all pupils, but especially for those with additional needs. Motor and organisational difficulties mean that students with dyspraxia are likely

to struggle with the increased pace and volume of written work, handling new equipment in unfamiliar and busy environments, and organising themselves and their equipment.

Planning ahead and helping students with dyspraxia to practice and develop relevant skills and strategies before they move to secondary school will alleviate some of their anxieties and ensure a successful transition.

Dyspraxia Awareness Week 7 to 13 October 2018 Dyspraxia Awareness Week in October will this year focus on the teenage years. New information and resources for parents/carers and teachers will be available on the Dyspraxia Foundation website while information written by and for young people will be posted on the Dyspraxia Youth website: www.dfyouth.org.uk

Further information Dr Sally Payne is a Paediatric Occupational Therapist at University Hospitals Birmingham NHS Foundation Trust. She is also a Trustee of the Dyspraxia Foundation: dyspraxiafoundation.org.uk

A range of guidelines for early years, primary and secondary school, and for further and higher education settings, is produced by the Dyspraxia Foundation and available for free to download on their website.

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Parents wanted for dyspraxia survey Ahead of Dyspraxia Awareness Week in October, the Dyspraxia Foundation is asking parents to complete a survey designed to explore their role in supporting the wellbeing of people with dyspraxia of all ages. It also aims to find out whether the need for emotional support from parents continues as young people make the transition to adulthood.

The Foundation carries out an annual survey to explore an issue of concern to its members, focusing on a different age group each year.

This year, the survey ties in with the Awareness Week’s theme of supporting the emotional needs of young people with dyspraxia/DCD. The aim is to raise awareness of the emotional impact of dyspraxia and the support needed to promote good mental health. Survey findings will be used to develop information and resources to help parents in this role.

The survey can be found at: www.surveymonkey.co.uk/r/N6RGHD9

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DYSLEXIA

Enabling technology for dyslexic learners Victoria Crivelli, Malcolm Litten and Abi James look at how assistive technology can help people with dyslexia to learn

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hy should a school concern itself with technology for their pupils affected by dyslexia? The most important answer is the promotion of their independence.

Any pupil, who experiences significant difficulty in learning to read and write effectively enough to cope with the demands they face in school is in danger of judging themselves as inadequate. If that happens, it is highly likely the individual will lose selfconfidence and so becomes “helpless”.

No degree of adult support will restore that confidence if it does not offer the opportunity for the learner to once again be “in charge” of their learning.

The provision of technology should be a first-resort intervention, not a lastresort. Prolonged experience of not coping is harmful to any learner in any context. We sometimes ask teachers to imagine an entire presentation in Bulgarian text and then consider what if this was not a one-off experience but what will happen to them day in, day out, for the imaginable future.

How many of us would willingly return, expecting to successfully learn from such an experience?

There are children struggling with reading and writing due to dyslexia in most of our classrooms. The positive message is that it does not have to be that way; particularly with effective use of assistive technology, we can enable these pupils to engage effectively with the curriculum and achieve alongside their peers. We frequently sense a fear or alarm in teachers that the provision of assistive technology will somehow slow or even stop a learner’s progress in developing their reading and writing SENISSUE96

Assistive technology tools are now standard in most smartphones, tablets and computers.

Technology is discreet, street credible, encourages independence and, most importantly, increases confidence skills. But the evidence is that the opposite effect is much more likely.

Assistive technology “Assistive” technology is any technology that will help remove barriers to everyday activities like learning. It doesn’t have to involve expensive and complex equipment, as there are tools built into computers and tablets as well as many successful packages. This article outlines a wide range of assistive technology that can hand back to dyslexic children the possibility of working independently and successfully.

Technology is discreet, street credible, encourages independence

and, most importantly, increases confidence and self-esteem.

Technology can create a level playing field from which learners affected by dyslexia can demonstrate their true strengths and abilities. A wide range of appropriate hardware, software and assistive tools is available to support individual needs. These include support for everyday skills such as accurate reading, comprehension, spelling, writing and recording information, organisation, memory, recall and processing written or spoken information.

Reading Text to speech (TTS ) software provides rapid, accurate feedback on any computer-based text. This should be available to struggling early readers just as much as to those needing to access and understand a complex textbook.

Good TTS can read aloud in words, phrases or whole pages, synchronise and highlight text as it is spoken, allow for any necessary repetition and provide WWW.SENMAGAZINE.CO.UK

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discreet and patient support for all those who find reading difficult or laborious.

There are free TTS tools available together with sophisticated commercial products that are continually improving.

TTS can help in many ways, from simple talking books to more complex or technical vocabulary or accessing web-based information.

Dealing with visual issues Some every day or dedicated tools can make text more visually comfortable and relieve the visual stress that many learners affected by dyslexia experience. Options to change font style, size and colour, letter and line spacing and the colour of the background, or use magnification and guidelines or a "virtual" coloured overlay, can make an immediate difference. The use of such tools and options needs to be demonstrated by teachers or those supporting learners affected by dyslexia. Similar options need to be explored by teachers using interactive whiteboards to ensure presentations offer optimum comfort for all.

Writing Many tools to support writing can now be found in one single package. They can include talking word processors, spellcheckers, multiple word banks, mind mapping planners and intelligent predictive text – all with speech. The latest predictors have flexi-spelling, anticipating how a learner affected by dyslexia might spell a word; for example, typing “sico” will predict “psychology”. For some learners affected by dyslexia, taking away the demand to handwrite frees brain capacity for the more important jobs of deciding what to say, ordering it and expressing it effectively.

A further extension of this principle is to provide speech recognition software.

For some learners affected by dyslexia, this will become the preferred tool in their writing tasks. It can be tried with free apps or features on many smart phones or word-processors. However, WWW.SENMAGAZINE.CO.UK

the long-term use of speech recognition will require a dedicated program and training.

With all the options described above it has to be the personal choice of the user together with appropriate support and training. This choice may change with age and curricular demands.

Visual planners and mind mapping tools not only help in writing tasks but memory and revision. They make a great teaching tool. Their features of onscreen virtual post-it notes, hyperlinks to key web information or images, and presenting information in a non-linear format, can match the thinking style of many learners affected by dyslexia.

Other forms of support Many popular programs to improve reading, phonics and spelling skills were originally written to help dyslexic learners. They provide well designed, structured tasks presented in appealing self-corrective and challenging games or activities. They can offer a range of user and teacher options to meet pupil need, together with excellent pupil progress tracking.

There is a wealth of apps now available that can help support those affected by dyslexia. They range from talking texts to activities to improve phonics and spelling, together with free apps that convert spoken digital recordings into written text or screen capture any text and read it aloud.

Often, a small, simple, hand-held device can be equally as effective, for example a memo microphone, digital recorder pen or scanning pen to read tricky vocabulary.

The use of assistive technology is allowed in many exams, including GCSEs precious time. Other features, most notably TTS in the English Language GCSE exam, are allowed for those who are eligible as an alternative to a reader.

It is particularly concerning that after six years of being available, such support is still not regularly made available to qualifying candidates. These facilities are meant to allow the dyslexic user to work independently alongside their peers as their normal way of working in exams and in their lessons.

Using selected programs and speech-supported tools must be one of the most effective ways teachers and those supporting learners affected by dyslexia can ensure all have access to the curriculum, and support for writing tasks, to enable them to become independent learners and demonstrate their true ability.

Dyslexia Awareness Week

Dyslexia Awareness Week will take place from 1 to 7 October 2018, with World Dyslexia Awareness Day being celebrated on Thursday 4 October. #21stCenturyDyslexia

Specific uses for assistive technology The use of assistive technology is allowed in many exams, including GCSEs. Use of basic word processors, without extra functions, can be approved by schools if this is a pupil’s normal way of writing. For learners affected by dyslexia, the ability to edit easily, cut, copy and paste will save hours of

Further information

Victoria Crivelli and Malcolm Litten are members of, and Abi James the Chair of, the British Dyslexia Association (BDA) New Technologies Committee: www.bdatech.org

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ADOPTION

Special needs adoptions Becky White talks to parents about the challenges of adopting a child with SEN and supporting them through school

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hether they knowingly adopt a child with special needs, or discover hidden needs later on, many adoptive parents will experience raising a child who faces additional challenges.

At the age of six, Callum already had a statement of SEN when Sarah adopted him. Having spent years teaching in alternative provision, she felt sure that she would be able to meet his needs as soon as she saw his profile, and wanted to put her experience to good use not only in being his adoptive parent, but also in ensuring that he had the best chance in school.

However, like many adoptive parents, Sarah faced significant challenges. “Primary was a fight as they expected him to do lots of homework,

Three quarters of adopted children come from a background of abuse, trauma and neglect while I was more bothered about not having conflict at home,” she says.

“I also felt that he was pulled up for behaviours that would be accepted in other children as he was adopted and had SEN.” At secondary school, Callum was well-supported but often found himself in bottom sets with children who, in Sarah’s words, “knew how to wind him up”. Despite this, he did manage to complete his GCSEs.

Pupil Premium Plus provides adopted children in England with additional school funding.

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Supporting Callum through college was a challenge. He enrolled on a Level 2 course but, despite Sarah’s support, the social and emotional needs outlined on his education, health and care (EHC) plan went unmet. He dropped out just two weeks before the course finished and came away with nothing. Now aged 20, Callum is not in education or employment (NEET) and Sarah feels that “no-one seems to be concerned apart from me.”

The need for SEN adoptions Callum and Sarah’s story is not unusual.

In 2017, an Adoption UK survey found that nearly half of respondents’ adopted children had recognised SEN or disabilities, and 60 per cent of those had an EHC plan or equivalent.

Three quarters of adopted children come from a background of abuse, trauma and neglect, which can lead to challenges including developmental delay, sensory processing difficulties and attachment disorders. There is also a higher incidence of foetal alcohol spectrum disorders among adopted children. All of these may be present in addition to other recognised special needs and disabilities.

Reflecting on their experiences, Sarah feels that there are some advantages to having a recognised SEN “label” as it may open doors to extra support and funding, but it has still been a battle to get Callum the help he has needed. “As parents,” she says, “we are the experts on our children, but we do need to work together with schools to enable them to succeed.

I’ve learned over the years who to fight and when, and that sometimes schools are doing their best under very difficult circumstances.”

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ADOPTION

Funding for support In England, adopted and previously looked-after children are entitled to additional funding through Pupil Premium Plus, which should be used in school to help them overcome the disadvantage caused by their early experiences. This is in addition to any funding available to support their SEN or disabilities. Families who adopt a child from care are also entitled to an assessment of postadoption support needs from their local authority. In England, this includes access to the Adoption Support Fund which provides funding to pay for specialist assessments and therapeutic interventions that are not available through statutory services.

Before the adoption order is made, adoptive parents and social workers should work together to make a robust plan for post-adoption support. Without this, there can be delays and difficulties in accessing future help. Rachel’s adopted son, Kai, came to live with her when he was just over a year old.

“His post-adoption support plan was just one line,” she explains. “The social worker said that he was fine and she could see there were no problems.”

However, as Kai grew older, it was clear that there were difficulties.

Rachel recalls: “I couldn’t tell at first

My son is funny, kind and brilliant at football.

He just needs the right support to thrive

whether it was just at the extreme end of normal toddler behaviour, or something else. That’s when I started getting educated on attachment and trauma.” When Kai finished nursery at almost five years old, he couldn’t count to ten, or recognise the letters in his own name; he exhibited signs of serious anxiety and his meltdowns and violent behaviour were becoming difficult to manage at home.

Rachel struggled on until Kai was six, not realising that support was available. “Then I heard about the Adoption Support Fund. I contacted my local authority and within a year we had a course of music therapy and a sensory integration assessment. The sensory integration therapy with a specialist occupational therapist has been a game changer for us. I only wish we had made a better post-adoption plan at the start. It would have saved Kai so many years of struggle.”

Feeling positive Despite the challenges, Rachel and Sarah do not regret their decisions to adopt. “I didn’t know what I was getting into,” admits Rachel, “but does any new parent really know? My son is funny, kind and brilliant at football. He just needs the right support to thrive.”

This is echoed by Katie, adoptive parent of Tyler. “We weren’t sure about adopting a child with SEND, but after seeing our son’s profile we fell in love with him!” Katie was told that Tyler had a learning disability but, as he grew older, it became clear that the majority of his symptoms were caused by the significant trauma and abuse he had suffered.

“The idea of having a child that is outside of mainstream can be a bit daunting at first, but our experience with his special school has been incredibly positive. Tyler is eight, and I’m still waiting for him to write his own name independently, but when it happens it won’t be any less amazing just because it has taken him longer – in fact it will probably be even more amazing knowing how hard he has worked at it!”

Thinking of adopting a child with SEN or disabilities?

Children with SEN often wait longer than others to be adopted. Here are some things to consider if you’re looking at special needs adoption: • find out everything you can before you make your decision; read between the lines of the child’s profile and be prepared to ask searching questions • be honest with yourself about what you can manage, especially if you already have other children • educate yourself on the impact of attachment and trauma, as well as any known special needs • be firm about establishing a robust post-adoption support plan • think outside the box when choosing schools; there is more to a truly inclusive school than a good Ofsted report • make sure your support network of family and friends is watertight • join support groups for adoptive families both online, and in your local area, as well as support groups for families of children with SEN and disabilities.

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Further information

Becky White is Schools Development Officer at the charity Adoption UK, which provides support and advocacy for families with adopted children: www.adoptionuk.org

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LITERACY/PHONICS

Focussing on phonics In the second of three articles on literacy, Debbie Hepplewhite offers some practical ideas to support the evaluation of phonics provision in class

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o you have children who cannot keep up with learning the large number of letter(s)/ sound correspondences of the alphabetic code and phonics skills as well as other children in the class?

Is this just one or two individuals with very obvious learning difficulties or is this a significant number of children in your class?

In this article, I will suggest ways in which you can evaluate your phonics provision, based on my observations in schools where staff are seeking to achieve greater consistency and continuity of phonics provision and higher literacy results.

When I meet teachers who are very enthusiastic about phonics and are clearly working very hard using materials and providing activities that are commonly used for young children’s phonics experience, it is very tempting to attribute the poorer progress of some of their children to issues relating to the specific child or their home environment. Of course, every class will include children with a variety of disadvantages of one kind or another. It doesn’t necessarily occur to these dedicated teachers that with a change of their provision, perhaps they could become more effective teachers with the same children.

Thanks to the findings of the Year One Phonics Screening Check from 2012 to 2017, we know that there are schools in challenging circumstances in which virtually every Year 1 child reaches or exceeds the benchmark in the check – and this happens year after year with successive cohorts.

Although the phonics check is a simple word-level check that remains SENISSUE96

Teachers should evaluate and monitor the effectiveness of phonics lessons.

There are schools in challenging circumstances in which virtually every Year 1 child reaches or exceeds the benchmark

should be around 20 minutes. Did you know that many phonics programme authors suggest at least 30 to 40 minutes? A longer timescale is far more realistic for quality delivery providing sufficient learning and application and following up on children’s individual needs – especially if attempting to deliver a complete “phonics teaching and learning cycle” for one new (or focus) letter(s)/sound correspondence within a lesson.

controversial in some quarters, nevertheless, it is terrific for providing us with evidence about the notion of “teaching effectiveness” when it comes to phonics provision, and we need this for national understanding – our continuing professional development.

Classroom display

20 minute phonics sessions Many teachers have been led to believe that their discrete phonics lesson

Nearly all classrooms are remarkably word-rich when it comes to wall display, but are your words printed in a clear, black font, without distractions of objects like teddy bears, trains and butterflies? Are they dangling in the air? Take a look at your walls from the perspective of a little child trying to learn a lot of letters, including links with sounds and letter formation and how WWW.SENMAGAZINE.CO.UK

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letters sit on writing lines. Can the child clearly see tricky words for reading and spelling? Does the child get a notion of an alphabetic code, an alphabet, tricky words, spelling word banks of various spelling alternatives – clearly displayed and referred to routinely – to support teaching and learning? Have you thought carefully about which display material needs to be permanent, which added to cumulatively and which you need to quickly make as required?

Do you have a good progression of purpose-designed information from Reception to Year 1 and Year 2? Do you have the same content-rich support material in all your break-out areas where intervention takes place (for example, the corridors, the hall, the IT suite and the staff room)? Is your teacher’s whiteboard clear and clean like a page, or do you have resources stuck all the way around it, and written on it, so that you have an odd shape in the middle to write on and you cannot model work on the board from top left, and in a way to demonstrate to children how they can write in their writing books? Do you and your colleagues write neatly with the school’s printstyle for Reception children or do you confuse print letter formation by adding “leaders” from the line with future joined writing in mind?

The phonics teaching and learning cycle Teachers everywhere are familiar with the notion of a teaching and learning cycle for their discrete phonics provision, starting with “revisit and review” past content, then a “teacherled” introduction of the new (or focus) letter(s)/sound correspondence, followed by “pupil-practice” at code and word level activities – then “apply and extend” to cumulative sentences or texts. Seriously though, is it realistic to pack in all these steps in one lesson for children of differing learning capacities to learn effectively and then be ready to move on to a different letter(s)/sound WWW.SENMAGAZINE.CO.UK

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Is it realistic to pack in all these steps in one lesson for children of differing learning capacities?

is very little by way of rich content and deep learning during a phonics lesson. Then, if this is a typical phonics lesson (which it often is), multiply that by lesson after lesson and week after week of “shallow” lessons. It’s not that children aren’t learning, or can’t learn, in a range of typical phonics lessons, it’s that they could be learning so much more with some changes.

correspondence the next day? This was never a realistic structure either to deliver well, or for all children to learn equally well, in the time frame of one discrete 20 minute lesson. It is important to realistically evaluate what you cover in one phonics lesson and reconsider your pace of introducing the code if necessary.

Resources and activities

The maths of the phonics (tracking individuals) Observe some phonics lessons across the school – whether they are organised as group work or whole class – and track some individuals with different learning profiles. Literally count how many letter(s)/sound correspondences they practise as individuals (that is, not just following the crowd calling out) from print-to-sound (a decoding subskill) and from sound-to-print (a spelling sub-skill); how many new printed words featuring the focus letter(s)/sound correspondence did each child get to sound out and blend independently (before it was modelled and not during modelling or collectively sounding out) and how many spoken words are provided for each child to spell with handwriting? Were printed sentences or texts without pictures provided to “apply and extend” the focus code for reading, spelling and writing activities?

Do you support the children with their understanding of new words and texts through a vocabulary-enrichment and language comprehension component?

This tracking process often shocks teachers because they discover that, for many if not all the children, there

There are a range of typical resources and activities commonly associated with phonics provision such as use of interactive whiteboards, flash cards, manipulative games, and phonics mixed with sport, art, singing and IT games.

I note, however, there is often a lack of permanent, tangible, paper-based resources belonging to each child with rich code, word and text level content.

Could your aim to provide entertaining activities that are generally considered age-appropriate actually detract from, or dilute, focused, core learning?

Sir Jim Rose’s Independent review of the teaching of early reading (Final Report, 2006) is world renowned. Sir Jim noted in his report that multi-sensory activities enabled young children to access and enjoy explicit teaching of phonics but he also warned about extraneous activities. Many teachers’ provision borders on extraneous – that is, activities that are too far removed from effective and core teaching and learning, and activities that take up too much time for their relative gains. This state of affairs can be exacerbated by the prevailing ethos in the early years of child-initiated, play-based learning, and the notion of “developmental readiness” which can, inadvertently, disadvantage children with many challenges even further; this issue is at the heart of the Bold Beginnings Ofsted report that I featured in my article in the previous edition of this Magazine (SEN95, July/Aug 2018). In observing current >> SENISSUE96

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practice, the “maths of the phonics provision” and “tracking individuals” will help to indicate whether children are getting sufficient content, practice and materials which “belong to them” so that they can independently revise them, and take them home to inform parents and carers as a minimum, and ideally to revise them at home too. This may well more than double the learning opportunities for some children. Flash cards are often unwieldy and in school, games and activities on the interactive whiteboard are switched off, cards and games get packed away, and mini whiteboards are wiped at the end of the session. So what is to show for the lesson? How can the teacher follow-up, particularly for slower-to-learn children?

Too much of current phonics provision and too many phonics resources do not target and belong to the individual child for their self-assessment and ongoing formative assessment, and do not have a visual permanence – all of which would also enable them to gain that extra practice that can make the difference and tangibly raise standards and close the gaps so often worried about in the teaching profession.

Accountability Sir Jim Rose also pointed out the need for any intervention practices to be in line with mainstream provision. This can be achieved very readily indeed when each child has ownership of the

Phonics teaching should ideally involve practise at home.

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Children who struggle to learn need the strongest routines and visual printed content

phonics content from code to text level material, on paper, enabling extra littleand-often practice in the school and, ideally, at home.

Children who struggle to learn need the strongest routines and visual printed content, not a plethora of apparently “engaging” fun games and activities delivered by different adults. Are your weakest children with the greatest challenges sent to adults using different programmes and routines from the mainstream class? Imagine what it is like for those children; are they getting too much of a mix that is inconsistent and not what they really need? How responsible is the class teacher for the progress of those children and how aware is the teacher of what the children are doing with someone else?

Often teachers wax lyrical about how much their children love their routine activities – they are not bored and they make excellent progress. And this has surprised the teachers, as many advisors have led them to believe that this type of provision is not age-appropriate, when it clearly is judging by engagement, enjoyment and success.

By now, however, 12 years after the Rose Report and 11 years after the publication of Letters and Sounds, many schools are equipped with a plethora of games and activities – some free, some expensive and some taking considerable time to make – that I suggest do not need to go to waste. Teachers can provide them as “continuous provision”, “child-initiated activities”, “wet play games”, “games for home use” and so on. In other words, let’s consider them as enrichment activities to complement the core phonics provision. The core phonics provision should be a substantial body of work, much of which is available on paper to collate for the child’s benefit for practice and as a permanent and ongoing record.

Mindset – what do you believe?

I often have to spend some time persuading some teachers that it is not inappropriate for four- to six-yearolds to sit at desks to practise their handwriting, to write on paper with writing lines to guide them (position on a writing line is part of learning about the alphabet letter shapes), to experience their core phonics provision as paper-based activities that belong to them – that they can interact with as well as their teachers and that give them a true sense of their own learning and that they can include in their “bookbag routine” to inform and share with parents and carers. This is not “formal” provision, it is merely phonics provision in a very tangible, fit-for-purpose and accountable format, and – most importantly of all – a memorable format.

Further information

Debbie Hepplewhite MBE campaigned over many years for national, evidence-based, systematic synthetic phonics teaching in primary schools.

As a representative of the UK Reading Reform Foundation, she advised the Government for the parliamentary inquiry Teaching Children to Read (March 2005) and she helped to inform Sir Jim Rose’s’ Independent review of the teaching of early reading (2006). Debbie is the author of the Phonics International programme: www.syntheticphonics.com

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HALOW

TILLIONS

TILLIONS

Tillions is a new compelling pastime in which flexible magnets combine to create billions of pleasing patterns, like a controlled kaleidoscope.

Perfect for quiet time, Tillions can be played alone or used to encourage cooperation while supporting maths, design, concentration, planning and the development of ideas.

Non-verbal and de-stressing, Tillions needs no instructions but each set of Tillions is accompanied by a booklet crammed with ideas for games and schemes to follow.

Check out this QR code to see a film of Tillions in action.

Tillions Ltd, Harvest Mead, Great Hormead, Buntingford, Herts, SG9 0PB PLEASE CONTACT ME FOR SAMPLES helenbaron3@gmail.com

Tillions confirm to European Toy Safety Standard EN71

Independence and life skills project for young adults The halow project celebrated its Building Futures programme end of year at a recent awards ceremony at Guildford Cricket Club. The event provided an opportunity to recognise the achievements of young people in the life skills programme for post 18-year-olds.

The halow project works with young people in and around Surrey with a learning disability, communication difficulty or special need. It seeks to develop creative opportunities and remove social barriers for the young people it supports.

Young people with a learning disability attending the course learn skills for a more independent life. This involves working to improve people’s confidence and developing skills such as travelling, cooking, planning and socialising. It also involves outdoor learning and some participants go on to complete their Duke of Edinburgh Awards.

Building Futures is tailored to the ambitions of the young people the organisation works with. This year there were three year groups.

Year A was the entry group, letting young people with learning disabilities get into a new routine and set themselves goals.

Many participants took on new challenges, from group work experience and climbing adventures to working on travel and cooking skills.

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Young people from Year A celebrate with Kirk from the halow team.

The group enjoyed an overnight visit on a canal boat. This included maintenance of the boat, sailing it through barges and planning and cooking their meals together.

Year B involved employment-orientated experiences, such as a work experience placement in Waitrose and providing maintenance in Surrey Sports Park. The end-of-year task, as the young people completed the Duke of Edinburgh Expedition Bronze Award, involved two days of tracking and an overnight camp in the wilderness.

Those in Year C took part in fortnightly work skills sessions.

They also started to look ahead to life after the programme, involving things such as moving in with friends or finding permanent employment. www.halowproject.org.uk SENISSUE96

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RESILIENCE

Mental toughness Nicola S. Morgan provides some practical tips to help build resilience in children

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eveloping resilience in children and young people is key in order for them to overcome any challenges they may face, from adapting to a new classroom to dealing with abuse at home. Providing children with the right skills not only enables them to bounce back from stress, challenge, trauma or adversity, but also enables them to develop their self-esteem and become more curious and adaptable both inside and outside school.

Resilience, as defined by Kinman and Grant (2011), “is a complex and multifaceted construct, referring to a person’s capacity to handle environmental difficulties, demands and high pressure without experiencing negative effects.” Therefore, although children with SEN may need more guidance and support, it is crucial that we help them develop their own independence and potential.

In order to support this, schools can provide a variety of experiences to enable children to build a bank of resilience tools which will help them to overcome obstacles, walk through challenges and bounce back from difficulties. Below are just a few suggestions:

It is important to make children aware that it’s OK not to be OK

also improves their decision making skills. Using the acronym MISTAKES (Means I Start To Acquire Knowledge Experience and Skills) can help children to embrace mistakes and not avoid them. When they make a mistake, ask “What can you learn from this and what would you do differently next time?”

Routines provide a structure to the day but they also help to teach selfcare and other skills needed for a healthy and happy lifestyle, such as the importance of eating good food, exercising and taking plenty of rest – all of which prepare children to overcome stressful times.

Change is part of life. It is important to encourage children to embrace change and not fear it. Help them by saying something like, “It’s OK when things

Teach problem solving so that they learn how to handle challenges and become more independent in their thought process whilst allowing them to keep perspective rather than catastrophising. When discussing problems, try to avoid “why” questions as they don’t support the problem solving process; instead ask “what”, “where” or “when” questions, such as “What is the first thing you could do?”

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don’t go to plan”, and “Let’s try doing this task a different way”.

Managing emotions is a key part of resilience. Focusing on past challenges which the child has overcome can help them tackle other challenges.

It is also important to make children aware that it’s OK not to be OK, and it’s OK to experience negative as well as positive emotions. If negative emotions are experienced, compiling a plan for what to do next can really help get them back on track. You could say something like “How can you make yourself feel better?”

Taking a break is also important and should be included in daily routines.

Changing the child’s focus can help them see things in a different way and prevent them from worrying about a problem. Saying something like “Let’s go for a walk and see what this looks like when we come back” can help to refocus their mind and see things in a more positive light.

Positive relationships with family and friends are key in a child and young person’s life. Forming friendships and connections with others is a fundamental skill, especially when they need to seek help or advice.

Reciprocating this will help to empower them and give them purpose.

Further information

Resilience tools help children to avoid catastrophising.

Nicola S. Morgan of NSM Training and Consultancy is an international education consultant, teacher and author, and co-organises the National Education Show: www.nationaleducationshow.com

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Helping children manage their behaviour Amanda Cooper discusses the challenges of working with pupils with SEBD and outlines some useful approaches to supporting them at school

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any of the more worrying behaviours seen in children and young people stem from unmet social and emotional needs which can lead to a poorly developed stressregulation system. Behaviours that are disruptive or aggressive, chronically anxious, or withdrawn and shut-down are often triggered by the fight, flight or freeze response when the child or young person has limited or no ability to regulate their emotions. With fight, flight or freeze in play, the child or young person is operating in survival mode and not choosing to misbehave. For the adults around them, it is important to meet them where they are and help them come back into a regulated state where they are able to engage with life and learning.

In this article, I talk to primary school practitioners about how it is not only children with behaviours that present as fight or flight, but also the ones who have been triggered into a WWW.SENMAGAZINE.CO.UK

Helping the quiet ones to recognise and manage their own behaviour can transform their experience in school freeze response, that need support.

The approaches they use emphasise the importance of building trust with families, making children feel safe and the value of outdoor play. They also acknowledge that SATs and the transition to secondary school can be a particularly stressful time for children with social, emotional or behavioural difficulties (SEBD) and their parents.

Reading the signs Carla, a primary school teacher in Wales with 15 years’ experience, has seen a rise in the number of children

with SEBD in her school and she believes a contributing factor is the new way they have begun to identify these children. “The ones who are withdrawn and quiet – who were previously overlooked because they were not thought to be causing concern – are now being included”, she says.

“This recognises the role of the freeze response to threat when traditionally it was just the fight/flight response that was identified.

“For children who struggle to regulate themselves physiologically it can take very little additional stimulation to tip them over the edge.

There is some behaviour you see and some behaviour you don’t. Helping the quiet ones to recognise and manage their own behaviour can transform their experience in school and can have a positive impact on the whole class dynamic.”

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In Carla’s school they screen all the children and have found that each class has up to six children, who are divided into smaller groups, who benefit from time outside the classroom to address the specific unmet social and emotional needs that have been highlighted. These groups run every day and the aim is that after targeted and repeated intervention, the children will be able to return to the mainstream with better tools to manage their behaviour themselves.

Phil is the Pupil Progress Lead at a pupil referral unit (PRU). Five or six years ago, their three primary centres supported fewer than 20 children each; now they support 40 and there is a waiting list. The reason, he believes, is linked to the increase in fixed-term exclusions, which in turn are often the result of physical aggression in the classroom where children are threatening teachers and classmates.

This aggression might be due to family trauma or it could be linked to an undiagnosed condition such as autism.

Whatever it is, it takes time to unpick.

Phil tends not to read the case notes when a child comes to him because he prefers them to have a completely fresh

They are expressing feelings and needs that they are unable to express in any other way start. “The PRU should not be seen as punishment and we have renamed our school to emphasise that we are a place of learning,” he says. “We do all we can to set every child, whatever their needs, on a successful path.”

Building trust with the families The best outcomes occur when families are involved and working together. It’s all about building trust. Carla’s school talks to every family where a child has been identified as having SEBD. They invite them to join a group to talk through the individual plans that have been created for their child to address their specific needs, and they explain how parents can carry on using the same type of strategies at home.

In another school in the Midlands, practitioner Karen reports that 15 per

Self-regulation is a vital part of behaviour management.

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cent of the 600 pupils at her inclusive academy for two- to 11-year-olds have SEBD. Karen says: “Having been consistently using particular screening and targeted action plans for the last four years this has peaked and the numbers are starting to go down and are at more manageable levels.”

Karen, like Carla, recognises that when any child is identified as needing extra support, it is important to work with the family. Her school runs six two-hour family workshops which are timed to finish at the same time as the end of the school day. In these workshops they begin to explain how a child’s behaviour is their way of communicating, and how, if a child’s brain is affected by stress, they will lose access to their "thinking brain” and be unable to engage with learning.

Professor of Psychiatry Dr Dan Siegel talks about how children who “flip their lids” are operating back in their “survival” brains and cannot access their “thinking’ brains”. In other words, when children present with difficult or concerning behaviour, they are expressing feelings and needs that they are unable to express in any other way. What the school must do, in partnership with the family, is ensure each child feels supported and in a safe, stress-free environment where they will be able to access learning.

Stress and anxiety affects all of us.

Supporting parents to understand the impact of stress on their children, and providing information and activities to help them relate to how their children feel, can really help.

Phil also works closely with families.

“We run parent workshops which take a relaxed approach and explain how we are working with their children and what they can do to support them at home”, he says. "We want to communicate in a depersonalised, non-judgmental way with parents who are often at the end of their tether and who have been on the receiving end of years of worrying school letters and meetings. We need WWW.SENMAGAZINE.CO.UK

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them to know that this is not a token exercise but an opportunity for them to help understand their child and to give them strategies to support them. When a parent comes to us to say that their child told them they ‘had a great day at school today’ and it is the first time they have ever heard them say that, we know we are beginning to make a difference.”

Feeling safe In Carla’s school, the children who are identified as having SEBD are encouraged to recognise sensations in their bodies which indicate when they are starting to get angry or feel overwhelmed.

Carla explains: “The whole school has embraced a ‘safe place, safe person’ policy. This means that every child knows that if they get upset, instead of running or hitting out, they can go to a room where there is someone they trust, who can relate to them emotionally and where they can ‘be’ until they are ready to go back into the classroom. All the teachers have cards that they can hand to the children which gives them permission to leave the class and go to ‘safe place, safe person’. This avoids the ‘shame’ of being sent to the Head and gives the child the opportunity to recognise their need for specific emotional regulation support.”

Phil’s school also knows that it is vital to give children the space to regulate themselves when they have become upset. He is redesigning “reflection” rooms to match the discharge behaviour of individual pupils. They contain punchbags, paper to rip up, cardboard boxes to stamp on, polystyrene packing to make into snowstorms, sea grass mats and chalkboard walls and, for one child with “angry elbows”, soft things to jab.

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much screen time. The addictive nature of smart phones and the constant need to respond to them is having an impact on concentration levels. Instead of talking to parents and peers, children are looking at their phones, rather than interacting with those around them and providing fewer opportunities to develop a healthy social engagement system. We all have busy lives doing the best we can with the resources we have available to us. Providing parents with information about finding the balance between the exciting world technology can offer and the opportunities that real relationships and outdoor experiences provide is very important.

More than 60 per cent of the children with SEBD in Karen’s school have difficulty coping in the playground.

“When you ask them how they play at home a common factor emerges”, she says. “They nearly always talk about playing games indoors on a device.

To address this problem, we’ve been proactive and introduced animals [an alpaca, a dog and rabbits] which has really helped to encourage children outside and is very calming.”

As well as the obvious benefits of interacting and caring for animals, stroking an animal is known to increase oxytocin levels in the brain and body which reduces levels of the stress hormone cortisol. Karen adds: “Our work to balance their overly indoor lives with some positive outdoor experiences has really made a difference to their wellbeing.”

SATs and the transition to secondary SATs can be a particularly stressful time for children with SEBD. Karen finds visualisation and calming techniques very useful with the children. She also invites the parents to school for a coffee morning to explain about SATs and how, as supporting caring adults, they can help too. Likewise, the transition to secondary school can be challenging for children. Karen’s

Children can need opportunities to regulate themselves when upset

school has very strong links to their high schools and all the children have a week’s induction. For the children with SEBD, Karen’s school takes extra special care and invests a lot of time in preparing the children and finding ways to alleviate the stress they might well be feeling about moving schools.

Teaching assistants, drawing on the key relationships they have developed with individual children, are alongside them throughout the week to help them acclimatise to the new environment and build their confidence as they enter the next stage in their lives.

The experiences described by Karen, Carla and Phil are common to many teachers and SENCOs working with children and young people; they have found that a whole-school, child-centred approach to social and emotional development has made a calculable difference to individual children and those around them.

Further information

Amanda Cooper is a researcher/ writer for the Thrive Approach, a developmental, trauma-sensitive approach to helping teachers and adults interpret the behaviour and meet the emotional and social needs of children and young people: www.thriveapproach.com

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New app to help autistic people with anxiety Molehill Mountain is an app to help autistic people understand and self-manage anxiety.

It can be used to explore the causes and symptoms of anxiety and to track worries and the situations that trigger anxiety. Users can get evidence-based daily tips to understand more about anxiety and to enable them to feel more confident to self-manage their anxiety.

Martyn, an autistic adult, says: “Molehill Mountain is easy to use and didn't overload me like other apps I've tried. It's designed in a way that encourages you to go back and use it again.”

The app has been developed by autism research charity Autistica and King's College London.

It is currently only available to iPhone users but a version for Android phones is promised in the near future.

To download the app, search “Molehill Mountain” in the App Store on an iOS device.

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Meeting the mental health challenge Jeff Thomas discusses the implications of policy developments in children's emotional wellbeing and mental health affecting primary schools

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here is a window of opportunity to improve children’s mental health.

During 2018 there has been much speculation about primary schools’ responsibilities and activities in respect of their pupils’ emotional wellbeing and mental health.

This has been caused by a stated commitment by the Government: to commit an additional £1.4 billion for children and young people’s mental health over five years; recruit 1,700 more therapists and supervisors; train 3,400 staff already working in services to deliver evidence-based treatments by 2020/21; and the publication of a Green Paper to enable this funding to be used appropriately. It has stimulated a plethora of organisations offering

Pupils with behaviour and mental health problems cannot learn effectively

services to meet the future demand, causing confusion. We’ve just been through a similar situation with GDPR, where poor advice is still being given.

Too many organisations left their planning too late which led to too many uninformed decisions. This article aims to describe the current situation, what might happen in the next twelve months and what considerations schools should start to take into account.

Schools’ responsibilities The starting point is to review the school’s main responsibilities for the emotional wellbeing, behaviour and mental health of their pupils. As well as being a social and moral issue, it’s also an educational one. Pupils with behaviour and mental health problems cannot learn effectively, affect other pupils through their conduct and put teaching staff under stress causing them to suffer poor mental health.

It’s also important to recognise both treatment and preventative issues.

Every child has to go to school, making it the main service delivery channel for children’s mental health; it’s a big responsibility. >>

Each school’s approach to wellbeing will be overseen by a designated mental health lead.

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Schools’ responsibilities here can be summarised as fitting into one of two main groups: 1: individual support for pupils who have identifiable problems that prevent them from fulfilling their full academic and social potential; these account on average for 20 per cent of all children; the severity of their issues can be easily assessed by teachers and parents by using the Goodman Strengths and Difficulties Questionnaire; translated into more than 80 languages, it is easy to complete by teachers, parents and carers and can then be scored by a trained professional; for pupils who score above a certain rate on the Questionnaire, the therapeutic services of a therapist, such as a play therapist, or a counsellor trained to work with children, will be needed; as well as treating the current issues, there is a preventative role in lessening the chances of problems becoming worse as the children grow into teenagers and adults 2: educating all pupils in emotional wellbeing and mental health requires teaching; when done well, this also prevents problems developing but it will not help those in group 1 (above).

Some schools are performing well for both groups but many more are concentrating on group 2 at the expense of group 1. This is usually because of limited funds and the temptation to use a quick fix to show that some efforts have been made. Some schools are not attending to either group. Even more worryingly, some are using unqualified staff, without clinical supervision to undertake therapy for those in group 1. This leaves large numbers of schools who could do better under the present legislation and who are likely to be required to do soon.

It’s up to each school to decide how to balance both sets of needs.

What’s likely to happen next?

The main driver of policy changes is the Government’s Green Paper, Transforming children and young SENISSUE96

The Government is currently finalising its plans for children’s mental health provision.

people’s mental health provision.

This document was published in December 2017 and opened up to a public consultation which closed in May 2018. Although the intentions were good, there were omissions in key areas and a lack of practical detail in how the proposals could be implemented at the sharp end. Over 2,700 responses were submitted. This large number has caused worries about how well they were all sifted to identify the most relevant recommendations.

There are also concerns from some that the consultation was just another “ticking the box” exercise. It is too late now for further responses by schools to this consultation but there are other opportunities.

Apart from the Green Paper consultation, another way of influencing legislation, in the process of turning the Green into a White Paper, is to influence MPs. This can be done by lobbying on an individual basis or through reports prepared by All Party Parliament Groups (APPGs). A sub group of the Fit and Healthy Childhood APPG published a report on 26 June 2018 – Mental Health in Childhood.

This contained 73 recommendations, many aimed at improving the Green Paper. It’s been widely circulated in parliamentary circles. It is suggested that every primary school contacts their MP drawing attention to the APPG

The proposal is that every school should appoint a designated senior lead for mental health

report recommendations and how they will help local children.

Main proposed policy changes In considering the proposals, there were concerns that increased funding could be wasted on ineffective and in some cases unsafe practice and that arrangements that work very well in many schools will be discontinued.

Four crucial areas have been picked out:

Appointment of mental health leads in primary schools The proposal is that every school should appoint a “designated senior lead for mental health to oversee the approach to mental health and wellbeing. All children and young people’s mental health services should identify a link for schools and colleges. This link will provide rapid advice, consultation and signposting.”

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If the work is carried out by a registered therapist, the risk of complaints is avoided or minimised

developed in detail and competencies are defined so that adequate learning objectives may be derived for training.

Schools need to plan ahead to consider who is the best placed member of staff to take over this role.

Recruiting someone from outside has the disadvantage of a lack of specific knowledge of the pupils and being more of an unknown quantity.

Service delivery channels However, the recommended appointment of a senior lead for mental health is followed by a more contentious one. The Government “will fund new mental health support teams, supervised by NHS children and young people’s mental health staff, to provide specific extra capacity for early intervention and ongoing help.

Their work will be managed jointly by schools, colleges and the NHS. These teams will be linked to groups of primary and secondary schools, providing interventions to support those with mild to moderate needs and supporting the promotion of good mental health and wellbeing”.

It seems that this is step backwards.

Many schools are already carrying out these services satisfactorily, so why change? Those that are not should consider if their pupils will be better off in their known school environment, don’t have to travel to another centre, have less of a risk of being stigmatised, probably have less waiting time and whether there’s less administrative burden and better budget control as compared to using the proposed method of referral to an external team.

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of July 2018, does agree that services that work well in schools should be continued.

Regulation I believe this area was a striking weakness of the Green Paper. No reference was made at all to regulation that is aimed at safeguarding children with psychological or mental health problems. Play therapists and school counsellors have had registers accredited by the Professional Standards Authority since 2013. Art, music and drama therapists have been registered with the Health and Care Professions Council (HCPC) even longer. These are professionals with good standards of practice and are a part of the health and social care workforce. The APPG report covers this serious omission by recommending that all counselling must be delivered by suitably trained practitioners who are on a professional standards authority accredited register or are included on the HCPC register. The Green Paper consultation results still appear to ignore this point.

Schools also need to consider risk management. If the work is carried out by a registered therapist, the risk of complaints by parents and others to the school is avoided or minimised because the professional organisation who manages the register are responsible for resolving these complaints. This protects the reputation of the school.

Evidence based practice The Green paper makes a simple, some would say glib, statement committing to recruiting 1,700 more therapists and supervisors, and training 3,400 existing staff to deliver “evidence based treatments”. Again, the intention is good but the devil is in the very important detail. It is essential to specify exactly what evidence based practice means for therapeutic work with children.

The current medical model with a high reliance upon random control trials (RCT) is inappropriate, mainly because of the “crisis of reproducibility” with

this research method. RCTs have their place in showing efficacy – a potential to improve practice.

Practice based evidence collected over a number of years is a better way forward. This shows effectiveness and efficiency under real life conditions with all their complexity. The problem is that this requires patience, persistence and a standardised data collection procedure to build a good evidence base. Case studies may provide some knowledge but are not of great value in an evidence base because the circumstances of each case are unique and may not be repeatable. One model of play therapy, integrative holistic, has achieved this with over 59,000 outcome observations by parents and teachers.

It shows that overall 77 to 84 per cent of the children show positive outcomes.

The variation is due to differences in presenting condition, age, gender and number of sessions.

Although there is on-going work in progress to make sound recommendations to the Government, schools should consider carefully which model of therapy is chosen, what practice based evidence exists and how they are going to compare their results, including cost effectiveness, to the national pattern.

The window of opportunity may not stay open long and may be obscured by the Government’s preoccupations with Brexit. But all schools can help by thinking through the issues raised above for them, then lobbying their MPs to get the best legislation for children in their constituency.

Further information

Jeff Thomas is Registrar of Play Therapy UK, the UK society for play and creative arts therapies: www.playtherapy.org.uk

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Supporting more inclusive children’s books Alexandra Strick looks at how books from around the world can inform the UK landscape for children’s books

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he UK children’s book industry appears to be enjoying something of a heyday.

The digital era has not killed off the printed book, as many predicted a few years ago. But rather, we see a UK industry publishing 10,000 children’s books a year, and reporting record sales and a healthy increase in exports. The popularity of big names like JK Rowling, Julia Donaldson and David Walliams attracts hosts of enthusiastic new young readers and plays a key role in bolstering sales.

What’s more, having seen a previous decline in high-street bookshops, the tide appears to have turned and we are seeing a new wave of independent children’s bookshops.

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favour the traditional paper format.

In a study of children in Year 4 and Year 6 (The Digital Reading Habits of Children, BookTrust, 2016), those with regular access to devices with e-reading capability tended not to use their devices for reading – even when they were daily book readers.

So all in all (and library cuts aside), one would think this is a positive time for the humble book. Added to this positive news is an increased awareness of the need for real diversity – it’s a key theme on every conference programme and in numerous articles and media pieces.

So with all this in mind, surely it follows that there must be a wealth of books out there to suit any and every child?

My answer (rather irritatingly) would be yes and no. It’s true that book creators and publishers are now more aware of the need for every child to be represented in books. As a result,

One can now find many more books featuring disabled characters than a decade ago

children’s books are becoming more inclusive in their imagery and storylines.

One can now find many more books featuring disabled characters than a decade ago – and not just wheelchairs and other more obvious forms of disability, but also the less visible conditions, such as dyslexia, mental health disorders and selective mutism, to name but a few.

However, where accessibility is concerned, I would argue the book world is doing rather less well.

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Listening to young people with SEN and disabilities Pitifully few mainstream children’s books take into consideration the needs of disabled children. Even when one considers basic levels of accessibility (such as adequate font sizes, strong contrast, uncomplicated backgrounds), the vast majority of picture books would fail on many counts. When we move into the realms of more complex needs, the landscape is disturbingly barren.

One interesting development in recent years is the emergence of a greater number of inclusive and accessible books from around the world. Whilst not yet published in the UK, these are books with much to offer – new approaches, ideas and learning points – that could surely help strengthen the UK industry and help fill gaps where inclusivity and accessibility are concerned.

Such gaps surely include books featuring communication symbols.

There is a gem of a book, in this regard, from Sweden called Pelle In Space (Pelle på planetfärd ) by Jan Loof. In addition to the standard mainstream book, the publisher had also worked with a disability charity to create and

Completely missing are books to engage older children with sensory or learning difficulties

publish an alternative version with abridged text and Widgit symbols.

The book was also supported by a series of flash cards. Surely it is worth encouraging mainstream publishers to consider collaborating with specialist manufacturers or charities in this way to create accessible versions of books to supplement mainstream editions.

A series of board books from Italy called Pesci Parlanti features fairy tales designed for children with autism and created by a specialist, Enza Crivelli.

These are books designed specifically to be more accessible to those with reduced communication skills. Clear illustrations are printed on the righthand side, while the story is structured in simple sentences accompanied by Picture Communication Symbols (PCS) on the left-hand side. The pages are

Very few mainstream books take account of the needs of children with SEN.

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softly curved and feature a unique “easy turn” format – a simple but extremely effective enhancement to the standard board book.

Understanding sensory needs Books with tactile content are also, of course, of great value to many children with additional needs. In this area, the UK book industry could be seen to be quite prolific, producing many mainstream touch and feel books.

However, such books are aimed almost entirely at pre-school audiences. As a result, themes are generally limited – as is the range of textures and shapes.

Completely missing are books to engage older children with sensory or learning difficulties – books with real narrative, supported by relevant, varied and stimulating tactile experience.

To support a diverse range of needs, tactile books need to offer meaningful and identifiable shapes, as opposed to random patches of fur.

The book industry also needs to look for opportunities to include Braille in a few mainstream books, ideally also supported by tactile/embossed images or Braille descriptions of images. Braille must be appropriately sized, spaced and projected from the page to allow the desired audience to read it.

There are also ways of ensuring deaf children are better supported, although at the moment there seems to be an absence of British Sign Language (BSL) in the mainstream book landscape.

Whilst ideally some books could include BSL throughout, even simply including a glossary of signs at the end of a book could really help deaf children.

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offer an important opening into the world of reading. Similarly, large-format books are of huge value in supporting group readings.

Positively speaking More positive images of disability are unarguably needed within the children’s book landscape. Historically, disability has tended to be depicted in a negative light, with disabled characters being associated with evil, unfortunate or less pleasant traits. It is also worth noting that we all have a natural “negative bias”, meaning that anything of a less positive nature has a greater effect on our processes than the same levels of positive or neutral matter.

More recently, many books may have tended therefore to go to the other extreme, glamourising disability, or presenting disabled characters as having exceptional powers or inevitably saving the day. As such, in a desire to present a positive and inclusive picture of the disabled child, the children’s book landscape risks failing to show reality. Books, in the UK in particular, are also at risk of trying to “play it safe”.

Stereotyping has also been a common pitfall in children’s books, particularly where the form of disability featured has not been

Books also need to avoid sensationalising conditions such as autism or showing only extremes

adequately researched. Many of the most convincing depictions of disabled people are written from personal experience or after having clearly undertaken extensive research, thus helping ensure authentic depictions. Books also need to avoid sensationalising conditions such as autism or showing only extremes.

The landscape must reflect a range of different experiences of any condition, to ensure that readers see a spectrum of different views and experiences, as opposed to a single story.

In terms of good practice, there are many books which have adopted innovative ways of looking at disability.

Particularly worthy of note where deafness is concerned, for example, is a book called Answer Me Leila by Nadine Kaadan, published in Syria. This beautiful picture book tells the story of

a deaf princess, based very loosely on Rapunzel. However, in this case, the princess is an empowered figure, while her prince learns that it is he who must change, not her. Another highly original title, Zitti’s Cake Shop (La pasticceria Zitti) by Rosa Tiziana Bruno, features a deaf pastry chef and explores the extraordinary and universal properties of food as a form of communication, reminding us that real understanding does not always need words.

Turning interest into reality In conclusion, it is admittedly an exciting time for children’s books, with healthy industry growth and genuine interest in diversity and inclusion. So surely now more than ever is the time to take action to strengthen the UK’s provision for children with additional needs. Books such as those highlighted in this article don’t just serve to improve accessibility for a minority but they actually enrich the landscape and improve understanding for us all.

Looking forward, let’s hope that many more of the thousands of children’s books each year genuinely include the perspectives, needs and experiences of all children.

Further information

Alexandra Strick is the co-founder of Outside in World, a small not-for-profit organisation set up to celebrate books from around the world, particularly children’s books in translation. With funding from Arts Council England and the Unwin Charitable Trust, the organisation ran a project called Reading the Way to identify books originating from other countries which were significant in terms of being accessible and/or inclusive.

The project’s findings have informed this article: www.outsideinworld.org.uk To be inclusive, books should feature more everyday, realistic portrayals of disabled people.

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SEN PUBLISHING Advertisement feature

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Books are Stories for Feelings for Children: seven short, fun allegorical stories. Themes include loss, worries and selfesteem. The Forever Tree and Little Acorn and the Great Big Happy Hug are both interactive narratives. Just Be with Bizzy Bee is a simple story with rhyme and relaxation activities.

Other nurturing products include Imagine! CD and audio – eight interactive/relaxation narratives with music and Story Therapy® teddy with match-emotions game.

Available on Amazon or via the website, products should interest children aged five to 11. For details, including The Friendship Adventure project for schools/children’s groups, see: www.hilaryhawkes.co.uk/strawberryjambooks

Teaching the reading brain Dr Duncan Milne, neuropsychologist at Dyslexia International, will present a seminar, Teaching the reading brain, at the TES SEN Show in London (see preview on page 103) at 11am on Saturday 6 October. This introduction to reading in the brain will combine cognitive neuroscience research with best educational practice.

For details of this and other seminars at the TES SEN Show, go to: www.tessenshow.co.uk/seminars SENISSUE96

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Alone in the mainstream Craig Goodall talks to young people with autism about their experiences of school

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n increasing number of pupils with autism are being placed in mainstream school, particularly those who are more academically able, yet research indicates that not all of these young people are able to cope there (for example, Conn, 2014; Humphrey and Symes, 2010; McGillicuddy and O’Donnell, 2014). The existing literature mainly focuses on the perspectives of adults, such as teachers and parents, and not on the lived experiences of the young people themselves. As Wing (2007) questions, “why do we not find from the children themselves what kind of schooling is best for them?”

This article explores some of the educational experiences of twelve autistic young people (aged 11 to 17 years), their advice on how mainstream education can be improved and what inclusion means to them. These young people took part in the author’s doctoral research.

I kept on saying, every time bad things happened, that I wished I was dead

Dreading school Several participants described the negative impact mainstream school has had on their wellbeing and the difficulties that they experienced in getting through the school day.

“My time at primary school was very stressful”, said Sarah-Jane. “At secondary school, the difficulties got worse. I found it very difficult and stressful to cope in a large secondary.

You know what? I am not doing this [secondary school] anymore. I am physically, mentally and emotionally drained… I am done with this. Talking

about it [mainstream school] makes me angry… very angry and upset.”

Dan explains the mental trauma he lived with on a daily basis: “School was always awful. I went through a bit of severe depression. I kept on saying, every time bad things happened, that I wished I was dead. I have to go to school [sad expression]… I was always dreading it. I just can’t stand it and then I would go a bit crazy at times which would make me feel even worse.”

For Wade, “School was toxic. It was hell. At [X] school I was borderline suicidal.”

Jack also said that “School was hell”, adding that ,“I tried to run away from school. It was too much.”

Several young people spoke of the apprehension, dread and despair they felt before going to school.

“I never felt excited, always dread”; said Dan. “I would not want to get up, I wouldn’t want to open my eyes. I would wish I was still asleep. It was a never ending cycle, every day…”

Ro’s comments highlighted a similar fear of school: “The night before school I would put off going to sleep to put off school as much as possible… staying in bed as long as possible and getting up at the last minute.”

Constant unpredictability Young people elaborated on what underpinned these intense feelings of apprehension, including auditory sensory overload, social anxiety and social pressure that stemmed from the unpredictability and intensely social nature of the mainstream environment.

“I was stressed trying to cope with the noise, the large class sizes, the constant changing of classrooms”, SENISSUE96

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said Sarah-Jane. “Secondary school was very large with lots of corridors.

Asperger’s made it very difficult for me to cope with life in a large secondary school… It was awful moving to the next class. It was swarmed with people pushing, running, shoving. I felt closed in… like I couldn’t breathe as there were so many people. It was so difficult being in there all day.”

Wade echoed this sense of feeling claustrophobic and being overwhelmed by the noise and number of people.

It was, he said, too crowded and too noisy, the corridors were too small and the classrooms were too noisy.

Thomas drew an image of himself at school (below) to illustrate his frustration and offered a verbal description: “This is me pulling my hair out as I am so stressed at teachers… the stress of the day had built up. It was too overwhelming and every single class was really noisy. It is too crowded.”

Ro spoke of the social pressure, the unknown, dread and despair felt at break and lunch times, in particular using the school cafeteria: “The noise and if you don’t have a clique [group] to sit with, people in your class would be like ‘what are you doing here?’…

You had to find somewhere to sit every time. It was a new piece of pressure each time. I went through whole days without eating to avoid it.”

Five of the young people spoke of being bullied in mainstream school.

Wade described his experience: “The children were probably one of

the worst things there.

They would constantly bully you. There was physical harassment… I got kicked in the private areas, pushed and punched. I have also had pupils make verbal sexual comments towards me.”

He illustrated his experiences (right) Wade’s drawing illustrates his bullying at school. and supplemented his drawing with a short verbal description: “There was a weight on even more isolated as I missed out my shoulders all the time. Other pupils on the chance to play with anyone at lunchtime.” are shouting 'kill yourself’, the most common slur. This made me suicidal Jack reported similar problems: “I and teachers tried to help but it got like getting out at lunch and break time. too much.”

Since I never really liked the homework, I didn’t do it. But every time it was break time I had to stay inside to do it.”

A lack of flexibility in teacher pedagogy is a barrier to accessing the curriculum and to experiencing enjoyment of education, as SarahJane’s comment highlights: “I was always much slower to understand any new topic and always found that I was slower to finish my work. I found it difficult to follow the lessons.

Feeling isolated Participants involved in this small I was switched off. If the support study experienced isolation from was there I could have accessed the their peers, and they were also curriculum. There was no differentiation isolated physically and academically in classwork or at home.” by some of the teaching practices For Sarah-Jane, being treated the and approaches used for curriculum same as her peers through the use of auditory mental maths as a means of delivery. For example, opportunities for social interaction and friendship assessment proved exclusionary as building were curtailed for she has auditory processing difficulties, some students by having something which she contends to catch up on missed was ignored. homework during break time. These practices Improving education exacerbate isolation, The young people offered many ideas on how education could be improved loneliness and feelings of being an outsider. for them, including changes to the Sarah-Jane explained: school environment, teaching practices “At primary school I was and teacher mentality. often kept in at lunchtime to complete my work >> Thomas’s picture of feeling stressed and overwhelmed at school. and this meant that I was

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There was no differentiation in classwork or at home.

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They do not feel valued as individuals or secure to “be themselves” They said they each want and need to be respected and valued as an individual person and not viewed as part of homogeneous group because of the shared autistic label. Jim described his ideal school as very relaxed and called this the “school of identity” – where people can be themselves.

The young people said they need the necessary (and not just equal) support to be implemented to ensure they can not only access the curriculum, but also be included in the learning and community of the classroom.

Ro spoke of wanting teachers to care more about them as people than about their academic results: “Actually start caring about the students rather than the results they give you. It is about teaching the children and not only caring for the results… each child has their own individual needs.”

Participants outlined simple strategies that they felt would be helpful, some of which are relevant to just one participant, while others could be more broadly applicable. These include: breaking work and instructions down into more manageable chunks (Stephen); supporting instructions visually; being able to use ICT more often to present work (Jack, as he found writing uncomfortable); having alternatives to auditory mental mathematics to help with processing difficulties (Sarah-Jane); using a child’s own interests to engage them (Dan); being given time to socialise with peers (Jack); showing flexibility in the amount and content of homework (Jack); and, providing homework in written form rather than relying on the young person having to block out the noise of others to write down the task that is being given to them orally (Sarah-Jane).

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the time and energy to offer each young person the support they need, while also reducing sensory overload and enhancing the predictability of the classroom. They also want more breaks and safe spaces to use when stressed.

This, for Jim, “is to get away from it all for a bit.”

Supportive teachers Sarah-Jane offered comprehensive advice on what for her makes a good supportive teacher and education that is accessible, suitable and (more) inclusive. She said a good teacher: • is someone who takes time to listen • understands the difficulties and problems that a young person with an autistic spectrum disorder (ASD) faces at school • realises that a person with ASD has sensory issues with noise and crowds, and provides support and help when necessary • realises that it can be difficult for someone with ASD to make friends • provides an alternative to playground activities, such as a quiet, reading/games room • understands how to provide social activities to try to help the person with ASD to be an accepted member of the class/ year group • understands that planned activities might need to be changed to meet the particular needs of someone with ASD • would provide a quiet area in class for those with ASD who need some time out • takes time to explain activities • listens to parental concerns • is patient, kind, understanding, helpful, considerate, calm and, above all, doesn’t shout a lot.

Inclusion For the twelve participants in this study, inclusion is not happening in mainstream schools because:

• there is a lack of support and understanding from teachers (and for some, from their peers) • they do not feel valued as individuals or secure to “be themselves” • they feel like an unnoticed outsider rather than someone who belongs to the group.

Robert provided an analogy to illustrate his thoughts on inclusion: “It wouldn’t be fair on students if everybody was in one school because people learn at different speeds, some faster, some slower… I believe this isn’t right, as the child might not be able to cope. It is just like an ingredient… like a big pot… you can’t just throw every ingredient in… only certain ingredients work with other ingredients.”

For these students with autism, inclusion is defined as belonging and being valued. It is about being able to be yourself because you are respected and accepted by teachers and peers.

It is about having relationships with others, being happy and safe and being part of the school community, rather than being the outsider looking in. For these young people, inclusion is not wedded to mainstream school; it is a feeling (a sense of belonging) and not a place (whether mainstream or otherwise).

As Sarah-Jane said, “I think it [inclusion] can be in any school; if the support isn’t there in mainstream, then it will never be inclusion… it can’t be inclusion… you can’t belong or be included if the help isn’t there. It takes an awful lot of support and thought from the teacher to make sure children are included.”

Further information

Dr Craig Goodall completed his Doctor of Education degree at Queen's University, Belfast. He is a teacher in an alternative education provision in Northern Ireland.

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FUNDING 4 EDUCATION Advertisement feature

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to give your school the opportunity to provide an immersive experience for your students’ requirements.

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AUTISM Advertisement feature

Working as a Hesley Group speech and language therapist As a specialist provider for people with autism and complex needs for over 40 years, Hesley Group brings together a wealth of knowledge, expertise and skill to support the people within its care.

A multi-disciplinary team works together to enhance the lives of the people we support and I am very proud to contribute to this team as one of their speech and language therapists. Being based on site, I work daily with occupational therapists, support workers, psychologists and therapy assistants to provide a holistic approach to supporting individuals to develop skills.

The Speech and Language Therapy Team provide training and resources to ensure that our provision is an inclusive communication environment, creating opportunities for everyone to understand the information around them and to express themselves. We work collaboratively with other professionals to facilitate access to other therapies and activities. For example, I worked with the occupational therapist to advise on creating accessible recipes that can be used to encourage people to participate more fully in cooking healthy meals. We also provide accessible information to facilitate access to psychological therapies such as sexual education.

With our service, we encourage the people we support to participate in making decisions, not only about their own lives, but also decisions that affect the site and environment as a whole. For example, the Speech and Language Therapy Team facilitate a meeting every month, where the people we support can make comments and choices about a range of aspects. Most recently, the meeting was used to choose the new names for our meeting rooms, to make them more exciting! After the people in attendance gave some ideas, we asked a wider group of people living within the service to help us to choose their favourite ideas, using pictures and symbols. This allowed for people with a range of communication needs to take part.

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Enabling communication As a speech and language therapist, I provide assessment of each person’s communication and work with them to achieve their potential.

This includes providing accessible information to explain events and to help people to understand their daily routines. For example, I recently provided photographs of the route a person would take when they moved house, which aimed to increase her understanding and familiarity with where she would be going. She was able to successfully move to a house that was more suited to her needs without causing her great anxieties.

Communication is often a key function of behaviour that challenges, therefore I work to problem-solve and to teach people more effective and appropriate methods of communication. Developing communication skills can have positive impacts on all areas of a person’s life, giving them more control, independence and more opportunities for social interaction. I recently worked with a particular person to teach him to use Picture Exchange Communication System (PECS) to make requests for items he wanted. Over time he has developed this as a functional method of communicating his needs, which has had a surprising consequence. Previously, he would frequently put his lunches in the bin and it was believed that he did not like the food that was being cooked for him due to him not liking healthier foods; however, since learning PECS he frequently requests a sauce with his meals and is eating more of his lunch with the sauce, which he was previously unable to communicate.

I am proud to be part of such a dedicated team of professionals here at the Hesley Group and I am proud of the amazing achievements the people we support achieve. The multidisciplinary team works extremely well together and this holistic, collaborative approach is helping the people we support to achieve their goals.

You can find out more about our speech and language therapists and other members of the Therapeutic Services Team by visiting our website at: www.hesleygroup.co.uk

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AUTISM Advertisement feature

Coping with SPD A new book by Dana Latter which is co-authored by Dr Leonard Press, a global expert and leader in vision therapy, helps a mother shed light on a condition not yet recognised by the medical community.

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Access arrangements in external exams Pearl Barnes provides a useful guide to ensuring applications are compliant with JCQ regulations

A

ccess arrangements in public examinations – such as GCSE, BTech Diplomas and A Levels – are special arrangements which are agreed prior to the exam series and put in place to prevent a candidate from being placed at a substantial disadvantage when compared to their peers. They are, in essence, a reasonable adjustment for candidates who experience substantial difficulties or disabilities. They must not advantage a candidate but are implemented to provide a level playing field where a candidate has a specific area of difficulty which would otherwise create a barrier to demonstrating their true potential.

The Joint Council for Qualifications (JCQ) are the regulatory body for authorising applications for access arrangements and publish new regulations every year in September.

Each arrangement should be considered according to the individual needs of the candidate New applications must be based upon the most recent access arrangements regulations.

There is a wide range of arrangements which can be implemented, and each one should be considered according to the individual needs of the candidate on a case-by-case and subject-by-subject basis. In most instances, applications are made online, following the gathering of evidence and completing of a Form 8. However, not all applications require processing online and not all

applications require the gathering of evidence.

No application or evidence needed The following access arrangement do not require an application online or evidence to be held on file: • separate invigilation within the centre • CCTV • coloured overlays • low vision aid/magnifier • amplification equipment • colour naming for a candidate who is colour blind • coloured paper or enlarged paper • optical character reader • bilingual translation dictionaries.

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Access arrangements should level the playing field for pupils, not give them an advantage.

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No application needed; evidence is needed The following access arrangements do not require the completion of a Form 8, but do require substantiating through evidence: • use of a word processor/laptop • supervised rest breaks • prompter • read aloud • sign language interpreter • alternative accommodation/site • bilingual translation dictionaries and ten per cent extra time.

In each case, evidence for the reason the arrangement is applied must be held on file, and the substantial and long-term impact of any SEN and/ or disability upon the candidate’s working provided.

Complex needs and EHC plans Form 8s are not necessary when applying for access arrangements for candidates with complex needs, such as social, emotional and mental health needs, particularly where there are other professionals involved, such as child and adolescent mental health services (CAMHS). A Form 8 is now also not necessary where a candidate has an education, health and care (EHC) plan, as the plan should outline any special arrangements which are needed in exams. The centre should hold a letter on file to state the requirement for the arrangement is approved and evidence for the need is gathered.

Application online needed and evidence needed Access arrangements should be processed online for the following arrangements: • 25 per cent extra time • extra time between 25 per cent and 50 per cent • over 50 per cent extra time • reader or computer reader • scribe/speech recognition technology • oral language modifier (OLM) • practical assistant.

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Form 8 is essentially a working document which summarises all the information regarding the candidate’s needs

There is usually a requirement for a specialist assessment by a specialist assessor, as the candidate would usually have cognition and learning needs which call for the access arrangements to be implemented.

Where an application is processed online, a Form 8 must be completed.

This should be treated as an application form and essential information is required. The Form 8 is essentially a working document which summarises all the information regarding the candidate’s needs.

Evidence of need and normal way of working In all cases, when making a judgement about whether an access arrangement is necessary, there should be clear evidence of need, and the arrangement should be the candidate’s normal way of working. For instance, for a candidate with a visual impairment who uses text-to-speech software, this is their normal way of working as without this concession, they would not be able to access the exam papers.

Completing the Form 8 has become much more complex over the years. There are three sections: A, B and C. It is the responsibility of the SENCO or specialist assessor to complete the Section A before the specialist assessment takes place and in collaboration with the candidate’s teachers. This requires gathering information from the teachers relating to: the candidate’s persistent difficulties; how these difficulties have impacted upon teaching and learning within the classroom; and

the candidate’s normal way of working within the setting, including the support which is routinely given and any reasonable adjustments which are routinely made for the candidate to access the environment.

Completion of Form 8 Section A Section A is a pen portrait of the candidate’s needs and requires the gathering of evidence before being completed. It is recommended that the SENCO keep a document wallet for each candidate and gather the following information, where available, before completion: • KS2 SATs results • screening test results, such as CATS and MidYIS • comments regarding the candidate’s normal way of working in class • details of intervention strategies and approaches • the candidate’s IEP/ILP demonstrating the support provided in the past or present • comments and observations from support staff, including learning support assistants or teaching assistants • the current arrangements made in internal tests, including the use of the concession where it has been applied • the candidate’s view and selfreported difficulties • information regarding the diagnosis, such as former assessment reports.

The following questionnaires should be used to gather the evidence required to complete the Section A: • teacher and support staff questionnaire, to obtain the views of the candidate’s teachers, evidence of need for concessions and the candidate’s normal way of working/ adjustments that need to be made in class • feedback on exams questionnaire, to obtain WWW.SENMAGAZINE.CO.UK

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evidence of use of the concession in each subject; this should detail the use of the concession and the impact it has made upon performance • student questionnaire to obtain their views of the need for, and use of, the concession.

It should be noted that there is no requirement to obtain the views of parents, but it is advisable that the centre considers its own policy of consulting parents about their views.

Form 8 Section A must: • be completed either by the SENCO or the specialist assessor working for the centre.

• be completed before an application for exam concessions is made and before a referral for specialist assessment • paint a history of need and a picture of current need • be completed following consultation with the candidate’s teachers, demonstrating a need for the concession and how it is used • demonstrate clearly a need for the exam concession being applied for

Include comments from the candidate themselves regarding what they struggle with

• •

• demonstrate that the candidate is at risk of being placed at a substantial disadvantage if they are not granted the concession • make reference to the candidate’s IEP/ILP or use within internal exams and tests.

Section A currently consists of three questions/requirements.

Section A Part 1: Provide relevant information/evidence of the candidate’s persistent and significant difficulties (i.e. what is the candidate’s history of difficulties?)

To complete this section, you need to include the following information: • the diagnosis/specific areas of difficulty; for example dyslexia • the history of need; for example how the difficulty was first identified and when, what support was put into place and what has happened over the

Access arrangements must reflect a pupil’s normal way of working.

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years as a result of the identified need the support that has been provided in the past, such as at primary school baseline tests, SATs, CATs and any screening results previous specialist assessment results any other relevant background information available.

Section A Part 2: Show how the candidate’s disability/difficulty has impacted on teaching and learning in the classroom (i.e. what are the candidate’s current difficulties in the classroom, tests and examinations?)

Complete this section in collaboration with those who support the candidate on a daily basis, such as the teaching and learning support staff. Include the following information: • current barriers to learning; for example slow reading speed • comments from the candidate’s teachers relating to what they find difficult in class; for example, the candidate may persistently struggle to complete their work in time, and maintain focus and concentration, requiring regular breaks or prompts • comments from the candidate themselves regarding what they struggle with; for example, the candidate may find they struggle where there is a lot of background noise • comments from any support staff working with the candidate regarding what the candidate finds difficult; for example, the candidate may continue to struggle to read accurately, leading to mis-reading and mis-interpreting subject-specific vocabulary • anecdotal evidence from previous exams/tests regarding the persistent difficulties; >>

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for example, the candidate persistently runs out of time or struggles with anxiety, taking time to calm down.

Section A Part 3: Detail the candidate’s normal way of working within the centre, the support given and how this relates to the proposed arrangement(s). (i.e. what support and adjustments are in place for the candidate in the classroom, tests and examinations?)

This section relates to what the candidate needs in order to overcome their substantial barriers to learning.

The support provided in exams must reflect the differentiated and tailored support provided within the classroom.

This section needs to be completed in collaboration with teachers and support staff. Include: • notes and comments from teachers regarding what they do differently to support the candidate, such as allowing them longer to complete a task • notes and comments from support staff; for example, they usually read the questions for the candidate • notes and comments from the candidate • evidence of support provided in recent exams and tests • any other support which is regularly provided, such as additional support groups.

Form 8 Section B This section is completed by the SENCO, following specialist assessment and in collaboration with the specialist assessor. The SENCO states which access arrangements will be applied for based upon all the evidence gathered from teachers, support staff and the specialist assessment.

Completion of Form 8 Section C Following completion of the Form 8 Section A, the candidate will need an updated assessment by the specialist assessor for the centre, which must SENISSUE96

The assessor must be qualified to Level 7 or equivalent in assessment

The best time to conduct the assessments is probably at the end of Y9/beginning of Y10 when there has been time to gather the evidence of need and the candidate has chosen their course of study.

The goal take place after the start of Year 9. The Section C is then completed, which must comply with JCQ regulations in the following ways: • all assessments must be appropriate for the assessment criteria itself; for example, assessment of reading accuracy must be an untimed single word test • all assessments must be the most recent editions of the tests which are nationally standardised; for example, GORT5 not GORT4 • the candidate must be within the age-limits of the test; for example, the DASH cannot be used for 17years+; the DASH 17+ must be used • the assessor must be qualified to Level 7 or equivalent in assessment • the assessor must conduct all the tests themselves in a one-toone environment • the assessor must sign and date the Section C themselves • the assessor cannot use previous test results to complete Section C • the assessor cannot be a student studying for an assessment qualification; they must already be qualified • where a test has been discontinued or abandoned, test scores must not be quoted • screeners cannot be used for Section C completion, but can be used as supporting evidence • the assessor must uphold the integrity of the assessment process and conduct the tests with integrity and honesty.

The goal for the candidate should always be independently working to reflect everyday life, and any arrangements considered should facilitate this. For example, a candidate with poor reading accuracy may benefit from the use of a reading pen or text-tospeech software rather than a reader.

It is the role of the SENCO, senior leadership team and governing body to familiarise themselves with the entire contents of the JCQ Regulations, relating to access arrangements in order to ensure their setting complies with the national standards; it is their role to make the final decision over the access arrangements being applied for.

Access arrangements are an essential mechanism for candidates who would otherwise struggle to demonstrate their true, academic potential and consideration of the most appropriate arrangement should be given for all candidates with SEN and disabilities.

Further information

Pearl Barnes is an SEN consultant and specialist assessor and a former president of nasen: www.sendiss.co.uk Information on access arrangements for JCQ members (the eight largest providers of qualifications in the UK) can be found at: www.jcq.org.uk

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CHOOSING THE RIGHT SCHOOL OR COLLEGE

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Who’s afraid of special schools Bernadette John outlines some of the key considerations when looking at a special school for your child “We want him to have the influence of mainstream children around him”.

“We don’t want to close down her opportunities”.

“We don’t want him shut away from the rest of the world”.

These comments are typical of the reactions of parents when any mention is made to them of a special school for their child. Families often have to make decisions when they are in a crisis situation, when their son or daughter is failing to get adequate support in mainstream. It can be very hard for them to accept that a specialist placement is exactly what their child needs.

Why are parents so afraid of special schools? For some, it’s a fear of the unknown. The vast majority of people have never set foot in a special school and the public perception of them hasn’t moved on from some of the desperate institutions of the 1950s. Then there’s a leap that parents have to make – as let’s face it, no-one ever put their child’s name down for a special school at birth. It involves a re-imagining of

the life they may have planned, with its stylishly kitted out nursery and its perfect children splashing in the clear blue seas of holiday adverts.

On top of that, the presumption of inclusion, with its utopian vision of mainstream children and those with SEN learning effectively and equally alongside each other, can be misleading; parents are unaware until they try it that for some children with SEN, mainstream results in a miserable school life. Despite the hard work and good intentions of the best mainstream schools, they are often not adequately funded or resourced to deal with more significant needs and, in the worst cases, the schools lack any clue about SEN teaching or even a will to help.

Baroness Warnock, who wrote the eponymous 1978 Report on which the 1981 Education Act was founded (which introduced the policy of inclusion), said earlier this year that this bias towards inclusion may have caused harm to some children. She also claims the policy was a misinterpretation of the

For some children with SEN, mainstream results in a miserable school life

Report committee’s findings. “There was nothing in this image that required all children to be taught in the same classroom. It required only that their needs be met,” she said. “It was obvious to most of the committee, by the end of our deliberations, that for some children, and especially autistic children, being part of a class of rowdies – not only noisy, but liable to knock into you – was nothing but torture and a bar to learning. Another risk in an inclusive class was that the children with special needs would be taught mainly by teaching assistants, not qualified teachers, still less by those qualified in teaching children with SEN.” That isn’t to say that special schools are always the best option. There are some shockers in this category, just as there are in mainstream, and some children, with some types of special need, will be better off in a mainstream environment.

When is special best?

So just how can a parent decide which will be the best type for their child? The first thing you must do is completely upend your usual way of thinking about schools. We are ingrained into thinking Mainstream schools often struggle with an individualised approach to learning.

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Some special schools base teaching around the specific interests of the child.

that a child’s academic standing should be the guiding light, so that if they have high cognitive scores, no matter what else is going on in their lives, a selective school is where they should go.

But when you are dealing with SEN, you must think about the needs first, and the academic considerations only second. Children with high functioning autism, for example, may produce assessment results which suggest they are capable of a full set of GCSEs at top grades. But the social and sensory pressures of mainstream environments can mean they spend their days cowering in the toilets, attempting to flee school, or at worst, becoming a school refuser or having a mental breakdown through the stress.

Or, they might just about manage to get through the school day, but the strain of masking all day means your evenings are a carnage of meltdowns, which isn’t sustainable, and is a sure sign the child is in the wrong school.

A lot of parents are unaware that there are special schools where children take a full set of GCSEs – that have all the labs and cookery and DT rooms of a mainstream – and from where some pupils even progress to university. The difference comes in the understanding of and expertise in the child’s additional needs.

In a mainstream, therapy provision will only ever be a bolt-on, and when it is supplied by the NHS, you’ll find it extremely scant. So if your child has significant therapy needs, she SENISSUE96

You may have a child who understands quantum physics, but who can’t get himself to the corner shop

is likely to be better off in a special school, where the therapy is infused throughout the school day, and where class teachers are guided in their approaches by therapists. For example, at one specialist school for children with speech and language impairments, a science class was adapted for children who cannot pick up vocabulary in the usual way. Before she could teach about rock formations, the teacher spent a good part of the lesson teaching children to understand what the word permeable meant; they repeated the word and its meaning many times, clapped out the syllables, and finally the teacher threw a cup of water over herself to show that she is not permeable.

You must also think about how your child acquires life skills. You may have a child who understands quantum physics, but who can’t get himself to the corner shop. Children in mainstream learn the life skills for adulthood largely by osmosis, but children with SEN may need specific teaching in how to plan

a journey, organise meals and manage money, and their timetable will include such sessions.

When it comes to behavioural issues, you may know that your child’s behaviour is an expression of fear, or a result of rigid thinking, or occurring because his slow processing is leaving him behind and putting him into a panic. In special schools for these conditions, this is all fed into their approaches; in a mainstream school with a behaviour code to adhere to, you might find yourself being called in continuously, and your child threatened with exclusion. When you visit a school specialising in behaviour you often can’t spot a child with behavioural difficulties; they can be transformed when the anxieties of mainstream drop away.

And you also need to consider the curriculums on offer in each sector.

Mainstream curriculums may not offer the opportunity to be examined by continuous assessment for children whose autistic spectrum disorder (ASD) or mental health problems mean they will crumple in exam season; or the breadth of qualifications for those with spiky profiles who might be working at the level of an 18-year-old in maths and a seven-year-old in English.

Finally, don’t forget the social aspects of school. A child who struggles with social interaction can end up ostracised, bullied and at risk.

I’m aware of two cases recently where children with social communication issues have been expelled by schools, in both cases because they were set up by other children and ended up carrying the can for a drug deal and for texting nude photos.

So think about every aspect of school life and ask yourself: just how well can your child operate in a neurotypical/mainstream world?

Finding the right special school If the decision between the two sectors is difficult, finding the right school will WWW.SENMAGAZINE.CO.UK

CHOOSING THE RIGHT SCHOOL OR COLLEGE

be harder. There is no perfect school; you have to decide on the best one among a range of imperfect options.

Parents are always put off when they visit a special school and see children who are more severely affected than their own. But it is less of an issue than you might think. Children in special schools all work on individual curriculums and they tend to group them by ability rather than in strict age bands, so it doesn’t matter so much if there’s a wide spread of ability; they would only offer a place if there is a cohort your child fits into.

There is no door clanging shut behind them; schools will often make arrangements to take a child out to a nearby mainstream for lessons where they have a particular aptitude, and if they feel the child no longer needs specialist provision, they will be the first to suggest a move out to mainstream.

When you visit, ask the school how they will cater for your child’s particular strengths and aptitudes.

The flexibility within a special school can mean children do a lot better than when they are strait-jacketed by a mainstream curriculum. At one school, a boy who has a strong interest in planes and flying, and no interest in learning anything else, won’t complete literacy tasks; so instead, they ask him to write pilots’ logs. He’s not interested in geography, but ask him to map out

a flight path, and he will detail the rivers, mountains and terrain the plane will cross.

At a school with a specialism in pathological demand avoidance (PDA) – a condition which is an absolute nonstarter for mainstream – children in their PDA hub have curriculums built entirely around what interests them; they wouldn’t do the work otherwise. One boy’s work all revolves around football: the maths involves estimating crowd capacity or calculating average goals scored. A girl there learns everything through arts and crafts activities and her tutorial room is swathed in fabrics.

At one specialist college they take pupils who are disengaged with learning, but highly motivated by horses. So the whole curriculum is taught through horses. Maths involves weighing out feed and mixing it in the right proportions, and literacy is encouraged through documenting each horse’s care.

A sign of a good special school is a rich extra-curricula offer. The best go out on trips no matter how many hurdles that presents. One school for those with profound disabilities takes children out on hospital beds and with oxygen “because otherwise it wouldn’t be fair”. Look at noticeboards and newsletters; are there hiking trips, music performances, games against other special schools and interesting

There is no perfect school; you have to decide on the best one among a range of imperfect options

visitors coming to speak to them?

There should be.

Think about the location, especially if it’s a residential setting. A school surrounded by countryside can be appealing, but if it’s difficult to get to, or doesn’t have a ready supply of labour nearby, you may see the undesirable effect in constant staff turnover, use of agency staff, and desperate recruitment of less than ideal people.

Be warned though, that you will need an education, health and care (EHC) plan for a special school place, and your local authority will resist an application because it is costly. And competition for places is stiff. One head of an autism unit reports that she had 180 applications for a dozen places: “harder to get into than Harvard,” she said.

Further information

Bernadette John is SEN director at The Good Schools Guide, which reviews special schools on its website and has a consultancy service advising parents on the right school for their child: www.goodschoolsguide.co.uk

Learning life skills can be just as important as the formal curriculum.

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CHOOSING THE RIGHT SCHOOL OR COLLEGE

helping parents choose the right school

The best source of information on independent and special schools • Find, shortlist and compare more than 6000 independent and special needs schools • FREE, impartial and detailed information on schools • Tailor your search to meet your child’s specific requirements • Search for mainstream schools offering expert provision for special educational needs and/or for special needs schools • Search by location, school type, facilities, subject or sport

Find us at

www.isbi.com

Or call 01980 620575 @isbischools Facebook.com/ isbischool

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CHOOSING THE RIGHT SCHOOL OR COLLEGE Advertisement feature

Our school offers a holistic approach which is unique and tailored to fit individual needs Options Higford, part of Outcomes First Group, is a specialist service providing care and education for children and young people aged eight to 19 with autistic spectrum conditions (ASC) and associated complex needs.

Set in 28 acres of rolling Shropshire countryside, Higford provides a safe, homely environment for the children and young people that live and learn with us. We offer an exceptional range of activities and amenities designed to promote the development of life skills and apply learning across different situations, including specially designed classrooms, a sensory hub, and a Forest Schools area.

“Pupil’s well-being is at the heart of everything that staff do.” (Ofsted) Our facilities and staffing are tailored to address both the shared priorities of learners with autism and the uniqueness of each individual student. The school is designed to accommodate up to 30 students within six class groups. The organisation of students is based upon a combination of age, individual learning needs and personal compatibility. The maximum class size at Higford is five students, supported by a teacher, tutor and three to four teaching assistants, dependent upon actual group size and individual need. This high ratio of staff to students is further complemented by our in-house multidisciplinary clinical team including a speech and language therapist, occupational therapist and clinical psychologist, who work closely with the education team to develop the communication and life skills of each individual.

“What has made the school effective for our son is the willingness of staff to offer him the warmth and unconditional acceptance to build relationships that allow him to progress. Our son has already been to two special schools but this is the first that has been able to meet all of his needs and not to try to fit him into someone else’s framework.” (Parent) The organisation of each school day is flexible to appropriately respond to the learning needs of each student.

Student’s personalised timetables incorporate independent learning, individual teaching and group teaching experiences, plus the opportunity for regular physical activity and sensory based activities.

The Higford Residential Care Team further enhance the curriculum through an extensive programme of after school, weekend and holidays activities. We work as a team with care

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“Pupils develop their personal and social skills exceptionally well”, having “trusting relationships with staff.” “All staff share a passion for pupils’ well-being and display this in their interactions with pupils.” (Ofsted) staff who reinforce and extend community based learning, leisure and life-skills, therefore providing a “24-hour curriculum”.

At Options Higford we take a person-centred and outcomes focused approach to providing care and education that is designed to help each student exercise choice and control, increase their confidence and prepare them for adulthood. We believe that education should be individually tailored and delivered in a variety of environments, with a curriculum that encourages the development of functional communication, social and life skills as well as academic achievement and community access.

Each student’s individual learning abilities, requirements and holistic and academic progression are consistently monitored to ensure that support remains proactive, learning opportunities are maximised and every individual achievement is celebrated.

If you would like to know more about Options Higford School, please visit our website: www.optionsautism.co.uk/options-higford

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CHOOSING THE RIGHT SCHOOL OR COLLEGE

Blossom Lower School Christopher Place Blossom Lower School is a specialist school for children with speech, language and communication difficulties aged from 3-11yrs. It is recognised as ‘Outstanding’ by Ofsted.

Blossom Lower School has a unique atmosphere created by a dedicated, highly competent and wonderfully caring staff. Specific strengths are acknowledged and weaknesses are supported, so that each child ‘blossoms’ and has the opportunity to fulfil his or her potential.

Although many of our pupils have some associated difficulties such as fine motor problems or poor organisational skills, all are within the broadly average range of cognitive ability. We provide an integrated, holistic programme of learning and therapies in a caring and highly supportive environment.

14 Christopher Place, Chalton Street, London, NW11 1JF Telephone: 020 7383 3834 Email: admin@blossomhouseschool.co.uk Website: www.blossomchristopherplace.co.uk

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Advertisement feature

Vocational skills and employment opportunities for young people with autism at Prior’s Court A residential school for young people with severe autism has an innovative approach to helping students into work placements and employment.

Well aware of the challenges many people with autism face transitioning into life after education, Prior’s Court has developed a purpose-built bakery to provide employment opportunities and life skills.

The project expands on the successful vocational skills and work placement programmes.

The bakery is headed up by an artisan bakery manager, supported by young people with autism.

Penny Taylor, Care Skills Manager explains: “What we’re doing is taking the teaching methods we use on a daily basis in the classroom, and applying them in a commercial working environment.

“No matter what their ability, we can adapt tasks to enable all young people to get involved. Whether they play a small part, or are part of the whole process it’s very inclusive. They WWW.SENMAGAZINE.CO.UK

may be best suited to kneading, weighing, packing or front of house.

It’s about finding the right tasks for the right people.”

Before coming to the bakery, all the young people will have completed training in food technology, including essential hygiene and safety training and accreditation.

Penny says: “By using structured teaching, schedules and visual cues we can enable the young people to carry out their tasks in a real work space. Training is equally important for practitioners too, as they’re supporting young people through the process.

“There’s a real sense of achievement for our young people when they see the bread they made come out of the oven.

It provides working opportunities many parents may have thought they’d never experience, but it also gives them important life skills.”

To find out more about the bakery or Prior’s Court, go to: www.priorscourt.org.uk SENISSUE96

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Practical Strategies for Supporting Emotional Regulation in Students with Autism: Enhancing Engagement and Learning in the Classroom L. Blome with M. Zelle Jessica Kingsley Publishers £14.99 ISBN: 978-1-78492-778-2 In this book Blome and Zelle combine their professional training in speech and language pathology and early years special education settings to provide support for those working with students on the autistic spectrum. Their integrated approach draws on elements of positive behaviour support and structured teaching, set within the context of inclusive classrooms.

The authors identify three strategies that they believe are key to interventions: providing processing time to decrease frustration; the use of simple language that is concise and specific; and the use of visuals such as gestures and facial expressions.

Each chapter provides examples of practice and concludes with a summary of benefits, tips and strategies that can be applied in school. These summaries are particularly useful as reminders for effective practice.

They would also be of benefit to parents seeking support to manage oppositional behaviours and frustrations.

Areas covered include transitions, circle time, limiting choices of actions and managing sensory dysregulation.

The advantages and disadvantages of incentive charts are discussed and examples of some of their favourite charts are illustrated.

The book closes with appendices that provide onepage summaries of the most significant steps in managing emotional regulation and some sample goals and situations.

This is a straightforward and informative guide.

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The Neurodiverse Classroom: A Teacher’s Guide to Individual Learning Needs and How to Meet Them V. Honeybourne Jessica Kingsley Publishers £14.99 ISBN: 978-1-78592-362-3

The author is a writer, trainer and senior advisory teacher who has also published in the field of autism. In the introduction to this book, she writes about the impact of receiving a diagnosis of Asperger’s syndrome in her 20s and how this affected her choice of career. She stresses that the book is written from the perspective of individuals being “different” rather than “disordered”, with an associated acceptance and recognition of diverse needs.

Honeybourne sets out to explain the concept of neurodiversity in the context of educational settings. She maintains that the concept is based on the principle that this diversity represents a variation of differences rather than pathology. It is a view that acknowledges that dyslexia and dyspraxia, for example, exist, but proposes that students will benefit when their challenges are viewed from a more positive perspective.

Topics covered include: the benefits of the neurodiversity paradigm; understanding the characteristics of a range of learning differences; the development of effective communication strategies; physical accommodations in the setting; teaching and learning strategies; and student wellbeing.

This is a well-constructed argument to support the concept of neurodiversity. It offers an accessible overview of this approach, combined with practical strategies and a comprehensive resource section that includes checklists to support interventions.

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BOOK REVIEWS

Managing ADHD in School: The Best Evidence-Based Methods for Teachers R. Barkley PhD

Developing Tenacity: Teaching Learners How to Persevere in the Face of Difficulty B. Lucas and E. Spencer

PESI Publishing and Media £17.99 ISBN: 978-1-55957-043-5

Crown House Publishers £16.99 ISBN: 978-1-78583-303-8

Dr Barkley is an internationally recognised authority on ADHD in children and adults and the author of many books, rating scales and clinical manuals.

He has published over 250 scientific articles and book chapters and is the founder and Editor of the clinical newsletter The ADHD Report.

In the introduction, the author establishes that this is his first book designed specifically for educators, as he believes that schools are where the impairments predominate, causing behavioural and emotional problems and difficulties with peer relationships.

He explains that his intention is to provide information on the “why” rather than the “what” of ADHD, by detailing the neuropsychological difficulties in ADHD that create school-based problems. Areas covered include: facts about ADHD and its causes; principles for managing the executive function deficits; specific rules for management; rewards for good behaviour; improving self-awareness; and tips for teen management.

This is a concise text (fewer than 100 pages) but it represents the distillation of 40 years of research and practice with thousands of students. It would be of great value to schools, parents and families as it provides tried and tested strategies that are based on a deep understanding of the implications of a diagnosis of ADHD. Links are provided to on-line resources and the book features photos and a user-friendly layout.

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The authors of this book are associated with the Centre for Real-World Learning.

Lucas also created the Expansive Education Network with Guy Claxton, whilst Spencer’s doctoral research focused on the impact of policy on school improvement.

This book is part of a series, The Pedagogy for a Changing World, that brings together research and best practice. It recognises that teachers will need to cultivate particular “dispositions” or “capabilities” in their students to cope in a rapidly changing world, where the role and purposes of education are constantly evolving.

In the first chapter, they introduce the concept of tenacity, which they characterise as consisting of a number of overlapping concepts, including resilience, persistence, perseverance, grit and self-control.

According to the authors, the development of tenacity is critical in leading to higher levels of performance and social mobility, with increased employability as well as its more obvious association with traits such as self-control, ambition and adaptability.

Subsequent chapters provide the reader with strategies for developing these skills in the classroom and also provide opportunities for reflection on ways in which others have dealt with adversity in their lives. The authors explore the relationship between leadership and tenacity and provide examples of ways that schools have applied the concepts in professional development programmes.

The appendix offers a summary of starter ideas.

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RECRUITMENT

Education’s lost leaders Viv Grant asks why so many school leaders are leaving the profession

I

n March, Education Secretary Damian Hinds announced that the Government was going to implement measures to reduce teacher workload in an attempt to head off the recruitment and retention crises facing many schools.

Talk to any teacher or senior school leader and they will probably tell you that whilst this is a welcome initiative, it is like putting a sticking plaster on a gaping wound, when something more substantial and curative is needed.

If policy makers honestly think that measures to reduce workload are all that’s needed to stem the rising tide of leavers from the profession, this shows just how far removed they are from those at its centre – teachers and school leaders.

The truth is that teachers and school leaders have been battered and bruised by the present education system.

Education has become a political football and many have become tired of being kicked around.

An undue emphasis on data, league tables and exam results has resulted in a football manager mentality to the

Education has become a political football and many have become tired of being kicked around hiring and firing of headteachers: one poor season or one poor set of results and you are out!

This is not the game that a lot teachers or school leaders signed up for and many are left frustrated and angered at the rules by which they are now forced to play.

Over the past twenty-five years or so, I have seen the job of the headteacher change significantly, to the extent that it now involves increasing levels of ambiguity and complexity. From day to day, headteachers find themselves taking on a variety of roles, as a result of academisation, free schools and other polices from which it would seem there is no turning back. There have been many casualties along the way. These are “the disappeared” – the ones who have left the profession, more often than not because they have been forced to, not because they were not good leaders but because they put vocation and purpose over ego and might.

Business culture

Money and business management now dominate the head’s role.

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Business values have shaped the dominant modus operandi in schools and, when all trust has broken down, teachers and school leaders feel compelled to act in ways which they know will not benefit our children. This

approach causes those on the frontline to question why they came into the sector and whether they can still make a positive difference. As a result, many heads are simply desperate and now choose to leave the profession while they still have some degree of choice, rather than being forced out by others who think they know better.

Much more needs to be done to rebuild morale in the profession.

Local authorities used to provide space and opportunities for heads to gather together, support one another, and experience a sense of collegiality and shared purpose. However, as education authorities have diminished in size, their capacity to provide meaningful support for schools has been significantly reduced.

It would seem, therefore, that the issue of teachers and school leaders leaving the profession is not simply about paperwork and workload, it is about giving back a sense of autonomy, purpose and control to those who know best. It is about helping heads to maintain their vocational vitality as, for many, leading in education has become a daily struggle to survive.

Further information

Viv Grant is an executive coach, public speaker and the author of Staying A Head. She is Director of Integrity Coaching, which provides coaching services for school leaders and hosts the Education for the Soul Conference: www.integritycoaching.co.uk

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SEN leadership and management seminar at TES SEN Show This year’s TES SEN Show (see preview on page 103) will include a seminar on: Leadership and management for SEN in mainstream schools – challenges and opportunities for school leaders.

Delivered by David Bartram, Education consultant at Prescient Education, it will look at how school leaders can establish a culture that successfully increases the profile of SEN across the school. It will introduce practical ideas for improving the quality of teaching and learning for pupils with SEN and disabilities and explore how schools can work together to improve the quality of the provision that they provide.

The seminar will take place at 2pm on Friday 5 October. For details of this event and the full line-up of seminars at the TES SEN Show, go to: www.tessenshow.co.uk/seminars

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Advertisement feature

The Tes SEN Show Since 1992, the Tes SEN Show has been providing valuable insight to empower the SEN community and help them bring learning alive for children with special educational needs – and this year will be no exception.

The show is the ideal environment for visitors to take a step back from their daily roles and give themselves the chance to improve their own learning and development, discover the latest cutting-edge products and services, network and be inspired with innovative ideas to put into practice.

Building on the success of last year’s event, which saw 4800 people through the doors, the 2018 show will see a wealth of free special features and a total of 42 CPDcertified seminars. Each session is designed to provide expert knowledge on SEN practice, policy and provision to professionals at all levels, as well as the parents and carers of children with SEN. Visitors attending seminars will be able to update their thinking on vital areas of practice and boost their continuous professional development. The programme covers a range of key areas and this year has a particular focus on social, emotional and mental health (SEMH), as well as statutory guidance for the entire education workforce, with more than half of the sessions directly related to the SEND Code of Practice 2015: 0-25.

Alongside the expert guidance found in the seminar programme, the show also offers a range of free-to-attend sessions.

The opening keynote session will be a free panel debate, returning to the show for a second year after its popularity in 2017. This year, the panel will give a brief update on their respective areas of expertise before discussing SEMH, the Government's proposals, their impact on educational settings and the latest SEN issues.

Visitors can also discover the Spotlight Theatre on Friday 5 October, which will provide the chance to hear from a range of exhibitors giving informative, 30-minute presentations about their products and services and how they can support your practice.

On Saturday 6 October, the Parent and Carer Forum will be open to provide a safe space for parents and carers to access

support from peers who are not only teachers and trainers but also the parents and carers of children with SEN. This programme of free sessions will be led by visionaries, senior teachers, parents and SEN advocates.

During the show, the Exhibitor Workshop Theatre will provide an opportunity for visitors to gain advice from suppliers about how certain products, services and resources can be used to enhance SEN best practice and support the requirements of learners throughout different educational settings. There will be the opportunity to see a variety of products in action and join in during audience participation.

This is a valuable opportunity for visitors to engage directly with suppliers to gain free, expert advice and ask any questions they may have.

The free features will be located on the bustling show floor, which is packed with over 150 suppliers, charities and organisations keen to speak with visitors about their needs. They will be demonstrating innovative and cuttingedge products, services and resources at the show, with some exhibitors having exclusive on-stand show offers and competitions.

With so much going on and the show fast approaching, it’s vital that all SEN professionals, parents and carers register free and book their seminars now. The Tes SEN Show will take place on the 5 and 6 October 2018 at the Business Design Centre, London. Find out more at: www.tessenshow.co.uk

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TES SEN SHOW PREVIEW

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In the next issue of SEN Magazine: • PMLD • safeguarding • arts therapies • attachment • dyslexia • professional support for teachers • hydrocephalus • autism • complementary therapy • epilepsy • wheelchairs • SEN law • parents’ rights • recruitment • CPD and much more Follow us on

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CPD, training and events Keep up to date with the latest developments in special educational needs, with SEN Magazine's essential guide to the best courses, workshops, conferences and exhibitions We take every care when compiling the information on the following pages. However, details may change, and we recommend that you contact the event organisers before you make arrangements to attend.

CPD, TRAINING AND EVENTS Rebound Therapy Training Courses ‘ReboundTherapy.org’ – the official UK body and international consultancy for Rebound Therapy. Responsible for the development and delivery of the genuine ‘Eddy Anderson model’ accredited and approved training courses. Founded 1972

01342 870543 www.reboundtherapy.org

Special Needs and Disability (postgraduate course) Anglia Ruskin University

ARU offers an innovative postgraduate course in Special Educational Needs and Disability. It is offered from their Chelmsford campus with start dates of January and September.

To find out more, visit: www.anglia.ac.uk

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

MA in Education (Early Years) modules Centre for Research in Early Childhood

CREC offers a flexible way for trainees and early years practitioners to gain a post graduate Masters degree in Early Years Education. All modules are designed specifically for early years practitioners and leaders in the early years. They are offered as part-time courses which can be fitted around a busy, full-time working life. http://www.crec.co.uk/ma-in-education

MsC Speech and Language Sciences MSc University College London

This MSc is an accredited professional programme leading to qualification as a speech and language therapist (SLT). A clinical training programme as well as a challenging academic degree, the core subject is speech and language pathology and therapy. Students consider approaches to the investigation and management of clients with communication and swallowing problems. www.ucl.ac.uk

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Severe, Profound and Multiple Learning Difficulties MEd/ Postgraduate Diploma/ Postgraduate Certificate/ BPhil/Advanced Certificate University of Birmingham

This 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) including autism (where it overlaps with SLD/ PMLD). www.birmingham.ac.uk

MEd Autism and Learning University of Aberdeen

The programme aims to give practitioners an in-depth understanding of the condition and the working of the autistic mind. It seeks to 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.

MA in Education (Early Years) Centre for Research in Early Childhood

All Modules are designed specifically for early years practitioners and leaders in the early years. As such, they are offered as part-time courses which can be fitted around a busy, full-time working life. www.crec.co.uk

MA in Professional Practice for Dyslexia and Literacy Dyslexia Action’s Master’s Degree in Dyslexia credits are undertaken with Middlesex University London. This part of the programme is applied for directly with the University. dyslexiaaction.org.uk

www.abdn.ac.uk

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CPD, TRAINING AND EVENTS MA Leading Inclusive Education

The specific impairments

Middlesex University

One-day workshop dedicated

Developing inclusive education

to each theme. Aimed at

practice to support the needs

people wanting to begin their

of all learners is one of the most important challenges facing education professionals today.

The MA Leading Inclusive Education is a distancelearning pathway for education professionals seeking to develop their leadership careers, offering alternatives to, and routes on from, current NCTL leadership qualifications and the National Award for SEN Coordination. www.mdx.ac.uk

The new Essential SEND Managers programme Supporting managers to develop the knowledge and skills they need to ensure learners with

programme

learning journey on the following

Autism Spectrum Disorder course Learn how to make your classroom and practice more

Online learning

Attachment and Trauma course This course builds on the model of attachment training and research carried out by Bath

inclusive for autistic learners

Spa University. It explores the

hearing impairment/deaf

with this CPD certified course.

many factors that can disrupt the

Contact: training@remploy.co.uk

Discover the impact autism can

forming of strong attachments

impairments: autism; dyslexia;

have on a learner and develop

Online learning

Dyslexia course This supported online CPD course provides an understanding of the impact

practical assessment ideas

and relationships. Participants will discover how to respond effectively to challenging

and intervention strategies.

incidents, set SMART goals and

Implement an action plan by

apply practical interventions to

setting SMART goals. Available

support all children. Available

guided or with tutor support.

guided or with tutor support.

01273 286 224

dyslexia can have on a learner.

01273 286 224

With the help of case study

info@oltinterational.net

www.oltinternational.net/attachment-

www.oltinternational.net/autism

and-trauma

videos, learn how to make your

info@oltinterational.net

classroom and practice more inclusive for these learners with practical assessment and intervention strategies. Available

SEND maximise their potential.

guided or with tutor support.

For more information, contact

01273 286 224

Jane Finch:

info@oltinterational.net

jfinch@nationalstar.org

www.oltinternational.net/dyslexia

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Online learning

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.

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

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CPD, TRAINING AND EVENTS Online learning

Online learning

Speech, Language and Communication Needs course

SEND Code of Practice 2015 course

This supported CPD certified course looks at the impact speech, language and communication needs can have on a learner. On successful completion of the course participants will be able to identify language difficulties and evaluate their impact, devise interventions and create an action plan to apply them in the classroom. Available guided or with tutor support.

01273 286 224

This free short course reorganises text from the 2015 Code of Practice to make it more accessible for education professionals. It explains how educational settings need to support children with SEND in order to comply with the Code.

Other free short courses include Learning Theory and Working in Partnership with Parents.

01273 286 224

info@oltinterational.net

info@oltinterational.net

www.oltinternational.net/speech-

www.oltinternational.net/free-short-

language-and-communication-needs

courses

ETF has a range of online modules and a dedicated website hosting SEND resources to support you in developing knowledge and skills: etfoundation.co.uk/send

Online training modules to support young people in achieving their career aspirations The new IAG Skills module and the Sources of Support toolkit are live on ETF’s Foundation Online Learning: buff.ly/2mXuEvV

Autumn/winter training from the National Deaf Children’s Society

This online module explores how autism can differ in women and

www.ndcs.org.uk/training

Autism in Women and Girls

girls, and how best to recognise and support these autistic women and girls. www.autism.org.uk/training

Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

2 & 3 DAY TRAINING COURSE January 3 DAY 21-23 2019 £398 June 3 DAY 24-26 2019 £398

Course led by: Prof Gary Mesibov Div. TEACCH

This induction training is most appropriate for educators, therapist, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com

Various dates

Bespoke Inset Training Days

Inset training catered to your organisation’s specific needs.

Highly successful, personalised SEN training to a range of environments. Various dates; see website for more details. www.peoplefirsteducation.co.uk

The NDCS’s training calendar is live. Learn from the leading charity for deaf young people.

Book your place today so you can better support deaf children and young people. Visit:

Online – live now

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Online resources to support those working in SEND

Enrol to suit

CACHE Level 3 Qualification: Supporting Children and Young People’s Speech, Language and Communication via The Communication Trust’s Platform 3 Up to ten credits; achieve within four months. £450. https://coursebeetle.co.uk/platform-3

Various dates

Helping learners who are able/gifted/talented A day-course of strategies for teaching and support staff to engage, teach and include those who may be able/gifted/talented.

Various dates; see website for more details. www.peoplefirsteducation.co.uk

Various dates

Dyslexia Course This course focuses on the understanding that despite the fact that learners with dyslexia may find the acquisition of literacy skills challenging, they can still achieve their potential with the implementation of appropriate interventions.Various dates; see website for more details. www.peoplefirsteducation.co.uk

Various dates

Making the SEND reforms work 17 October 2018 5 December 2018 12 February 2019

Three solution focused network meetings bringing together local authority and FE professionals.

The first workshop will be on the 17 October 2018, with subsequent meetings on 5/12/18 and 12/2/19.

To register, contact: Kirstin.hawkes@ndti.org.uk

September 2018 6 September

Postgraduate Open Days University of Derby

Join the University of Derby at their free Postgraduate Open Day to find out more about their current, topical and relevant courses, designed to help you progress in your career. They offer teacher training degrees in Early Years, Primary, Secondary and Post-14 and masters courses in Education, Childhood, Careers Education and Coaching, Inclusion and SEND, and Educational Leadership.

Find out more by visiting: www.derby.ac.uk/open-days

12 September

Autism and Mental Health Conference Leeds

This conference will give you tools and strategies to identify and provide targeted support for autistic children and adults who have mental health difficulties. www.autism.org.uk/conferences

21 September

Specialist Assessor in Assessing for Access Arrangements course University of Chester

Runs termly (4x Fridays). First session 21/09/2018. £975 for full course. For other dates, contact Jo Cowan:

01244 511579 www.chester.ac.uk/node/37674

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS

26 September

Understanding stress and anxiety in autism and their impact on behaviour Manchester

A one-day course that explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour and how to support them during difficult times. www.autism.org.uk/training

October 2018

2 October

Autism and continence London

This course, delivered by Dr Eve Fleming and Lorraine MacAlister, is aimed at those working with autistic children who are experiencing difficulties with any aspect of toileting across a variety of settings. www.autism.org.uk/training

3 October

Autism and eating challenges London

1 and 2 October

PECS Level 1 Training Workshop Canterbury

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

01273 609 555 www.pecs-unitedkingdom.com

WWW.SENMAGAZINE.CO.UK

3 October

5 to 6 October

Supporting students with a visual impairment (including preparation for exams)

The Tes SEN Show

01905 763933

Find out more and register free at: www.tessenshow.co.uk

A practical introduction to supporting students with a visual impairment in mainstream classes. £80 with lunch and refreshments included. www.ncw.co.uk

4 October

Sensory Considerations London

This course will examine and explore the common patterns of eating in autistic children and evidence and practice-based strategies for intervention.

The autistic sensory world can have an impact on people’s daily life and behaviour. This course helps you understand more about this and learn practical ways of giving positive support.

www.autism.org.uk/training

www.autism.org.uk/training

Business Design Centre, London

The Tes SEN Show returns this year to provide SEN professionals with access to unrivalled CPD content, including sector updates on best practice, policy and provision from acclaimed SEN speakers.

9 October

Semi-Formal (SLD) Curriculum John F Kennedy School, London

4 to 6:30pm £19 for members More info at: www.equals.co.uk

9 October

Stress and Anxiety London

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.

This one-day course explores how you can help autistic children and adults to reduce stress and anxiety, how to understand their behaviour, and how to support them during difficult times. www.autism.org.uk/training

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CPD, TRAINING AND EVENTS 9 to 10 October

15 and 16 October

EduTECH Asia 2018 Suntec, Singapore

Registration to EduTECH Asia free expo is now open. Visit to discover the latest edtech innovations, pedagogies and technologies. www.terrapinn.com/edutechasia2018

11 October

PDA – strategies for school

PECS Level 1 Training Workshop Newcastle

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.

London

01273 609 555

This one-day course, delivered

by Jilly Davis, is for school staff who are supporting children with PDA (pathological demand avoidance).

www.pecs-unitedkingdom.com

www.autism.org.uk/training

17 October

Semi-Formal (SLD) Curriculum

22 to 26 October 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.

Course runs twice a year in February and October. Places limited so early booking advised. £1295 professionals/parents.

Prior’s Court Training and Development Centre, Newbury, Berkshire

01635 245911

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

Swiss Cottage School, London

11 October

Music & Drama Education Expo | Manchester Europe’s leading conference for music and drama teachers returns to Manchester! The day features expert-led CPD workshops (including dedicated SEND sessions) and exhibition stands from leading arts organisations. Book free tickets at:

£19 for members More info at: www.equals.co.uk

www.mdexpo.co.uk/manchester

Introduction & Application to the

SCERTS Model

2 & 3 DAY TRAINING COURSE

January 2 DAY 24-25 2019 £265 June 2 DAY 27-28 2019 £265 Using the SCERTS curriculum & practice principles to design programming for children with Autism Spectrum Disorder

Course led by: Emily Rubin MS, CCC-SLP Director

This training is appropriate for: educators, therapists, administrators, paraprofessionals & families AM/PM refreshments & light lunch

199-203 Blandford Ave Kettering Northants NN16 9AT Tel/Fax: 01536 523274 Email: autism@autismuk.com Book on-line: www.autismuk.com SENISSUE96

24 October

Semi-Formal (SLD) Curriculum Threeeways School, Bath

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.

November 2018

Five-Day TEACCH Course

£19 for members More info at: www.equals.co.uk

25 to 27 October

GESS Turkey

Wow Istanbul Convention Centre

Visitors can meet the full sphere of educational establishments from early years, K-12 private and public schools, vocational colleges and universities.

They will also find ministerial delegates, private school owners, directors, principals, heads of department, procurement and purchasing managers. www.gess-turkey.com

30 October

Autism in Women and Girls conference London

At this conference the NAS will be bringing together experts to explore how autism presents in women and girls, and how to better support autistic women. www.autism.org.uk/conferences

30 to 31 October

5th Education Experts, Developing the future of education Abu Dhabi

The objective of the conference is to enhance and create a more informed understanding on the opportunities, issues and approaches for the education sector in the UAE Region. To register, contact Lorraine:

+9714 4489941

lorraine.ruth@worldarenagroup.com

6 November

Semi-Formal (SLD) Curriculum Wilson Stuart School, Birmingham

£19 for members More info at: www.equals.co.uk

8 November

Kidz to Adultz North EventCity, Manchester M17 8AS

Free exhibition dedicated to children and young adults with disabilities and additional needs, their families, carers and all the professionals who support them.

180+ exhibitors and ten free CPD seminars. www.kidzexhibitions.co.uk/kidz-north

9 November

Outreach Open Day Practical support and advice on teaching young people who are visually impaired. Specific curriculum areas such as maths, PE, music, science and Braille. £80 with lunch and refreshments included.

01905 763933 www.ncw.co.uk

13 November

Semi-Formal (SLD) Curriculum Oak Grove College, Worthing

£19 for members More info at: www.equals.co.uk

14 November

Semi-Formal (SLD) Curriculum Talbot Specialist School, Sheffield

£19 for members More info at: www.equals.co.uk

16 November

The National Education Show Cardiff City Hall

The National Education Show aims to provide you with the knowledge, resources and expert guidance to develop great learners, with over 40 seminars on a wide range of teaching topics, and a 100+ company exhibition with the best products on offer. www.nationaleducationshow.com

WWW.SENMAGAZINE.CO.UK

CPD, TRAINING AND EVENTS Advertisement feature

Identifying dyslexia at the right time: Hannah’s story Left undetected, dyslexia can have a significant impact on an individual’s self-esteem and ability to learn. Most teaching professionals will recognise some of the difficulties that can indicate dyslexia, but it’s important to be aware that these can become apparent at varying stages of development. This awareness means identification can be made quickly and ageappropriate reasonable adjustments put in place.

Hannah’s story Hannah was an exceptional pupil at primary school. She started to falter during her GCSEs and her A level grades weren’t good enough for medical school. She graduated with a degree in BioMed and enrolled in post-graduate medical training where she “hit the wall”, and her difficulties became more apparent. After failing her first-year exams, she was screened for dyslexia and was found to have significant difficulties including: phonological processing, poor shortterm memory, slow reading fluency and difficulties processing information accurately at speed.

Hannah describes her diagnosis as a huge relief: “It gave me a sense of freedom. I’m not dumb – it’s not my fault.” She resat her first year, supported by electronic study and revision tools, extra exam time and lecture slides with audio. Her grades improved, but she failed her resits by four marks. She is now considering different career options.

Hannah believes that had her dyslexia been identified earlier, and these supports put in place, her study would have been

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more effective and less stressful, and she’d have made different career choices.

Receiving the support they need at the right time can make a lifechanging difference to learners like Hannah.

OnLine Training Our mission is for all classrooms to be inclusive, so that all children can be given the best chance in life. Our supported online courses are designed to help teaching professionals make a difference for their learners.

Participants of our Dyslexia course report significantly increased confidence in identifying learners with dyslexia, which means that fewer learners should have an experience like Hannah.

Visit: oltinternational.net/sen or call: 01273 286224.

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CPD, TRAINING AND EVENTS 19 and 20 November

PECS Level 1 Training Workshop London

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

01273 609 555 www.pecs-unitedkingdom.com

20 November

Pathological Demand Avoidance conference

20 November

22 and 23 November

Additional Learning Needs in Wales: priorities for shaping, implementing and monitoring the ALN Code Central Cardiff

This seminar is bringing together key policymakers and stakeholders to discuss the development and implementation of the Additional Learning Needs Code – focusing on governance, funding and regulation. www.westminsterforumprojects.co.uk

PECS Level 1 Training Workshop Manchester

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

01273 609 555 www.pecs-unitedkingdom.com

27 November

21 November

and parents with clearer understanding of PDA,

communication www.autism.org.uk/conferences

This course will provide hints and tips on how to produce a tactile diagram for science, mathematics and geography, using CorelDRAW and formatting documents. £80 with lunch and refreshments included.

01905 763933 www.ncw.co.uk

30 November

Semi-Formal (SLD) Curriculum

Semi-Formal (SLD) Curriculum

St Ann’s School, Hanwell, London

Melland High School, Manchester

London

£19 for members More info at:

£19 for members More info at:

www.equals.co.uk

www.equals.co.uk

9.15am: Prompting, stimulus control and error correction: What’s Your Teaching Ritual? and 11am: Functional Communication Across The Day: Practical Applications of PECS, followed by an afternoon of birthday celebrations (see website for details).

follow us on www.twitter.com/senmagazine

plus essential strategies for education, management and

Preparing Tactile Diagrams

Two special talks

by Bondy and Frost co-founders of PECS

Manchester

Providing professionals

29 November

join us on www.facebook.com/senmagazine

01273 609 555 www.pecs-unitedkingdom.com

We have been delivering courses to teachers and educational professionals for over 25 years.

Our cost-effective programmes ensure practitioners have access to courses created from the latest evidence-informed research, delivering practical strategies and solutions, and meeting the needs of pupils and professionals.

We offer research based CPD, whole school programmes, bespoke and accredited courses: Whole school: • Supporting Wellbeing, Emotional Resilience and Learning (SWERL) • Supporting Spoken Language in the Classroom (SSLiC) • Promoting the Achievement of Looked After Children (PALAC) • Maximising the Impact of Teaching Assistants (MITA) Accredited: • National Award for SENCOs • MA SpLD (Dyslexia)

Day and Twilight courses, including: • Dyscalculia and Numeracy difficulties • Differentiation for children with ASD • Identification and Assessment of children with special educational needs • What does a Mental Health Lead need to know? (Primary and Secondary) • Supporting Sensory Needs in the Classroom • Writing More Effective EHCPs

“The balance between theoretical and practical was excellent. Very thought provoking and challenging.”

(Course Delegate, Dynamic Differentiation 2017-18).

To find out more about these courses or to discuss how we can design a bespoke programme for your school, TSA or local authority: Email: inclusive.education@ucl.ac.uk Phone: 020 7612 6305 Website: ucl.ac.uk/ioe-cie Twitter: @senjit_ioe

SENISSUE96

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CPD, TRAINING AND EVENTS December 2018 6 December

The next steps for SEND policy - high needs funding, local SEND service provision and improving outcomes Central London

This timely seminar will consider next steps for special educational needs and disabilities (SEND) policy – focusing on high needs funding, local SEND provision and opportunities for improving outcomes.

12 to 14 December

22 January

Learning and Teaching Expo (LTE)

Outreach Open Day

Hong Kong Convention and Exhibition

on teaching young people who

Centre

are visually impaired. Specific

LTE is Asia’s leading education expo providing an annual platform for the education community to share ideas, knowledge and experience, and to explore the latest education technology and learning resources. The SEN Theatre is one of the key features in LTE.

Practical support and advice

curriculum areas such as maths, PE, music, science and Braille. £80 with lunch & refreshments included.

01905 763933 www.ncw.co.uk

February 2019

www.LTExpo.com.hk

8 February

University of Leeds Postgraduate Open Day University of Leeds

Discover how a postgraduate qualification from the School of Education could enhance your practice working with individuals with special educational needs.

Full-time and part-time study options available. www.leeds.ac.uk/pgopenday

May 2019

www.westminsterforumprojects.co.uk

12 to 13 December

Asia-Pacific International Schools Conference (AISC) Hong Kong Convention and Exhibition Centre

AISC is the annual event for international school leaders and educators. It brings together the international schools community to explore topical education issues, including inclusive education, that educators within Asia Pacific international schools are keen to debate. www.AISC.com.hk

WWW.SENMAGAZINE.CO.UK

January 2019 18 January

Specialist Assessor in Assessing for Access Arrangements course

6 February

Professionals Welcome Day (including monitoring visit opportunity) NCW opens its doors to professionals from support

3 May

Specialist Assessor in Assessing for Access Arrangements course

agencies, charities and local

University of Chester

authorities to take a closer look.

Runs termly (4x Fridays). First

Includes the NCW offer, tour and

session 03/05/2019. £975 for

lesson observations.

full course. For other dates,

Free

contact Jo Cowan:

01244 511579

01905 763933

01244 511579

www.chester.ac.uk/node/37674

www.ncw.co.uk

www.chester.ac.uk/node/37674

University of Chester

Runs termly (4x Fridays). First session 18/01/2019. £975 for full course. For other dates, contact Jo Cowan:

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SEN RESOURCES DIRECTORY

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

ADHD

Bullying

Epilepsy Epilepsy Action

ADDers.org

Bullying UK

Information and support forum for those

Support and advice on bullying:

affected by ADD/ADHD:

www.bullying.co.uk

www.epilepsy.org.uk

Childline

Young Epilepsy

www.adders.org

National Attention Deficit Disorder from bullying: Information and Support Service www.childline.org.uk (ADDISS)

Advice and support for those suffering

Resources and information for ADHD:

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

www.youngepilepsy.org.uk

Cerebral palsy

www.addiss.co.uk

Autism/ASD

Advice and information on epilepsy:

Scope UK

FASD The FASD Trust

Help, advice and support for children

Asperger Foundation UK (ASF)

Foetal alcohol spectrum disorder charity.

and adults affected by cerebral palsy:

www.fasdtrust.co.uk

Support for people with Asperger’s syndrome:

www.scope.org.uk

www.aspergerfoundation.org.uk

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

www.autism-awareness.org.uk

Down syndrome Down’s Syndrome Association (DSA)

Charity raising funds for medical research into autism:

www.autistica.org.uk

National Autistic Society (NAS) Help and information for those affected

by ASD:

www.autism.org.uk

Research Autism Charity focused on researching interventions in autism:

www.researchautism.net

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

www.anti-bullyingalliance.org.uk

Beat Bullying

Support for those affected by foetal alcohol spectrum disorder:

www.nofas-uk.org

Information, support and training for

General SEN

those affected by Down syndrome:

www.downs-syndrome.org.uk

Autistica

The National Organisation for Foetal Alcohol Syndrome UK

The Down’s Syndrome Research Foundation UK (DSRF) Charity focussing on medical research into Down syndrome:

www.dsrf-uk.org

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

www.bdadyslexia.org.uk

Driver Youth Trust Charity offering free information and resources on dyslexia.

www.driveryouthtrust.com

Dyspraxia Dyspraxia Foundation UK

British Institute for Learning Disabilities Charity for learning disabilities:

www.bild.org.uk

Cerebra UK Charity for children with brain related conditions:

www.cerebra.org.uk

Child Brain Injury Trust Charity supporting children, young people, families and professionals.

www.childbraininjurytrust.org.uk

Department for Education (DfE) UK Government department.

www.education.gov.uk

Mencap Learning disabilities charity:

www.mencap.org.uk

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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SEN RESOURCES DIRECTORY

General SEN

PMLD

SEN.fyi (App)

PMLD Network

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):

Information and support for PMLD:

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

www.pmldnetwork.org

Rebound Therapy ReboundTherapy.org

SEN law Douglas Silas Solicitors

Action on Hearing Loss Hearing impairment charity:

www.actiononhearingloss.org.uk

Deafness Research UK Charity promoting medical research into hearing impairment:

www.deafnessresearch.org.uk

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

www.ndcs.org.uk

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

www.SpecialEducationalNeeds.co.uk

Independent Parental Special Education Advice

Education Lawyers specialise in helping families with children who have SEN through the EHC needs assessment process and with appeals to the SEND Tribunal.

www.educationlawyers.co.uk

Spina bifida Shine

www.thenuk.com

www.shinecharity.org.uk

Literacy National Literacy Trust (NLT)

Visual impairment National Blind Children’s Society

Support and services for parents and carers of blind children:

www.nbcs.org.uk

Royal National Institute of Blind People (RNIB)

Support and advice to those affected by visual impairment:

www.rnib.org.uk

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

ACE Centre Advice on communication aids:

www.ace-centre.org.uk

Afasic Help and advice on SLCN:

www.afasicengland.org.uk

Communication Matters

Literacy charity for adults and children:

Support for people with little or no clear speech:

www.literacytrust.org.uk

www.communicationmatters.org.uk

WWW.SENMAGAZINE.CO.UK

Tourette's Action

SLCN

Learning outside the classroom

www.lotc.org.uk

Tourette’s syndrome

Langley Wellington LLP Solicitors

Information and support relating to spina bifida and hydrocephalus:

Awarding body for the LOtC quality badge:

www.thecommunicationtrust.org.uk

www.ipsea.org.uk

National organisation for home educators:

Council for Learning Outside the classroom (CLOtC)

The Communication Trust Raising awareness of SLCN:

Legal advice and support for parents:

Home education The Home Education Network UK

SLCN

The UK governing body and international Information and advice on Tourette’s: www.tourettes-action.org.uk consultancy for Rebound Therapy:

www.reboundtherapy.org

Hearing impairment

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M&M Theatrical Productions are the UK’s largest and most respected provider of theatrein-education, specialising in Classic Literature Adaptations and Pantomime Productions for Primary and SEN School audiences.

We transform gyms and dining halls into a magical theatrical experience, using state of the art sets, sound, lighting and special effects. Our Productions are renowned for their high quality and attention to detail, ensuring that children of all ages and abilities are equally engaged, educated and entertained. d by tely enthralle le p m o c re e w upils nce” ntastic! Our p e entire audie fa th ly d e te g lu a o g s n b e a al and ance was ry profession e v “The perform re e w rs to . The ac what they saw

www.magicoftheatre.com