SEN Magazine - Issue 97 - Nov/Dec 2018

Nov • Dec 2018 Issue 97

Engaging therapies How music, art and dramatherapy can help pupils with SEN

PMLD and mental health Supporting students with profound and multiple learning disabilities

Recruiting for SEN The challenges facing schools

SEN law • hydrocephalus • dyslexia • teachers • safeguarding • epilepsy wheelchairs • Down syndrome • complementary therapy • attachment autism • parents’ rights • audiobooks • recruitment • CPD and more…

This issue in full 06

SEN news

14

What’s new?

20

Point of view

22

SEN law

24

Parents’ rights

28

Hydrocephalus

32

Wheelchairs

36

Safeguarding

40

Online safety

45

Down syndrome

48

Dyslexia

52

Childcare

53

Complementary therapy

56

Professional support for teachers

60

Attachment

Our regular features include a look at the important issue of naming a school in an education, health and care plan, in SEN law (p.22), as well as a round-up of all the latest conferences, seminars and exhibitions in CPD, training and events (p.96).

64

Epilepsy

68

PMLD

73

Arts therapies

80

Autism

89

About SEN Magazine

90

Book reviews

If you would like to have your say, our point of view section (p.20) is for families, professionals and people with SEN to discuss any subject relating to SEN. If you are interested in contributing, please send me a short email.

92

Audiobooks

93

Recruitment

96

CPD, training and events

104

SEN resources directory

106

SEN subscriptions

Nov • Dec 2018 • Issue 97

Welcome In this issue of SEN Magazine, Daniel Thomas looks at using the arts therapies to help pupils with SEN (p.73). Drama, music and art can be highly effective at engaging children, particularly those who can be difficult to reach. The article explores how the allied health professions of music, art and dramatherapy can enable troubled children to make sense of, express and come to terms with what they are feeling.

Also in this issue: Joanna Grace discusses supporting the mental health needs of students with profound and multiple learning disabilities (p.68); Deborah Brownson calls for a more positive approach to how people view autism (p.80), and Clare Othman reveals some of the key challenges of recruiting in SEN settings (p.93).

You will also find articles on parents’ rights (p.24), hydrocephalus (p.28), wheelchairs (p.32), safeguarding (p.36), online safety (p.40), Down syndrome (p.45), dyslexia (p.48), childcare (p.52), complementary therapy (p.53), professional support for teachers (p.56), attachment (p.60), epilepsy (p.64) and audiobooks (p.92).

Peter Sutcliffe Editor editor@senmagazine.co.uk 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: 5 December 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

Mark Bentley James Bowen Deborah Brownson Stacey Chamberlain Joanna Grace Samantha Hale Nicola Harvey Sue Hurrell Abigail Jaggers Dawn Jotham Carol Long Mary Mountstephen Dane Norris Sioban O’Connor Clare Othman Tracey Poulton Isla Ross Douglas Silas Daniel Thomas Jan Tippett Catherine Wright

SEN Magazine ISSN: 1755-4845 SENISSUE97

In this issue Wheelchairs

24

32

36

Safeguarding

Parents’ rights

64

Hydrocephalus: parents under pressure Five tips for supporting pre-school development at home

32

Wheelchair friendly schools The steps one school took to ensure it is wheelchair accessible

36

Keeping children safe What schools need to know about the Government’s updated guidance on safeguarding

40

Online safety in a shifting world The changing nature of children’s online behaviour and the threats they face

45

48 Are dyslexia assessments really necessary The importance of understanding a learner’s abilities and attainment

52

53

68

PMLD and mental health Supporting the mental health of students with profound and multiple learning disabilities

73

Engaging therapies How music, art and dramatherapy are used to help pupils with SEN

80

Game changers Autistic people have changed the world, now the world has to change to understand them

92

A new chapter How audiobooks can promote learning and wellbeing

Regulars 6 14

Choosing childcare Key considerations for parents when selecting a childcare provider

20

Mindful breathing

22

Simple breathing exercises to help kids relax and stay calm

56

Looking out for yourself Why effective school leaders need to prioritise their own wellbeing

60

Attachment and learning

96

What’s school like for a pupil with SEN and epilepsy?

Paving the way for mainstream Helping young children with Down syndrome prepare for mainstream education

Recruitment

Supporting epilepsy at school

Are SEN cutbacks denying families’ rights?

28

Nov • Dec 2018 • Issue 97

SEN news 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

What does the law say about naming schools in EHC plans?

90 Book reviews

93 Recruitment

Some of the key challenges of staffing for SEN settings

96

The impact of attachment issues on pupil-teacher relationships

104

CPD, training and events

Your essential guide to SEN courses, seminars and events

SEN resources directory

48

DYSLEXIA

56

PROFESSIO

NAL SUPPOR T FOR TEAC

HERS

Are dyslexia really nece assessments ssary?

Looking ou

t for yourse

Catherine Wright abilities and atta argues that a detailed underst inment is essenti and al for effective inte ing of a learner’s rvention

S

tatistics show that one in ten people have dyslexia to some degr ee. Of these, approximately two to three have more seve re difficulties . Generally, in a class of thirty children, three will be dyslexic, with one of them being more severely affec ted. If you start to look at other spec ific learning difficulties as well, a teacher would typically have at least four stud ents in their class who need support strengths and of a more spec weaknesses ific type.

To really unde can support a teacher’s rstand and understanding support a student it is of their learners in man essential that y ways and you know their strengths help them put in place and have a the appropria clear idea of areas in te support.

This does not need of impr always mea ovement; it is also help n there is a need for extra ful if you know funding, as how they learn best. An there are ways of supp in-depth asse orting learners ssment of that are subtle and yet very effective.

Gaining

They can seem to have absorbed the kno wledge in class but the next day it could be lost

the trust of parents and keeping the communicatio n channels open is also a big help.

In this article, I will be look ing at the elements of a diagnostic assessment and discussin g why these areas are being assessed and what they mean for the learn er and teac her, and focusing on reading activ ities. In the next issue of SEN Mag azine, I will move on to look at spel ling, writing and cognitive processing.

These are the main area s investigated within a full diagnost ic assessm ent by a specialist teac her or a psyc hologist.

There are addi tional asse ssments, such as thos e for mathema tics and for motor coor dination diffic ulties, that

A

In-depth asses sments

s a school lead er, there is nothing mor e important than looking after your own wellbeing. This might appear to be a sligh tly strange, even selfish, statement. Sure ly, as leaders, we are there to serv e our commun ity, to put others first, and to help pupils and staff achieve their full potential?

Great leaders are “servant leaders”, we are told.

Of course ther e is an elem ent of truth in this.

In my experie nce, there is a degree of selfl essness to be found in most great lead ers. I love Sim on Sinek’s book Leaders Eat Last, whe re he uses the example of military lead ers who deliberately line up behind lowe r ranked

enable teach ers to tailor intervention s to suit the individual.

48 Dyslexia SENISSUE97

lf

School leaders nee support staff and d to take care of their own we llbe pupils effectively, writes James Boing if they are to wen

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Leadership can be emotionally drainin g work and, at times, it can be an incredibly lon ely job officers in the lunch queue to exemplify how the best leaders are ofte n prepared to make pers onal sacrifice s in order to look after the needs of the group.

However, ther e is a balance to be struck. As a school leader, you ignore your own well being at your peril. Whilst

for a short peri od of time it might be possible to be all things to all people, ignoring you r own needs, eventually it becomes unsustainab le. Prioritising your own well being can actu ally help to make you a better lead er. Let’s face it, if you are burnt out, exh austed and drained, you will not be the lead er the people arou nd you need you to be.

But this is eas ier said than done.

Most school leaders are instinctively altruistic and , if you’re not careful, it is easy to overlook your own need s whilst you are bus y taking care of everyone else’s around you.

So what can school lead ers at all levels do to take bett er care of

56 Professional support for teachers SENISSUE9

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ARTS THER AP

IES

73

Engaging th

80

erapies

Daniel Thoma s dramatherapy arelooks at how music, art and used to help pup ils with SEN

T

AUTISM

Game chan

here is a long tradition of usin g the arts therapie Parents and teachers can, s for children and should, with SEN and check that the strong successe arts therapis s t working have been high with them is registered with lighted in area such as und s the HCPC. erstanding non-verbal communicati Arts therap on, gestures, ies and SEN mentalisation, sensorimotor The arts ther issues, and apies can be regulating behaviour and uniquely engaging for emotions. children, whic Music ther h often means that apy, art ther referral outc apy and dramatherapy omes – such as better self (the arts ther regulation, apies) are part of the allie improved balance or long d health prof er attention span essions, a group of 14 – can be worked on professions more successf which form the third large ully than if the child was st workforce unregulated attending a phys in the NHS fight or fligh and educatio iotherapy or educationa t reaction in n settings. Due a child’s brai l psychology to their n, without havi Masters leve session alone. Mus l training, arts ng to use words or give ic therapy, therapists for example, are pro fess instructions can bypass iona lly auto that the child an may indiv nom not idual’s cognitiv ous practitioners, be able to und appraisal to e regulated by erstand or toler prov ate. the Health ide almost and Care Prof direct emotional proc essions Cou With essing (Cha ncil (HCPC), in autism, ther which maintains nda and apis Levitin, 201 ts, pare standards of and other care nts 3), meaning practice, ethics and givers have that arts therapists can disciplinary seen that music therapy work on the structures. can make a source of the presentin difference g issue, for example the

gers

Recent studies show how the creativ e process of art-m aking activates multip le areas of the brain

Autistic people hav change to underst e changed the world, now the wor and them, writes Deborah Brown ld has to son

>>

W

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73 Arts therapies

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hen both of my sons were diagnose d, the language that was used to explain their autism was so nega tive and old fash ioned that it did little to comfort us as worried and anxious parents. Usin g phrases like “life-long disability” and “triad of impairments” , suggested there was something wron g with being autistic, that our sons also had to endu were broken re the seemingly in some way.

After being neverending judg signposted mental stare to autism charity websites s and hurtful comments whe , support grou n one, or som ps and text heavy book etimes both, of our s full of medical boys had meltdow jargo we were cripp n, ns in public. A disa led with worr strou y as s to what start to prim the future wou school only ary ld hold for them made thing . At that time, an autis s worse: my happy, energetic m diagnosis and bubbly felt like a menacing dark son was labelled as cloud trying “naughty” and to block out any suns “refusing to follow instr hine from our uction”, rath lives.

Whilst we were er than being seen as privately com a scared, over ing to terms with the whelmed vulnerable child diagnoses and , who was unab trying to understand le to comply. This how to help led to my fiveour sons, we year-old son almost havi ng a breakdow SENISSUE97 n.

Having misconcep tions about autism is much worse than hav ing no awareness at all

80 Autism

A common

problem

Sadly, my stor y isn’t uniq ue. Right now, autistic people and their families throughout the UK are on their knees, struggling just to get through each day.

Many feel isola ted, misunder stood and unsupported as they batt le mental health issues.

They feel let down by the education system and the NHS, prevented from entering the workplace by outdated recruitment processes, and overlook ed by the Gov ernment.

So is the situa tion hopeless ? No! The answer to turning this all around is available to each and ever y one of us.

All we have to do is change the way we view autism.

I believe the root cause of many of the issues autistic people face today is that the global perc eption of autism is so negative.

I’ve always been a very positive person, free thinking and determined.

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In the next issue of SEN:

post-16 options • assistive technology • autism • SEN law • CReSTeD • dyslexia Down syndrome • specialist seating • hearing impairment • SEN provision overseas recruitment • outdoor activities • CPD and much more…

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SEN NEWS

Mental health services for children and young people won’t meet demand NAO predicts significant unmet need even if targets are hit Government has “a long way to go” to deliver on pledges Young people’s mental health needs will not be met by services if the Government delivers its current initiatives, says a new report by the National Audit Office (NAO).

In its Green Paper of December 2017, Transforming Children and Young People’s Mental Health Provision, the Government pledged to spend an additional £1.4 billion and introduce a range of measures to improve mental health support. It also committed to providing “parity of esteem” for mental and physical health services, meaning that mental health would be valued as highly as physical health and resources would be allocated in proportion to need.

The report cautions though, that when the Government developed its strategy for young people’s mental health in 2015, Future in Mind, it “started from a very low base”. A 2004 survey of children’s mental health needs found that around ten per cent of five- to 16-year-olds had a mental health condition. It also estimated that only about 25 per cent of children and young people requiring support with mental health can access the services they need.

While the NAO recognises that the Government has started to tackle issues of parity of esteem between physical and mental health services, it believes “there is a long way to go to ensure equal access to care”. The report also says the Government has taken “an important, if modest, step” in developing its mental health strategy and prioritising improvement programmes.

However, it warns that ministers have not yet set out or costed what needs to be done to realise these and there remains limited visibility of activity and spending outside the health sector.

“Current targets to improve care are modest and even if met would still mean two-thirds of those who need help are not seen”, says Amyas Morse, head of the NAO. Sir Amyas also points out that experience in other sectors suggests that programmes to improve access to mental health services may uncover previously unidentified further demand.

Funding constraints Government led initiatives include a plan to increase the proportion of children and young people who need support accessing NHS-funded mental health services from around 25 per cent to 35 per cent, estimated to be equivalent to treating an additional 70,000 children and young people per year, between 2015-16 and 2020-21. This reflects the Government’s assessment of what is possible within current funding and staffing constraints.

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Roughly ten per cent of those aged five to 16 are thought to have a mental health condition.

However, the NAO has found significant “weaknesses and unreliability” in the Government’s data which undermines its understanding of its progress and whether additional funding has been spent as intended. In particular, the NHS cannot reliably track progress against one of its key targets to treat an additional 70,000 children and young people.

The report also points out that slow progress on increasing the mental health workforce in England by 40 per cent (around 4,500 staff) is emerging as a major risk to fulfilling the Government’s plans, and there are currently no data available to monitor any increase. As of March 2018, local areas were only planning to recruit 3,410 NHS staff by 2020-21. In addition, the Government only has limited powers to ensure clinical commissioning groups are increasing spending in-line with its plans.

New government estimates, expected late 2018, of the number of children and young people with a mental health condition are likely to be higher than previously estimated, which will make it even harder for the Government to achieve its long-term ambitions.

Once the new prevalence figures are available, the NAO report recommends that the Government sets out the scale of the needs of young people requiring mental health services, and identifies what work and resources are needed to implement its mental health strategy.

The report, Improving children and young people’s mental health services, can be found on the NAO website: www.nao.org.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

Secondary school places crisis is looming

Delays and uncertainty are hitting children’s audiology services More than half of audiology services do not know how many deaf children they see, which brings into question their ability to effectively plan services and support, says a new report.

Based on a survey of almost 1,000 parents of deaf children, the report from the National Deaf Children’s Society (NDCS) reveals a bleak picture of children’s audiology in England.

Figures released by the charity show that 20 per cent of deaf children have their audiology appointments delayed or cancelled and a third of them miss school as a result. The report also suggests that more than half of services are missing government targets for hearing aid repairs. One in ten services is missing the target for grommet surgery and more than two-thirds have “Did Not Attend” rates above the NHS average.

The charity is concerned that excessive waiting times and high “Did Not Attend” rates could leave deaf children without the help they need, putting them at risk of falling behind at school and becoming isolated from their friends, family and classmates.

In response to the findings, the NDCS is calling for the introduction of basic standards for data collection. The charity also wants NHS England, healthcare commissioners and audiology services to work together to quickly address the problems outlined in this report.

Susan Daniels, Chief Executive of NDCS, believes that England’s 45,000 deaf children now find themselves in a postcode lottery for the support they need at a critical time in their development.

“Deaf children rely on their audiologist to test their hearing and balance, fit their hearing aids and enable them to communicate, but if a service doesn’t even know how many children it sees, it cannot expect to plan effectively or come close to meeting their needs”, she says.

Thousands of children face missing out on a secondary school place in the next five years with more than half of all councils in England at risk of not being able to meet demand, according to new analysis by the Local Government Association (LGA).

The body which represents 370 councils in England and Wales says that the country faces a secondary school places “emergency”, unless government gives councils the powers to open schools or direct academies to expand.

The analysis suggests that unless more secondary school places are created, 13 local authorities will face a secondary school place shortfall in 2019/20. This will rise to 25 councils in 2020/21, 46 in 2021/22 and 54 in 2022/23. By 2023/24, a total of 71 councils (52 per cent) face not being able to meet demand for 133,926 places.

The school places warning comes as the population bulge seen in primary schools, where councils have created an extra 600,000 places since 2010, starts to impact on secondary schools.

Councils have created extra primary school places by expanding existing council-maintained primary schools, where councils have the powers they need to require schools to expand. In some cases, they have also commissioned places in academies and free schools. However with twothirds of secondary schools now academies, the LGA says councils have very limited ability to fulfil their statutory obligations to provide school places.

To address this, the LGA is calling for the Government to give councils the power to open new maintained schools where that is the local preference, and to hand back the responsibility for making decisions about opening new schools to local authorities. It also says that councils should be given the same powers to direct free schools and academies to expand that they currently hold for maintained schools.

New tool to tackle stress in schools

The Health and Safety Executive (HSE) has launched a new tool aimed at helping schools to prevent work-related stress.

The charity is warning that the situation could lead to deaf children becoming more isolated and falling further behind at school, calling on the NHS to fix a “fractured system”.

The Talking Toolkit is a downloadable free resource which provides templates for six different conversations to be held between school leaders, line managers and staff. Each conversation is shaped around an area which, if not properly managed, is associated with poor health, lower productivity and increased sickness absence.

The toolkit also includes ideas and resources for the prevention of work-related stress in schools.

The, Survey of Paediatric Audiology Provision in England 2018, can be found at: www.ndcs.org.uk/listenup

You can download the Talking Toolkit at: https://goo.gl/pk7RPY

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SEN NEWS

Inclusive music lessons improve attitudes towards autistic peers

Ofsted to focus on “substance of education” rather than outcomes The Government’s education watchdog, Ofsted, has announced plans to change its education inspection framework.

In a speech at the annual SCHOOLS NorthEast summit in Newcastle, her Majesty’s Chief Inspector Amanda Spielman said there will be a move away from concentrating on the “headline data” to look at how schools are achieving these results, and whether they are offering a curriculum that is “broad, rich and deep, or simply teaching to the test”.

Ms Spielman said the aim of these changes is to allow teachers and leaders to focus more of their time on the “real substance of education”. She acknowledged that the current inspection model has contributed to excessive workload in some schools, much of which falls on classroom teachers. She said that when it comes to assessing a school, Ofsted should complement, rather than intensify, performance data. It should reward school leaders who are ambitious for their pupils, rather than those who jump through hoops. Therefore, the new framework will place greater emphasis on the substance of education, and actively discourage unnecessary data collection.

Ofsted will consult on the introduction of a new judgement for “quality of education”, which will replace the current “outcomes for pupils” and “teaching, learning and assessment” judgements with a broader, single judgement.

This new judgement will allow Ofsted to recognise primary schools that, for example, prioritise phonics and the transition into early reading, and which encourage older pupils to read widely and deeply, Ms Spielman said. It will also make it easier for secondary schools to “do the right thing”, offering children a broad range of subjects and encouraging the take up of core EBacc subjects at GCSE, such as the humanities and languages, alongside the arts and creative subjects.

At the same time, Ofsted will challenge those schools where too much time is spent on preparation for tests at the expense of teaching, where pupil’s choices are narrowed, or where children are pushed into less rigorous qualifications purely to boost league table positions.

The Chief Inspector also announced three other inspection judgements that Ofsted will consult on: personal development, behaviour and attitudes, and schools’ leadership and management. The consultation on Ofsted’s new inspection framework will start in January 2019.

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The attitudes of school pupils towards their peers with autism can be improved by collaborative music lessons, a new study in the journal Autism reports.

Researchers led by Anna Cook, a PhD student at the University of Surrey, found that the interactive sessions produced findings that could potentially reduce bullying of autistic students.

The research investigated the impact of school-based music lessons on children aged nine to eleven years old, both with and without autism. Split into two groups, one a combination of those with and without the condition, and the other group consisting of those without, the children received eleven weekly singing classes that were specifically designed to increase social interaction and communication skills. After the completion of the classes, children were asked about their experiences and were presented with a scenario of a child with autism being excluded by their peers.

Children without autism who had been in music classes alongside their peers who have the condition displayed greater feelings of anger, pity and sadness and a decrease in antisocial emotions (pride, amusement and satisfaction) when presented with a scenario of a child with autism being excluded, than those who had been in music classes without any children with autism, the study found.

Researchers believe that children in the combination group showed a greater increase in positive emotions as they associated the child being excluded in the scenario with their own autistic peers. This could potentially lead to more inclusive behaviour helping to prevent children with autism becoming isolated and more vulnerable to being bullied.

It was also found that children with autism reported feeling less victimised, with a decrease of nearly 20 per cent on a scale of victimisation after the classes were completed.

Consultation on relationships, sex and health education

The Government is seeking views on the draft regulations, statutory guidance, and regulatory impact assessment relating to Relationships Education, Relationships and Sex Education (RSE) and Health Education.

The Children and Social Work Act 2017 placed a duty on the Secretary of State for Education to make the new subjects of Relationships Education at primary and Relationships and Sex Education (RSE) at secondary compulsory through regulations. The Act also provides a power for the Secretary of State to make Personal, Social, Health and Economic Education (PSHE), or elements of the subject, mandatory in all schools.

The consultation closes on 7 November 2019. You can have your say at: https://consult.education.gov.uk WWW.SENMAGAZINE.CO.UK

SEN NEWS

May appoints Suicide Prevention Minister Prime Minister Theresa May has announced that health minister Jackie Doyle-Price will become the UK’s first Minister for Suicide Prevention.

The Minister will lead a new national effort on suicide prevention, bringing together a ministerial taskforce and working with national and local government, experts in suicide and self-harm prevention, charities, clinicians and those personally affected by suicide.

Speaking at a Downing Street reception to mark World Mental Health Day on 10 October, Mrs May also said that The Samaritans’ helpline will receive funding of up £1.8 million to ensure it remains free for the next four years.

Roughly 4,500 people take their own lives each year in England and suicide remains the leading cause of death for men under 45. In her new role, the Minister will lead government efforts to cut the number of suicides and overcome the stigma that stops people seeking help. She will also be tasked with ensuring every local area has an effective suicide prevention plan in place, and looking at how the latest technology can be used to identify those most at risk.

Half of all mental illness begins by the age of 14. The Prime Minister has made a series of further announcements today on children and young people’s mental health. Recruitment has begun for new mental health support teams who will work with schools to ensure young people with mental health issues get the help they need; trainees will begin studying in January and join schools across England next year.

Starting in 2019, the Government will publish a “State of the Nation” report every year on World Mental Health Day, highlighting the trends and issues in young people’s mental wellbeing. In addition, the Government says it will provide tools to help schools

measure their students’ health, including their mental wellbeing – building on the commitment to make education in mental health and resilience a compulsory part of the curriculum.

Mrs May said the measures will “give the mental wellbeing of our children the priority it so profoundly deserves.”

Responding to the speech, Samaritans CEO Ruth Sutherland said: “We welcome the Government’s announcement of funding towards Samaritans’ helpline, which will meet around ten per cent of the total helpline costs for the next four years and help us to continue to provide our service free of charge.”

Ged Flynn, the Chief Executive of PAPYRUS, a youth suicide prevention charity, gave a cautious welcome to Mrs May’s proposals. He praised the appointment of the new Suicide Prevention Minister but called on the Government to prioritise young suicide. “We want to see a much more obvious emphasis on the fact that suicide is the leading cause of deaths in young people between ten and 34 of both sexes. This must be a primary focus going forward”, he said.

Adopters shortfall hits children with SEN There are more than twice as many children waiting for families than there are adopters, new figures show.

Research by Adoption Match, based on data from The Adoption Register for England, shows that there are 1,135 children waiting to be adopted but just 407 families approved to adopt.

While there are no official statistics on the number of adopted children with a disability or SEN, it’s estimated by the British Association for Adoption and Fostering that 25 per cent of all looked-after children have some kind of disability or special need. This number rises to 40 per cent of those waiting on the adoption register.

“Children who are older, part of a sibling group, or have special needs are always harder to match – so there is an urgent need for families who can meet their needs”, says Dr Sue Armstrong Brown, Chief Executive of Adoption UK. Adoptive parents can be single or unmarried, gay, bisexual or transsexual, disabled and living on benefits. While no upper age limit exists you do have to be aged 21 or older.

“When it comes to a child’s development, it’s not the sexual orientation, or gender, or age, or race of their parent(s) that’s important”, says Dr Armstrong Brown. “Rather, the resilience of those individuals and the quality of the family relationships are what really matter.”

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

Artificial intelligence can help predict why children struggle at school Researchers looking into the reasons children struggle at school have identified “clusters of learning difficulties” which did not match the previous diagnosis the children had been given. The team, from the Medical Research Council (MRC) Cognition and Brain Sciences Unit at the University of Cambridge, say this reinforces the need for children to receive detailed assessments of their cognitive skills to identify the best type of support.

Published in Developmental Science, the study looked at 550 children who were referred to a clinic – the Centre for Attention Learning and Memory – because they were struggling at school.

The team used a form of artificial intelligence known as machine learning; a computer algorithm was supplied with extensive cognitive testing data from each child, including measures of listening skills, spatial reasoning, problem solving, vocabulary, and memory. Based on the data, the algorithm suggested that the children best fit into four clusters of difficulties.

These clusters aligned closely with other data on the children, such as the parents’ reports of their communication difficulties, and educational data on reading and maths. But there was no correspondence with their previous diagnoses. To check if these groupings corresponded to biological differences, the groups were checked against MRI brain scans from 184 of the children.

The groupings mirrored patterns in connectivity within parts of the children’s brains, suggesting that the machine learning was identifying differences that partly reflect underlying biology.

Two of the four groupings identified were: difficulties with working memory skills, which have been linked with struggling with maths and with tasks such as following lists; and difficulties with processing sounds in words, called phonological skills, which are often associated with struggling with reading.

Much of the previous research into learning difficulties has focussed on children who had already been given a particular diagnosis, such as attention deficit hyperactivity disorder (ADHD), an autism spectrum disorder, or dyslexia. By including children with all difficulties regardless of diagnosis, this study better captured the range of difficulties within, and overlap between, the diagnostic categories, the researchers claim.

“Receiving a diagnosis is an important landmark for parents and children with learning difficulties, which recognises the child’s difficulties and helps them to access support”, says Dr Duncan Astle who led the study. “But parents and professionals working with these children every day see that neat labels don’t capture their individual difficulties – for example one child’s ADHD is often not like another child’s ADHD.”

The study report, Remapping the cognitive and neural profiles of children who struggle at school, can be found by searching at: https://onlinelibrary.wiley.com

News deadline for next issue: 5/12/18 Email: editor@senmagazine.co.uk SENISSUE97

Society is excluding disabled people Disabled people feel undervalued and disconnected from society, according to a new report by the charity Scope.

Based on polling of 2,000 working age disabled adults carried out by Opinium, the research shows that half of disabled people say they feel excluded from society because of their impairment or condition. More than 40 per cent said they don’t feel valued by society and less than half think the UK is a good place for disabled people Additional research, carried out by BritainThinks for Scope, identified five priority areas that need to be improved and which make up the five key recommendations of the report, designed to enable disabled people to have an equal chance to live the lives they choose.

The Government’s disability strategy group should have an explicit objective to improve attitudes and reduce prejudice towards disabled people.

Disabled people should be given access to specialist employment support on a voluntary basis, without it being a condition of receiving out-of-work benefits, and removing sanctions for disabled people.

Social care should be reformed to meet the needs and aspirations of disabled people, so that care and support better enable people with disabilities to have a family life, work, engage with communities, and socialise.

Public transport systems need to be reformed to ensure that disabled passengers are treated fairly and equally. Alongside improvements to accessibility, disabled people should be able to travel without fear of negative attitudes from staff and other passengers and have access to straightforward routes for recourse if things go wrong.

The charity is also calling for the closure of “the digital divide” which it is says sees disabled people marginalised, rather than being treated as a core consumer group.

“In the past century, we’ve seen action lead to dramatic changes in our society, but there is still a long way to go until all disabled people have an equal chance to live the lives they choose, free from barriers and low expectations”, says Anna Bird, Executive Director of Policy and Research at Scope.

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SEN NEWS

Victims of disability hate crime must come forward, says charity Police figures obtained by the charity United Response show that recorded disability hate crimes have increased by a third across England and Wales in the past year.

Crimes recorded as “violence against the person” were the most common; these include physical assault, stalking, harassment and malicious communications. Sexual offences have more than doubled nationally since 2016-17, while cases of fraud saw the biggest rise.

Dyslexics are important to our future prosperity The unique way dyslexic people view and interact with the world could help companies meet the challenges of business, according to a new report by global financial services company EY and the charity Made by Dyslexia.

Cognitive flexibility, creativity, visualisation and complex problem solving – qualities often cited as key strengths of dyslexic individuals – will become increasingly valuable as all sectors of industry embrace new technology, the report says.

It is thought that more than 6.6 million people in the UK have dyslexia, around ten per cent of the population. The report’s authors believe that businesses have to do a lot more to maximise the potential of dyslexic individuals in their workforce.

The report, The Value of Dyslexia, highlights how key traits of dyslexic thinkers fit with the workforce strategy, skills and employment possibilities identified in the World Economic Forum’s Future of Jobs report (2016).

Developed with the support of charity Made By Dyslexia, the research was carried out solely by a team of dyslexic individuals at EY. “Our report clearly outlines the huge value in dyslexic thinking, and the important role it will play in the future”, says Kate Griggs, CEO of Made By Dyslexia. “If we’re to prepare dyslexic individuals and enable them to flourish, we must ensure that educators and employers are enabled and empowered to recognise and support this valuable way of thinking.”

Limited knowledge of dyslexic abilities amongst workers and managers in the education workforce, as well as traditional approaches to exams, can prevent dyslexic individuals from reaching their full potential. There is also too great an emphasis the challenges associated with dyslexia, meaning that dyslexic strengths are often missed, Kate Griggs says.

The report also makes recommendations on how businesses can get the most out of their dyslexic employees. They include guidance on hiring, how to nurture employees, and how to shape a workplace culture that actively encourages and supports dyslexics.

The report is available at: http://madebydyslexia.org WWW.SENMAGAZINE.CO.UK

Thirty-two of the 43 police forces which responded to a Freedom of Information request from the charity recorded a total of 5,342 disability hate crimes in 2017-18, as opposed to 4,005 offences from the previous year.

“It beggars belief that there are people out there who are targeting some of society’s most vulnerable people and doing them harm”, says Joanne Silkstone, United Response hate crime lead. “This is unacceptable and we all must do everything we can to empower those who suffer this type of appalling abuse and discrimination to speak out.”

The charity says that victims “need not suffer in silence”; with the right tools, they can be helped to report these crimes to the police.

Despite rising figures, the charity believes disability hate crimes are still underreported. Many people with learning disabilities, or conditions such as Down’s syndrome or autism, may not recognise the abuse they’ve experienced as a hate crime or may lack the confidence to report these crimes to the authorities.

West Yorkshire Police have helped compile new training resources for the charity’s staff who work directly with people with disabilities. The resources provide guidance to support workers on how to have conversations with people with disabilities, explaining what a hate crime is in easy-tounderstand language.

Social media blamed for rise in mental health issues

Almost eight out of ten people believe social media has a negative impact on the mental health of young people, according to a survey by the charity Fegans.

When asked why they thought mental health issues are more prevalent today, 82 per cent of respondents cited social media, 72 per cent said increased academic pressure was a cause, 56 per cent pointed to the fact that we have better understanding of mental health today, and 44 per cent blamed family breakdown.

When asked what could be done about it, 79 per cent said better education and support for parents would make a difference, and 76 per cent called for greater investment in education around mental health issues.

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EQUALS

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INCLUSIVE PLAY

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SEN RESOURCES

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SEN LAW

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WHAT’S NEW?

What’s new?

AET helps schools prepare for the consequences of autism ruling

Teaching solution to support interactive Nao robot

The Autism Education Trust (AET) is preparing for increased demand for its services following a recent Upper Tribunal ruling.

Emotion Robotics have released a new teaching solution, Assist for Autism, to help teachers easily utilise Softbank Robotics’ interactive Nao robot for the education of autistic children.

The case about the exclusion of a 13-year-old autistic boy highlighted the need for wider reaching autism training for education professionals. According to the court ruling, educational settings will have to ensure children get the right support regardless of whether their disability gives rise to challenging behaviour. The current practice of excluding SEND pupils for aggression is incompatible with human rights legislation.

AET’s training programmes and resources are designed to help all educational settings support autistic pupils. www.autismeducationtrust.org.uk

Assist for Autism provides teachers with a simple control interface and the ability to customise their own activities while including turn-taking, collaborative play and empathy development activities as standard.

Complete with a web browser-based teachers’ interface and range of popular activities, the solution requires no internet access but provides a comprehensive teaching resource supporting iPads and tablets. www.emotion-robotics.com/sen info@emotion-robotics.com +44 (0) 1252 404155

Doncaster School for the Deaf Doncaster School for the Deaf provides a full curriculum for pupils aged four to nineteen years. It develops communication skills including British Sign Language, spoken English and assistive communication systems, such as PECS. Specialist staff include teachers of the deaf, speech and language therapists, an audiologist and a nurse. It is an inclusive school and accepts referrals throughout the year.

The school is rated “good” by Ofsted, who recognise that pupils make strong progress and pupils “thrive”. The residential children’s home is “outstanding”, providing respite, weekly or 52-week care.

To visit, contact: secretary@ddt-deaf.org.uk www.deaf-trust.co.uk/school

Inclusive virtual learning platform from EDLounge EDLounge is a high-quality inclusive virtual learning platform and whole school management provision that is proven to improve behaviour, reduce exclusions, raise attendance, break down barriers to learning and enhance standards in a range of educational establishments.

Do you support a child with epilepsy at your school?

Epilepsy Action has a range of online and face-to-face training resources designed for people working in schools. Their online training resources and high quality faceto-face training can help you understand how to best support pupils with epilepsy.

“I will be able to deal with any child having a seizure. Very detailed training!”, said Rhymney Comprehensive School, Caerphilly.

To find out more about Epilepsy Action’s range of training for schools, visit their website: www.epilepsy.org.uk/training, call: 0113 210 8800 or email: awareness@epilepsy.org.uk

New scheme of work within EQUALS’ Semi-formal SLD Curriculum During September 2018, EQUALS published a new scheme of work within the brand new Semi-formal SLD Curriculum. This was My Physical Well-being.

EDLounge state that their virtual learning environment is accessible for all types of learners from students with mental health issues – including those who may be excluded from school due to anxiety or school phobia, functional skills learners, students with low literacy/numeracy, ESOL and more.

This new scheme of work focuses on four main areas: Physical Activities; PE, Sport, Games and Aquatics; Mental Health and WellBeing; Healthy Eating and Healthy Lifestyle.

For more information, contact EDLounge via: mail@edlounge.com

To learn more, visit: www.equals.co.uk

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WHAT’S NEW?

BSL Christmas performance in Brighton Hamilton Lodge School and College are asking people to save the dates for their annual Christmas production. It is very popular and tickets sell fast.

The dates are 18 and 19 December and the production will start at 7pm and finish around 9.30pm. There will be a matinee for other schools on the morning of 19 December and the school can provide mini-bus parking.

To be added to the School’s ticket mailing list, contact: emma.daniel@hamiltonlsc.co.uk

SEN Law Conference 2019 IPSEA, Douglas Silas Solicitors and Matrix are have announced the staging of the annual SEN Law Conference to be held on Tuesday 5 March 2019 in Central London.

This one day specialist conference is aimed at SEN law professionals working with: NGOs and campaign groups; parents/pupils/young people; local authorities; schools; other public bodies; and IASS. Speakers will provide legal and policy updates across all aspects of this fast-moving and developing area.

Details and pricing have not been announced yet, but there will be an early bird discount.

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

Win the Q-interactive digital assessment experience

Jofli: the companion and educational resource

Q-interactive™ is a revolutionary digital system that delivers advanced assessment tools you can take with you anywhere.

Q-interactive is designed to save you time, while adding flexibility, portability, convenience and efficiency.

Jofli the “Journey of Life” bear is the perfect companion to take on life’s adventures. He has a diary inside his backpack to use like a scrap book and an online journal where you can upload photos straight from your phone. Record precious family memories or use Jofli as an educational resource to cover many areas of the SEN curriculum.

To be in the running to win, simply tell Pearson in 50 words or less why you, or your organisation, deserve to win the digital assessment experience with two new iPads and a oneyear subscription to Q-interactive. Organisers Pearson say creativity in entries will be rewarded.

Outfits and story journals can also be used to theme adventures, from camping to Christmas.

You can enter the competition at: pearsonclinical.co.uk/ qicomp

Use code SEN for a free Jofli t-shirt with 20cm and 30cm packs at: www.jofli.com

Bett 2019

Discretionary bursary funding at Lake District Calvert Trust

Bett is the global meeting place for those who are passionate about education, bringing 850 leading companies and over 34,000 attendees together over four days each January.

Bett 2019 takes place from 23 to 26 January at London’s ExCeL and includes leading education providers, keynotes and interactive sessions for educators at every level.

The themes for Bett 2019 are based on the real needs of the education community, including a focus on SEN and neurodiversity in the new SEN area, where best practice and uplifting stories to help improve the knowledge of educators will be shared.

Find out more at: www.bettshow.com WWW.SENMAGAZINE.CO.UK

All visits to the Lake District Calvert Trust are already subsidised by around 30 per cent but, with discretionary bursary funding that needs to used in 2019 now available, additional support could help schools maximise attendee numbers, or help provide the catalyst needed to get an outdoor learning residential trip off the ground.

Allocation is dependent on meeting a range of criteria with priority given to off-peak periods, and especially weekends.

For more information, contact the Trust on: 017687 72255 to find out if your school qualifies. www.calvertlakes.org.uk/about-us/additional-bursarysupport/ SENISSUE97

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WHAT’S NEW?

Enriching the curriculum through the magic of theatre

Orbis to open new autism specialist school in Tewkesbury

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

Wales-based Orbis Education and Care are set to open their first service in England, in early 2019.

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.

“We always thoroughly enjoy these performances and they are vital experiences for our pupils to develop their ability to participate and enjoy activities such as this in a relatively large crowd”, said one school contact.

Located in Tewkesbury on a 17-acre site, Orbis Abbey Rose will offer education and residential care for children with complex needs associated with autism.

Having closed under the Cambian Group in 2018, Orbis are re-configuring and re-registering it for up to 30 children in residence, with capacity for further day placements.

Orbis Abbey Rose will offer therapeutic education and care placements for up to 52 weeks and is the group’s fifth specialist school.

Contact: colin.howarth@orbis-group.co.uk

www.magicoftheatre.com

Home wander detection and security system Medpage manufacture a diverse range of devices to help protect and care for people in their homes, with safety a top priority.

For families caring for people who are at risk when leaving their room or home, the new MPDEM-CS1 system has all the sensors required to provide carer alarms for bed exit, opening of internal and/or external doors and PIR wander detection monitored by a wireless alarm receiver.

The total price for the kit is £129.28 + VAT and it is exclusively available from: www.medpage-ltd.com

Pathological Demand Avoidance Conference The National Autistic Society’s Pathological Demand Avoidance Conference takes place in Manchester on Tuesday 20 November 2018.

Do you work with children with pathological demand avoidance? Would you like to learn more about strategies to help support them at home and in the classroom? Join the National Autistic Society to discover the tools and strategies you need to identify and provide targeted support for children and adults who have PDA.

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

Nominations opened on 24 August and close 4 January 2019.

Now in their 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.

You can view award categories and criteria at: Shinealightawards.co.uk

WIAT-IIIUK for Teachers is now available Pearson have announced that the much anticipated literacy assessment for educational settings, WIAT-IIIUK for Teachers, is now available.

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.

Order now at: Pearsonclinical.co.uk/wiat-3uk-t

The conference will provide professionals and parents with clearer understanding of PDA, plus essential strategies for education, management and communication. learn.autism.org.uk/PDA-2018 SENISSUE97

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WHAT’S NEW?

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

Inclusive play unit from Sutcliffe Play Hazel is the first unit in Sutcliffe Play’s Orchard timber range designed with a focus on inclusivity.

Hazel features a large, five-sided central deck that enables crawling or shuffling to reach a variety of access points and activities – vital for providing options to users of varying abilities and inclinations.

Inspired by nature and with 12 different play activities, the open concept of Hazel allows easy access and has hand rails to provide support for both ascending and descending. It also allows easy access by guardians and helpers, if needed.

Hazel encourages visual and sound stimulation, as well physical exertion. www.sutcliffeplay.co.uk

SpaceKraft’s Switch Progression Workshop SpaceKraft have noticed that it’s increasingly difficult for teachers to find time to leave school and visit exhibitions.

So they thought they would give teaching staff the opportunity to experience what SpaceKraft have to offer by taking the products to them for one of their Switch Progression Workshops.

Interaction and switch progression are still at the core of the environments SpaceKraft create, and these sessions allow everyone to learn more about switch progression, get handson experience with SpaceKraft’s multi-sensory equipment and ask any further questions.

For further details, call Sue Williams on: 01274 581007 or email: sue.williams@spacekraft.co.uk

Autism Friendly Award for Theatre Royal and Royal Concert Hall, Nottingham The Theatre Royal and Royal Concert Hall Nottingham have had their Autism Friendly Award renewed for 2018 by the National Autistic Society, in recognition of their continued commitment, and development of services, to give a friendly welcome to everyone.

A wide range of services are offered to support individuals, including familiarisation visits prior to the event, visual stories, a pictorial guide of the venue’s layout and facilities to help customers prepare for the experience, plus freely available access equipment including ear defenders.

Find out more at: trch.co.uk/access or call the Box Office: 0115 989 5555.

In-ground trampoline for Rebound Therapy 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.

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

Sunken Trampolines are experts in bringing trampolining into schools.

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.

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

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

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.

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WHAT’S NEW?

Would you like to create an outdoor sensory space but have no funding?

Latest Easy News for people with learning disabilities

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.

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.

Timotay Playscapes have a free funding guide and free inspiration guide to outdoor sensory play spaces and outdoor sensory play equipment.

For a free copy, email: enquiries@timotayplayscapes.co.uk or call: 01933 665151.

Change a life, foster a child!

If you have space in your heart and your home, Hammersmith and Fulham Council are looking for foster carers. They are particularly keen to find carers who can offer a permanent placement for children with disabilities or EBD (see page 35 for details).

All their foster carers receive in-depth training and exceptional, round-the-clock support from a professional team, as well as generous allowances and fees for the care they provide. You need a spare room and parenting or childcare experience is desirable.

Telephone: 020 8753 2333 or duty number: 020 8753 3622 or email: jennifer.richards@lbhf.gov.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 and Inclusion and SEND. You can find out more about their courses at their next Postgraduate Open Days on 8 November 2018 and 22 January 2019. www.derby.ac.uk/open-days SENISSUE97

Using simple language and visual cues, this edition gives readers a news roundup which includes the death of Aretha Franklin, the bridge collapsing in Italy, Brexit, the NASA space probe and much more.

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

Utilising tablets and assistive technology creatively with Wonder Pod The Wonder Pod is an exciting new toolkit for young people, youth workers and art practitioners to demonstrate how best to utilise tablet apps and assistive technology for creativity, having fun and forming friendships.

To discover new and accessible ways to confidently create and use drama, music, animation, film and digital photography, you can download Wonder Pod from the Wac Arts website.

If you have any questions about POD or about the Reach service, where inclusive technology sessions can be brought to you, contact Wac Arts. Call: 0207 6925862, email: reach@ WacArts.co.uk or visit: www.wacarts.co.uk/pod

West Heath’s Learning Lodge In addition to its specialist areas within the main school, West Heath has developed The Learning Lodge.

West Heath encourages students to develop a sense of curiosity in the outdoors and the environment which they are in. Currently, self science lessons are taught here, with the lessons tailored individually to meet students’ needs. West Heath offer a variety of activities which develop new skills and self-esteem, some of which include gardening, plant identification, environmental awareness, knot tying, shelter building and crafts using natural materials. www.westheathschool.com WWW.SENMAGAZINE.CO.UK

TRAMPOLINES

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ROYAL BLIND SCHOOL

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POINT OF VIEW

Point of view: learning support mentor

Challenging our responses to behaviour We should consider behaviour from the point of view of the child in question, writes Stacey Chamberlain

I

dislike the term “challenging behaviour”. The very definition of the word “challenge” is rather confrontational and to view such behaviour in this way almost predisposes people to react defensively, or to feel aggrieved by it.

I saw something recently that was designed to help children and young people recognise when their feelings and emotions might threaten to overwhelm them. It stated that when this happens and the child acts angrily or destructively, it makes the teacher sad. Conversely, it read that when they make good choices, to let an adult know when they are feeling unable to cope, this makes their teacher happy.

I get the idea, and I am sure that this is true, but this is not being totally honest or even fair to the child or young person.

This may make them feel responsible for another’s happiness, ashamed at possibly causing sadness in an adult they most likely want to be on good terms with. Moreover, it neglects to say that when a child is displaying behaviour which may be loud, destructive or aggressive, it probably also makes their teacher feel a little scared.

Consequences When faced with a child or young person who has lost control, instinctively our bodies will respond. I have experienced a massive flood of adrenalin in such a situation, because even though my head knows what to do, physiologically, my body is programmed to respond in a certain way. My hands shake and my voice feels strange when I speak. It is SENISSUE97

not pleasant to say the least, and I am the adult who has not lost control.

Imagine how it must feel for the child.

I can recognise and explain my body’s biological responses. I know what I am feeling inside and why. I know that I will not feel that way forever. The child, the individual, behind the behaviour, who has already been overwhelmed and undone by circumstance or situation,

Will it not make the child sad if they become angry or destructive? Of course it will not only has to deal with the trigger or triggers for what is happening, but the product of those behaviours biologically.

This is a physiological consequence.

There are emotional and social consequences too. A child may feel embarrassed, ashamed and disappointed in themselves, especially if a reward or choice has been lost as a result. Peers and even adults may avoid them out of fear.

I am not suggesting that children and young people do not require help and coaching to recognise good and bad choices, or that aggressive or destructive behaviour is acceptable.

But let’s be honest about it. Why do we need to say it makes the teacher happy when a child makes good choices? Is

it not more important that we say to children that making a good choice will help them to feel safe and happy? And will it not make the child sad if they become angry or destructive? Of course it will. And we talk of consequences, but often, we forget that consequences already exist, before any that we as professionals put in place. As a culture, we tend to be largely punitive in our approach to correcting behaviour. This is at odds with the coaching we do to try to prevent such behaviour occurring, which comes from a nurturing perspective.

Surely our focus should therefore be on rehabilitation and growth, as opposed to punishment, which automatically implies blame, guilt, judgement and choice. I have lost my temper and it feels horrible.

I cannot believe a child or young person would choose to feel that way.

The combination of biological, emotional and social consequences as the result of angry, aggressive, destructive behaviour must be exhausting, frightening and terrible. And I believe that is punishment enough.

Further information

Stacey Chamberlain works as a oneto-one learning support mentor at All Saints Church of England Primary School in Leicestershire.

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POINT OF VIEW

Point of view: education professional

What’s wrong with SEN labels?

Sioban O’Connor argues that categorising SEN can provide a useful basis for support

I

am struck by a strange kind of paradox in society which, on one hand, claims to celebrate the individual while on the other, is wary of those who don’t conform. We love to categorise; it brings a sense of clarity, order and understanding in terms of who and what people and things are to us: “she’s my best friend”, “a colleague from work”, “my dentist”, “a neighbour” and so on. I don’t mean to sound glib; these examples are innocuous but, when it comes to identifying or categorising children with SEN, opinion is divided.

Seven years ago, I came across an article in a well known newspaper, in which the journalist called for the labelling of children to stop. She argued, to an extent rightly, that when children are labelled in some cases as young as five, this leads to them being perceived throughout their school careers as functioning on a level that is not the same as their peers. However, what haunted me was her assertion that by attempting to explain in ways that are universally understood by all stakeholders, schools were sending out a message that we had somehow given up on that child before s/he had even started.

She is not alone in this view. In my years as a teacher and school leader, I met lots of parents who were reluctant to tell the school that their child needed support and the resultant misunderstanding of the issues meant that valuable time was lost and usually a lot of upset caused. Parents often appeared embarrassed, as though somehow their child was not good enough. Sadder still were those families who would apologetically explain that their child “had such and such”, and WWW.SENMAGAZINE.CO.UK

then underscore that announcement with the caveat, in front of said child, that a sibling was at a “highflying academic school up the road”.

Even now in my role as an education adviser, I come across families who do not say from the outset that their child has, or more importantly would benefit from, an education, health and care (EHC) plan. Knowing this would enable all parties to unite in putting the right kind of support in place and equally

Parents often appeared embarrassed, as though somehow their child was not good enough empower the parents to know what to expect for their child. Rest assured that schools are increasingly well versed with dealing with a wide range of SEN.

children than ever before – from extra time in exams to the use of ICT and individual readers and scribes, to name just a few.

I am not so naive as to think the system is perfect. School budgets are continuously being cut and increasingly overcrowded classes mean that resources are spread ridiculously thin and teachers and support staff are overstretched. Even in the Independent sector where resources are more plentiful, although costly, there is still lack of provision for those children for whom education and life is challenging.

However, trust that we share the same goal: every child does matter. Without a starting point, how can we begin to ensure that the right kind of support is put in place? Think of the label as that starting point. You know your child; speak to the school and tell them your hopes and fears; in turn, you will help them and help your child.

Trusting professionals We live in much more enlightened times.

Surely none of us would like a return to the days of schooling where all children were expected to confirm to a one-sizefits-all attitude, or simply fail. Schools are aware of their obligations to support all children. Such is the strength of the commitment to addressing every child’s educational, emotional and behavioural needs that much time is spent training staff to ensure that this happens.

SENCOs work tirelessly to establish best practice strategies that make education more accessible to a wider range of

Further information

Sioban O’Connor is an education consultant at Education Advisers Ltd: www.educationadvisers.co.uk

What’s your point of view?

Email: editor@senmagazine.co.uk

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SEN LAW

Schools and EHC plans In this issue’s SEN legal column, specialist SEN solicitor Douglas Silas looks at duties to name different types of schools on an EHC plan What are the general duties for a school regarding SEN? The SEN Code of Practice (CoP) states that all children with SEN are entitled to an education that enables them to: • achieve their best • become confident individuals living fulfilling lives • make a successful transition into adulthood, whether into employment, further or higher education or training.

It also states that every school is required to identify and address the SEN of the pupils that they support.

Mainstream schools must: • use their best endeavours to make sure that a child with SEN gets the support they need (this means doing everything they can to meet children and young people’s SEN) • ensure that children and young people with SEN engage in the

Every school is required to identify and address the SEN of the pupils that they support activities of the school alongside pupils who do not have SEN • designate a teacher to be responsible for coordinating SEN provision (for example, the SENCO), though this does not apply to 16 to 19 academies • inform parents when they are making special educational provision for a child • prepare an SEN information report and their arrangements for admitting disabled children and the steps being taken to prevent disabled children from being treated less favourably than others.

Mainstream schools include maintained schools, academies that are not special schools, maintained nursery schools, 16-19 academies, alternative provision academies and pupil referral units (PRUs).

What is the process for naming a school on an EHC plan?

The CoP states that when conducting an EHC needs assessment, a local authority must seek advice and information – which must be provided within six weeks of the request and more quickly wherever possible (subject to some exemptions).

If then deciding to make an EHC plan, the local authority will need to issue one in draft/proposed form to the parents of the child (or to the young person with SEN), but this must be left blank in Section I, which refers to the name and type of the school (or maintained nursery school, post-16

Mainstream schools have to use their best endeavours to give children with SEN the support they need.

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institution or other institution to be attended by the child or young person and the type of that institution), so as to allow the parents/young person to express a preference. Where the name of a school or other institution is not specified, the EHC plan must eventually note at least the type of school or other institution to be attended by the child or young person.

The CoP states that if a parent/ young person makes a request for a particular nursery, school or post-16 institution, the authority must consult the school or college concerned and consider their comments very carefully before deciding whether to name it in the child or young person’s EHC plan, sending the school or college a copy of the draft plan. If another authority maintains the school, they too must be consulted.

The local authority must comply with that preference and name the school/college in the EHC plan unless it would be unsuitable for the age, ability, aptitude or SEN of the child or young person; or the attendance of the child or young person there would be incompatible with the efficient education of others or the efficient use of resources.

Can I ask for any school and will it be named?

Yes and no! The answer is probably yes if the above conditions are met and because also where the local authority considers a particular mainstream place to be incompatible with the efficient education of others, it must demonstrate that there are no reasonable steps that a mainstream nursery school, or post-16 institution in its areas could take to prevent incompatibility. What constitutes “reasonable steps” is a big topic in its own right and is also referred to in detail in the CoP, but this is often referred to as the right to mainstream inclusion. Where a maintained nursery, school or college like this is named in an EHC plan, they must admit the child or young person.

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The answer to the above question is likely to be no, though, where the parents/young person may also request a place at a non-maintained early years provision, independent school, specialist college or post-16 provider (who are not on the list above).

The authority must still consider their request but the LA is not under the same conditional legal duty to name the school/provider. Here, they must only have regard to the general legal principle (in section 9 of the Education Act 1996) that children should be educated in accordance with their parents’ wishes, so long as this is compatible with the provision of efficient education, instruction and training and does not mean “unreasonable public expenditure”.

It is also worth noting that the local authority must also be sure that this type of institution will admit the child or young person before naming it in the plan, since these schools/providers are not under any legal duty to admit a child or young person, even if it is named in the EHC plan.

What if there is no preference for a particular school?

In situations where a parent/young person does not make a request for a particular nursery, school or college, or does so and the request is not met, the LA must specify mainstream provision in the EHC plan unless it would be against the wishes of the parent or the young person, or incompatible with the efficient education of others.

What about dual placements?

The CoP states that children with EHC plans can attend more than one school under a dual placement. Dual placements enable children to have support from a mainstream and a special school. This can help to prepare children for mainstream education and enable mainstream and special schools to share and develop their expertise in supporting children with

Children with EHC plans can attend more than one school under a dual placement

different types of SEN. In order for a child with SEN who is being supported by a dual placement to be deemed as being educated at a mainstream school they should spend the majority of their time there.

The CoP also states that, where appropriate, a young person with an EHC plan can attend a dual placement at an institution within the further education sector and a special post16 institution. The local authority should work with the young person, post-16 provider and independent specialist college to commission such a placement where that will achieve the best possible outcome for the young person. To be deemed as being educated in a mainstream further education institution, young people should spend the majority of their time there.

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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PARENTS’ RIGHTS

Are SEN cutbacks denying families’ rights?

As local authorities threaten further cuts to SEN and disability budgets, Samantha Hale looks at how parents’ rights will be affected

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ocal authorities are under pressure to make cuts to their budgets, in most cases across all local authority services. Unfortunately, this means that cuts to education services are also considered and, in particular, cuts to high needs budgets. There are a number of reasons for local authorities to be in this position; one suggested reason is due to overspending by local authorities – with one local authority in particular being reported in the media to be on the brink of bankruptcy.

However, it is unlikely to be as simple as local authorities overspending and more likely to be due to having insufficient budgets to provide the services they are legally required to SENISSUE97

provide. Therefore, by cutting budgets further, this isn’t going to resolve matters, but instead make them worse, leading to a lack of services being available for vulnerable children and adults and their families, meaning more families will have to fight for the services they require.

The Court criticised the authority for the high numbers of exclusions for pupils with SEN and disabilities

Have SEN budget cuts been challenged?

There are three cases which have been issued to challenge specific local authority decisions to cut their budgets. The first of these cases has now been heard by the High Court. This was a challenge by two families against Bristol City Council’s decision to cut their high needs budget by £5 million.

The families were successful in their challenge against Bristol City Council, as the Court decided that the process completed by the local authority was flawed. This is because the authority failed to consult with those who would be affected by the cuts and have regard to them. The Court therefore concluded WWW.SENMAGAZINE.CO.UK

PARENTS’ RIGHTS

that the decision to cut the budget by £5m should not stand, and the local authority now has to reconsider the allocation of funding to the high needs budget.

Why is the Bristol decision important?

This case was the first to be heard out of other similar challenges against other local authority budget cuts. It now means that Bristol City Council will need to properly reconsider the funding allocation, which must include consulting with families who would be affected by any cuts.

As other local authorities are reporting that they will have to make cuts to their budgets for SEN and disabilities they should take this decision into consideration before determining any cuts.

Although the case was a challenge to the decision to cut the high needs budget, evidence was included in the case on the impact this would have on children and families within the authority. The Court took this into consideration and commented on the SEN and disabilities provision in Bristol in the decision. The Court criticised the authority for the high numbers of exclusions for pupils with SEN and disabilities, which across primary and secondary is the highest in the country. It also criticised the attainment gap between pupils with SEN and disabilities and their peers. Whilst these criticisms were specific to Bristol, the same could be said about many local authorities and the provision of services they provide for pupils with SEN and disabilities.

Unfortunately, the Bristol decision does not mean that all decisions to cut SEN and disabilities budgets are unlawful. In order to challenge cuts, there needs to be a legal basis for this.

If there is one, this decision could be challenged by families of children and young people who are impacted by such a decision.

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In order to challenge funding cuts, a local authority will have to consult with service users and families What is the legal basis for a challenge?

In order to challenge funding cuts, a local authority will have to consult with service users and families who are likely to be affected by any decision to cut the budget – as the Bristol case confirms.

Therefore, one way of potentially challenging a cuts decision is to look at the specific process completed by local authorities with regard to their legal duties to consult.

Other points to consider to try and determine whether a decision can be challenged include whether or not the local authority can fulfil its legal duties to provide services for disabled children and young people if funding cuts are agreed. Furthermore, a decision could potentially be challenged if the local authority has failed to have regard for their duty to safeguard and promote the welfare of a child or by failing to comply with the public sector equality duty. In order to determine if the local authority is in breach of any of these legal duties, you should seek legal advice and do so promptly, as it is likely any funding decision will need to be challenged within three months of the date the decision is made.

Will services suffer?

If a local authority’s budget for SEN and disability is cut, does this mean the services a child receives can automatically be reduced?

If your child has an education, health and care (EHC) plan, the local authority has a legal duty to provide the provision set out in Section F, and this legal duty

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remains even if there are cuts being made. Therefore, if an authority stops or reduces the provision, you can challenge this legally through a Judicial Review. As this legal duty is separate to the legal duties around cuts, you can challenge this even if a budget cut was announced 12 months beforehand, as long as the local authority remains in breach of their duty to ensure the provision is in place.

The only way that a local authority can lawfully reduce or stop provision to a child or young person with an EHC plan, is if they amend the EHC plan either following an Annual Review or if they carry out a reassessment of their needs. If the authority decides to do this, and I anticipate some local authorities will, the provision has to be implemented in accordance with the EHC plan that includes it all, until a new final EHC plan is issued amending or removing that provision.

If the authority decides to amend or remove provision from the EHC plan, the parents or, in the case of young people, the young person would be issued with a draft EHC plan which should detail the amendments suggested. You will then have 15 calendar days to provide comments on this draft and to suggest the placement that you would like to be named in Section I. The local authority should take these comments into consideration and carry out the relevant school consultations before issuing the final EHC plan.

When the new final EHC plan is issued you may find that, despite making parental comments against it, amendments are made to the provision essentially reducing or removing it.

Furthermore, they may even use it as an opportunity to change the placement named in Section I; if, for example, your child attends an independent special school, they may name a community special school instead which would

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PARENTS’ RIGHTS

be a cheaper placement for the local authority to fund.

Whilst the authority is legally entitled to change provision and the placement named in any EHC plan, it should only do so if it has evidence that the changes are required and that the young person or child’s needs can be met. I anticipate that some local authorities will make amendments without such evidence. If this happens to you, I recommend you seek legal advice as to the most appropriate way to challenge this; however, it is likely that this would be an appeal to the First-tier Tribunal (Special Educational Needs and Disability). During an appeal, I recommend that you point out to the Tribunal the local authority’s failure to produce any evidence to support the amendments. The Tribunal is unlikely to want to hear detailed submissions around budget cuts, however you can point out to them that you think this is a budget led and not a needs led decision.

You can point out to them that you think this is a budget led and not a needs led decision

Can services be reduced if the child does not have an EHC plan?

If your child does not have an EHC plan but is one of a number of children who may still have a statement of SEN, the local authority would still have a legal duty to ensure that they comply with that and arrange provision accordingly.

However, if your child does not have any EHC plan or a statement of SEN and is simply supported through School Support, services could be cut and ordinarily you would not have a legal right to challenge this. This is because School Support does not come with the

level of legal protection for services to be provided as that provided under an EHC plan or a statement of SEN. In cases where a child is being supported through school support, if the service is reduced or stopped completely, I recommend you consider requesting an education, health and care needs assessment (EHCNA).

Amongst budget cuts, some parents may find it is harder to get the local authority to agree to carry out an EHCNA, and therefore you may find that such a request is refused.

Regardless as to whether or not local authorities make cuts to their SEN and disability budget, the law on when an EHCNA should be carried out and an EHC plan issued is clear and decisions on these should not be based on budgets.

If a provision is removed or reduced, you should also seek legal advice as to whether or not this could amount to discrimination.

What to do if an authority refuses an EHCNA or to issue an EHC plan?

If the local authority refuses to issue an EHC plan or to carry out an EHCNA, they must notify you of your right of appeal to the First-tier Tribunal (Special Educational Needs and Disability). This right to appeal cannot be removed from you if a local authority decides to cut its SEN and disability budget and therefore I recommend you consider using it to challenge a refusal to carry out an EHCNA or issue an EHC plan.

Further information Samantha Hale is a Partner and educational law specialist at Simpson Millar Solicitors: www.simpsonmillar.co.uk

Budget cuts are expected to mean more families will have to fight for the services they need.

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OUTDOOR SENSORY

OUTDOOR ADVENTURE

Challenging Disability through Outdoor Adventure The Calvert Trust has been delivering residential ‘learning outside the classroom’ experiences for pupils with special educational needs since 1976.

If you are looking for ways to develop your students’ social skills and build their confidence, all while having fun with their friends in a new environment, we have something amazing to offer you.

To find out more, including dates and availability, call us on 017687 72255

enquiries@lakedistrict.calvert-trust.org.uk www.calvert-trust.org.uk/lake-district/ introduction Reg Charity No. 270923

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@CalvertLakes

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28

HYDROCEPHALUS

Hydrocephalus: parents under pressure Jan Tippett provides five top tips for supporting a child’s pre-school development at home

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ydrocephalus sounds like an uncommon neurological condition but as many as one in every 750 children have some form of this brain condition.

Hydrocephalus is the most common reason for children to have a brain operation in the UK. Hydrocephalus occurs when too much cerebral spinal fluid (CSF) creates excessive pressure inside the brain, which can be congenital or due to a neonatal or acquired brain injury, some types of spina bifida or an infection like meningitis. Ever since the first successful procedures during the 1950s to reduce the accumulation of CSF within the brain with the invention of valve and shunt systems, our understanding of the causes of hydrocephalus, its treatments and effects has increased.

When parents first receive a diagnosis of hydrocephalus for their child, they have to absorb so much medical information about treatments and procedures. Discharge from hospital and the return to family life is stressful, as parents monitor their child’s health, looking for signs that would indicate a shunt malfunction, like headaches, excessive vomiting, eyesight problems or sleepiness.

Parents also have concerns about the effects of hydrocephalus on their child’s progress, such as difficulties with memory, concentration, sensory processing, problem-solving, spatial awareness and even the possibility of visual impairment.

Unsurprisingly, there is huge variation in the degree to which some babies and small children are affected by hydrocephalus and the challenges

Parents have to absorb so much medical information about treatments and procedures

they experience. Some children have very few or no discernible effects of hydrocephalus on their development, whereas other children may experience challenges throughout their lives.

Families are under pressure to learn about medical treatments and the effects of hydrocephalus in such a short time that some say they lose sight of the fact that their new born is “just a baby”, needing what every baby needs to thrive.

By following these five top tips for a nurturing environment in the home during the early years, using the positive impact of neural plasticity on brain development, parents can relieve some of the possible effects of hydrocephalus.

1. Talking and reading

Babies should experience playing in different positions, such as on the floor.

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Verbal communication is vital when caring for and playing with a baby. Babies respond to sound and language experts believe that all humans are born with the innate capacity to communicate, even if they have a sensory impairment.

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more language experiences in order to overcome their condition and to communicate effectively.

Fortunately, learning language is a strength that many children with hydrocephalus have. Names of real objects and people are relatively easy to remember and the fact that they can see, touch and play with objects makes naming their world fun. Children with hydrocephalus often learn by rote easily, so incorporating speech and songs into a child’s daily routine will stimulate their language development.

Learning language and learning concepts go hand-in-hand so creating a language-rich environment is important. When learning abstract meanings of words or concepts children with hydrocephalus can sometimes have difficulties. Hands-on experience is an excellent way to teach difficult concepts like “next to”. Giving instructions like “Put the teddy next to the chair” during play sessions and modelling the activity helps a baby to understand. A child with hydrocephalus needs to be taught some concepts explicitly, rather than expecting them to simply “get” the concept eventually.

Reading and sharing books from an early age is important for orientating a small child around a book so their eyes focus on pictures, then track and follow a sequence. Sharing books together and asking questions about the pictures creates links with concepts, such as “up/down” and difficult ones like “being kind”. Screen time should be avoided during the first year for babies with hydrocephalus because a moving image can be too busy for them to process.

2. Moving and learning Experiencing various positions It is important for all babies to experience different positions for play, such as on the floor, on their tummy or on a parent’s knee. Babies, especially if they have additional needs, should WWW.SENMAGAZINE.CO.UK

Proprioception is rather like a baby’s GPS system, telling them where their body is in space

experience the world from more than just a sitting position.

Bouncing cradles, car seats and high chairs put babies in the same seated position for most of the day so it is vital that babies move around freely as much as possible. Babies with hydrocephalus may be put in seated positions for long periods due to parental concerns about head control, lack of mobility or worries following repeated hospital admissions.

Proprioception Having body awareness is proprioception, which is important for learning gross motor skills and hand skills, as well as establishing depth perception, sometimes a difficulty for children with hydrocephalus.

Proprioception is rather like a baby’s GPS system, telling them where their body is in space, giving information on the speed and force of a movement.

Babies are learning how to control their bodies while moving and playing.

Vestibular system Moving also helps to develop a baby’s vestibular system, telling them about their head position so they know which way is up and have a sense of balance.

It has a vital role in allowing children to move safely, pay attention, sit still and maintain an appropriate level of alertness for daily play activities.

Independent mobility is an important factor in a child’s physical, cognitive, sensory, emotional and social development. Babies should be actively exploring their environment by 12 months. If a baby has additional

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needs, being encouraged to move independently and interact with their world can keep the effects of their neurological condition to a minimum.

Self-care As a child grows up, their understanding of their own body is important for independent self-care. Knowing how to feed yourself, dress and clean your teeth require an understanding of how to control your body in the right direction, with the perfect pace and force.

Throughout this exciting time for learning a physiotherapist and occupational therapist can advise on strategies to encourage a child to move, explore and learn.

3. Playing Learning to learn Like all children, babies with hydrocephalus need to develop, learn and practise skills through play experience and the stimulation of their senses: sight, touch, hearing, taste, smell and movement. It is through play that small children learn how to learn, so they can build up the skills needed for independent life. The important abilities learnt in the early years are transferable skills for use throughout the rest of a person’s life.

When a child has additional needs, the time to play can be difficult to find. Play is often squashed between hospital appointments and medical treatment but play is important for a child’s cognitive development. Play nourishes every aspect of development and forms the foundation of linguistic, cognitive, physical, sensory, social and emotional skills that are vital for life.

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Modelling play Parents and carers are advised to play alongside their child and to model the type of play that they would expect when playing with toys. If a child has a shape sorter toy, they will need to be shown repeatedly how to play with the components, receiving praise whenever they are successful.

Concepts can take a while for a child with hydrocephalus to grasp. Playing with toys to show what happens when an action takes place, and drawing a young child’s attention to it, can help with concept learning. For instance, when playing with a toy car on a ramp role-play ask, “what would happen if it went too fast?”

Talking through activities will give a child a language model and a physical model of how to play. Talking while enjoying play experiences teaches complex concepts so a child with hydrocephalus can learn and thrive.

4. Choosing challenging toys Aiding memory Pop-up toys, demanding “cause and effect play”, are good for prospective memory, which is often described as “remembering to remember”. Predicting or anticipating games like peek-a-boo and Round and Round the Garden rhymes are all helpful for children with hydrocephalus, who often have difficulty with prospective memory.

Toys that develop spatial skills are important for children with hydrocephalus

Some children can be passive in their play where they don’t initiate, partly because they don’t anticipate anything will happen. Opportunities to experience toys that enhance their prospective memory are very useful.

Spatial skills Putting out all the toys a child has should be avoided. Instead, have a routine of different types of play, using a range of toys. Toys that develop spatial skills are important for children with hydrocephalus, who need experience of handling, investigating and building with a range of objects.

Avoid gender stereotyping Traditional “girls” and “boys” toys can lead to children missing out on types of play which can enable them to overcome some difficulties associated with hydrocephalus. Girls often miss out on construction-type play, which can hinder their developing spatial, 3D planning and early maths skills.

Boys can miss out on imaginative play through having little experience of play house games with teddies, dolls or action figures. Boys benefit from play involving daily routine and caregiving, which helps with sequencing and being aware of the feelings of others.

5. Keeping to a daily routine

A child may need to be shown repeatedly how to play with a shape sorter toy.

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Structure Sometimes, due to health difficulties or time spent in hospital, a child’s daily routine does not always match the rest of their family. It is wise to continue to create a structure to the day and to the week, in which a growing child can

feel safe and knows what is going to happen next. Talking with a child who has hydrocephalus about plans for the day or the week will help them to be aware of sequences of events and be more accepting of change.

Visual support Visual timetables and support structures help with understanding the passage of time, which can be a difficult concept for some children with hydrocephalus. A visual timetable that a child can interact with and talk about builds a safe and positive routine into their life. Visual supports, containing pictures, help with understanding that symbols have meanings and provide opportunities to practise early “reading” of signs.

Children who have hydrocephalus need to learn to make choices, initiate and structure their lives in ways that follow a meaningful sequence in order to learn vital life skills.

Seek support If parents are under pressure and have any concerns about their child’s development, they should talk to their health visitor or GP, who can offer advice or refer to child development services.

Further information

Jan Tippett is the national Education Officer for the Shine charity and previously was a teacher in mainstream schools before working with charities supporting families with children who have neurological conditions.

Jan is also a parent of someone with hydrocephalus.

A new edition on Shine’s publication Your Child and Hydrocephalus is due later this year: www.shinecharity.org.uk

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WHEELCHAIRS

Wheelchair friendly schools Sue Hurrell outlines the steps her daughter’s school took to ensure it is wheelchair accessible

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hree years ago, I wrote an article for SEN magazine (SEN79 Nov/Dec 2015) about our struggle to get accessible toilets installed in our daughter’s primary school in Cardiff. We got there in the end, and the experience prompted me to do lots of research, which revealed that around half of Cardiff’s high schools, at that time, could not cater for children who use wheelchairs. This led me to campaign for better facilities for wheelchair-users in Welsh schools, including some work with the Children’s Commissioner for Wales.

Fast-forward three years and Imogen is now at high school, where she is really happy. She couldn’t wait to get back after the summer holidays and into year nine. We had visited lots of schools before deciding which one was best and she had come with us.

How she felt about each school was clearly linked to whether she met other children who used wheelchairs, and how well the staff engaged with her as we visited, instead of just talking to us as parents.

Engaging schools Imogen has learning needs as well as cerebral palsy and whilst she had been happy at her mainstream primary school, it had become clear that she would struggle to keep up with both the work and the other children in a mainstream high school. When we started looking into our options it was hard to get objective information about the quality of teaching in special schools, and resource bases in mainstream schools, as it was hard to find recent inspection reports on the Estyn (Welsh Ofsted) website, and the mainstream school reports rarely included any information about their SENISSUE97

Children should be consulted about mobility and accessibility issues at school.

How she felt about each school was clearly linked to whether she met other children who used wheelchairs

than a person. This tends to happen more often in a health context but can happen with teaching staff as well. I will always be drawn to a professional who engages with my child first, and then with me afterwards, someone who uses language that is sensitive to her feelings and that she can understand.

resource bases. So we had to rely on our instincts and how each school engaged with us and with Imogen, and this was a mixed experience. On one occasion she got back into the car and said she definitely wasn’t going to that school! By contrast, her first visit to her current school was a success, and this was partly because they had taken the time to think about how she would feel: she was shown around by one of the wheelchair-using students, and this really made her feel at home.

Children who have disabilities so often have to put up with being talked over and discussed as though they are not present, have no feelings, and are simply a collection of problems rather

A smooth transition I was so anxious about Imogen’s transition from primary school: I worried about her taxi journeys, and that I would no longer meet her at school at the end of each day and be able to resolve any problems. The school had only recently become wheelchair-accessible, partly as a result of my earlier campaign, and most of the staff who were due to teach and care for Imogen had not worked with a wheelchair user before.

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and with relevant professionals to make sure they achieved the balance between keeping her safe and encouraging her to become more independent. Moving from a mainstream classroom, where she was always struggling to keep up physically and academically, to a school where others are learning at her pace, has worked really well for her, and there were very few difficulties for us to discuss and resolve.

Modernising facilities The accessible site meant that she was able to switch to mainly using a powered wheelchair, which has given her so much freedom and independence. She can also walk very short distances in her walking frame, and the school has appreciated the long-term importance of ensuring she takes a short walk each day to maintain her strength and flexibility.

Although we’ve had some issues to address along the way, these have been surprisingly few and far between.

The main school buildings date back to the 1930s, with entrances up several steps and classrooms on different floors in one of the buildings.

The work required to make the school accessible was expensive and difficult.

A central courtyard with classrooms around it was raised in its entirety to provide level access, and several large accessible toilets were built. A lift was

Imogen was quickly made to feel at home at her current school.

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A central courtyard with classrooms around it was raised in its entirety to provide level access

installed in the tower block, and plenty of disabled parking spaces marked out.

The work was completed in time for the first wheelchair user to join the school just four years ago, and now there are at least seven children who use wheelchairs, in both the special resource base and the mainstream school, as well as a member of staff.

Further projects have been completed as the wheelchair users have moved up through the school year groups. More recently, I helped the school with a bid to fund an accessible minibus, which is making it easier to organise transport for trips.

Involving pupils and families Perhaps most importantly of all, the school also involves students in reviewing the accessibility of the site and facilities, and this helps them identify opportunities for improvement.

The importance of this was emphasised by the Children’s Commissioner for Wales in her most recent report, Full Lives, Equal Access. In it she emphasised children’s rights, and particularly the right to be listened to: “Without listening to children and their families, it’s difficult to see how authorities can effectively assess the provision they currently have in place, or plan improvements.

“The needs of disabled children are much more than ramps and rails; there are often issues that will be unique to individuals that can only be understood through dialogue with young people and their parents.

“If we want all children and young people to succeed, we must empower them to shape the environments in which they learn.”

On the day that the report was launched, the Commissioner visited Imogen’s school to meet her and her friends and include them in the media launch. Imogen was so excited to be part of it and gained such a lot from the experience.

This has been a really positive story for us, but I am aware from our own past experience, from my research and from families I am in contact with, that children with physical disabilities are still frequently denied the chance to attend the same schools as their siblings and friends. This has lifelong consequences for a child and impoverishes a whole community.

Our positive experience would not have been possible had Imogen’s school not taken those initial steps to agree that wheelchair-accessibility was important; that inclusion isn’t only a nice concept but needs to follow through into practical action; that money spent to make a school accessible for the first child isn’t disproportionate, because it paves the way for so many others to follow along afterwards; and that an inclusive environment benefits the whole community.

Further information

Dr Sue Hurrell is Vice-Chair of the charity Contact, which supports families of children with disabilities.

She is also an independent campaigner for disability equality, especially for schools. Her eldest daughter uses a wheelchair and attends a secondary school in Cardiff: https://contact.org.uk

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FOSTERING

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Think you could foster?

A first-time foster carer from Wigan is encouraging other residents to change a child’s life.

Michelle Melling, from Ashton-in-Makerfield, is Head of Year at a high school and was inspired to look into fostering after witnessing children coming into school with their belongings in a bag, not knowing where they would be staying that night.

Just 13 months ago, Michelle and her husband became foster carers to Luke* who was ten years old. Since welcoming Luke into their home, the family have enjoyed taking him on holiday and letting him experience things for the first time.

Michelle, aged 31, said: “We’ve done a lot of firsts with him.

We’ve enjoyed his first time on holiday and first time in the sea. You really can change someone’s life. We’ve accepted him into our family – he is part of us now. We don’t treat him any other way”.

Wigan Council is committed to ensuring foster carers have the right training and support, whether you’re new to fostering or an experienced carer.

Sons and daughters of foster carers celebrated Six sons and daughters of foster carers have been awarded The Fostering Network’s Outstanding Contribution by Sons and Daughters Award, as part of the charity’s annual Fostering Excellence Awards.

Robert, Rhianna and Bethan Goodwin (pictured), aged 13, 16 and 18 and from Flintshire, have been part of a foster family since they were born, and have helped to create a kids’ guide to fostering.

When the family of Maisy and Ellie Kiff (17 and 18), from Carmarthenshire, looked after a little girl with serious feeding issues, Ellie and Maisy helped feed and entertain her as she moved on to solid food and showed a massive improvement.

To find out more, visit: www.wigan.gov.uk/fostering or call: 01942 48 7200.

The parents of Nia Clark (19), from Brighton, became foster carers over four years ago. Despite some challenging times, Nia has rarely complained and has always been willing to learn about her foster siblings.

*name changed to protect identity.

www.thefosteringnetwork.org.uk

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Change a life, foster a child We are looking for three foster carers, already approved or willing to be assessed, who can care for a child who has significant needs, but who will respond to warmth and a high standard of care. to nurture ster family fo t en caring an m er so consider king for a p ho could al . w d We are loo ed er an st ah fo to be r Savann she is ready and care fo en h w er b m er A for her sist n ck Caribbea ld girl of Bla e and loves o ar ye r u nat is a fo Savannah nnah is sociable, affectio looking for a e va ar Sa e e.

W ag nah r. herit her care r for Savan raise from re and care u rt u n receiving p to . foster family her older sister Amber permanent re for ca so al n and who ca s, bubbles, play, puzzle e iv ct chasing ra te ves all in es such as Savannah lo ring in and active gam ere are positive lou y. Th drawing, co pretend pla Savannah stories and ster carers. g fo lin er ck h ti d d an an er h n ee ts betw attachmen er children. around oth g n ei ts, b es lik lear implan wears coch d as an h f is ea d th eriods and profoundly extended p Savannah is nds r them for n. She atte ea io w t at o ic n she did al. ’s commun it ah sp n o n H va et Sa n Stre impacted o at Ormond 1 support in k-ups at Gre receives 1 to d an l o regular chec o h hool. as started sc ainstream sc Savannah h it within m n u f ea d t a specialis s, play and on, gesture at ak M gning. ic as oping BSL si ses very b and is devel Savannah u e at ic . n rs u re m ca com to the foster pictures to will be given g in n ai tr SL B oma of Polish/R nd a ar old girl, g ye n t vi h lo ig n e e is an d as a fu ll e e b with the b ri a rs sc n e re n d A respite ca nabelle is r n fo A g . e in g k herita are loo e carers. c girl. We charismati her full-tim e m co e b to l , going a ti poten , dancing as singing get toy, ch d su fi r s e ie ys activit ng with h jo yi n la e p e njoys , ll g e immin Annab elle also e ry, park, sw rtual POU. Annab dogs ra o b li tw e re th to There a nd her vi . a ig s P e urite a n p o vo p h e and P g her fa smart p tching Hi5 nd she enjoys takin a w , g in d rea ent a in placem and a cat . lk a w ears a dog for a lties and w t Unit cu fi if d g n pairmen te heari earing Im as modera H h a e s ll d e n b at school. e a Ann progress abelle att d n o n o A g . g id a in hearing he is mak n EHCP. S le to and has a nd is unab ndrome a by (Total sy t d u fe g is rt d take an ultra-sho in s l a h ra o central lle e a ve b Anna od or ha tered via is fo in st e m . d ig a d r . This is in her neck process o ition) TPN od vessel tr is lo u b N lle a l e h b ra g a te u n Paren er. An line thro and her liv eeds. us access h o lt n a e ve h a r tr e in on h vel of n n impact er high le This has a sidering h n co ll e w g developin

Amber is a lively 8-year-old girl of Blac k Caribbean heritage. Amber likes swimming, jumping, climbing and physical activity. She seeks lots of sensory stimulation through water play, light up toys , sand, rice and materials.

She was not placed with her siste r Savannah due to her complex needs and she is in a shor t-term residential placement in preparation for a plac ement with her sister.

They have worked on her routines and behaviour and there has been significant improvemen ts e.g. she is able to sleep through the night and understa nd some boundaries.

Amber is profoundly deaf and wea rs cochlear implants. She has sight impairment, which requ ires glasses to correct her vision. Amber has a diagnosis of Autism. Amber enjoys 1-1 adult attention and likes looking at books. Amber is a good swimmer and likes water including bath times. Water can have a calming effect on her.

Due to her early life experiences, Amber will need carers who can continue to support her emotional development.

Sabri

na is a bubbly , energetic an girl of Black d affectiona British/Jamai te 11 ye can/Barbadia a two parent n heritage, w ar old , permanent ho needs foster family reading, tech . She loves m nology, Har usic, ry Potter an is very witty d swimming. , and has a gr Sabrina eat sense of very caring, humour. Sh nurturing an e is also d generous.

Sabrina was diagnosed w ith ADHD (for medication) which she ta and Opposit kes ional Defian has a SEN fo t Disorder in r behavioura 2014 and l issues and She has 30 ho delayed inte urs support raction. per week at school.

Due to Sabr ina’s early lif e experience vulnerable an she is emotio d needs care nally rs who can of stability. Sabr fer her secu ina needs lo rity and ts of suppor raise her selft and reassu esteem. She rances to is accessing really benefi A rt Therapy an tting her. d this is Sabrina resp onds well to praise and is young person a very rewar to care for. ding Sabrina can family who be placed w have older ch ith a ildren rather a similar age than childre or younger n who are than her.

Telephone: 020 8753 2333 or duty number 020 8753 3622 Email: jennifer.richards@lbhf.gov.uk For more information, visit: www.lbhf.gov.uk/fostering www.rbkc.gov.uk/fostering www.westminister.gov.uk/fostering

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SAFEGUARDING

Keeping children safe Dawn Jotham explains what schools need to know about the Government’s updated guidance on safeguarding children

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he Department for Education’s statutory guidance, Keeping children safe in education (KCSIE) 2016, has been updated. This article will take a look at the key changes in the guidance and how schools should be putting them into practice.

Contextual safeguarding and peer-on-peer abuse The new guidance sees the introduction of the term “contextual safeguarding” which, according to Dr Carlene Firmin and the Contextual Safeguarding Network, is “an approach to understanding, and responding to, young people’s experiences

Safeguarding systems should be explained to staff as part of their induction

of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse”.

Throughout KCSIE 2018 are references to contextual safeguarding and more detailed explanations of the

ways in which peer-on-peer abuse can manifest itself. In particular, it requires all staff, and particularly designated safeguarding leads, to take a “contextual safeguarding approach to peer-on-peer abuse”.

The list of information that schools are required to include about peer-onpeer abuse in their child protection policies has also been expanded, and there is an entirely new Part 5 to the guidance, entitled “Child on Child Sexual Violence and Sexual Harassment”, which is an abbreviated version of the new DfE advice Sexual Violence and Sexual Harassment between Children in Schools and Colleges (May 2018).

New guidance seeks to ensure all staff are more aware of potential safeguarding issues at all times.

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SAFEGUARDING

General changes to KCSIE Throughout the new statutory guidance document, improved definitions have been made and the new guidance contains additional information on the use of “must” and “should”.

The term “must” is for when the person in question is legally required to do something and “should” is used when the advice set out should be followed unless there is good reason not to.

Below, I have reviewed each section of the KCSIE and have listed the main changes.

Part one: Safeguarding information for all staff The role of the designated safeguarding lead (DSL) This section now provides clearer information about the role of the DSL and their deputies. For example, the section now states that the identity of the DSL and any deputies should be shared at induction.

Policies within school The new guidance states that all staff should be aware of systems within their school or college which support safeguarding. These systems should be explained to staff as part of their induction. The behaviour policy has now been included in this mandatory list of topics that have to be explained at induction. The list is now updated to include: • the child protection policy • the behaviour policy • the staff behaviour policy (sometimes called a code of conduct) • the safeguarding response to children who go missing from education.

Female genital mutilation (FGM) The paragraph on FGM clarifies that it is a legal requirement on teachers to report concerns.

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Peer-on-peer abuse is one of the key themes of changes in the new guidance

Part two: The management of safeguarding Multi academy trust schools – child protection policies The KCSIE 2018 document stipulates that all schools and colleges should have their own individual child protection policies and that these should reflect local circumstances. Multiple schools can have an overarching child protection policy, however, local procedures and protocols should be reflected.

Peer-on-peer abuse Peer on peer abuse is one of the key themes of changes in the new guidance. Changes have been made to part two, paragraph 90, to reflect the importance of child protection policies relating to peer-on-peer abuse.

Contact numbers The new guidance states that where reasonably possible, schools should have more than one emergency contact number for students.

Safer recruitment The guidance now clarifies that at least one of the interviewers when interviewing for new staff has completed safer recruitment training.

Designated safeguarding leads (DSLs) The role of the DSL should be clear.

This will include who the DSL should be and the responsibilities of the DSL in regard to child protection files. It

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should also reflect DSL responsibility when considering information sharing in advance of transferring child protection files.

Looked-after and previously looked-after children This is a new section on the new requirements around previously lookedafter children, highlighting the fact that they remain vulnerable.

Children with special educational needs and disabilities As with the rest of KCSIE 2018, a reference to peer behaviour is introduced in this section, specifically that children with SEN are more prone to peer group isolation than other children.

The “use of reasonable force” Clarity is provided about when it may be necessary to use reasonable force and also the need to minimise reasonable force, particularly with pupils with SEN.

Part three: Safer recruitment This now contains new information, which clarifies the responsibility on schools when working with alternative provision providers.

There is also a revised checklist about checks for contractors. For volunteers, the new guidance provides additional links that signpost to the DBS workforce guides.

Clarity is also given on the minimum information that must be recorded on a single central record (SCR).

The term “homestay” has now been introduced; this applies to children staying with host families.

Part four: Allegations of abuse made against teachers and other staff This section includes very limited changes.

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DSLs need to recognise the additional risks that children with SEN and disabilities face online

• a whole school or college approach to safeguarding and child protection • how to respond to reports of sexual violence and sexual harassment.

Annex A

Part five: Child-on-child sexual violence and sexual harassment A whole new section has been included in the statutory guidance.

Part 5 is there to provide guidance for schools and colleges on how they should respond to reports of child-on-child sexual violence and sexual harassment.

This shows the importance that the DfE are placing on peer-on-peer abuse.

In particular, governing bodies and proprietors are signposted to an extra publication on sexual violence and harassment between children in schools and colleges. Entitled Sexual violence and sexual harassment between children in schools and colleges, this covers: • what sexual violence and sexual harassment is • schools’ and colleges’ legal responsibilities

This section has been updated and includes a table of contents. New information is given on: • children and the court system • children with family members in prison • county lines • domestic abuse • homelessness • peer-on-peer abuse • sexual violence and sexual harassment.

With regard to sexual violence and sexual harassment between children in schools and colleges, the guidance notes that staff should be aware that some groups are potentially more at risk and that evidence shows girls, children with SEN and disabilities, and lesbian, gay, bisexual and trans (LGBT) children are at greater risk.

Annex B: Role of the designated safeguarding lead This section has been expanded and the list of knowledge and skills that DSLs should understand has grown.

It now covers the need for DSLs to be able to understand the unique risks associated with online safety and be confident that they have the relevant knowledge and up-to-date capability required to keep children safe whilst they are online at school or college.

Specifically for children with SEN, DSLs need to recognise the additional risks that children with SEN and disabilities face online – for example, from online bullying, grooming and radicalisation – and are confident they have the capability to support children with SEN and disabilities to stay safe online.

Guidance in practice This article discusses changes to statutory guidance which came into effect on 3 September 2018. Education settings need to understand the changes in the new guidance and ensure policies, procedures and practices have been updated in recognition of the changes.

As the Government’s website states, “statutory guidance sets out what schools and local authorities must do to comply with the law.” Education settings should follow the guidance “unless they have a very good reason not to.” There is some guidance that must be followed without exception. In these cases, the guidance document makes this clear.

Further information Dawn Jotham is Education Product Development Lead at EduCare, which provides safeguarding and duty of care e-learning training: www.educare.co.uk

The Department for Education statutory guidance, Keeping Children Safe In Education (KCSIE) 2018, can be found by searching on the Government’s website: www.gov.uk Safeguarding includes understanding issues in relationships between children.

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SAFEGUARDING

Supporting students aged 10-20 with a range of challenges, including High Functioning Autism and Social, Emotional Mental Health.

Self-harm awareness conference LVS Oxford has announced that it will be holding a self-harm awareness conference in November to help educate parents and professionals within the autism community.

The conference will take place on Friday 23 November at LVS Oxford in Begbroke, from 1.45pm until 4pm. Led by Satveer Nijjar, who speaks nationally about self-harm and has worked with the Samaritans and the Foreign and Commonwealth Office, it will help those attending build confidence around the subject of self-harm by reducing stigma, anxiety and fear.

“Self-harm is an issue for many young people”, says Head of School at LVS Oxford, Louisa Allison-Bergin. “We hope this important training for professionals and parents will help those supporting them to feel more confident about the strategies they are using, and the professional help that is available to them and the young people in their care.”

For more information, contact LVS Oxford reception on: 01865 595170 WWW.SENMAGAZINE.CO.UK

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ONLINE SAFETY

Online safety in a shifting world Mark Bentley reveals important changes in the way children are behaving and the threats they are facing online

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arlier this year, schools from across the UK asked pupils to take part in what would become the UK’s largest ever online safety survey.

Over the course of a month, almost 40,000 children and young people aged between seven and 16 provided insight into their online safety realities – the good and the bad. In the Hopes and Streams survey, organised by London Grid for Learning, 54 per cent of respondents were from primaries and 46 per cent from secondaries.

In comparison with previous surveys, the 2018 results revealed a potential shift in risks and dangers from strictly contact-based to contentbased. For many years, stranger danger was treated as the main concern and many online-safety messages revolved around meeting strangers; today it seems that violent or sexual content is far more prevalent, whether sending or receiving, voluntarily or coerced.

Sexting and child sexual exploitation via live streaming were flagged as major issues

their experiences, chose to talk to a parent before speaking to a friend, teacher or helpline.

One of the standout statistics of the report is that 73 per cent of all pupils said that their parents understood online safety. This is reassuring for parents and shows that you don’t need to know the latest game or app inside out – it’s all about behaviour.

Unsurprisingly, sexting and child sexual exploitation via live streaming were flagged as major issues; however, the sheer scale and young ages of those affected underline the importance of relationships and sex education which is being implemented in schools.

There was, however, encouraging news also reported, especially for parents. Although only 56 per cent of respondents said they spoke about online safety with a parent or carer more than once per year, nearly three quarters of those who did talk about

Apps, sites and games

Sexual and violent online content is becoming increasingly widespread.

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Young people were asked about the apps, sites and games they used. On the positive side, more than half of those questioned reported things they really liked about the platforms they used. For example, one in four young people said the apps, sites and games they use make them feel good about themselves, and 18 per cent said their online activities helped them to make new friends.

On the flip-side, it is striking that only 3.5 per cent said the apps they used helped them to feel good about their body, which is reflected in wider societal issues relating to body shaming and how social and traditional media can perpetuate and consolidate poor body image messages. Another statistic which particularly stood out was the fact that nearly one in three pupils say it’s hard to stop using apps, sites and games to have a break.

This feeds into the important debate around technology addiction and digital detox. Eight years since Dr Richard Graham launched the UK’s first Technology Addiction Service for young people at Nightingale Hospital, June 2018 saw the NHS and then the World Health Organisation officially recognise gaming addictions for the first time.

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ONLINE SAFETY

Both children and predators are very quick to move from one app to another

Ten per cent of pupils have made friends with an adult online for the first time.

This important issue can be addressed to an extent through parental education and empowerment – for example, by offering frameworks for productive screen time or supporting parent-child communication through schools and online resources. The UK Children’s Commissioner’s “Digital Five a Day” programme is a good example of this.

Making friends and meeting people online Contact risks are often discussed in online safety as part of the content, contact, conduct paradigm of dangers.

The vast majority of young people are using apps, sites and games with some regularity, including even the very youngest, and the survey found that more than one in three young people have made new friends online, with boys nearly twice as likely to make new friends online as girls. One figure, which is of particular significance given grooming concerns, is that one in ten of seven- to 16-year-olds have made friends with an adult online for the first time.

In order for online safety messages in this area to be taken seriously, it is critical that adults also show young people that they recognise how friendships formed online can be thoroughly positive. For example, WWW.SENMAGAZINE.CO.UK

teachers might refer to statistics for people who marry after meeting online.

Video chatting and live-streaming Video chatting has been increasing in popularity for many years and the landscape has expanded to such an extent that apps and games often offer it as an add-on, almost as an afterthought. The survey asked pupils specifically about their use of video chat with people they only knew online.

Overall, one in eight pupils said they had video chatted with someone they had not met in person. In line with expectations, secondary students are more than twice as likely to do this as primary pupils. There are some very worrying statistics revealed by this section of the survey, all made more concerning given the exponential increase in the use of these services.

Nearly one in ten young people who video chat with people they haven’t met in person have been asked to change or take off clothes.

Parents and teachers are often, understandably, reticent to talk about such issues, but these figures show how important it is to find age-appropriate ways to explain what behaviours are inappropriate and when to seek help.

It is key that parents can address these issues with their children; schools can

help in various ways, including by explaining the extent to which children trust them and want to speak to them about online safety.

It is tempting for parents and educators to compose a list of “apps where bad things happen”. It should be noted though, that both children and predators are very quick to move from one app to another. A focus on behaviour is therefore much more important.

Finally, it’s important to remember the online world reflects reality: it is large, difficult to navigate and, too often, dangerous for young people.

Nonetheless, like the real world, there are so many positive experiences which can’t be enjoyed from inside an internet-free room! I hope these tips will help grown-ups and children alike to use the Internet in a safe and positive way.

Further information

Mark Bentley is Online Safety and Safeguarding Manager at London Grid for Learning, a charitable trust of schools and local authorities promoting the use of technology in teaching and learning: www.lgfl.net/online-safety The Hopes and Streams report includes further information on topics such as: seeing, sending and receiving; pornography; online friendships, bullying and mental health; and discrimination and hate speech, as well as sources of support. It is available at: pupilsurvey.lgfl.net

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PLAY THERAPY Advertisement feature

The power of play All children learn and develop a lot through play, and those with SEN are no different. A child’s cognitive, language and physical skills develop through their play experiences, as well as their imagination, concentration, self-confidence and social skills.

Play can also support any specific difficulties as well as strengthening residual senses. For example, if a child has a hearing or visual impairment, play can help strengthen their other senses to help them navigate and explore the world. If they have a mobility impairment, play can exercise their muscles and improve coordination.

For many children with SEN, their ability to play with specialist sensory toys can be limited, and they often only have access at their school or education setting.

Specialist toys come with a specialist price tag and all too often families are forced to prioritise buying practical equipment to support the health and safety needs of their child.

Free play equipment from Newlife Newlife the Charity For Disabled Children, has developed, has developed a unique range of Play Therapy Pods – a completely free service available to any child with an intellectual or physical disability.

Each Play Therapy Pod contains a range of specialist toys that have been carefully selected by a team of play therapy experts to help with a child’s development, as well as providing a distraction from pain and discomfort.

The Play Therapy Pods are self-contained and delivered free of charge, straight to the family’s door, and there are eight categories to choose from depending on the child’s physical and learning age, abilities and medical needs.

Play Therapy Pods There are four different types of Play Therapy Pods available for specific development ages: birth to 18 months; 18 months to three years; three to five years; five to eighteen years.

Visual: visual pods are available in three to five years or five to 18 years and are specifically tailored to support a child’s vision and encourage hand-eye coordination.

Auditory: these toys make a sound when you use them and will encourage children to physically interact with them in order to make noise. They start at three to five years and are suitable up to 18 years.

Tactile: different textures will help to stimulate the senses, encouraging little fingers to explore and play. They are available for ages three to five years and five to 18 years.

Interactive: these pods are ideal for teaching cause and effect as well as encouraging group play and turn taking. They are available for ages three to five and five to 18.

Rowan Ten-month-old Rowan and his mum Kimberley have been using one of Newlife’s birth to 18 month Play Therapy Pods. Rowan was born ten weeks prematurely and as a result has cerebral palsy, chronic lung disease and developmental delay. Until recently, Rowan had little interest in toys and play, but that all changed when he received his Play Therapy Pod. Kimberley said: “Before we had the Pod, Rowan wasn’t really doing much, but this has kick started his interest and his development has come on hugely since. Now he wants to reach out for things, which he wasn’t doing before. Rowan doesn’t have access to the same opportunities as other babies his age.

I have to be creative in the ways we play together to try and combine it with his physiotherapy and the Play Therapy Pod has really helped with this – it has given us both the opportunity to have that interaction.

“It has also helped improve his communication massively. He makes a lot more noises now and is able to make it known what he likes and when he’s had enough. He has problems with his swallow, so we don’t know yet how this will affect his speech, but the Play Therapy Pod has taken us a step closer.”

How to apply It’s really quick and easy – just visit the website: www.newlifecharity.co.uk/apply, or call our free Nurse Helpline on: 0800 902 0095.

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PLAY THERAPY

Playinnovation launches new “mini” versions of games into schools market Games company Playinnovation has launched a new range of indoor and portable mini-games which they says are perfect for the schools market.

Schools can now install Playinnovation’s educational games walls as “mini games”, for indoor and outdoor use. The games can be fitted to the school’s gym or an outside wall and feature magnetic numerical targets, moveable ground spots and a portable scoreboard for easy storage.

“The whole purpose of developing the games that sit within the Playinnovation portfolio was to fuse the world of physical activity and sport with education and offer educational benefits and outcomes to the children, and adults, who enjoyed it”, says Marco Boi, Founder and Creator of Playinnovation.

Playinnovation is seeing an increase in demand from schools for more unique, fun, engaging and inclusive multiuse games areas (MUGA) and in many cases are replacing traditional ball courts with new, on-trend games courts.

Playinnovation’s target games are all designed to increase and inspire movement and physical activity, create positive social environments and offer an unprecedented level of developmental outcomes.

Playinnovation mini-games include: • Mini Street Snooker – a smaller version of Street Snooker which has been featured on BBC and World News and is a great tool for developing a range of skills WWW.SENMAGAZINE.CO.UK

• Mini Crossbar King – inspired by the crossbar challenge as seen on Sky TV’s Soccer AM • Street Pool • Mini Cricket Champ • Mini First to Zero, which is played with each player starting with 50 points and then aiming at numerical targets to “lose” points as the game progresses.

Playinnovation takes its inspiration from the world of fashion, sport, urban and modern art to create eye catching installations.

For more information, visit: www.playinnovation.co.uk SENISSUE97

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ADVERTISE WITH In print 36,000 readers per issue*

Online 18,000

unique users a month

Email newsletter 57,300

Next issue features include: CReSTeD/dyslexia • post-16 options specialist seating • assistive technology outdoor activities • Down syndrome SEN law • SEN provision overseas autism • recruitment • CPD hearing impairment • and much more…

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DOWN SYNDROME

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Paving the way for mainstream Isla Ross looks at how to help young children with Down syndrome prepare for mainstream education

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work with Addition Support for Learning Services (ASLS) in Edinburgh and my role is to support children with Down syndrome from birth through to secondary school, as well as supporting their families.

During pre-school years, we demonstrate and offer suggestions of games and songs, assist with routines within the home and, crucially, introduce signing. We also visit early years centres and nurseries and support them with these activities and, when necessary, with adapting their environment or approach to learning for the individual. Children can often struggle to generalise a skill in a new setting, so it is important to be involved in both home and nursery settings.

Teachers were concerned about their ability to help the pupils reach their full potential The transition from nursery into Primary 1 (age four to five) is monumental for every child, but perhaps never more so than for those with additional support needs such as Down syndrome. The introduction of The Presumption of Mainstream, a Scottish Government initiative to improve inclusion in mainstream schools for all learning abilities, has

allowed parents a clear option for their child. In order to make this choice successful, the school and the child need to be appropriately supported.

Lauren Elliott Lockhart, parent of two-year-old Trudy, is clear what her hopes are for her child’s future: “I want her to go to her mainstream school but I also want her to have access to teachers who have in-depth knowledge about how best to teach my child. I want her teachers to be excited about the prospect of learning new skills.”

Currently, there is no compulsory course offered to student teachers to ensure they are equipped with the

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Developing communication skills early on will greatly aid the transition into schooling.

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DOWN SYNDROME

Great emphasis is placed on the need to enhance each child’s independence strategies and knowledge of the wide range of pupils that they will inevitably have in their classrooms.

Communication skills As a result of an investigation that I carried out for Edinburgh City Council in 2006, I found that teachers who had a pupil with Down syndrome in their class for the first time were concerned about their ability to help the pupils reach their full potential. They felt worried, unprepared and somewhat deskilled. Staff needed to feel confident, supported and knowledgeable.

Speech, language and communication underpins all areas of a child’s development. It is not through clinical one-to-one sessions alone that children will achieve their potential; it is also important to ensure these skills are embedded in the everyday lives of children and in all that they do.

I teamed up with speech and language therapist Caroline Rendle and by 2008 we had establish a model of training aimed at assisting teachers and pupil support assistant (PSA) staff.

The key to this training is the timing – training before the child attends the school. Teachers and PSAs need to attend together so they have a shared knowledge of the strategies that can be vital to a successful placement.

The training has continued to follow the same model for the last ten years, with updates dependent on feedback from staff and the inevitable development of strategies.

Visual learning The training is provided to teachers working from nursery school up to P7 (age 10 to 11). Nursery staff are invited to attend a training session in January, SENISSUE97

prior to the child starting school the following August. The training supports the concept of the Visual Support Project (VSP), which is run throughout the City of Edinburgh. Pupils with Down syndrome are highly visual in their learning and the VSP helps to make it easier for them to make sense of the visual timetables that are key to their transition into school.

The strategies discussed include the suggestion that six months prior to the child going to school, the nursery introduces a loose visual timetable. To introduce the “work” symbol, the child works on three or four highly motivating activities that are presented in a start basket. As each “task” is completed, it is moved to the finished basket. Initially this takes place in a quiet room, to allow maximum concentration, but over time, the “work” is completed in the busy play room. This helps prepare the child for the P1 classroom and the expectation that they will be sitting at a table at some point in the day.

The other symbol that is key for the child is “choosing”. The child needs to know that they can “choose” after they complete their work as an incentive.

Throughout the year, the pupils in Primary 1 and their staff are invited to attend the LINK Group. The class teachers and PSA’s attend four sessions a year with their pupils with Down syndrome. While the pupils engage in social games, and have access to sensory and soft play bases, the staff experience the “total communication” – that is, using signing, visuals, song signifiers and routines to enhance learning. Staff have training input from the school’s occupational therapist and speech therapist during two of the sessions.

Each child is unique and although the background training is essential, visits to schools for support staff in situ is still highly valued. With the increase of pupils with Down syndrome within mainstream settings and the challenges brought on by budget cuts, these visits are inevitably fewer than they were ten years ago, although the model has been a constant.

Training teachers Primary 1 staff are invited to attend training in June. There are sessions for P2 to P4 staff and P5 to P7 staff, which also take place in June. Each training session includes an introduction to “Signalong”, the signing format that the City of Edinburgh has invested in to ensure continuity throughout schools. The follow up session in September focusses on assessing the level and needs of the individuals and differentiating the curriculum accordingly.

Throughout all training, great emphasis is placed on the need to enhance each child’s independence, thus supporting skills for life. The best PSA staff are those who can step back, supervising from a distance, prompting sensitively, optimising peer interactions, as well as balancing the intensive oneto-one programme that pupils follow.

Further information

Isla Ross is a primary school teacher and special needs training specialist in Edinburgh. In 2005, she was asked to look at the City of Edinburgh’s provision in mainstream school for pupils with Down syndrome. The results of this investigation informed the training and approach that is discussed in this article: https://aslserviceedinburgh.com

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BETT 2019 Advertisement feature

Bett: the hub for inspirational practice in SEN We’re living in a period of rapid change, and the role of education has never been more important. According to a report by the World Economic Forum, in many industries and countries, the most in-demand occupations or current specialties did not exist ten or even five years ago. Popular estimates, meanwhile, suggest the jobs that 65 per cent of children entering primary school today will work in don’t even exist yet.

Preparing pupils for this sort of unknown future is challenging and exciting for schools, and it’s one of the primary reasons that so many educators gather each January at Bett – to discuss education, its challenges and the different ways in which educators are rising to meet them. The role of technology, meanwhile, is changing just as rapidly as our economies are.

No longer a separate part of the curriculum and no longer used in prescribed ways, edtech can be used to break down the many barriers that SEN pupils often face. From assistive technology and adaptive learning to lesson content that enables easy differentiation, technology and effective practice is key for meeting the needs of all pupils, and for managing data, workload and assessment. But changes in the ways we teach, learn and consume information are combined with the rising importance of skills such as resilience, collaboration and problem-solving.

The value in coming together to explore these changes and share the ways in which schools are navigating them has never been higher.

What’s on at Bett A range of SEN suppliers will be showcasing their latest products across four days at Bett 2019, offering visitors the opportunity to touch, test and evaluate vital resources. The specialist suppliers join over 800 education suppliers, from global technology giants to exciting edtech start-ups. The opportunity to trial and test resources is perhaps one of the most valuable features of Bett, particularly when purchases need to demonstrate clear value to schools for whom budgets are under pressure. One of the more organic benefits of time at the event meanwhile, is the opportunity to meet other education professionals. These opportunities enable visitors to find out more about the practicalities and realities of meeting the needs of all pupils – including those with WWW.SENMAGAZINE.CO.UK

SEN – and build meaningful relationships with other schools amongst the thriving Bett community.

The management of visible and invisible learning needs is becoming more of a challenge across all levels of education.

Especially as more systems move towards integrated education which creates a more diverse learning space. Across Bett we’ll showcase the products and solutions through trials and our new SEN area. Within the broader Bett seminar programme we’ll share best practice and inspiring stories to help improve knowledge and learning of teachers, leaders and support staff.

Bett’s mission is to bring together people, ideas, practices and technologies so that educators and learners can fulfil their potential. Bett 2019 is future focused in many ways; it’s bringing the future of learning to life, with all its excitement and vibrancy, to help educators not just imagine the upcoming careers of all of their pupils, but really get to grips with how to get them there.

Underpinning it all is the belief that everyone has a role to play in transforming education, and that education should be accessible and exciting for each and every student.

Bett 2019 will run over four days, from 23 to 26 January 2019 at ExCeL London. For more information and to register for your free pass, visit: www.bettshow.com.

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DYSLEXIA

Are dyslexia assessments really necessary?

Catherine Wright argues that a detailed understanding of a learner’s abilities and attainment is essential for effective intervention

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tatistics show that one in ten people have dyslexia to some degree. Of these, approximately two to three have more severe difficulties. Generally, in a class of thirty children, three will be dyslexic, with one of them being more severely affected. If you start to look at other specific learning difficulties as well, a teacher would typically have at least four students in their class who need support of a more specific type.

To really understand and support a student it is essential that you know their strengths and have a clear idea of areas in need of improvement; it is also helpful if you know how they learn best. An in-depth assessment of

They can seem to have absorbed the knowledge in class but the next day it could be lost

strengths and weaknesses can support a teacher’s understanding of their learners in many ways and help them put in place the appropriate support.

This does not always mean there is a need for extra funding, as there are ways of supporting learners that are subtle and yet very effective. Gaining

the trust of parents and keeping the communication channels open is also a big help.

In this article, I will be looking at the elements of a diagnostic assessment and discussing why these areas are being assessed and what they mean for the learner and teacher, and focusing on reading activities. In the next issue of SEN Magazine, I will move on to look at spelling, writing and cognitive processing. These are the main areas investigated within a full diagnostic assessment by a specialist teacher or a psychologist.

There are additional assessments, such as those for mathematics and for motor coordination difficulties, that

In-depth assessments enable teachers to tailor interventions to suit the individual.

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Dyslexic learners are recognised as having a weaker short-term and working memory

A number of tests will be required to determine the child’s areas of difficulty.

may also be carried out. We will not be addressing these in the articles at this time.

Understanding needs It is important to gain a full understanding of a learner’s requirements and how they are able to gather and retain knowledge. It is often the maintenance of knowledge that is a key area of difficulty for a dyslexic learner; they can seem to have absorbed the knowledge in class but the next day it could be lost and you feel as if you are back to square one again. The difficultly in the classroom is that you do have to move on to the next lesson. This then becomes a problem for the dyslexic learner because they are struggling with the follow-on of knowledge. You could use the analogy of a brick wall with poor foundations: you can only build the wall so far until it falls over when the foundations give way. If a student is to maintain their learning, it has to be built on solid foundations.

Understanding the learner through a detailed assessment enables the teacher to build their learning more effectively.

A child could fail to read at the level of his or her peers due to problems with any component of the reading system; for example, they might have problems recognising letters or in storing the representations of words (Jackson and WWW.SENMAGAZINE.CO.UK

Coltheart, 2001). In order to know how best to help a child who is struggling to learn to read, it is necessary to determine which component reading skills are sources of difficulty for the child (Hempenstall, 2009; Kame’enui et al., 2006).

Usually, within most assessments the assessor will test single word reading, non-word reading and reading comprehension. Reading accuracy and rate and timed comprehension are also areas that are assessed, but usually for slightly older students and for exam access arrangements.

Single word reading Single word reading tends to be the “go-to” test for schools. This gives you a good idea of a child’s ability to read out of context and, if performance is analysed, can give information about sight reading and decoding skills.

Some students can perform well in these tests, yet will still struggle with comprehension and non-word reading, whilst other students could be poor at single word reading but good with comprehension, because they use context and knowledge to work round any words they struggle with. When words are taken out of context there are no clues for the learner to use. There are quite a few tests used for single word reading by teacher assessors and consultant psychologists, but

fundamentally, all tend to be similar, with words getting progressively more difficult. You can observe a student’s ability to decode and break words down within a single word reading test, so it is always important that this is assessed, but not in isolation.

Reading comprehension Reading comprehension not only assesses a learner’s ability to understand text, but also their ability to take in and remember what they read. Using a comprehension test is probably the next most important way of assessing reading abilities. There are quite a number of different tests that assess the learner’s comprehension. It can be tested in a number of different ways, such as: • reading a statement and saying whether it is true or false • reading a question and filling in the missing word, cloze tasks (with or without pictures) • reading a passage out loud or silently and answering the questions with or without access to the text • reading a passage and adding in the appropriate punctuation.

Many learners can be very daunted by reading passages, so it is important to ease them into the task, starting with relatively easy tasks to build their confidence, even if they are staring lower than their age-appropriate level, as assessing their absolute understanding of the text is important.

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Non-word reading Assessing non-word reading is an area that is commonplace in Year 1 but is often not assessed much after that point. Assessing non-word reading (reading words that are made up or “alien” words) provides us with a good understanding as to whether a learner can break a word down into their phonetic parts (syllables, blends, phonemes, graphemes and digraphs) and understand phonics and sounds as opposed to sight-reading words.

If students struggle with non-word reading, they will potentially struggle to read words that they do not recognise and their reading and vocabulary will suffer.

Children often only have a certain number of sight word that can be memorised at once (dyslexic learners also are recognised as having a weaker short-term and working memory so recognising sight words and memorising words is not usually a forte). The older we get, the better we tend to get at transferring words into our long-term memory, which is why many adults do not have to decode words. But whatever your age, if you see a word that is alien to you, you need to be able to decode effectively.

Lower than average non-word reading ability and a weak understanding of phonics are recognised as pre-cursers for dyslexia; research has shown that most individuals with developmental reading disabilities present with a phonologically based deficit (Rack, Snowling and Olson, 1992).

Weaknesses in these skills can be identified by the phonics assessment in Year 1. If we could get some good supportive targeted intervention in Year 2 and Year 3, we would save a lot of time and money in later years.

Organising support Using all three of the base-line reading assessments with a learner will enable teachers to gain a much deeper understanding of the difficulties a learner is facing and enable them to provide a more targeted SENISSUE97

If one approach isn’t working, alternative methods of teaching and intervention should be tried

intervention strategy, rather that a “shot gun” approach. All support should be coordinated, structured and cumulative. If an intervention is being delivered within withdrawal sessions, it is vitally important that this is reinforced and followed up in class.

Intervention, whether in small group or on a one-to-one basis, should be using a structured scheme that enables the learner to cross from non-words and phonics to reading full words.

Then the word reading needs to cross over to spelling and using the words in context. All the reading should then link to comprehension. There are quite a few reading interventions as well as spelling interventions but it is important that the systems teachers use enable the learner to cross over their skills. It is also important for all lessons to be recapped as many times as is required, and if one approach isn’t working, alternative methods of teaching and intervention should be tried. As the popular saying goes, “if a student does not learn the way we are teaching them, teach them the way they learn”.

Teachers and support staff need to have detailed knowledge of interventions in order to teach effectively and not just work in a specific system in rote fashion. Every learner is different, so every learner will require a slightly different approach and programmes should be reviewed and modified as necessary. As well as adapting and refining systems and interventions, teachers and support staff need to work to improve the learner’s self-esteem and motivation, if learning is to be effective.

Making sense of assessments A detailed assessment is central to being able to teach a dyslexic learner effectively. There are some quite detailed screening assessments on the market that teachers and support staff can use but it is important to understand why we are using them, what the results mean, and what to do with the results. Similarly, if a parent has gained a report from elsewhere and produces it to help a teacher support their child, it is important to read it thoroughly in order to make your already good interventions even better and ensure they are tailored to the individual. A parent who is conscientious enough and worried enough to pay for a sometimesexpensive assessment will usually welcome an open communication channel and will support the school in any way they can.

References

• Hempenstall, K. (2009). Research-driven reading assessment: Drilling to the core.

Australian Journal of Learning Difficulties, 14, 17–52. doi:10.1080/19404150902783419.

• Jackson, N. E., and Coltheart, M. (2001).

Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. New York, NY: Psychology Press.

• Kame’enui, E. J., Fuchs, L., Francis, D. J., Good, R., III, O’Connor, R. E., Simmons, D. C., …Torgesen, J.K. (2006).

The adequacy of tools for assessing reading competence: A framework and review. Educational Researcher, 35, 3–11. doi:10.3102/0013189X035004003 • Rack, J. P., Snowling, M. J., and Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29–53.

Further information

Catherine Wright is one of the founders of the National Dyslexia Network, a group of specialist dyslexia teachers and consultant psychologists: https://ndnetwork.org

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CHILDCARE

Choosing childcare Tracey Poulton looks at some of the key considerations for parents when selecting a childcare provider

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anding your precious child over to someone else to care for is one of the hardest things a parent can do. After spending so much of your own time ensuring your “little one” is safe and well looked-after, what should you then look for when investing in childcare? There are a number of key considerations that should be explored when making such a significant decision.

Recommendations There is nothing more powerful than personal recommendations from those who have had first-hand experience of the setting you are interested in. If you don’t know someone who has used that childcare provider, ask to see the references and whether you can follow any up by telephone.

Cost The price of childcare varies greatly across the country. Council run schemes are often the least expensive option, whereas ones hosted in independent school grounds tend to cost more money. If a website doesn’t reveal their pricing structure openly, you can generally second-guess that they will be priced more towards the top end.

So what do you get for your money?

Does paying more mean you get extra?

The answer is possibly no. It depends to a great extent on the setting and the experiences they are able to offer the children in their care. For establishments that have little or no outdoor space, it is worth determining what they do to educate the children about nature and the world outdoors.

Facilities and play equipment are really important too. Visit the nursery and establish how they teach through play; see how the children learn on a SENISSUE97

It is important to find out how effectively the setting teaches through play.

Many establishments offer online journals so parents can see what their children have been doing regular day, not just at an open day which might not be truly representative.

Support An area that is often overlooked is how the nursery will engage with the family to ease the transition into childcare, and work collaboratively with them in the future. It is worth asking whether they work with, or employ, professional independent child specialists outside of their qualified care staff.

child as they will build bonds together, and as a parent, you will be able to have a contact with whom you can raise any issues.

Independent assessments To provide childcare for children under the age of eight, for more than two hours a day, the setting must be registered with Ofsted. Ofsted regulates and inspects childcare establishments and provide reports outlining its findings.

Outside of the Ofsted ratings, there are several regional and national awards that recognise the best settings. Most nurseries will shout about these on their websites or social media platforms, so it is worth looking for this too.

Remember, the most important thing about childcare is that both parent and child are happy. Growth and development will follow if this cornerstone is set firmly in place.

Recording activity Many establishments offer online journals so parents can see what their children have been doing. These tools are great for parents and staff alike as it means that there can be correspondence on activity out of hours. Also check if your child will be allocated a key worker. It is good to have one person that is dedicated to a

Further information

Tracey Poulton is the founder of Natural Nurture, a nursery school for children aged two to five years based on a family farm in West Sussex: https://naturalnurture.org

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COMPLEMENTARY THERAPY

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Mindful breathing Nicola Harvey outlines some simple breathing exercises to help kids relax and stay calm

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indfulness is a therapeutic tool which brings our attention to the present moment. By taking the time to notice and become aware of our thoughts, feelings and bodily sensations, whilst consciously focussing on the breath without judgement, mindfulness brings us into the here and now. With regular practice, mindfulness can improve our physical, emotional, mental and overall wellbeing.

Breathing is the core of mindfulness.

Our breathing is influenced by our thoughts, feelings and behaviours. You may notice that when you feel calm, your mind is clearer and your breathing is steady and relaxed. And whenever you are experiencing busy times or feel overwhelmed, your breathing may be shallow or at a faster pace and your mind may be busy. This also affects the physical sensations in your body, so deep calm breathing often results in a relaxed body, whereas, a shallow shortness of the breath tends to result in

Mindful breathing is often practiced during yoga to bring the mind, body and spirit into a peaceful union restricted physical sensations, including tension and tightness of the muscles.

Inspired by ancient yoga practices, mindful breathing, also known as conscious or yoga breathing, is often practiced during yoga to bring the mind, body and spirit into a peaceful union. This is incredibly beneficial for many children with SEN, who may at times experience a range of concerning thoughts, feelings and behaviours and require support to process them.

Focussing on their breathing can help children resolve confusion and clear away any cluttered thoughts and

Focussing on their breathing can help children improve concentration.

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feelings, as they try to make sense of what’s happening.

When a person chooses to mindfully breathe, it sends messages between the brain and the parasympathetic nervous system to slow down to achieve a balanced state of calm in the mind and body. The main benefits of regularly practicing mindful breathing include: • improving concentration and focus • releasing tension and anxiety • developing emotional regulation • improving blood circulation • relaxing bodily sensations.

Mindful breathing exercises The best way to practice mindful breathing with children is through simple, easy to follow, practical activities, which can be adapted, depending on the children’s particular SEN. To follow are a few examples.

Belly breathing Ask children to sit or stand in a comfortable position whilst placing their hands on their stomach. Ask them to take a deep breath in, gradually filling the lower lungs and upper lungs, and then a slow breath out. As they continue to breathe at a steady pace, ask them to focus on how their stomach feels to be moving up and down every time they breathe in and out. If it’s appropriate, invite them to lie down and place a soft sensory toy on their stomach so they can watch it move up and down in time with their breathing. By simply focussing their

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attention on the stomach moving up and down as they breathe in and out, children are developing self-awareness and learning to breathe mindfully.

Feel the breath Once children have grasped the movement of the stomach in relation to their breath, for more able children, ask them to notice the sensations in their nostrils. Pay attention to how this feels. Notice if it feels cool or warm as the breath comes in and out of the nose. As they continue to breathe, what other sensations begin to arise in their body. Be mindful to hold the space in a calm and centred way.

Blowing bubbles As an extension to belly breathing, blowing bubbles is a very simple and effective breathing technique that many children find great pleasure in doing.

Using the belly breathing practice, or even the count the breath activity (below), ask children to dip a bubble wand into bubble mixture, take a deep breath and then blow through their mouth into the bubble wand to create some bubbles. For more able children, ask them to imagine each bubble is a worry or concern that is currently on their mind. Guide them to notice that each time a bubble pops this can mean their worries are disappearing. This is a great calming activity, which also develops fine motor skills, hand-eye coordination and visual tracking.

Count the breath Getting children to count with their breath, or supporting them to count, can be a good activity to distract and help centre them, particularly if they are feeling overwhelmed. Depending on the children, you can ask them to breathe in and completely fill their lungs whilst you slowly count to four, then breathe out as you slowly count to four. This count can be increased or decreased, if required. If it’s not distracting, use visuals during this activity, including an SENISSUE97

Lion’s breath is a powerful technique which helps release pent up energy

egg timer or even their fingers, which in turn, can improve concentration. This is a wonderful focussing activity, whilst developing logical thought processing.

Move the breath Another great way to demonstrate to children how powerful the breath can be is to use their breathing to move physical objects from one place to another.

Firstly, lay down a set of pom-poms on a table or flat service, then ask children to take a deep breath in through the nose, then exhale by blowing through the mouth to move objects to a set place towards a target. This is a fun playful activity to focus on the breath. Instead of pom-poms, you could use a ping pong ball or lightweight sensory toys, or hold up dance scarves to eye level to blow upon.

Shape breathing Asking children to breathe deeply and focus on a fixed object whilst they trace their fingers around a shape is a great focussing activity which develops hand-eye coordination and visual-motor skills and activates both sides of the brain. Examples of shapes to breathe around, include lazy 8 breathing, triangle breathing and star breathing. Children move and trace their hands around the shape whilst connecting to their breath by breathing in and out in time with the movement.

Lion’s breath (Simhasana pranayama) By stretching the jaw, tongue and facial muscles whilst breathing, lion’s breath is a powerful technique which

helps release pent up energy, including stress, anxiety and anger. With regular practice, lion’s breath can improve selfesteem and make a child feel calmer and more empowered.

Kneel down on the floor with the children and make sure they sit on their heels with their hands rested on their knees or the floor in front of them. Ask them to inhale through the nose and then, as they exhale through the mouth, ask them to tilt their bodies forward gently and open their mouths widely.

Then they stick out their tongues to let out a big loud “roar”. In traditional yoga circles, the correct sound to use is the “ha” sound rather than a roar, so choose what feels right for you. Repeat this two or three times.

Empowering learners When we show children how to bring their awareness to the breath, and teach them activities such as those above to breathe mindfully, it can be an empowering process, particularly as they can be used during times of anxiety, heightened emotions and uncertainty. When children learn how to breathe mindfully in the present moment, they develop the selfregulation tools to move away from a mind of chatter and emotional upheaval towards a state of inner calm, whilst feeling grounded in the here and now.

Further information

Nicola Harvey is a qualified special needs teacher, therapist, and children’s yoga mindfulness practitioner. She is the author of Mindful Little Yogis: SelfRegulation Tools to Empower Kids with Special Needs to Breathe and Relax. She blogs at: www. journalofmissh.com www.mindfulnicstars.com

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SHINE A LIGHT AWARDS

EQUINE THERAPY

Mindful Little Yogis Mindful Little Yogis: Self-Regulation Tools to Empower Kids with Special Needs to Breathe and Relax is a new book by Nicola Harvey (illustrated By John Smisson).

It’s a fun collection of yoga breath and mindfulness activities to help children to master emotional selfregulation and improve wellbeing. Based on traditional yoga breath and mindfulness exercises, each activity is adaptable for a range of abilities and they are also ideal for working with children with autism and other special needs.

The book explains how being conscious of the breath is the key to unlocking calm during busy moments, and shows how this can be taught in a child-friendly way. Including activities such as lion breathing, bubble breathing, and sensory yoga games, children can learn self-regulatory techniques they can carry with them for life. The activities are suitable for one-on-one and group work with children aged 4+.

Equine interventions for children and young people (3-19) with autism, social & communication difficulties and mental health issues.

Research has shown that activities with horses have the potential to benefit children on the autism spectrum in many areas. These include verbal and non-verbal communication, social interaction and motivation. Equine activities can also improve motor skills, assist sensory integration, increase confidence and self-esteem, as well as helping them to manage their own behaviour.

We offer Equine Assisted Learning suitable for young people who find formal learning environments challenging. These experiential learning sessions are based around activities with the horses on the ground as well as a range of other activities such as gardening, woodwork, art, music or working with our other animals.

Many of our children and young people are out of school and are dealing with additional mental health issues. We offer Equine Facilitated Psychotherapy to address emotional needs, including problems related to trauma and attachment difficulties.

Children can use the sessions to help them manage challenges and issues in their lives as well as working towards re-integration into formal education. They can also gain recognised qualifications in areas such as confidence, teamwork, dealing with conflict, animal care and employability.

Schools, community groups and individuals all welcome. Schools may apply for lottery funding to cover costs. Session lengths are flexible.

Centrally located on the borders of Nottinghamshire, Leicestershire and Lincolnshire.

No experience of horses is necessary.

For more information visit our website at www.rainbowhorses.co.uk

For more information, visit the publisher’s website: https://singingdragon.com

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PROFESSIONAL SUPPORT FOR TEACHERS

Looking out for yourself School leaders need to take care of their own wellbeing if they are to support staff and pupils effectively, writes James Bowen

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s a school leader, there is nothing more important than looking after your own wellbeing. This might appear to be a slightly strange, even selfish, statement. Surely, as leaders, we are there to serve our community, to put others first, and to help pupils and staff achieve their full potential? Great leaders are “servant leaders”, we are told.

Of course there is an element of truth in this. In my experience, there is a degree of selflessness to be found in most great leaders. I love Simon Sinek’s book Leaders Eat Last, where he uses the example of military leaders who deliberately line up behind lower ranked SENISSUE97

Leadership can be emotionally draining work and, at times, it can be an incredibly lonely job

officers in the lunch queue to exemplify how the best leaders are often prepared to make personal sacrifices in order to look after the needs of the group.

However, there is a balance to be struck. As a school leader, you ignore your own wellbeing at your peril. Whilst

for a short period of time it might be possible to be all things to all people, ignoring your own needs, eventually it becomes unsustainable. Prioritising your own wellbeing can actually help to make you a better leader. Let’s face it, if you are burnt out, exhausted and drained, you will not be the leader the people around you need you to be.

But this is easier said than done.

Most school leaders are instinctively altruistic and, if you’re not careful, it is easy to overlook your own needs whilst you are busy taking care of everyone else’s around you.

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themselves and ultimately become better leaders?

Actively build networks of support Leadership can be emotionally draining work and, at times, it can be an incredibly lonely job. Having people you can turn to for support can make all the difference. However, this won’t just happen by accident, you will need to reach out. Find someone in a nearby school who does a similar job to you and ask if you can visit them.

Make sure you attend local network meetings, however busy you are. These relationships can be the source of enormous support when you need it the most. As the old adage goes, “a problem shared is a problem halved”.

Whilst you cannot beat face-to-face conversations, modern technology and social networking also offer the opportunity for you to build networks in completely new ways and connect with people you may never have otherwise met.

Don’t leave it to chance If you don’t plan to look after your own wellbeing as a leader, there is a strong chance it simply won’t happen. Let’s face it, life has a nasty habit of taking over if we’re not careful. Putting time aside in the diary to do things just for you and sticking to these commitments is crucial. Whether it’s the gym a couple of times a week, a trip to the pub with friends or simply a nice long bath, make sure you allocate time in your schedule

Look for the signs that things aren’t quite as they should be and take action sooner rather than later and don’t be tempted to cancel when you become “too busy”.

Set clear boundaries for yourself Let’s face it, you could work 24 hours a day, seven days a week and still never complete your to-do list; the job of a school leader is never done. This is why it’s so important that you establish some boundaries and stick to them.

Having a cut-off time for accessing and sending emails each day is a good idea or having some evenings which you protect as being “work-free”. As a headteacher, my commitment to “No Work Wednesday” was a major part of my wellbeing strategy (I should point out that this referred to evenings only and I didn’t take the whole day off).

Seek help and support Often, we can be tempted to only seek help when we hit rock bottom. Some of us may even feel uncomfortable about asking for help; we’re supposed to be the leaders after all. It’s only when physical symptoms start to manifest themselves or when things become overwhelming that we reach out. As we

all know from our education experience, early intervention is best, so look for the signs that things aren’t quite as they should be and take action sooner rather than later. I know school leaders who have benefited enormously from talking therapies such as cognitive behavioural therapy. Ultimately, multiple sources of help exist and we shouldn’t be afraid to access them.

Unions can provide excellent support, especially when you’re dealing with a complex professional issue. The support unions offer comes in two forms. There is the support that you can draw from the community of members and the wide range of experience, information and guidance they can share. However, if things get really difficult, your union should also have specialist advisors to provide tailored advice and support based on the situation you find yourself in.

Hopefully, you will go through much of your career not needing this support, but it’s reassuring to know it’s there should you ever need it.

Similarly, there are professional organisations that offer emotional support and advice for people working in schools.

As leaders, we should never feel guilty about looking after ourselves, in fact if we want to maximise our impact on those we lead, it is essential that we do.

Further information

A former headteacher and SENCO, James Bowen is Director of NAHT Edge, a trade union for teaching leaders: www.naht.org.uk/naht-edge Information on looking after your wellbeing as a teacher is available on the website of The Education Support Partnership, which also runs a 24/7 telephone hotline for teachers: www.educationsupportpartnership. org.uk Colleagues and peers can form important networks of support.

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Attachment and learning Dane Norris explores the impact of attachment issues on pupil-teacher relationships for pupils with SEN

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s familiar caregivers and strangers alike come and go from the room, oscillating between interacting with the child and ignoring them, Mary Ainsworth looks on. How the child responds to a variety of these emotionally testing situations is observed and recorded according to four key behaviours, identified prior to the research. Finally, after 21 minutes, Ainsworth proposes that she is able to place the child into one of four attachment styles.

I am, of course, referring to Ainsworth’s ground breaking Strange Situation procedure (Ainsworth and Bell, 1971) which, along with the work of the distinguished John Bowlby, SENISSUE97

saw attachment theory come to the forefront of behavioural psychology during the 1970s. Naturally, the works of Bowlby and Ainsworth have been radically built upon over the years but, unlike many other seminal works on behaviourism from decades past, the essence of what they were offering the scientific community holds true today.

That is: the emotional experiences of the child in infancy significantly affect their relationships with adults and peers throughout education and, in turn, adulthood. Such is the impact of the infant’s emotional experiences, in fact, that a longitudinal study of 50 infants by Waters el al. (2000) was able to classify each into one of four attachment styles

This may equate to caregiver deprivation, even where the caregiver is physically present and then demonstrate, 20 years later, that 72 per cent of those infants exhibited the very same attachment style in their adult relationships.

It’s an interesting notion, but why and how is this relevant to educational professionals working within SEN? Well, to answer this question we need to understand how sensory processing (an area in which pupils with SEN are WWW.SENMAGAZINE.CO.UK

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significantly more likely to experience a disorder) can impact on the development of a secure attachment style and how this, in turn, supports academic engagement.

They cannot be seen to fail with their learning if they do not try to learn

Early attachment A plethora of studies into emotional development (for example, Thies and Travers, 2001; Kochanska, 2001) suggest that it is within the first seven to 18 months of infancy that the child develops the foundation of their attachment style (initially identifying specific and then multiple attachment figures). Typically, during these first crucial months, primary care givers (along with the sustenance and security they provide) are identified (as sensorial experience) and, in turn, become consistent and predictable through the lens of the infant’s sensoryrich conceptualisation of the world.

This ensures that dopamine-rich experiences are frequent and therefore secure attachment-bonds are formed.

The child who has, through neurotypical sensorial experience, enjoyed such an infancy and now demonstrates behaviours suggestive of a secure attachment style will be better able to engage with both the classroom

environment and significant adults, as their previous emotional experience enforces the idea that they are safe, both physically and emotionally.

Consider then the not uncommon sensorial experience of the child with SEN in infancy. As previously highlighted, children with some SEN are significantly more likely to process sensory information atypically. This would suggest that, where the infant will, for example, begin to distinguish key features of a primary caregiver’s face or identify their voice against background noise, for the child with a visual and/or auditory processing disorder the security these experiences provide is lacking. This, in turn, may equate to caregiver deprivation, even where the caregiver is physically present (O’Regan, 2005).

As a knock-on effect, dopamine production in infancy is reduced, leading to stunted emotional development,

Children develop the basis of their attachment style in their first 18 months.

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the result of which sees the child significantly more likely to elevate out of a relaxed, secure emotional state, wherein they have no “neuroception” of danger, into a heightened sympathetic state as a result of seemingly trivial events being wrongly perceived as either a physical or emotional threat (Porges, 2011).

This, of course, occurs on an unconscious level. Homeostasis functions, in particular heart and respiratory rates, elevate as the body responds to the threat perception and the fight, flight or freeze and disassociate response kicks in. In trying to engage the child with an attachment disorder, we may be fighting against that child’s biological and physiological response to the threats they perceive around them. In short, we are fighting a losing battle (Olson, 2014).

Challenging learner identity This threat perception is often not related to physical danger. Selfperception theory (Bem, 1967) tells us that children will self-ascribe learner attributes to themselves, constructing a learner identity to be validated by their day-to-day learning experiences.

For the child with an attachment disorder, any challenge to this learner identity will likely be perceived as a threat to emotional security and thus elevation to a heightened emotional state is highly likely. This can be very complex. I have worked with children who, upon completing a challenging learning task, will sabotage their work as the idea of achieving in academia does not fit with their learner identity.

Likewise, I have seen children turn over whole classrooms for being asked to undertake learning tasks which are challenging as, from their perspective, they cannot be seen to fail with their learning if they do not try to learn.

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There is little doubt that a child’s attachment style significantly informs all areas of their schooling, from their relationship with educational professionals and paraprofessionals to their reciprocity with and persistence at learning tasks. With this said, should we not be asking questions as to why an understanding of attachment disorders is not considered mandatory to any individual working within education?

As the Blatchford Report (Blatchford et al., 2013) into the experiences of children with SEN in education highlighted, there is still a culture within education of simply annexing off the child with SEN by seating them alongside a member of support staff. Aside from the adverse effects this is seen to have on all areas of development, we must also consider whether our support staff, who I know most teachers value as being the greatest resource available within education, are sufficiently trained to support the complex needs of children and young people with attachment difficulties. The evidence suggests not.

There is still a culture within education of simply annexing off the child with SEN

(Hattie also highlights the importance of teachers’ pre-conceived estimates of pupil ability, as identified by Rosenthal and Jacobson, 1968), isn’t it time that educational institutions started to invest in staff’s understanding of attachment and its impact on learning?

This is an obvious conclusion to be drawn from the fact that there is no mandatory training required on attachment disorder for individuals entering education, be they teachers or teaching assistants. High up on Hattie’s “factors related to student achievement table”, devised as part of his ground breaking Visual Learning study (2009), pupil-teacher relationships are seen as a key factor in informing effective learning. That said, we must surely recognise the key role that the ability of pupils to trust and interact with their teachers plays in enriching all areas of learning. With a pupil’s attachment style being the most significant factor in establishing these relationships

References

Ainsworth, M. D. S. and Bell, S. M. (1970).

Attachment, exploration, and separation: Illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41, 49-67.

Bem, D. J. (1967). Self-perception: An alternative interpretation of cognitive dissonance phenomena. Psychological Review, 74(3), 183-200.

Blatchford, P., Russell, A. and Webster, R. (2013). Maximising the impact of teaching assistants: Guidance for school leaders and teachers. Milton Park, Abingdon, Oxon: Routledge.

Hattie, J. (2009). Visible learning. New York: Routledge.

Kochanska, G. (March 01, 2001). Emotional Development in Children with Different Attachment Histories: The First Three Years. Child Development, 72, 2, 474-90.

Olson, K. (2014). Invisible classroom relationships, neuroscience and mindfulness in school. New York: Norton Publishing.

O’Regan, F. J. (2005). Surviving and succeeding in special educational needs.

London: Continuum.

Porges, S. W. (2011). Clinical applications of polyvagal theory. Place of publication not identified: CMI/Premier Education Solutions.

Rosenthal, R. and Jacobsen, L. (1968) Pygmalion in the classroom: teacher expectation and pupils’ intellectual development. New York: Holt McDougal.

Thies, K. M. and Travers, J. F. (2001). Human growth and development through the lifespan.

Thorofare, New Jersey, USA: Slack.

Waters, E., Merrick, S., Treboux, D., Crowell, J. and Albersheim, L. (2000). Attachment Security in Infancy and Early Adulthood: A Twenty-Year Longitudinal Study. Child Development, 71, 684-689.

Further information

Dane Norris is a teacher and Augmentative Provision Lead at Ridgeway School, Surrey. He recently completed his Masters in Education in which his thesis focused on the relationship between sensory processing disorder and atypical attachment behaviours: www.ridgeway.surrey.sch.uk Some children will not undertake learning tasks to avoid potential failure.

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ATTACHMENT AND TRAUMA Advertisement feature

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Visit: oltinternational.net/senmag Call: 01273 286224

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Supporting epilepsy at school What’s school like for a pupil with SEN and epilepsy?

Carol Long reveals two families’ very different experiences

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EN departments across the UK have been under increasing pressure recently when it comes to funding and resources. According to recent statistics, the National Association of Head Teachers (NAHT) found that funding for schools supporting pupils with SEN and disabilities was at crisis point, citing a survey of members (Empty Promises - The crisis in supporting children with SEND, 2018) that found 94 per cent said it was harder to support such pupils now than two years ago.

Epilepsy and SEN Epilepsy is a neurological condition that affects one in 220 children and young people. There is clear evidence that these children have a high rate of difficulties in cognition and behaviour. Research by Young Epilepsy (The Children with Epilepsy in Sussex Schools – CHESS study, 2014) shows that 40 per cent of those with the condition were functioning in the learning disabled range. Of the children in this study, 28 per cent were not receiving SEN support.

This research made apparent that children were not receiving treatment for, or being helped with, these difficulties. This gap in provision is likely to contribute to further difficulties with academic progress and has a significant negative impact on the quality of life of these children and their families.

Of course, parents report very different experiences. I spoke to a SENISSUE97

Pupils with epilepsy have a high rate of difficulties in behaviour and cognition.

Junior school from age six to ten was certainly the most stressful and disappointing time in Matthew’s life

Matthew’s story

that Matthew is high functioning. His medication is controlling his generalised seizures really well, but he still has daily absences and myoclonic jerks.

“As parents, the decision as to whether Matthew attended mainstream school or an SEN school was largely taken out of our hands, as Matthew had started at our local mainstream infant school just two months before he had his first seizure, leading to his epilepsy and cerebral palsy diagnoses.

“Matthew is now about to begin his GCSEs. This is certainly a position we thought would be out of Matthew’s grasp when he was diagnosed, but it has been a long, stressful, worrying but overwhelmingly rewarding time.

Mother Rebecca describes the dilemmas they have faced in trying to secure the right schooling for her son Matthew.

“Matthew was diagnosed with epilepsy and cerebral palsy at the age of four. We are extremely lucky

“I learnt very quickly that although we were very lucky in that Matthew is high functioning, this left him in effectively ‘no man’s land’. If he remained at a mainstream school then Matthew would always struggle, be bottom of the class

couple of mums who shared their stories about how their school has supported their child with epilepsy and additional education needs.

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and unable to progress at the same rate as his peers. He is however a very capable boy, and all local special needs schools meet the needs of children with a much more profound learning need than Matthew. And whilst he may feel less pressure and stress at one of these schools, it would probably hold him back and prevent him from reaching his personal best.

“Infant school was wonderful and the Headteacher was prepared to spend the funds necessary to provide one-to-one support for Matthew in class time, as well as extra staff in the playground where he was always supervised. As a school, they really could not have done more. They were open to our suggestions and Matthew thrived in this environment.

“Junior school from age six to ten was certainly the most stressful and disappointing time in Matthew’s life.

The school was unprepared to provide the input that Matthew needed. Due to the lack of an [education health and care (EHC) plan or statement] we had very little legal standing and Matthew, without a doubt, suffered greatly both in terms of his education and emotionally.

“He dropped behind his peers which led him to believe that he was stupid. His self-esteem dropped and he was often very depressed. We had no support from the school. Whilst lessons were designed to help him, he felt singled out as he would be called out of main lessons, and this reinforced his feeling of being stupid, different, isolated, and his depression became a real cause for concern. During this time we considered moving Matthew to a specialist school, but non catered for a child who has Matthew’s ability.

We were back in no man’s land with a very unhappy child.

“Matthew is assessed as being four years behind academically, and I believe this is not solely due to his learning difficulties. I feel very strongly that, for Matthew, the input that he needed is just not available.

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The school even understands that seizures and the medication he takes can make him tired

“We now have a very supportive secondary school who have invested a great deal of time and money in Matthew with many intervention classes. His self-esteem is still low, but has improved since joining a school who are open to supporting SEN children.”

Alfie’s story Mother Sue describes how well her son Alfie has been supported at his special school.

“My son Alfie is 14 years old. He’s had multi-focal epilepsy since his birth, as well as having significant learning difficulties, and he is on the autistic spectrum too.

“He attends a fantastic local special school who have not only great teachers, but a good medical team on-site too.

“I think the difference having a child in an SEN setting with epilepsy, compared to one in a mainstream one, is that they already have experience of caring for children with long-term conditions such as epilepsy.

“The school even understands that seizures and the medication he takes can make him tired, so will ensure that if he needs it, he will get some rest in the medical room. They always ring me to keep me updated, but don’t insist I pick him up every time he’s not feeling right. They understand that epilepsy is part of him and that, actually, he could be simply having an off day (as we all do) and not everything is down to his epilepsy. That said, they understand the

importance of watching him carefully.

For example, he’s been experiencing possible absences, which he’s never had before, so they’ve been helping me to monitor him closely. I guess that the class size helps matters. Alfie only has nine in his class, compared to the 30 at an average mainstream setting.

“To be honest, we were very lucky with his mainstream primary school and their efforts to help Alfie. But my understanding from some of my charity’s members (I run a local charity… which supports parents and carers of children with epilepsy) is that it’s definitely harder for children in a mainstream setting who have no additional needs support.

“Despite this cruel condition and its unpredictability, I feel my son is very well supported and understood when it comes to his epilepsy and managing it.”

Meeting needs No child or young person with epilepsy should be left behind at school. The importance of individualised support to those who need it most should not be underestimated. While it is heartening to see evidence of many schools following guidance from the Government in ensuring every child with epilepsy and other medical conditions is supported, there is still a long way to go. It is crucial that all young voices, and those of their families, are heard, and that we can together build an inclusive academic environment for every child who has to face their condition on a daily basis.

Further information

Carol Long is CEO of the charity Young Epilepsy: www.youngepilepsy.org.uk

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PMLD and mental health Joanna Grace looks at how to support the mental health of students with profound and multiple learning disabilities

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s I write, I will assume that you have had personal experience of mental illness, just as I would assume you have had the same for physical illness.

Under both circumstances I imagine your difficulties were recognised by those around you as changes from the norm. Think back to a time when you struggled with mental ill health. Imagine what it would have been like if instead of recognising that you were not yourself, your friends and loved ones had simply chalked your suffering down to you being the way you are, how lonely that would be. Mental illness is distressing enough without adding this kind of isolation to it, and yet for young people with profound and multiple learning disabilities (PMLD) this is precisely what they face. As Fergusson, Howley and Rose (2008) point out, though, “It is no longer acceptable to assume that mental health difficulties are simply part of a condition or learning disability”.

Within the general population of the UK, 25 per cent of us can expect to experience mental ill health this year

The author out shopping with her friend Chlöe.

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Research indicates that the more disabled you are, the more at risk you are of mental ill health

(McManus et al., 2007) and ten per cent of children and young people have a diagnosable mental illness (Green et al., 2005). Yet when we consider the population of people with learning disabilities, this statistic rises to a staggering 40 per cent (Bond Consortium, 2013) and research indicates that the more disabled you are, the more at risk you are of mental ill health, with studies indicating that for people with PMLD, rates are more likely to be in the 80 per cent bracket.

Lack of support In other health care environments we witness those with greatest need being treated first. Sadly, as a minority

population, people with PMLD, along with their mental health needs, are often overlooked (Carpenter, 2004; Davies and Hogg, 2004; Ghaziuddin, WeidmerMikhail and Ghaziuddin, 1998). Often they do not qualify for support from Child and Adult Mental Health Services not because their need is not there but because the do not have the skill set required to access the support on offer: they cannot talk. Furthermore, the vast majority of their teachers and support staff have had little to no training in the identification and management of mental health needs (Fergusson, Howley and Rose, 2008).

I appreciate that this is grim reading, and it gets grimmer still when we recognise that as well as being enormously vulnerable to mental ill health themselves the people around these children – their families, teachers and teaching assistants – are also at increased risk themselves. Rather than surrender in the face of such a seemingly hopeless challenge, I like to turn it on its head. We can use our own insights into mental ill health to begin to offer support to our students with PMLD because they need it. If you support children with PMLD in your setting, do not read this article wondering whether they have mental health needs; read it and know that in all likelihood they do.

I am not suggesting you take responsibility for treating mental illness; to do so would be just as foolish as to suggest you should perform the surgeries they require or carry out complex medical procedures. I am saying that as teachers and teaching assistants we are as responsible for WWW.SENMAGAZINE.CO.UK

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When we focus on our differences, we disable everyone; when we focus on our similarities, we empower

Multi-sensory stimuli can be useful aids to communication with children with PMLD.

mental health just as we are for physical health. Healthy schools initiatives might see us encouraging children to take a little more exercise or choose healthier snacks. We need to ask ourselves what the mental health equivalents of these things are for our students.

Familiar issues When we focus on our differences, we disable everyone; when we focus on our similarities, we empower. Although the physical health care needs of your students with PMLD may be very different to your own, their mental health care needs are not. Think of the support you offer to friends that helps with shared mental health: a listening ear, a validation of experiences and emotions, and a space to be themselves. Do not get fixated on voice, as we know how to do these things in sensory ways.

Listening might not mean listening to a conversation; it might be being a responsive communication partner for intensive interaction, or networking your conversations with others in that person’s support community to check your understanding of their responses.

It could simply be holding space with them. Think of what you do to support your own mental health: do you take gentle exercise, spend time with friends, and indulge your favourite hobbies or pastimes? How can you enable your students to do these things too.

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Simply recognising that mental health is a factor in your students wellbeing is a great first step. Studies have found clear signs of mental ill health being disregarded as “normal” by the support teams surrounding people with PMLD (for example, Poppes, Putten and Vlaskamp, 2010). It is our job to notice these things and wave a red flag. There is a tendency to always view changes in a person as being indicative of a change in their physical wellbeing. Studies have found that the first response to changes in a person with PMLD’s wellbeing tends to be an increase in their pre-existing medications; these meds are expensive and come with very high side effects, which may be worth it when they are given to address the problem they are intended for but will only add to the problem when mis-prescribed for mental ill health.

There are, though, some simple sensory strategies that can be deployed immediately to support mental wellbeing for people with PMLD. None of these are particularly impressive as standalone interventions but cumulatively – like taking the stairs instead of the elevator or eating an apple instead of a packet of crisps can aid physical health – they positively support mental wellbeing. Two follow are two examples of simple strategies that you can use with your students.

I encourage you to find more and to create your own because, when it comes to the mental health of the students in our care, we may wish that there were services to turn to for support but currently the buck stops with us: we are their best chance.

The yoghurt in the bin The importance of this strategy was brought home to me recently by my three-year-old son, himself broadly typically developing. He was to be given a yoghurt as a treat and, delighted, he quickly sat down with a spoon ready to receive the gift. I placed the yoghurt on his placemat and started to take off the lid, whereupon he squealed with genuine anguish and shouted “Don’t!”

He wasn’t being naughty; indeed, the yoghurt had been a treat in recognition of some lovely behaviour. I did not recognise what the “Don’t” referred to and continued to remove the lid.

Through his sobs he explained “I can do that myself mummy.” The joy of receiving the yoghurt was so tainted by the disempowerment of my having removed the lid for him that he threw it in the bin. It wasn’t a tantrum, he was just deeply sad that a skill he had newly acquired hadn’t been recognised by one of the people he trusts most in the world. I did for him something which he could do for himself. And when you are three, and there are not so many of those things that you can do yourself, each and everyone matters.

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Think of what your students with PMLD can do for themselves. However small these tasks may seem, and however much longer it may take the student to do these things for themselves, rather than you doing them for them, let them!

It wasn’t a tantrum, he was just deeply sad that a skill he had newly acquired hadn’t been recognised

The hope in the box Recently, I stood in front of an audience at a gallery in London holding a bright blue box (that had once contained some very expensive tequila and for all they knew still did). I held the box without explanation for the duration of my talk. Naturally enough, the audience wondered what was in the box and they anticipated the moment when I would take the lid off the box. They assumed something was in there. The box made them curious and their knowledge of the boxes they had encountered before that box made them hopeful. And I did not disappoint, ending my talk by pulling out of the box not tequila but a gorgeous UV responsive kinetic spring, which is currently one of my favourite bits of sensory kit.

You probably know what your students with PMLD’s favourite toys are. Think of a student; they probably love a particular item. You are kind so you regularly give them that item to explore. Where do you keep it? Is it on a shelf in a box? What if next time, instead of fetching the item you fetched the box, and put it down before them and then opened it to reveal the toy inside. Imagine if this was what you did every time you handed them that toy.

By offering your students a repeated reveal, like that described above, you are teaching them that this world they see before them can change, that things within it might contain something wonderful, that the boring now could

be about to reveal joy, that there is more to this existence than meets the eye, that there is a next that is just about to happen and that it might be something fabulous. In essence, you are teaching them hope. There are many skills we need to master in order to learn to hope, and as with the mastery of their other skills, these are things your students may well need a lot of repetition in order to master, so begin now: get revealing!

References

• BOND consortium, c/o YOUNGMINDS, Children and Young People with learning disabilities – understanding their mental health. (2013).

• Carpenter,B. (2004). The Mental Health Needs of Young People with Profound and Multiple Learning Disabilities. PMLD Link 16: 9–12.

• Davies, J. and Hogg, J. (2004). Count us in.

PMLD Link 16: 4–8.

• Fergusson, A., Howley, M. and Rose, R. (2008). Responding to the Mental Health Needs of Young People with Profound and Multiple Learning Disabilities and Autistic Spectrum Disorders: Issues and Challenges.

Mental Health and Learning Disabilities Research and Practice, 5 (2). pp. 240-251.

ISSN 1743-6885.

• Ghaziuddin E ., Weidmer-Mikhail, E. and Ghaziuddin N. (1998). Comorbidity of Asperger Syndrome: A Preliminary Report.

Journal of Intellectual Disability Research 42: 279–283.

• Green,H., Mcginnity, A., Meltzer, Ford, T., Goodman,R. (2005) Mental Health of Children and Young People in Great Britain: (2004).

Office for National Statistics.

• McManus, S., Meltzer, H., Brugha, T. S., Bebbington, P. E., and Jenkins, R. (2009). Adult psychiatric morbidity in England, (2007): results of a household survey. The NHS Information Centre for health and social care.

• Poppes, P., Putten, A. and Vlaskamp, C. (2010). Frequency and severity of challenging behavior in people with profound intellectual and multiple disabilities. Research in developmental disabilities. 31. 1269-75.

10.1016/j.ridd.2010.07.017.

Further information

Joanna Grace is a sensory engagement and inclusion specialist, author, trainer, TEDx speaker and founder of The Sensory Projects: www.thesensoryprojects.co.uk Mental health issues are extremely common in people with PMLD.

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Engaging therapies Daniel Thomas looks at how music, art and dramatherapy are used to help pupils with SEN

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here is a long tradition of using the arts therapies for children with SEN and strong successes have been highlighted in areas such as understanding non-verbal communication, gestures, mentalisation, sensorimotor issues, and regulating behaviour and emotions.

Music therapy, art therapy and dramatherapy (the arts therapies) are part of the allied health professions, a group of 14 professions which form the third largest workforce in the NHS and education settings. Due to their Masters level training, arts therapists are professionally autonomous practitioners, regulated by the Health and Care Professions Council (HCPC), which maintains standards of practice, ethics and disciplinary structures.

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Parents and teachers can, and should, check that the arts therapist working with them is registered with the HCPC.

Arts therapies and SEN The arts therapies can be uniquely engaging for children, which often means that referral outcomes – such as better self regulation, improved balance or longer attention span – can be worked on more successfully than if the child was attending a physiotherapy or educational psychology session alone. Music therapy, for example, can bypass an individual’s cognitive appraisal to provide almost direct emotional processing (Chanda and Levitin, 2013), meaning that arts therapists can work on the source of the presenting issue, for example the

Recent studies show how the creative process of art-making activates multiple areas of the brain unregulated fight or flight reaction in a child’s brain, without having to use words or give instructions that the child may not be able to understand or tolerate.

Within autism, therapists, parents and other caregivers have seen that music therapy can make a difference >>

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in improving children’s social skills, verbal and non-verbal communication (including imitation and turn-taking), emotional interaction and changes in behaviour (Reschke-Hernández, 2011).

A recent Cochrane review – considered by many to be the gold standard for healthcare evidence – showed that music therapy significantly improves non-verbal communication skills in children with ASD, compared to

control groups, where they participate in stimulating activities such as play or storytelling (Gold, Wigram and Elefant, 2006).

Children with autism often display difficulties with symbolic and creative “make believe” play (Hobson et al., 2009; Mastrangelo, 2009). Dramatherapy is uniquely suited to support a child with impaired “pretend-play” skills and imagination, and utilises the dramatic

reality in order to achieve emotional awareness, providing appropriate emotional responses.

Within the wider cohort of pupils with SEN, dramatherapists create environments in which a child feels safe to express how they are feeling about events in their own lives through both verbal and non-verbal modes of self-expression. They use techniques such as mime, movement, play-acting, puppetry and improvisation, which allow children to distance themselves from the referral issue or perceived problem, in order to communicate more freely. The goal of dramatherapy can be to build self-confidence, creativity, social awareness and problem-solving skills.

Art therapy also has a robust evidence base supporting the work of therapists with children with SEN and autism. Neuroscience increasingly demonstrates the importance of the arts for both cognitive and emotional development (Malchiodi, 2012). Recent studies show how the creative process of art-making activates multiple areas of the brain (for example, Kaufman, 2013).

Healthy brain functioning is correlated with the integration of different brain structures (Cozolino, 2002). By activating different brain regions, art therapy might provide a means of exercising the whole brain, supporting integration, brain plasticity and healthy brain functioning. This activation of neural plasticity can be used by the art therapist and their client to start to build and develop additional cognitive, emotional or motor skills functions, which may have been diminished by the impact of the child’s SEN.

Collaboration

The process of making art activities multiple areas of the brain.

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support intended outcomes. Even when movement is not explicitly part of the therapy, processes of painting, moulding, playing, gesturing and vocalising add physicality to the areas of emotion, cognition and symbolic representation pursued through the arts. The tactile nature of different materials or instruments and the kinaesthetic processes of creating and embodying artistic processes to further non-artistic goals, can provide important opportunities for sensory integration (Hass-Cohen, 2008).

Music therapy: Jon’s story Jon was 12. He was at a special school that specialised in working with children with emotional and behavioural difficulties. There had been concerns raised by Jon’s primary school about the safety and stability of his home life and, at the point of starting music therapy, he had been placed in emergency foster care. There was a hope that he may return to his birth home but also a recognition by teachers and professionals that this may not be possible. His mum hoped for his return. Jon wanted to go home too, but he was also getting used to his new surroundings and a calmer atmosphere. He was described as not very academic and could not read.

Starting music therapy, Jon was very much in control. He told the music therapist what to play and when to stop, and presented himself as strong and tough. If the music therapist did something musically that Jon had not asked for, Jon might leave the room and stand outside the door, or take the instrument away and stop the music. This way of interacting lasted for several months, but increasingly the music therapist saw moments in most sessions where Jon was able to tolerate musical “mistakes” made deliberately by the therapist – for example, playing the drum in the rhythmic way Jon requested, but then dropping the beater onto the drum “accidentally” WWW.SENMAGAZINE.CO.UK

creating a “messy sound”, which Jon and the therapist started to laugh about. The music therapist felt that by adding in these small moments when the predictable became unpredictable and the musically fixed became messy or mutable, Jon’s capacity to manage change and start to tolerate conversations about change might increase.

Over the next year, Jon became more able to loosen his control over the sessions and, as a result, his capacity to learn through play increased. Jon started to be interested in a more joint way of working, creating landscapes or dens to explore and lyrics to sing together. Jon and the music therapist started to write down words and sentences to put into the songs they created. Teachers noticed that in the classroom Jon’s behaviour had changed. He was happier to work alongside other children and more able to cope in classroom settings.

His reading ability improved, as did his self confidence. Jon didn’t return home, but through music therapy he started to explore the different relationships in his world that were important to him.

He did this musically, with songs and in words.

Dramatherapy: Jenny’s story At the age of ten, Jenny was referred to dramatherapy to help with her behaviour at home, which was especially concerning for her mum as she kept seeing Jenny destroying her toys and clothes.

Jenny had been adopted as a two-year-old and had been a “good child” up until the age of nine, when these issues had started to arise. Most parents would be concerned if their child was breaking toys and ruining clothes, as were Jenny’s mum and dad, but they were also trying to re-focus her on positive activities and things Jenny liked. They told the dramatherapist they were at the end of their tether and didn’t know what to do. They also hoped that

Through music therapy he started to explore the different relationships in his world

Jenny would start to have more ageappropriate interests and move away from the dolls and teddies she always hung on to.

In the initial sessions, the dramatherapy involved lots of conversations between the teddies and toys and objects the dramatherapist brought each week. Jenny liked to put the big ones and the smaller ones in different parts of the room. Sometimes one of the teddies “crashed himself” across the room into the other ones and made a big mess of them. Normally, the teddy that flew through the air was a green one; it had a monster-quality about it. Jenny and the dramatherapist started to wonder about what it might say, and what it wanted, especially as it flew through the air. Jenny said the green teddy was like an explosion and no-one knew that it was about to fly.

The sense of the green teddy being difficult to contain and predict started to link to the forthcoming change of schools that Jenny and her class were preparing for. Jenny said she didn’t really know why she had to leave her primary school and she didn’t want to go. The dramatherapist started to liaise with Jenny’s parents about how Jenny’s destructive play at home may have been a way for her to try to understand how she felt about moving schools, and perhaps her sustained interest in toys that were normally for children much younger than herself might have been about trying to stay young enough to remain at primary school. As these things were discussed with her parents, and were allowed SENISSUE97

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to be explored and played with in the dramatherapy sessions, Jenny seemed more relaxed at home. Mum and dad started to understand that her behaviour was trying to communicate something she didn’t have words for. Jenny kept going to dramatherapy for the next year and into her first term in her new school. When she had settled into the new routine, everyone thought that the sessions should come to an end. Jenny kept the green teddy at home to help remind her of the sessions.

Art therapy: Rachel’s story Rachel was referred to art therapy because of a brain injury that left her feeling scared and frustrated. It also left her with a very different sense of herself post-accident, compared to who she thought she was before it. Rachel had run out of her house and had been hit by a car. As a 15-year-old, issues of identity, fitting in to peer and social groups and starting to stand on her own two feet were important. The accident had set this all back; she found herself more reliant on her parents again and without the confidence to go out with her friends.

Art therapy had been proposed as a way to support Rachel to work through some of her thoughts and

Art can help troubled children to express emotions.

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Mum and dad started to understand that her behaviour was trying to communicate something

the blank space in the middle of the page represented this dichotomy; the work was now about trying to bring these conflicting feelings together in a way that allowed Rachel to integrate and accept the different feelings she had about her accident.

feelings about the injury. This type of therapy was chosen because she was interested in drawings, magazines and the visual side of things. Rachel also knew that it was more than just an art class, but she felt that the art therapist might also be able to show her pictures or images, or create clay objects with her that expressed things which she didn’t feel able to say. Showing Rachel the range of art materials they could use was a good first start and made her feel at ease. She started by drawing on a piece of paper, putting objects and shapes on each side of the page, but nothing in the middle. These types of pictures and drawings continued for some weeks before the art therapist said, “The drawings seem always apart, with a gap in the middle of the paper. I wonder if there is anything that connects them?”

Over the next few months, Rachel and her art therapist started to think together about the blank space between the drawn-on sides of the paper. Rachel attempted to link the sides with thin lines or splashes of colour, but this was difficult for her.

Talking more about the accident, Rachel was able to tell the art therapist that she felt somewhat to blame, as she had run out of her house in a temper and straight into the road, but that the driver who hit her was also going too fast to stop. It was very hard to work out whose fault the accident was and Rachel oscillated between feelings of guilt and responsibility on one side, and anger and helplessness on the other.

Together, Rachel and her art therapist started to see that her drawings with

References

• Chanda, M. L. and Levitin, D.J. (2013) The neurochemistry of music, Trends in Cognitive Sciences, Vol. 17, No.4.

• Cozolino, L. J. (2002) The neuroscience of psychotherapy: Building and rebuilding the human brain. New York, NY, US: W W Norton & Co. • Geretsegger, M., Elefant, C., Mössler, K.A., Gold, C. (2014) Music therapy for people with autism spectrum disorder.

Cochrane Database of Systematic Reviews 2014, Issue 6. Art. No.: CD004381. DOI: 10.1002/14651858.CD004381.pub3.

• Hass-Cohen, N. and Carr, R. (Eds) (2008) Art Therapy and Clinical Neuroscience, Jessica Kingsley Publishers.

• Hobson, A.J., Malderez, A., Tracey, L., Homer, H.S., Ashby, P., Mitchell, N., McIntyre, J., Cooper, D., Roper, T., Chambers, G.N., Tomlinson, P.D. (2009) Becoming a Teacher: Teachers’ Experiences of Initial Teacher Training, Induction and Early Professional Development. Department for Children, Schools and Families.

• Kaufman, S.B. (2013) Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences, The Journal of Creative Behavior Volume 47, Issue 4.

• Malchiodi, C.A. (ed.) (2012) Art Therapy and Health Care. The Guilford Press.

• Mastrangelo, S. (2009). Play and the child with autism spectrum disorder: From possibilities to practice. International Journal of Play Therapy, 18(1), 13-30. http://dx.doi. org/10.1037/a0013810 • Reschke-Hernández, A. E. (2011) History of Music Therapy Treatment Interventions for Children with Autism, Journal of Music Therapy, Volume 48, Issue 2, 1 July 2011.

Further information

Daniel Thomas is Joint MD at Chroma, which provides arts therapies services across the health, education and social care sectors: wearechroma.com To check if an arts therapist is registered with the HCPC, go to: hcpc-uk.org/check

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National Creative Learning Awards The charity the Creative Learning Guild have announced that nominations are open for the new National Creative Learning Awards.

The Awards will celebrate the inspirational innovators, educators and practitioners who live and breathe creative learning. The judging panel includes an Olivier award winning theatre producer, a representative from the international Lego Foundation, leading disability arts professional Ruth Gould and acclaimed poet Ian McMillan.

The judging criteria have been influenced by educators and practitioners themselves and the awards range across 21 categories, including formal education, the arts and the creative industries. People can self-nominate or suggest friends and projects that have inspired them over the last 12 months.

Nominations will close on Friday 14 December at midnight.

Shortlisted entries will receive an invitation to the Creative Learning Summit to be held in early March 2019.

For more information, go to: www.creativelearningguild.co.uk/national-awards WWW.SENMAGAZINE.CO.UK

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AUTISM

Game changers Autistic people have changed the world, now the world has to change to understand them, writes Deborah Brownson

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hen both of my sons were diagnosed, the language that was used to explain their autism was so negative and old fashioned that it did little to comfort us as worried and anxious parents. Using phrases like “life-long disability” and “triad of impairments”, suggested there was something wrong with being autistic, that our sons were broken in some way.

After being signposted to autism charity websites, support groups and text heavy books full of medical jargon, we were crippled with worry as to what the future would hold for them. At that time, an autism diagnosis felt like a menacing dark cloud trying to block out any sunshine from our lives.

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Having misconceptions about autism is much worse than having no awareness at all also had to endure the seemingly neverending judgmental stares and hurtful comments when one, or sometimes both, of our boys had meltdowns in public. A disastrous start to primary school only made things worse: my happy, energetic and bubbly son was labelled as “naughty” and “refusing to follow instruction”, rather than being seen as a scared, overwhelmed vulnerable child, who was unable to comply. This led to my five-year-old son almost having a breakdown.

A common problem Sadly, my story isn’t unique. Right now, autistic people and their families throughout the UK are on their knees, struggling just to get through each day.

Many feel isolated, misunderstood and unsupported as they battle mental health issues. They feel let down by the education system and the NHS, prevented from entering the workplace by outdated recruitment processes, and overlooked by the Government.

So is the situation hopeless? No! The answer to turning this all around is available to each and every one of us.

All we have to do is change the way we view autism. I believe the root cause of many of the issues autistic people face today is that the global perception of autism is so negative.

I’ve always been a very positive person, free thinking and determined.

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AUTISM

A radical overhaul of the education system is needed to take account of neurological differences

a high proportion of autistic people.

These people see the world differently and are not bound by social etiquette, which allows them to focus completely on their chosen field. Their obsessive passions mean they become gifted at very young ages. These people aren’t disabled, they are changing our world.

Positivity This wasn’t the life I had planned for my sons. Autism didn’t define them, it was just a small part of what made them who they are. I started to distance myself from anyone or anything that painted autism in a negative way. I realised that for my sons to thrive, everyone around them needed to understand what autism was and that this had to be done in a positive manner, to bring about much needed change. Having misconceptions about autism is much worse than having no awareness at all.

Although any statistics on the prevalence of autism are fundamentally flawed, it’s currently thought that around one per cent of the global population has autism. That’s roughly 75 million people. If you add to this all the undiagnosed adults and children, this figure could perhaps be doubled or even tripled.

If we stopped telling these people they are disabled and supported them so they could thrive, can you imagine the difference they would make to the world?

Autistic achievers Many people believe that history is full of brilliant autistic thinkers who have shaped our understanding and changed the way we live today. Psychologists have argued that some of our most celebrated minds – Leonardo Da Vinci, Darwin, Newton and Einstein, for example – may have been on the autistic spectrum.

It is widely accepted that California’s Silicon Valley, which drives much technological innovation today, employs WWW.SENMAGAZINE.CO.UK

It’s time we got rid of the old fashioned terminology around autism so that new families receiving a diagnosis start out on a positive new journey of understanding.

Autism is simply a differently wired brain. In some areas, autistic brains have developed much more than the neuro-typical brain; where this occurs, the autistic person may have great strengths and might sometimes be gifted in those areas. In the areas where the brain hasn’t fired as well, the autistic person will have difficulties with those functions. This explains why everyone on the spectrum is affected differently and to different degrees, as it all depends on what happened in that person’s brain as it was developing.

There is nothing broken. There is no cure needed. It’s just a differently wired brain. It’s no big deal.

Every person on the planet has strengths and weaknesses which they can work to improve; autistic people are no different. If we as adults develop a better perception of autism, this will pass on to those who are diagnosed with it. When we stop trying to change them and try to understand and support them in the ways they need, they will thrive.

Overhauling the system Most autistic people learn in very different ways to neuro-typical people.

They may also have to cope with sensory issues, be unable to sit still or be quiet, as this is just the way their body is made.

A radical overhaul of the education system is needed to take account

of neurological differences. Autistic people are the square pegs. Our school system seems to want to try and place the square peg in the round hole but all that happens is that the peg gets damaged. Our Government needs to give adequate funding and resources to the many amazing schools and teachers out there who have taken it upon themselves to turn this around.

Good practice needs to be shared so that the travesty of today’s “postcode lottery” for autism support dies away.

I want to live in a world where autistic people can celebrate their differences and be proud of who they are. Autistic masking, where autistic people try to fit in and be “normal,” is draining and leads to mental health issues. Currently, one in three autistic people suffer from a severe mental health difficulty and this needs to stop.

So next time you see an autistic person struggle, before you judge, shout or get frustrated, try to really understand how they are feeling.

Remind yourself that they are having a hard time, not giving you a hard time.

Work out what they are struggling with and help them get around it. Never say they can’t do something, say they can’t do it right now, but help them work out how they can. With support, love and patience, autistic people can thrive. Remember that when you talk, you are only repeating what you know; when you truly listen, you may learn something new.

Further information

Deborah Brownson MBE is an author, campaigner, speaker, online support group founder and consultant. She is the author of He’s Not Naughty! A Children’s Guide to Autism, and represents parents on the All Party Parliamentary Group for Autism: www.deborahbrownsonconsulting. co.uk

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AUTISM Advertisement feature

Turning lives around at Hesley Group Based in Yorkshire, Hesley Group has been a leading independent provider of specialist support and education since 1975. Hesley Group works with more than 60 public authorities across the UK, supporting young people and adults with a learning disability, autism and other complex needs including behaviour that may challenge.

Aged 14, Ashley joined Wilsic Hall School, a 52-week residential service situated in its own 14-acre site. Now, five years later, he’s completed his school education and moved to an adult, supported living service close to his family. Hesley Group interviewed him about his experiences. Ashley gave his permission for his story to be shared in SEN. Ashley described himself as being “aggressive” and “volatile” when he started at Wilsic Hall; if he was upset by someone, he would “give them a black eye”. During his first six months at Wilsic Hall, he displayed 47 incidents of high-level property damage and/or aggressive behaviour. He also had poor school attendance and low engagement with education. His behaviour was a barrier to him learning.

But at Wilsic Hall School, Ashley has made amazing progress.

During his last six months at Wilsic, Ashley only had two incidents.

When asked to describe himself now he was leaving, Ashley said “I know my own triggers and can control myself”.

Ashley’s Hesley Group behaviour therapist and his support staff helped him to identify the reasons behind his behaviour and alternative coping strategies. His Hesley Group psychologist worked with him on identifying and communicating emotions, plus managing his emotions and energy levels and using relaxation techniques.

Ashley now sings to feel better as, for him, it is a way of thinking through things; his favourite songs are emotional and heartfelt! Ashley also said that when he feels sad he will hold George (his pet python) and talk to him. Ashley is now able to talk with his staff about what he thinks and how he feels. Ashley now has a range of fantastic coping strategies.

Academic progress Ashley also made fantastic progress within education, achieving entry level qualifications in English and maths. Additionally, he achieved a Level 1 occupational studies qualification in wildlife.

Ashley’s teacher at Wilsic Hall mentioned that “with our help, he’s found purpose in his life… a route forwards towards employment and qualifications.” Ashley has always had the same teacher, developing a close and trusting relationship.

Ashley also grew in confidence and self-esteem. Ashley has sung at the Hesley Group’s annual festival. This wouldn’t have happened five years ago; his confidence was enhanced by him building strong relationships with his staff, teachers and managers.

Ashley’s confidence also grew as he developed social skills.

Ashley participated in “Attention Autism”, which aims to develop natural and spontaneous communication. He did so well that he later helped lead these sessions! Ashley also took part in group and one-to-one sessions, focusing on relationships and social skills.

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Ashley was able to use these skills to make friends at ice skating. Ashley started going ice skating whilst at Wilsic Hall School and said that he is now very good at it and that his balance has improved a lot.

Ashley has made fantastic progress. He is now able to manage his thoughts and feelings, make friends, perform in front of people and achieve educational qualifications. He has also developed independence skills; for example, he makes his own GP appointments and cooks some of his own meals.

All at Hesley Group are all so proud of Ashley. He said that he is proud of George and proud of himself for being a father to a snake. When asked what advice he would give to anyone coming to Wilsic Hall School, Ashley said that Wilsic Hall is “the best” and “if someone said they were not happy then the Hesley Group would help them”.

Hesley Group has two specialist residential schools – Fullerton House School and Wilsic Hall School. For more information about Hesley Group, call freephone: 0800 055 6789, email: enquiries@hesleygroup.co.uk or visit their website at: www.hesleygroup.co.uk.

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BOOK REVIEWS

Book reviews

by Mary Mountstephen

Developing Tenacity: Teaching Learners How to Persevere in the Face of Difficulty B. Lucas and E. Spencer Publisher: Crown House Publishers £16.99 ISBN: 978-1-78583-303-8

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 practices from a wide range of sources. It recognises that teachers will need to cultivate particular “dispositions” or “capabilities” in their students to cope in a rapidly changing world, where the roles 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 crucial 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 provides a summary of starter ideas.

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100 Ideas for Primary Teachers: Interventions S. Lockyer Bloomsbury £14.99 ISBN: 978-1-4729-4966-0

Stephen Lockyer is a curriculum enrichment leader with over fifteen years of experience. In this book, he has focused on providing ideas and strategies that teachers can use to “correct the direction and aspiration” of the children within their care.

This phrase sums up the ethos of this book in its aim to be supportive of a wide range of interventions that are costeffective and inclusive and that recognise the stresses and demands that face classroom teachers and support workers on a daily basis.

The author asks the reader to identify every child in need of their support and to read the book with the intention of identifying a strategy that would address the child’s greatest need. This again reinforces Lockyer’s proactive approach to addressing individual learning differences in a meaningful way.

The ideas follow a common format, opening with a catchy title and quote, followed by a short descriptor of the activity, with an additional teaching tip, extension activity and simple instructions.

Sample activities include: productive use of time walking from classroom to intervention space; handwriting and presentation skills; behaviour, motivation and memory; basic maths skills; and social skills, friendships, teamwork and managing emotions.

This book is an essential resource for busy teachers. It is small and concise and provides many tried and tested activities that engage children and motivate support staff.

It’s well written and, as each idea fits neatly on a small page, it’s very user friendly.

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BOOK REVIEWS

Building Reasoning and Problem Solving Skills in Children with Autism Spectrum Disorder J. Nathan and B. Nathan Jessica Kingsley Publishers £19.99 ISBN: 978-1-84905-991-6

The authors of this book bring together experience in speech and language therapy with cognitive processing and executive functions evaluations in working with students and adults on the autistic spectrum. They combine background research with clinical experience and use an innovative approach to “inner speech” that can assist in the modalities of spoken and written language in children and adults who are verbal.

The book aims to provide methods to formally teach key skills for reasoning and problem solving that enable those they work with to cope independently with difficult situations.

Divided into five parts, the following are included: understanding the autism spectrum; the links between ASD and language and executive function disorders; developing inner speech for problem-solving and social interactions; developing literacy skills; and a summary of main teaching points.

The authors explain the role of executive functions in monitoring and regulating performance and they stress how the different components act together to initiate communications, social interactions and self-regulation.

They provide examples of their approaches and an overview of their intervention structure and strategies. Their style of writing is accessible and gives a clear insight into how they work with clients so that they become more skilled at recognising how to adapt to new situations, asking for help and understanding how to answer questions.

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Speech, Language and Communication Pocketbook V. Mason and E. Milne Teachers’ Pocketbooks £9.99 ISBN: 978-1-90661-070-8

This is another useful addition to the popular series that covers many aspects of teaching, including specific areas related to special educational needs. The books follow a common format and are designed to provide practical advice, supported by resources. They are written by recognised experts in their field.

The authors of this publication are a speech and language therapist and a teacher with extensive experience of working with a wide range of students. Both have worked in a number of settings; Mason is currently based in one of the few secondary language units in the country and Milne is a clinical supervisor for student speech and language therapists and delivers training and INSET for schools.

The book opens with a brief guide to typical language development and then proceeds to provide information on aspects such as: how language works (expressive and receptive aspects); developing attention skills through effective teacher talk; spotting speech difficulties (stammering, stuttering and dysfluency); building vocabulary and identifying word retrieval issues; and teaching social communication and dealing with communication breakdowns.

The authors have packed an impressive amount of information into this small book and include a useful outline for carrying out a school audit, in terms of making an analysis of how “communication-friendly” settings are, linked to further readings and resources. They stress the need for a whole-school approach and provide strategies to develop effective communication with families.

A very useful resource.

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A new chapter Abigail Jaggers looks at how audiobooks can promote learning and wellbeing

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ll children can find enjoyment in audiobooks, but they are also a powerful resource for children with additional needs. Children with moderate or specific learning disabilities who struggle with decoding words can find reading a disjointed experience where the thread of a story is often lost. This can result in many children with additional needs being put off from an early age.

Decoding dilemmas In a 2016 blog¹, psychologist and author Daniel Willingham talks about the science of reading. There are two major activities the brain is doing during reading: decoding words and language processing. Decoding is a literal understanding of the word that each combination of letters creates, while language processing is the extra step of understanding the word.

Audiobooks make stories much more accessible, as listening eliminates the need to spend time and effort decoding print so children can experience a sustained period of reading. However, they also provide extra benefits. In an article on theschoolrun.com², Irene Picton of the National Literacy Trust is quoted describing the value of listening.

Audiobooks can boost a struggling reader’s confidence.

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Listening eliminates the need to spend time and effort decoding print

Once barriers to reading have been removed, children can enjoy the same books their peers are reading and learn at the same speed as them. Ultimately, this boosts confidence and social engagement.

Why audiobooks matter She said, “One benefit of audiobooks is that children have the opportunity to hear speech patterns and rhythms that they might miss in print. They teach them about voice and expression, which can help with their own speaking and articulation.”

A good narrator can bring a story to life through their performance and put complex texts containing difficult language into context. Research has also shown³ that listening to an audiobook is more emotionally engaging than watching a film or television adaptation, which may be due to audiobooks provoking the imagination more than video. Being able to immerse themselves deeply in a story gives children the opportunity to enjoy the escapism of reading, often with stories that exceed their reading age.

Is listening the same as reading?

Many people worry if listening to audiobooks is somehow “cheating”.

However, research shows that the ability to remember and comprehend passages is very similar whether the text was listened to or read. A study in 19774 tested 48 students by asking them to either listen to or read three stories of approximately 2,000 words each and summarise them. After comparing the summaries, the study found that the content was remarkably similar.

For children with SEN or disabilities, the option to access audiobooks can improve self-esteem and wellbeing.

Stories are an intrinsic part of our society, whether they are experienced through music, art, film, TV or books, but for those with SEN, the difficulties involved in accessing print books can outweigh the joy of stories and learning from reading. Listening to audiobooks offers an opportunity to rediscover these benefits. Children can choose what books they want to listen to, listen at their own pace, and find out what types of stories they enjoy. Audiobooks ensure all children have the opportunity to access books, enabling them to become independent and confident readers.

Footnotes 1: www.danielwillingham.com/danielwillingham-science-and-educationblog/is-listening-to-an-audio-bookcheating 2: www.theschoolrun.com/listen-andlearn-why-audiobooks-are-great-yourchild 3: www.theguardian.com/books/2018/ jun/21/listen-and-weep-audiobooksoutdo-films-in-emotional-engagement 4: psycnet.apa.org/ record/1978-21860-001

Further information

Abigail Jaggers is Marketing and Membership Officer at the charity Listening Books: www.listening-books.org.uk

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Staffing for SEN Clare Othman looks at some of the key challenges of recruiting in SEN settings

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chools across the UK are currently in the midst of a recruitment and retention crisis, with low numbers of candidates and teacher trainees.

Applications for teacher training courses fell by one-third last year – plummeting from 19,330 in December 2016 to just 12,820 in 2017, according to the Universities and Colleges Admissions Service. Additionally, high numbers of teachers are leaving the profession; 81 per cent of teachers surveyed by the National Education Union (NEU, 2018) said they had considered leaving the profession in the last year.

Recruiting for mainstream teachers is evidently a challenge, but what about for SEN and disability roles?

The teacher shortage across the UK is affecting both mainstream and

More clearly defined routes into SEN teaching are imperative special schools. According to the Department for Education’s 2017 statistics, 14 per cent of pupils – 1.2 million – have SEN or a disability. Nearly a quarter of these children are not in school (NEU, 2018) and this year, 8,000 children with SEN or disabilities across the UK did not have a school place.

To thrive in a learning environment, these children require smaller class sizes and often individualised lessons.

Some may need additional one-onone support and teaching assistants

The best teachers will bring both creative and organisational skills to the role.

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(TAs) – provision which is becoming increasingly difficult for schools to provide in the current climate. Within SEN, finding teachers who specialise in certain areas or have particular training can be a further challenge for schools.

So what can schools do to attract more teachers into these important positions, which support some of the most vulnerable members of society?

Attracting candidates More clearly defined routes into SEN teaching are imperative; such routes exist in mainstream education but, unfortunately, are not as well defined in special education. As an article by the TES Institute Team states, “Unlike becoming a teacher in a mainstream setting, there is currently no postgraduate special needs teacher training route, to directly prepare you for working in a SEN school” (www.tes. com/institute/blog/how-become-senteacher). Specific training programmes should be set up to cater for those who want to go into teaching children with SEN. The pathway into this kind of teaching needs to become simpler and more direct in order to draw in and keep more applicants; I have spoken to numerous candidates who are interested in teaching in this area but find the current pathway convoluted.

For both mainstream and SEN roles, the inability of schools to offer competitive starting salaries is a further challenge to recruitment. For example, a physics graduate with an interest in SEN would receive a much higher graduate salary using her/his skill set in

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an alternative profession. A redress in starting salaries for teachers across the board – both in mainstream and special schools – would help to attract, and retain, a higher number of candidates.

At a structural and management level, there are many key processes and measures schools can implement to support and retain valuable teachers. For example, schools could: introduce a robust appraisal system; offer staff professional development

Top tips for schools recruiting for SEN roles: • have an open mind: don’t judge purely on a CV or skill set but look also for desire and enthusiasm; you can teach skills but you can’t teach passion • be open and honest about the role you are recruiting for and the challenges both the school environment and the role may present to the candidate • think outside the box and look for transferrable skills; for example, a candidate may not have specific SEN experience but they might have a background in care; early years and key stage one primary teachers often transition well into SLD/PMLD roles • conduct a lengthy interview; let the applicant spend a whole day in the school, teach lessons and speak with staff; this ensures the candidate gets a complete picture of the school and whether or not its values align with their own.

Great teachers, whether in mainstream or SEN settings, are those who strive to impact students’ lives in a positive way. In SEN settings, class sizes are smaller and roles can be more challenging, but at the same time the emotional rewards can be greater. Teachers need to have high expectations of their students, and to support them to become the absolute best they can be.

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Think outside the box and look for transferrable skills

opportunities and external training; provide mentoring opportunities; and foster a school culture of openness and understanding.

Further to this, teachers in the SEN arena are often working with pupils who have more challenging behaviour, which can often take its toll emotionally.

Access to the right support, such as providing a counsellor on-site with whom staff can discuss issues, could be a valuable addition to the school’s offer.

Providing adequate TA support within the classroom is also extremely important in special schools and settings; children who have profound and multiple learning difficulties (PMLD), for example, will often need one-to-one support. Ensuring teachers are adequately supported by TAs is crucial in minimising workload pressure and retaining staff.

What do schools look for?

From a school’s perspective, here are some of the key competencies they tend to look for in great SEN teachers.

Creativity The very best SEN teachers can adapt their lesson plans and style to suit their pupils, as teaching children with SEND isn’t a one-size-fits-all activity. To have the ability to adapt to the situations constantly thrown at you in an SEN environment is important.

Intuition Some children find it hard to express themselves and their emotions and teachers will often encounter students who have issues with communication.

They have to possess the skills to detect any background issues and

be able to tackle them before they manifest into something bigger.

Patience There will be bad days, sad days, testing days and trying days. There will be days when it feels like nothing goes to plan, and days when it seems as if everything has gone wrong. A good teacher maintains composure and stays calm and patient in the face of challenges.

Confidence Teachers must be sure of themselves, firm in their decision-making, and assured in their manner and delivery.

Having confidence in themselves, what they can deliver and the difference they can make to pupils with SEN is vital.

Organisational skills All pupils need structure to succeed, but this can be especially important for children with SEN. They often need particularly clear instruction and explanation, as well as firm rules and boundaries.

Relationship building skills Class sizes in SEN settings are generally smaller than in mainstream schools, so it is even more important that teachers establish positive and trusting relationships with students.

Further information

Clare Othman is Operations Director at education recruitment company Supply Desk, who offer specialist support staff to work on a one-to-one or small group basis with pupils who might be disadvantaged, displaying behavioural issues or struggling with their learning: www.supplydesk.co.uk

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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

Thrive Licensed Practitioner Course Add to your SENDCo toolkit and become a Thrive Licensed Practitioner: assess the social and emotional needs of all children and young people, and support them with individual action plans. Courses running across the UK; ten days over two terms. www.thriveapproach.com/courses

New Skills Academy

New Skills Academy pride themselves on providing the best online education courses to further your career.

Their experienced tutors have meticulously created some incredibly well received diplomas. Their diverse portfolio includes courses in the following areas: Autism Awareness Diploma; ADHD Diploma; Asperger Syndrome Awareness Diploma. https://newskillsacademy.co.uk

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-to-date 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. www.abdn.ac.uk

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CPD, TRAINING AND EVENTS 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

MA Leading Inclusive Education Middlesex University

Developing inclusive education practice to support the needs 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

Online learning

Dyslexia course

This supported online CPD course provides an understanding of the impact dyslexia can have on a learner.

With the help of case study videos, learn how to make your classroom and practice more inclusive for these learners with practical assessment and intervention strategies. Available guided or with tutor support.

01273 286 224

info@oltinterational.net www.oltinternational.net/our-courses

Online learning

Attachment and Trauma course This course explores the many factors that can disrupt the forming of strong attachments and relationships. Participants will discover how to respond effectively to challenging incidents, set SMART goals and apply practical interventions to support all children.

01273 286 224 info@oltinterational.net www.oltinternational.net/our-courses

Online learning

Speech, Language and Communication Needs course This supported CPD certified course looks at the impact speech, language and communication needs can have on a learner. 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.

01273 286 224 info@oltinterational.net www.oltinternational.net/our-courses

Online learning

SEND Code of Practice 2015 course 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.

01273 286 224 info@oltinterational.net www.oltinternational.net/our-courses

Throughout 2018

The Education and Academies Show Manchester, Newmarket, Farnborough, Birmingham

Major UK education shows – attracting 300+ school decisionmakers and over 100 key exhibitors. http://eashows.uk

Various dates

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

Various dates

Helping Learners with Autism, Asperger Syndrome and ADHD Day Course A workshop that offers visual, auditory, social and behavioural strategies for teaching and support staff working with learners with autism, Asperger syndrome (ASDs), attention deficit hyperactive (impulsive) disorder (ADHD) and related conditions. Various dates; see website for more details: www.peoplefirsteducation.co.uk

Various dates

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

Online learning

Autism Spectrum Disorder

Learn how to make your classroom and practice more inclusive for autistic learners with this CPD certified course.

Discover the impact autism can have on a learner and develop practical assessment ideas and intervention strategies.

Implement an action plan by setting SMART goals.

Enrol to suit

CACHE Level 3 Qualification: Supporting Children and Young People’s Speech, Language and Communication via The Communication Trust’s Platform 3

01273 286 224

info@oltinterational.net

Up to ten credits; achieve within four months. £450.

www.oltinternational.net/our-courses

https://coursebeetle.co.uk/platform-3

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Running until 2 December

Understanding Autism – Online Course ICEP Europe

Designed to provide students with a thorough understanding of the autism spectrum, current research, and best practice approaches. This course is just 20 hours, fully online and selfpaced. https://icepe.co.uk/cpd info@icepe.eu

Running until 2 December

Teaching Hope and Optimism – Online Course ICEP Europe

This exciting course allows you to boost your own hope and optimism while learning how to enhance the psychological fitness and resilience of others. It is just 20 hours, fully online and self-paced. https://icepe.co.uk/cpd info@icepe.eu

Running until 2 December

Applied Behaviour Analysis – Online Course ICEP Europe

Applied behaviour analysis (ABA) is one of the most precise, measurable and scientific methods of changing behaviour.

This course is designed to actively engage you in learning both the analytical skills and the practical techniques of ABA. https://icepe.co.uk/cpd info@icepe.eu

Running until 2 December

Dyslexia – Online Course ICEP Europe

Designed to meet the increasing need for flexible specialist training in dyslexia, this course offers a clear framework for understanding the nature of dyslexia while also providing a wealth of evidence-based strategies and best practice approaches for identifying and responding to the needs of students. https://icepe.co.uk/cpd info@icepe.eu

Running until 2 December

Universal Design for Learning - Online Course ICEP Europe

Universal Design for Learning creates curricula and learning environments that are designed to achieve success for a much wider range of student abilities and disabilities, by choosing effective methods and materials and by selecting the best way to assess their students’ progress. https://icepe.co.uk/cpd info@icepe.eu

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CPD, TRAINING AND EVENTS November 2018 6 November

Semi-Formal (SLD)

8 November

Effective Intervention – Creating an Outstanding Nurture Group Cardiff

Curriculum

This course is designed to help

Wilson Stuart School, Birmingham

delegates set up and/or develop

4 - 6.30pm

a nurture group, using the

Only £19 for members

Boxall Profile to identify pupils

Course leader : Peter Imray More info at: www.equals.co.uk

who will benefit from nurture groups as well as looking at ways to encourage children to build their confidence and learn good behaviour. The course will

8 November

Postgraduate Open Days University of Derby

Free Postgraduate Open Day. Find out more about University of Derby’s teacher training

also examine what makes an outstanding nurture group and how to prepare for inspection. www.nsmtc.co.uk

13 November

14 November

16 November

Semi-Formal (SLD) Curriculum

The National Education Show

Talbot Specialist School, Sheffield

Cardiff City Hall

4 - 6.30pm Only £19 for members Course leader: Peter Imray.

More info at:

Provides you with the knowledge, resources and expert guidance to develop great learners with over 40 seminars on a fantastic range of teaching topics, and a 100+ company exhibition with the best products on offer. Read more here:

www.equals.co.uk

15 November

Understanding stress and anxiety in autism and their impact on behaviour Newcastle

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.nationaleducationshow.com

20 November

Additional Learning Needs in Wales: priorities for shaping, implementing and monitoring the ALN Code Central Cardiff

and Coaching, and Inclusion and

Course leader: Peter Imray.

SEND.

More info at:

Morning. 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.derby.ac.uk/open-days

www.equals.co.uk

www.westminsterforumprojects.co.uk

degrees in Early Years, Primary, Secondary and Post-14 and masters courses in Education, Childhood, Careers Education

WWW.SENMAGAZINE.CO.UK

Semi-Formal (SLD) Curriculum Oak Grove College, Worthing

4 - 6.30pm Only £19 for members

www.autism.org.uk/professionals

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CPD, TRAINING AND EVENTS 20 November

Pathological Demand Avoidance conference Manchester

Providing professionals and parents with clearer understanding of PDA, plus essential strategies for education, management and communication. www.autism.org.uk/professionals

21 November

The Schools and Academies Show Birmingham NEC Birmingham

The leading education policy and best practice event, designed to help schools overcome some of the biggest challenges affecting the education sector.

Delivering senior Government figures, key association leaders and inspirational teaching practitioners from across the UK, whilst supporting personal growth with free CPD hours through engaging conference content and best-practice workshops.

0203 770 6678 schoolsandacademiesshowbirmingham. co.uk

21 November

Semi-Formal (SLD) Curriculum St Ann’s School, Hanwell, London

4 - 6.30pm Only £19 for members Course leader: Peter Imray.

More info at: www.equals.co.uk

27 November

Semi-Formal (SLD) Curriculum

30 November

Two Special Talks

by Bondy and Frost co-founders of PECS

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.

9.15am: Prompting, Stimulus Control and Error Correction: What’s Your Teaching Ritual?

11am: Functional Communication Across The Day: Practical Applications of PECS, followed by an afternoon of birthday celebrations (see website for details).

01273 609555 www.pecs-unitedkingdom.com

December 2018 3 December

Classroom Management Strategies for Children with Sensory Processing Disorders (SPD) London Road Community Hospital, Derby

Course for teachers and teaching assistants from both mainstream and special schools, occupational therapists, speech and language therapists, educational psychologists, parents of children with special educational needs, and other health and educational professionals. www.ncore.org.uk

3 and 4 December

PECS Level 1 Training Workshop Brighton

PECS is an approach that teaches functional communication skills using pictures. This workshop will give you all the practical details you need to start implementing PECS immediately, including: demonstrations, videos and opportunities to practice.

Melland High School, Manchester

01273 609 555

4 - 6.30pm Only £19 for members Course leader: Peter Imray.

More info at:

www.pecs-unitedkingdom.com

www.equals.co.uk

29 November

6 and 7 December

6 December

The next steps for SEND policy – high needs funding, local SEND service provision and improving outcomes

Southampton

01273 609 555 www.pecs-unitedkingdom.com

7 December

Autism Today Winter Meeting Central London

This is a one-day, practical update for professionals working with autism spectrum conditions to discuss the current challenges and themes in autistic care. This meeting will include workshops and case study sessions to provide delegates with practical ideas they can take away from the meeting and apply straight into practice. www.mahealthcareevents.co.uk/ AutismWinter2018

10 and 11 December

PECS Level 2 Training Workshop Birmingham

Learn practical ideas for advanced lessons in expanding language and communication within functional activities, plus tools for identifying communication opportunities across the day. Successfully problem solve PECS implementation and take it to the next level.

01273 609 555 www.pecs-unitedkingdom.com

12 to 13 December

Asia-Pacific International Schools Conference (AISC) Hong Kong Convention and Exhibition Centre

12 to 14 December

Learning and Teaching Expo (LTE) Hong Kong Convention and Exhibition Centre

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. www.LTExpo.com.hk

15 December

When a Shock in a Child’s Life Derails Everything.

Understanding PostTraumatic Stress Disorder in Children and Teenagers and Effective Interventions Conference 10.00 - 17.00 Cost: £183 The Centre for Child Mental Health

020 7354 2913 info@childmentalhealthcentre.org www.childmentalhealthcentre.org

January 2019 16 January

Tony Talks Autism 2019 St Helens, Merseyside

With clinical psychologist, best selling author and world autism expert Professor Tony Attwood.

In a new programme of talks for 2019, gain knowledge updates, practical strategies and tips so you can make a real difference to the children and young people you support with ASD.

0141 638 4098 www.medicacpd.com

22 January

Postgraduate Open Days University of Derby

This one-day course will explore a range of issues related to autistic people and sexuality including boundaries, friendships and relationships.

Morning. 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.

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.

Free Postgraduate Open Day. Find out more about University of Derby’s teacher training degrees in Early Years, Primary, Secondary and Post-14 and masters courses in Education, Childhood, Careers Education and Coaching, and Inclusion and SEND.

www.autism.org.uk/professionals

www.westminsterforumprojects.co.uk

www.AISC.com.hk

www.derby.ac.uk/open-days

Sexuality, Relationships and Autism Birmingham

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CPD, TRAINING AND EVENTS

Autism

T.E.A.C.C.H. Treatment and Education of Autistic and related Communication Handicapped Children

3 DAY TRAINING COURSE 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

Into Film Festival 2018 Taking place from 7 to 23 November, the sixth Into Film Festival offers nearly 3,000 free screenings and events, and 158 films in 550 venues across the UK, with teaching resources for five- to 19-year-olds linked to the Festival strands.

Key themes include mental wellbeing, diversity, antibullying and activism. “F-rated” titles, championing the role of women in film, careers information from industry experts, and a nationwide review writing competition to promote literacy and critical thinking will all feature.

The Festival is hosted by education charity Into Film which engages with over half of UK schools and is entirely supported by the UK film industry and by funding from Cinema First and the BFI through the National Lottery. The Festival is free to all students, supporting education through a carefully curated programme of films and events for schools to engage young minds with topical themes, resources, debates, special events and careers activity. Many of the screenings across the UK are supported by actors, directors and special guests from the film industry and partner charities at post-screening Q&As. The Festival opens on 7 November with simultaneous pupil premieres of Illumination’s The Grinch, starring Benedict Cumberbatch, screening in Belfast, Cardiff, Edinburgh, London and Manchester.

Other highlights should include screenings of Peter Jackson’s First World War documentary They Shall Not Grow Old, Bohemian Rhapsody, Mike Leigh’s Peterloo, adaptation of “A” level novel The Little Stranger, Mary Shelley, Mary and WWW.SENMAGAZINE.CO.UK

The Grinch © UNIVERSAL ALL RIGHTS RESERVED.

the Witch’s Flower, documentaries Whitney and McQueen, and award winners The Shape of Water, The Post and Three Billboards Outside Ebbing, Missouri. Over half the screenings offer audio-description and subtitling and this year sees an increase in the number of autism-friendly screenings.

In addition to all major cinema chains, venues this year will include The British Library, Shepperton and Pinewood Studios, Edinburgh Zoo, Folly Farm in Wales and Ark Farm in Northern Ireland, London’s Cinema Museum, Croyde Deckchair Cinema in Devon, the Tramshed in Cardiff and Kinema in the Woods in Lincolnshire, a pavilion converted into a cinema in 1922.

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CPD, TRAINING AND EVENTS 23 to 26 January

5 February

Bett Excel London

For four days in January, over 34,000 visitors from the global education community come to Bett to celebrate, find inspiration and discuss the future of education. To find out more visit: www.bettshow.com

24 January

An introduction to autism for higher education professionals This one-day introductory course builds your knowledge of autism and how to support autistic students at university. This course meets the BIS criteria for university mentors and nonmedical helpers. www.autism.org.uk/professionals

Understanding stress and anxiety in autism and their impact on behaviour London

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/professionals

29 January

Autism and continence London

Focusing on the common toileting difficulties in autistic children, it aims to explore why autistic children may find learning to use the toilet difficult, as well as more specific continence issues. www.autism.org.uk/professionals

February 2019 February (various dates)

Introduction to working with individuals on the autism spectrum London

This 20-credit module has been validated at both undergraduate and postgraduate levels. A practice-based course, it explores ways of working with people with autism in range of settings. www.autism.org.uk/professionals

7 February

SoSAFE! Social and Sexual Safety Training London

How safe are your students are in their relationships? The need to educate children and young people about relationships and social safety is currently not being met. SoSAFE! is a rules based rather than feelings based, visual teaching tool, which enables learners to develop their abilities in managing and communicating about their relationships.

01273 609555 www.pecs-unitedkingdom.com

9 to 15 February

Special Yoga For Special Children London

Indepth seven-day course to provide you with the confidence and tools to encourage the child’s full potential to flourish.

No yoga experience necessary.

March 2019 5 March

SEN Law Conference The Law Society, London, WC2A 1PL

This one-day specialist SEN Law Conference will provide legal and policy updates across all aspects of this fast-moving and developing area of law. www.senlawconference.co.uk

6 and 7 March

Music & Drama Education Expo | London Europe’s leading conference for music and drama teachers offers over 60 CPD workshops (including sessions on working with SEND students) and exhibition stands from leading arts organisations.

Book. Free tickets at: www.mdexpo.co.uk/london

10th Anniversary Autism Professionals Conference Birmingham

Annual conference for autism professionals on Improving Practice, Improving Every Life, read more about the National Autistic Society’s speakers and new location. www.autism.org.uk/professionals

21 March

Kidz to Adultz Middle Ricoh Arena, Coventry

A two-day training course that licenses autism experienced professionals to deliver the Essential Autism course to their staff teams. www.autism.org.uk/professionals

www.kidzexhibitions.co.uk

27 and 28 February

Essential Autism Licensed User Training London

3 and 4 April

The Schools and Academies Show London ExCeL, London

The leading education policy and best practice event is back in London, and this time it returns for two days! The event helps schools overcome some of the biggest challenges affecting the education sector and delivers senior Government figures, key association leaders and inspirational teaching practitioners from across the UK, whilst supporting personal growth with free CPD hours through engaging conference content and best-practice workshops.

0203 770 6678 www.academiesshow.london

JUNE 2019

7 and 8 March

One of the largest free UK exhibitions dedicated to children and young adults with a disability or additional needs, their families, carers and the professionals who support them. 130+ exhibitors offering advice and information on funding, mobility, seating, beds, communication, access, education, toys, transport, style, sensory, sports, leisure and more.

https://specialyoga.org.uk

April 2019

14 to 15 June

The Autism Show (London) ExCeL, London

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). http://london.autismshow.co.uk

21 to 22 June

The Autism Show (Birmingham) NEC, Birmingham

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). http://birmingham.autismshow.co.uk

28 to 29 June

The Autism Show (Manchester) EventCity, Manchester

The national event for autism, offering information, help and advice on autism (including Asperger syndrome). http://manchester.autismshow.co.uk

follow us on www.twitter.com/senmagazine join us on www.facebook.com/senmagazine

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CPD, TRAINING AND EVENTS Autism Today Winter Meeting 2018 This is a one-day, practical update for professionals working with autism spectrum conditions to discuss the current challenges and themes in autistic care. This meeting will include workshops and case study sessions to provide delegates with practical ideas they can take away from the meeting and apply straight into practice.

Autism spectrum conditions (ASC) are often overlooked by healthcare, education and social care professionals, which creates barriers to accessing the necessary support and services needed to live independently. In addition, people with autism are more likely to have coexisting mental and physical disorders, and other developmental disorders. Some may have contact with the criminal justice system, as either victims of crime or offenders, and it is important that their needs are recognised (NICE Clinical guideline [CG142]).

The winter meeting will take place on Friday 7 December 2018 in central London, in association with the British Journal of Hospital Medicine and British Journal of Mental Health Nursing. www.mahealthcareevents.co.uk

WWW.SENMAGAZINE.CO.UK

Introduction & Application to the

SCERTS Model

2 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

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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

SENISSUE97

WWW.SENMAGAZINE.CO.UK

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.

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